Critical Thinking For Students Learn The Skills Of Analysing Evaluating And Producing Arguments

Advanced Critical Thinking Skills


This book takes the skills introduced in Roy van den Brink-Budgen’s bestselling book Critical Thinking for Students and extends and builds on them. As a result, it will be especially useful for students on advanced level courses, whether in schools, colleges, or universities. It shows how complex arguments can be built up, analysed, and evaluated. It also shows how the use of various types of claim can be approached in argument, by stressing the need to ask a series of questions about their possible significance. The frequent role of explanation in the drawing of inference is also detailed. In addition, it applies Critical Thinking skills to decision-making, showing how these skills can clarify the choices available, their possible consequences, and the criteria needed to make decisions. In short, this book shows how to become an even more active and effective Critical Thinker.

ISBN-10: 184528433X • ISBN-13: 978-1845284336


‘ – clear, easy to read, logical development of argument. Powerful section on ethics in decision making. I’ll be recommending the book to my postgraduate students, both those that are studying on a number of postgraduate pathways in the business school, and those who I am supervising for their dissertation. Dr Jonathan Smith, Chartered FCIPD, Ashcroft International Business School, Anglia Ruskin University, UK.

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Research is focused on finding the implicit theories of teachers and students in the teaching field in relation to the issue of critical thinking in education. The research purpose is to determine respondents’ subjective opinions on what the concept of critical thinking include and how we can imagine a critically thinking child. The aim is also to discover whether Czech teachers and future teachers consider development of critical thinking in schools as desirable. Our own questionnaire and interview were used. Data was processed by a combination of quantitative and qualitative methods. Conclusions are that the critical thinking concept raises different ideas and opinions among respondents. These opinions also reflect whether the respondent was a student teacher or a teacher with experience, and also whether the respondent completed critical thinking course. Other findings are regarding the relationship between the length of teaching experience and teachers’ opinions on the need to develop critical thinking.


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