Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. James Laffey Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2001. / Study conducted with college students in Hawaii, using items from the California Critical Thinking Disposition Inventory (CCTDI) and the Self-Construal Scale (SCS). Includes bibliographical references (leaves 146-171). Also available on microfiche.

Thesis--PlanB (Ed. Spec.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The dialogical theory of critical thinking I develop in this thesis portrays critical thinking fundamentally as a social practice. Yet in saying this I am not suggesting that critical thinking is a form of practical reason - to be contrasted with some notion of theoretical or pure reason - rather, I shall be seeking to do away with the dichotomy. In this sense the thesis falls within the domain of the postmodern, reflecting a general reappraisal of the relationship between mind and body, thinking and experience, individual and community. One of the central issues I seek to address is the way in which critical thinking is connected to personal identity on the one hand and to general principles and constraints on the other. These constraints will be both epistemic and moral. In characterizing critical thinking as a form of human activity, I suggest that critical thinking needs to be grounded not only in a theory of epistemology, but in a theory of persons. In characterizing critical thinking as a reflexive activity - involving reflection and deliberation - I suggest that we also need to ground it in a theory of self. In suggesting that persons and selves have uniqueness or autonomy, I suggest that a dialogical conception of critical thinking needs to accommodate plurality. Finally, in seeing critical thinking as a value, and not merely as a utility, I come to characterize critical thinking in terms of virtues.

Thesis (Ed. D.)--University of Nebraska--Lincoln, 1993. / Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1988. / Title from title page screen, viewed September 13, 2005. Dissertation Committee: John V. Godbold (chair), Dennis G. Kelly, Patricia H. Klass, Walter D. Pierce. Includes bibliographical references (leaves 100-108) and abstract. Also available in print.

Thesis (M.A.)--Boston University. PLEASE NOTE: Missing pages 33, 35, 37, 41-43, 48, 71. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2999-01-01

Thesis (Ph.D.)--Tennessee Technological University, 2007. / Bibliography: leaves 49-55.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1947. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 205-210).