higher order learning that "multiplies comprehension and insight." Paul (1992) provided a definition of critical thinking that encompasses the generally agreed on dimensions of critical thinking in contemporary society: perfections of thought, elements of thought, and domains of thought. Paul (1992, pp. 9 10) defined critical thinking as
. . disciplined, self directed thinking that exemplifies the perfections of thinking appropriate to a particular domain of thought. It comes in two forms. If disciplined to serve the interests of a particular individual or group, to the exclusion of other persons and groups, it is sophistic or weak sense critical thinking. If disciplined to take into account the interests of diverse persons or groups, it is fairminded or strong sense critical thinking.
White (1991) contended that student achievement is, to a great extent, the product of the teacher's perception of critical thinking strategies. This line of reasoning holds that student roles must change from those of passive note takers to those of active inquirers, wherein critical thinking strategies are used to learn (Hauser, 1991).
Barnes (1992, p. 1) stated that in the United States "only a small percentage of . . . young people can reason effectively about what they read or write. That means 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 (Business Higher Education Forum, 1988). 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). A general agreement also exists that "much of our human talent is being wasted and a growing proportion of the ne...