Critical Thinking

Abstract

Abstract In the previous Handbook of Research on Music Teaching and Learning, Richardson and Whitaker (1992) concluded their chapter on critical thinking in music education by stating that there is a need to explore the musical implementation of a single theoretical base (p. 556). The authors suggest that to clarify meanings, refine conceptions, and make clear connections between critical thinking and musical thinking we must investigate philosophical studies. It would seem logical to use these directives as organizers for this chapter to provide continuity of thought between past and present and provide direction for further implications. Another means of continuity is provided by presenting brief summaries of those areas in Richardson and Whitaker’s chapter that are relevant to the sections in this chapter, specifically definitions of critical thinking and the issue of generalizability as related to critical thinking. This chapter begins with definitions of critical thinking, first presenting a summary of Richardson and Whitaker’s descriptions and critiques of definitions of critical thinking as offered by John Dewey, John McPeck, Robert Ennis, and Richard Paul. I will then examine more recent thoughts offered by Paul and examine views on critical thinking as offered by Harvey Siegel and Stephen Norris, philosophers whose views are representative of contemporary thought on critical thinking in education. After comparing the various definitions, I will identify similarities and frame two broad components of critical thinking that may be applicable to music education.