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Zusatztext "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 Informationen zum Autor Richard Andrews, University of London, UKSharon Bailin, Simon Fraser University, CanadaMaha Bali, American University in Cairo, EgyptMark Battersby, CanadaMargaret Blackie, Stellenbosch University, South AfricaTracy Bowell, University of Waikato, New ZealandEva M. Brodin, Lund University, SwedenStephen Brookfield, University of St. Thomas, USALorelle Burton, University of Southern Queensland, AustraliaElmarie Costandius, Stellenbosch University, South AfricaSharon K Chirgwin, Menzies School of Health Research, AustraliaStephen Cowden, Coventry University, UK Peter Ellerton, University of Queensland, AustraliaRobert H. Ennis, Education at the University of Illinois, USASandra Grace, Southern Cross University, Australia Paul Green, Mount St. Mary's College, USAPhil Griffiths, University of Southern Queensland, AustraliaBenjamin Hamby, Coastal Carolina University, USASara Hammer, University of Southern Queensland, AustraliaMaralee Harrell, Carnegie Mellon University, USADenise Higgins, Australian National University, AustraliaDavid Hitchcock, McMaster University, CanadaSusan Howitt, Australian National University, AustraliaHenk Huijser, Batchelor Institute of Indigenous Tertiary Education, AustraliaAlan Jones, Macquarie University, AustraliaAnna Jones, Glasgow Caledonian University, UKJustine Kingsbury, University of Waikato, New ZealandMasuo Koyasu, Kyoto University, JapanTakashi Kusumi, Kyoto University, JapanJoe Lau, The University of Hong Kong, Hong KongBrenda Leibowitz, University of Johannesburg, South AfricaStephen M. Llano, St. John's University, USAJason Lodge, University of Melbourne, Australia Beatrice Lok, Chinese University of Hong Kong, Hong KongRhoda Malgas, Stellenbosch University, South AfricaEmmanuel Manalo, Waseda University, Japan Karl Maton, University of Sydney, Australia Celina McEwen, Charles Sturt University, Australia Yasushi Michita, University of the Ryukyus, JapanIan Nell, Stellenbosch University, South AfricaNancy November, University of Auckland, New ZealandErin O'Connor, Queensland University of Technology, AustraliaPaul J Orrock, Southern Cross University, AustraliaPamela Roberts, Australian National University, AustraliaChris Robinson, Duke University Press, USASophia Olivia Rosochacki, African Arts Institute, South AfricaRh...
