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The Palgrave Handbook of Critical Thinking in Higher Education

• © 2015
• Martin Davies ,
• Ronald Barnett

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Table of contents (35 chapters)

Front matter, introduction.

• Martin Davies, Ronald Barnett

What Is Critical Thinking in Higher Education?

Critical thinking: a streamlined conception.

• Robert H. Ennis

Critical Thinking and/or Argumentation in Higher Education

• Richard Andrews

A Curriculum for Critical Being

Willingness to inquire: the cardinal critical thinking virtue.

• Benjamin Hamby

Teaching Critical Thinking

Teaching critical thinking: an operational framework.

• Keith Thomas, Beatrice Lok

Teaching Critical Thinking for Lifelong Learning

Teaching critical thinking as inquiry.

• Sharon Bailin, Mark Battersby

Debate’s Relationship to Critical Thinking

• Stephen M. Llano

Thick Critical Thinking: Toward a New Classroom Pedagogy

• Milton W. Wendland, Chris Robinson, Peter A. Williams

A Disciplined Approach to Critical Thinking

Using argument mapping to improve critical thinking skills.

• Tim van Gelder

Incorporating Critical Thinking in the Curriculum

The relationship between self-regulation, personal epistemology, and becoming a “critical thinker”: implications for pedagogy, using argument diagramming to teach critical thinking in a first-year writing course.

• Maralee Harrell, Danielle Wetzel

Virtue and Inquiry: Bridging the Transfer Gap

• Tracy Bowell, Justine Kingsbury

Proposition Testing: A Strategy to Develop Critical Thinking for Essay Writing

• Sara Hammer, Phil Griffiths
• Critical thinking
• higher education
• argumentation
• critical pedagogy
• criticality
• critical dispositions
• critical attitudes
• critical citizenship
• DELPHI Definition
• cognitive elements
• propensities
• critical theory

About this book

"The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA

"A sweeping, landmark collection of perspectives on theory and practice from key thinkers and practitioners. This is a must read book for anyone who wants to know what critical thinking is, or might be, in higher education." - Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia

"'Critical thinking' is one of the key aims of higher education. But what is it? And, does it mean the same thing in all fields, disciplines and cultures? While insisting on the importance of critical thinking in higher education, this book problematises and debates what it means, and how it may be developed and implemented in curriculum. It fills a key gap in the literature, and in curricular and policy debates." - Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute of Studies for Education, University of Toronto, Canada

About the authors

Bibliographic information.

Book Title : The Palgrave Handbook of Critical Thinking in Higher Education

Editors : Martin Davies, Ronald Barnett

DOI : https://doi.org/10.1057/9781137378057

Publisher : Palgrave Macmillan New York

eBook Packages : Palgrave Education Collection , Education (R0)

Copyright Information : Palgrave Macmillan, a division of Nature America Inc. 2015

Hardcover ISBN : 978-1-137-37803-3 Published: 25 March 2015

Softcover ISBN : 978-1-349-47812-5 Published: 25 March 2015

eBook ISBN : 978-1-137-37805-7 Published: 25 March 2015

Edition Number : 1

Number of Pages : X, 646

Topics : Higher Education , Philosophy of Education , Social Sciences, general , Science, Humanities and Social Sciences, multidisciplinary

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Importance of Critical Thinking in Solving Society's Problems

ABSTRACT: Critical thinking is essential in making a sound judgment and addressing concerns in real life. The importance of this seemingly small sphere hinges on its philosophical aspects and ability to blend one's common sense with reason, intellectual empathy, perseverance, and knowledge. From this perspective, my paper demonstrates how critical thinking can be practically used to solve society's issues. It articulates the best way of changing people's perception of this broad discipline. By examining relevant articles, specifically, <em>The Bell</em> by Iris Murdoch, I demonstrate how society can gain a precise sense of reality. Also, I delve on how people can solve their problems without assumptions and clouded misgivings. Fictitious characters are vastly used to illustrate how critical thinkers can design appropriate solutions to overcome society's competitive scenarios through situational analysis and evaluation of the environment. I review Murdoch&...

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• Focusing attention on physicians’ climate-related duties may risk missing the bigger picture: towards a systems approach to health and climate
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• http://orcid.org/0000-0001-8111-2730 Gabby Samuel 1 , 2 ,
• Sarah Briggs 2 ,
• Faranak Hardcastle 2 , 3 ,
• Kate Lyle 2 ,
• Emily Parker 2 ,
• http://orcid.org/0000-0003-3324-4338 Anneke M Lucassen 2
• 1 Department of Global Health and Social Medicine , King's College London , London , UK
• 2 Centre for Human Genetics, Nuffield Department of Medicine , University of Oxford , Oxford , UK
• 3 Nationals Centre for Public Awareness of Science , Australian National University , Canberra , ACT , Australia
• Correspondence to Dr Gabby Samuel, Department of Global Health and Social Medicine, Bush House, North East Wing, 40 Aldwych, King's College London, London WC2B 4BG, UK; gabrielle.samuel{at}kcl.ac.uk

