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The Palgrave handbook of critical thinking in higher education

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Cover of 'The Palgrave handbook of critical thinking in higher education'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 Critical Thinking: A Streamlined Conception
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    Chapter 3 Critical Thinking and/or Argumentation in Higher Education
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    Chapter 4 A Curriculum for Critical Being
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    Chapter 5 Willingness to Inquire: The Cardinal Critical Thinking Virtue
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    Chapter 6 Teaching Critical Thinking: An Operational Framework
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    Chapter 7 Teaching Critical Thinking for Lifelong Learning
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    Chapter 8 Teaching Critical Thinking as Inquiry
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    Chapter 9 Debate’s Relationship to Critical Thinking
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    Chapter 10 Thick Critical Thinking: Toward a New Classroom Pedagogy
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    Chapter 11 A Disciplined Approach to Critical Thinking
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    Chapter 12 The Palgrave Handbook of Critical Thinking in Higher Education
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    Chapter 13 The Relationship between Self-Regulation, Personal Epistemology, and Becoming a “Critical Thinker”: Implications for Pedagogy
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    Chapter 14 Using Argument Diagramming to Teach Critical Thinking in a First-Year Writing Course
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    Chapter 15 Virtue and Inquiry: Bridging the Transfer Gap
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    Chapter 16 Proposition Testing: A Strategy to Develop Critical Thinking for Essay Writing
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    Chapter 17 Conditions for Criticality in Doctoral Education: A Creative Concern
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    Chapter 18 The Effectiveness of Instruction in Critical Thinking
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    Chapter 19 Do Students from Different Cultures Think Differently about Critical and Other Thinking Skills?
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    Chapter 20 Critical Thinking through a Multicultural Lens: Cultural Challenges of Teaching Critical Thinking
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    Chapter 21 Cultural Variance, Critical Thinking, and Indigenous Knowledges: Exploring a Both-Ways Approach
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    Chapter 22 Critical Thinking Education with Chinese Characteristics
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    Chapter 23 Metacognitive Education: Going beyond Critical Thinking
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    Chapter 24 Applying Cognitive Science to Critical Thinking among Higher Education Students
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    Chapter 25 Metacognition and Critical Thinking: Some Pedagogical Imperatives
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    Chapter 26 Critical Thinking in Professional Accounting Practice: Conceptions of Employers and Practitioners
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    Chapter 27 Critical Thinking for Future Practice: Learning to Question
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    Chapter 28 Criticality in Osteopathic Medicine: Exploring the Relationship between Critical Thinking and Clinical Reasoning
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    Chapter 29 Making Critical Thinking Visible in Undergraduates’ Experiences of Scientific Research
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    Chapter 30 Using Social Media to Enhance Critical Thinking: Crossing Socio-Educational Divides
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    Chapter 31 Speaking Truth to Power: Teaching Critical Thinking in the Critical Theory Tradition
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    Chapter 32 Stumbling over the First Hurdle? Exploring Notions of Critical Citizenship
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    Chapter 33 Critical Pedagogy: Critical Thinking as a Social Practice
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    Chapter 34 The Knowledge Practices of Critical Thinking
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    Chapter 35 Critical Thinking for Educated Citizenship
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Title
The Palgrave handbook of critical thinking in higher education
Published by
Springer Nature, January 2015
DOI 10.1057/9781137378057
ISBNs
978-1-137-37803-3, 978-1-137-37805-7, 978-1-349-47812-5, 978-1-137-37804-0
Editors

Martin Davies, Ronald Barnett

X Demographics

X Demographics

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 484 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Indonesia 1 <1%
Ireland 1 <1%
Brazil 1 <1%
South Africa 1 <1%
United Kingdom 1 <1%
United States 1 <1%
Unknown 478 99%

Demographic breakdown

Readers by professional status Count As %
Lecturer 57 12%
Student > Ph. D. Student 57 12%
Student > Master 51 11%
Researcher 31 6%
Student > Bachelor 28 6%
Other 86 18%
Unknown 174 36%
Readers by discipline Count As %
Social Sciences 93 19%
Arts and Humanities 43 9%
Linguistics 30 6%
Psychology 23 5%
Business, Management and Accounting 16 3%
Other 97 20%
Unknown 182 38%