Classroom Critical Thinking Strategies

The definition of critical thinking generally "has shifted from the ability to recognize certain patterns of thought in the work of others to the more active demonstration of critical thinking of one's own" (Cromwell, 1992, p. 38). Cromwell (1992, p. 38) noted, however, that the definition of critical thinking also "depends both on one's notion of what it means to think critically and one's views of the reasons for critical thought."

Nickerson, Perkins, and Smith (1985, pp. 45) stated that critical thinking is a "rational way . . . to judge the plausibility of specific assertions, to weight the evidence, the assess the logical soundness of inferences, to construct counter arguments and alternative hypothesis," as a means of knowing "what to believe, in a wide variety of contexts." Glaser (1985, p. 24) argued that critical thinking is an . . attitude of being disposed to consider in a thoughtful, perceptive manner the problems and subjects that come within the range of one's experience . . . knowledge of the methods of logical inquiry and reasoning .

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that the majority don't have the critical thinking skills we need in an economy like ours that's based on information and knowledge." American business leaders agree that labor in the United States is by and large unskilled and unprepared (BusinessHigher Education Forum, 1988, pp. 127). There is general agreement among business leaders, governmental officers, and educators that the American economy requires "more highly educated entry workers in order for our country to remain competitive" (United States Department of Labor, 1988, p. 9). These same parties also tend to agree that too many of these experts also agree that "much of our human talent is being wasted, and a growing proportion of the next generation is slipping beyond the reach of the institutions and values of our society" (BusinessHigher Education Forum, 1988, p. 6). American businesses, for the most part, tend to view the contemporary high school diploma as signifying nothing more than time spent in the classroom (Rosenfeld, 1987, p. 3). While educators Barnes (1992, pp. 12), Chaffee (1992, pp. 2536), Cromwell (1992, pp. 3750), Hauser (1991, p. 2), Paul (1992, pp. 324), and White (1991, p. 1) contend that the problem lies in the inability of young people
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