Critical Thinking, Identity, and Performance
Bibliographic Data
| ID | 21740149 |
|---|---|
| Authors | Irene Clark (corresponding author), Irene L Clark |
| Year | 2021 |
| Volume | 21 |
| Issue | 2 |
| Pages | 225-240 |
| Publication date | 2021-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (JOURNAL) |
| Journal identifiers | ISSN: 1531-4200 • E-ISSN: 1533-6255 |
| Publisher | Duke University Press (PUBLISHER • US) |
| DOI | 10.1215/15314200-8811415 |
| OpenAlex | W3163617313 |
| Language | EN |
| Citations received | 1 |
| References cited | 17 |
Referencing current research in neuroscience, this article argues that although knowledge about logic and evidence are important for helping students become critical thinkers, teachers should devote attention to the nonrational biases currently being evoked for persuasion, plan additional class time for students to reflect on their own emotional biases, and encourage students to self-identify as critical thinkers, so that they will continue to think critically in other courses and contexts. To attain this goal, approaches involving performance and reflection should be given further attention to help students develop the habit of questioning the credibility of information
Aesthetics · Cognitive psychology · Credibility · Critical reflection · Critical thinking · Epistemology · Pedagogy · Persuasion · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology
Epistemic Thinking in Action
Changes in grey matter induced by training
Mindful Learning
Does Living in California Make People Happy? A Focusing Illusion in Judgments of Life Satisfaction
The Presentation of Self in Everyday Life
The Presentation of Self in Everyday Life
Thinking Critically about Critical Thinking
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |