Cover -- Half-title -- Title -- Copyright -- Contents -- Preface -- Introduction to the Second Edition -- PART ONE EDUCATION FOR THINKING -- 1 The Reflective Model of Educational Practice -- RATIONALITY AS AN ORGANIZING PRINCIPLE -- SCHOOLING WITHOUT THINKING -- NORMAL VERSUS CRITICAL ACADEMIC PRACTICE -- RESTRUCTURING EDUCATIONAL PRACTICE -- Education as inquiry -- Community of inquiry -- Sensitivity to what is problematic -- Reasonableness -- Relationship and judgment -- Thinking in the disciplines -- Conversational apprenticeship -- Autonomy -- Reflective thinking -- 2 Approaches in Teaching for Thinking -- ENTER THE CRITICAL THINKING MOVEMENT -- How we got to where we are -- Some more recent origins of critical thinking -- Dewey and the Deweyans -- Analytic skills and cognitive objectives -- The emergence of informal logic -- Other conversations, other voices -- The educational assimilation of critical thinking -- CRITICAL THINKING AND THE INCULCATION OF BELIEF -- ALTERNATIVE APPROACHES TO TEACHING PRACTICAL REASONING -- The guidance of practice by reasons -- Criterion-based performance -- The guidance of practice by hypotheses and consequences -- Eight steps to solutions -- TEACHING FOR BRIDGING, TRANSFER, AND TRANSLATION -- SOME CHARACTERIZATIONS OF CRITICAL THINKING -- 3 Obstacles and Misconceptions in Teaching for Thinking -- CONCEPTUAL OBSTACLES TO THE STRENGTHENING OF THINKING -- Disagreements over the nature of thinking -- Disagreements over the proper psychological approach -- Disagreements over the role of philosophy -- Disagreements over the preferred educational approaches -- SOME MISCONCEPTIONS REGARDING TEACHING FOR CRITICAL THINKING -- Misconception 1: Teaching for thinking is equivalent to teaching for critical thinking -- Misconception 2: Reflective teaching will necessarily result in reflective learning.

Misconception 3: Teaching about critical thinking is equivalent to teaching for critical thinking -- Misconception 4: Teaching for critical thinking requires drill in thinking skills -- Misconception 5: Teaching for logical thinking is equivalent to teaching for critical thinking -- Misconception 6: Teaching for learning is just as effective as teaching for critical thinking -- PART TWO COMMUNITIES OF INQUIRY -- 4 Thinking in Community -- WHAT PRODUCES THE COMMUNITY AND WHAT THE COMMUNITY PRODUCES -- FOLLOWING THE ARGUMENT WHERE IT LEADS -- THE LOGIC OF CONVERSATIONAL DISCOURSE -- THE ART OF CONVERSATION -- THE STRUCTURE OF DIALOGUE -- DIALOGUE AND COMMUNITY -- LEARNING FROM THE EXPERIENCE OF OTHERS -- THE ROLE OF THE COMMUNITY OF INQUIRY IN EDUCATION -- TOWARD THE FORMATION OF CLASSROOM COMMUNITIES OF INQUIRY -- I. The offering of the text -- II. The construction of the agenda -- III. Solidifying the community -- IV. Using exercises and discussion plans -- V. Encouraging further responses -- THE EPISTEMOLOGICAL STATUS OF DISCUSSION IN THE COMMUNITY OF INQUIRY -- 5 The Community of Inquiry Approach to Violence Reduction -- EDUCATION, NOT INDOCTRINATION -- TO WHAT CRITERIA CAN WE APPEAL? -- We can cite our own experience -- We can appeal to the child's own experience -- We can attempt to persuade the child -- We can make use of reason -- All of the above -- VIOLENCE AND JUSTIFICATION -- THE STRENGTHENING OF JUDGMENT THROUGH COGNITIVE WORK -- EDUCATING FOR VALUES AND MEANINGS THROUGH THE COMMUNITY OF INQUIRY -- REDUCING VIOLENCE IN A SCHOOL SETTING -- PART THREE ORCHESTRATING THE COMPONENTS -- 6 The Emotions in Thinking and in Education -- EMOTION AND EDUCATION -- IS THERE A PARADIGMATIC VERSION OF EMOTIVE THINKING? -- CAN WE EDUCATE WITH REGARD TO EMOTIONS? -- EMOTIONS AND LANGUAGE -- WORD CLUSTERS FOR BUILDING VERBAL FLUENCY ABOUT EMOTIONS.

