Abstract
In this contribution we will first give a definition of the concept of critical thinking in terms of rationality and characterize the dispositions, skills and knowledge needed for critical thinking. We will then sketch the development of the critical thinking movement. We will take up some of the debates around the concept of critical thinking (in what ways it is generalizable, what its relations to other kinds of thinking are) and around the teaching of critical thinking. We will present the implementation of courses of critical thinking in higher education such as courses in critical thinking, research- based learning, and mentoring. We will discuss the claim that some general aspects of critical thinking are best taught in an extra course on critical thinking while other aspects should be taught integrated into subject-specific courses.
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