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Fair, F., Haas, L., Gardiosik, C., Johnson, D., Price, F., & Liepnik, O. (2015). Socrates in the Schools from Scotland to Texas: Replicating the Effects of a Philosophy for Children Program. Journal of Philosophy in Schools, 2, 18-37.
https://doi.org/10.21913/JPS.v2i1.1100

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• TITLE: Tools for Teaching and Role-Modeling Critical Thinking

  AUTHORS: Paul A. Wagner

  KEYWORDS: Critical Thinking Scripts, Landmines, LFTO (Law of Figuring Things Out), Dispositions, Teacher Role-Modeling, Evaluation

  JOURNAL NAME: Psychology, Vol.13 No.8, August 31, 2022

  ABSTRACT: There is much talk about teaching critical thinking today. More often than not, it leads to only teaching facts about mental life, teaching socio-political platitudes and listing traits of critical thinkers. Not only does none of this work, but it usually leads to more crippling effects on any effort to exercise critical thinking. Critical thinking cannot be taught as British philosopher Gilbert Ryle warned long ago, it can only be learned. The most important tool for learning is teacher role-modeling of critical thinking. Teachers are there to model and lure students into exposing flawed arguments and high praise of epistemically strategic moves in an argument. The tools discussed below lead to sources that do just that.