7 Mental Acts -- CONSCIOUSNESS AND THE PERFORMANCE OF MENTAL ACTS -- BEING AWARE OF OUR MENTAL ACTS -- MENTAL ACTS AS PERFORMANCES -- PROPOSITIONAL ATTITUDES -- EPISTEMIC MOVEMENT: MENTAL ACTS AND STATES CAN DEVELOP INTO THINKING SKILLS -- THE DEVELOPMENT OF MENTAL MOVES INTO PHILOSOPHICAL DIALOGUE -- THROUGH THE MAGNIFYING GLASS: A CLOSER LOOK AT HOW PHILOSOPHY CAN IMPROVE THINKING -- 8 Thinking Skills -- ON TEACHING THINKING SKILLS TO CHILDREN -- Skills and Dispositions Encouraged and Developed in the Community of Inquiry -- SKILL AND MEANINGS -- FOUR MAJOR VARIETIES OF THINKING SKILLS -- Inquiry skills -- Reasoning skills -- Information-organizing skills -- Translation skills -- IS TEACHING REASONING WORTHWHILE? -- SKILLS AND THEIR ORCHESTRATION -- FROM BASIC SKILLS TO ELEMENTARY SCHOOL SUBJECTS -- THE BOUNDARIES OF SKILL -- PART FOUR EDUCATION FOR THE IMPROVEMENT OF THINKING -- 9 The Transactive Dimensions of Thinking -- A MULTIDIMENSIONAL THINKING APPROACH -- THE RIGHT TO THINKING CAPABILITY -- 10 Education for Critical Thinking -- CRITICAL THINKING: WHAT IT CAN BE -- The outcomes of critical thinking are judgments -- Critical thinking relies on criteria -- Metacriteria and megacriteria -- Criteria as bases of comparison -- The indispensability of standards -- Critical thinking is self-corrective -- Critical thinking displays sensitivity to context -- PRACTICAL REASONING BEHAVIORS THAT SIGNIFY CLOSURE -- Self-correction -- Acquiring sensitivity to context -- Being guided (and goaded) by criteria -- Judgment -- PROFESSIONAL EDUCATION AND THE CULTIVATION OF JUDGMENT -- CRITICAL THINKING AND INFORMAL FALLACIES -- The fallacies as a rogues' gallery of reasoning defects -- The significance of the value-principles -- Using validities to establish standards of reasonableness -- A table of validities.

The role of value-principle exercises in teaching for critical thinking -- Exercise: Identifying similarities and differences among mental acts -- 11 Education for Creative Thinking -- THE PRIMARY ASPECT OF THE WORK OF ART AS THE STANDARD OF THE WORK -- CREATIVE THINKING IN CRITICAL PERSPECTIVE -- FRESHNESS, PROBLEMATICITY, AND INTELLIGIBILITY -- AMPLIFICATIVE THINKING -- DEFIANT THINKING -- MAIEUTIC THINKING -- CREATIVE AND CARING THINKING -- CREATIVE AND CRITICAL THINKING -- COGNITIVE MOVES IN THE CREATIVE THOUGHT PROCESS -- CREATIVITY AND DIALOGUE IN THE COMMUNITY OF INQUIRY -- CREATIVITY AND THINKING FOR OURSELVES -- 12 Education for Caring Thinking -- THE PLACE OF THE PASSIONS IN THINKING -- CARING THINKING AS CONCERN FOR MATTERS OF IMPORTANCE -- SOME KINDS OF CARING THINKING -- Appreciative thinking -- Affective thinking -- Active thinking -- Normative thinking -- Empathic thinking -- 13 Strengthening the Power of Judgment -- WHY NOT TEACH FOR BETTER JUDGMENT? -- JUDGMENT AS CRITICAL, CREATIVE, AND CARING -- THE JUNCTURE OF THE UNIVERSAL AND THE PARTICULAR -- THREE ORDERS OF JUDGMENT -- Generic judgments -- Mediating or procedural judgments -- Focal or culminating judgments -- THE BALANCE WHEEL OF JUDGMENT IN EDUCATIONAL SETTINGS -- JUDGMENTS AS EXPRESSIVE OF PERSONS -- Bibliography -- Index.