Critical Thinking: A Selected Bibliography
These books, articles and reports have been selected by Wisconsin Historical Society staff for those who want to pursue topics raised in the workshops. Those containing an ERIC number (in parentheses as part of their citation) are government publications. Their full texts can usually be found at http://www.ericdigests.org/ or by doing a Google search on the ERIC number. The others ‐ ‐ commercially published books and scholarly articles ‐ ‐ can usually be found with the help of the nearest UW‐System campus library.
TEACHING CRITICAL THINKING
Ankeny, Kirk, et al, eds. Bring History Alive! A Sourcebook for Teaching United States History. National Center for History in the Schools, Los Angeles, CA, 1996 (ERIC
ED417121) Very thorough sourcebook for teaching history, which includes articles and exercises that address incorporation of primary source materials and critical thinking exercises. An excellent resource for middle‐ and secondary‐school history teachers interested in incorporating CT exercises into their classroom instruction.
Beyer, Barry K. Critical Thinking. Bloomington, Ind.: Phi Delta Kappa Educational
Foundation, 1995. A very basic and brief distillation of the essential features of critical thinking, as identified by a first generation CT education specialist, including his concise articulation of the essential elements of CT, an example of CT, and a statement on the importance of CT to a democratic society.
Black, Susan. “Teaching Students to Think Critically,” The Education Digest 70:6 (Fall
2005). A very brief summary of contemporary educational ideas for developing children’s “critical thinking” skills. Author cites leading proponents and programs of critical thinking: Richard Paul and Linda Elder (National Council for Excellence in Critical Thinking); Talents Unlimited (the US Department of Education National Diffusion Network program); Stanley Pogrow (HOTS developer); and Barry Beyer, a professor emeritus from George Mason University.
Ennis, Robert. Critical Thinking. Upper Saddle River, NJ: Prentice Hall, 1996; 1995. Useful general textbook employing natural language in order to assist individuals in the development and self‐evaluation of CT, predicated upon the notion that CT dispositions and abilities are essential to a democracy. Ennis emphasizes six basic elements to CT: Focus, Reason, Inference, Situation, Clarity and Overview (FRISCO). Text includes numerous examples and suggestions for self‐assessment.