Critical thinking is an educational ideal with an accumulating canon of scholarship, but conceptualizing it has nevertheless remained contentious. One important issue concerns how critical thinking involves an interplay between cognitive abilities and associated character traits, dispositions, and motivations. I call these and other aspects of the critical thinker “critical thinking virtues”, taking them to be intellectual excellences of character, cultivated by people who tend to aim towards making reasoned judgments about what to do or believe. The central virtue that motivates any critical thinker to engage her skills in critical thinking I call “willingness to inquire”, connecting the character of the person to the skills she must use consistently to be a critical thinker. Willingness to inquire is the virtue that ranges over the application of all critical thinking skills, a basic motivational drive guiding a person towards the educational ideal. Other critical thinking virtues, such as open-mindedness, fairness, and respect for dialectical partners, also facilitate the appropriate application of critical thinking skills in a process of inquiry. Pedagogues should therefore seek not only to instruct for skills, but also to explicitly mention and instruct for the virtues as well. I conclude by offering curricular recommendations in this regard. / Dissertation / Doctor of Philosophy (PhD)
| Identifer | oai:union.ndltd.org:mcmaster.ca/oai:macsphere.mcmaster.ca:11375/15847 |
| Date | January 2014 |
| Creators | Hamby, Benjamin |
| Contributors | Hitchcock, David, Philosophy |
| Source Sets | McMaster University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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