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Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring.
Mirroring the debate between courses on critical thinking for its own sake and critical thinking within a knowledge-centered context, Plum (1984) advocates the discipline-centered model as a structure for bibliographic instruction and suggests that students must recognize that research methods, or the principles behind criticism, are not universally accepted within the discipline.
questions of consistency: examine our thinking for contradictions