https://doi.org/10.1136/jme-2024-109953

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Gils-Schmidt and Salloch recognise that human and climate health are inextricably linked, and that mitigating healthcare-associated climate harms is essential for protecting human health. 1 They argue that physicians have a duty to consider how their own practices contribute to climate change, including during their interactions with patients. Acknowledging the potential for conflicts between this duty and the provision of individual patient care, they propose the application of Korsgaard’s neo-Kantian account of practical identities to help navigate such scenarios. In this commentary, we argue that by focusing attention on this physician–patient level, the authors overlook the complexity of climate change, both within the healthcare sector and beyond. We recognise the importance of individual agency in tackling this issue, and we also recognise that the authors do briefly acknowledge the importance of considering these broader complexities; however, we emphasise the need for climate and health discussions/action to be situated in a wider framework of systemic change. Our concern is that overemphasis on patient-level interactions risks normalising the prioritisation of individual-level approaches to addressing climate change, detracting from such a broader approach.

Individual approach versus systems thinking

Physician training emphasises the need for trust, confidentiality and shared decision-making in the doctor–patient relationship. Similarly, biomedical ethics often foregrounds personal autonomy, with much of the ethics literature centred on resolving tensions in clinical decision-making for specific patients. In contrast, intervening in the relationship between climate and health requires us to ask questions about health and climate change that go beyond a narrow individual focus. We require an expansive approach that brings physician agency together with a comprehensive broader understanding of the socio/geopolitical factors that operate within and beyond health system structures to affect climate and health. This approach needs to recognise that while it may be appropriate for climate protection to enter the dialogue between physicians and patients, foregrounding and prioritising a wider framing of systems-level thinking is necessary.

Case study: the green inhaler

Metered-dose inhalers have a significant carbon footprint 1 and, as such, have become an international focal point for reducing healthcare-associated greenhouse gas emissions. 4 Dry powder inhalers offer a lower-carbon alternative suitable for many patients with asthma and chronic obstructive pulmonary disease, and are the norm in some countries. 5 In the UK, metered-dose inhalers make up around 70% of those prescribed and account for 3.9% of National Health Service (NHS) greenhouse gas emissions. 6 Supporting and incentivising general practitioners to discuss the environmental impact of metered-dose inhalers with their patients and offer the option to switch to dry powder inhalers or lower-emission metered-dose inhalers forms a core component of the English NHS’s Net Zero strategy. 7 Focusing here on the doctor–patient dialogue as the locus of change draws attention away from structural mechanisms such as regulatory approaches, which, in a functioning regulatory system, would have the potential to bring about quicker and longer-lasting reform. Furthermore, concentrating on replacing one healthcare product with another as a method of reducing the carbon footprint of asthma care risks obscuring the social and environmental factors associated with poor respiratory health, which have led to an increased need for inhalers in the first place. These include, for example, both outdoor air pollution from petrol/diesel vehicles, fossil fuel burning power stations and indoor wood fires, and poor indoor air quality from damp and mould exacerbated by substandard housing and fuel poverty. Addressing these issues would not only improve population health and reduce healthcare activity, thereby driving down healthcare-associated emissions, but importantly would also go some way to reducing the unequal impact of air pollution on already disadvantaged communities. This does not mean that physicians have no role here: physicians should use their trusted voices to inform and advocate for their patients and communities on the damaging health effects of air pollution.

By drawing on individual-level frameworks to assist physician decision-making around issues of climate and health, attention is moved from the fact that such issues can, should and need to be addressed through a systems-level lens. Such a lens incorporates individual as well as structural perspectives. Systems-level thinking offers a useful framework to do this. Through such a lens, physicians can more productively address issues of climate change by advocating for their patients and communities effectively.

• van Gils-Schmidt HJ ,
• World Health Organisation
• World Health Organization
• Ortsäter G ,
• Borgström F ,
• Soulard S , et al
• Wilkinson AJK ,
• Braggins R ,
• Steinbach I , et al
• NHS England and NHS improvement

X @annekeluc

Contributors All authors contributed equally to this work.

Funding This study was funded by Wellcome (222180/Z/20/Z and 208053/B/17/Z), SB is funded by an NIHR Academic Clinical Lectureship (CL-2022-13-001).

Competing interests None declared.

Provenance and peer review Not commissioned; internally peer reviewed.

↵ A ‘carbon footprint’ is an estimate of greenhouse gas emissions associated with a particular product, process or organisation. The greenhouse gases included in a carbon footprint are carbon dioxide (CO 2 ), methane, nitrous oxide and fluorinated gases, which are converted into CO 2 equivalents according to their global warming potential. The carbon footprint of metered-dose inhalers is largely attributed to the fluorinated gases released during their use, but it also encompasses greenhouse gas emissions released during their manufacture, distribution and disposal.

Linked Articles

• Feature article Physicians’ duty to climate protection as an expression of their professional identity: a defence from Korsgaard’s neo-Kantian moral framework Henk Jasper van Gils-Schmidt Sabine Salloch Journal of Medical Ethics 2023; - Published Online First: 25 Oct 2023. doi: 10.1136/jme-2023-109203

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