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|a Halonen, Jane S.
|0 http://id.loc.gov/authorities/names/n95120984
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|a Critical Thinking throughout the Undergraduate Psychology Curriculum /
|c Jane S. Halonen.
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1985.
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|a 27 pages
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|a text
|b txt
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|a ERIC Note: Paper presented at the Mid-America Conference for Teachers of Psychology (2nd, Indiana, October 1985). Document contains light type.
|5 ericd
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|a Educational level discussed: Higher Education.
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|a This paper outlines seven assumptions about teaching conditions that best facilitate critical thinking in the undergraduate psychology curriculum; the main ideas proposed in a model of critical thinking developed by a network of psychologists across the nation; and the application of this critical thinking model to the undergraduate curriculum. Beginning with students'"knowledge bases" (facts, beliefs, assumptions, and values), the model is based on tension-reduction theories in which the restoration of a sense of balance is the core idea. Once critical thinking is engaged, a student is likely to go through the following identifiable stages in the resolution of discrepancy: (1) motivating factors, involving whether or not the student is alert, engaged, and willing to take risks; (2) information-seeking skills, involving ways in which the student organizes information; (3) information-relating skills, in which students make connections between original discrepancies and other ideas, culminating in the construction of a revised, tentative, personal theory; (4) an evaluation phase, in which students purposefully examine their personal theories to determine the adequacy or sufficiency of their resolution; (5) an expressing phase in which students put forth their new position for external feedback; and (6) the integrating phase, resulting when external feedback is supportive and students both revise their personal theories and expand their knowledge bases. Following the evaluation of the implementation of this model at Alverno College in Milwaukee, Wisconsin, insights about the various components of the model, including remaining discrepancies are presented. A sample assignment is appended. (LH)
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|a Teachers.
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|a Practitioners.
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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|a Microform.
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|a Cognitive Development.
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