Retrieved [date] from, of paper presented at the Critical Thinking Conference sponsored by Gordon College, Barnesville, GA, Critical thinking is an important issue in education today The movement to the information age has focused attention on good thinking as an important element of life success (Huitt, 1995; Thomas & Smoot, 1994).
The following are some examples of attempts to define critical thinking: Contributions to our thinking about critical thinking Each of the separate groups has made significant contributions to our understanding of critical thinking.
They also demonstrate how educators can establish the proper contingencies to change behavior.
Content specialists (such as Hickey and Mertes) demonstrate how critical thinking can be taught in different content areas such as reading, literature, social studies, mathematics, and science.
However, research is mixed on the relationship of synthesis and evaluation; it is possible that these two are reversed or they could be two separate, though equally difficult, activities (Seddon, 1978).
Synthesis and evaluation are two types of thinking that have much in common (the first four levels of Bloom's taxonomy), but are quite different in purpose.
Old standards of simply being able to score well on a standardized test of basic skills, though still appropriate, cannot be the sole means by which we judge the academic success or failure of our students.
These changing conditions require new outcomes, such as critical thinking, to be included as a focus of schooling.
Bloom and his colleagues (1956) produced one of the most often cited documents in establishing educational outcomes: The Taxonomy of the Cognitive Domain.
They proposed that knowing is actually composed of six successive levels arranged in a hierarchy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation.