Abstract
College students enrolled in various kinds of philosophy courses and in a nonphilosophy control group were tested at the beginning and end of the term with different forms of the Watson-Glaser Critical Thinking Appraisal in order to determine the effect of course content on growth in critical thinking. It was found that Logic had a consistent impact on certain aspects of critical thinking, while other philosophy courses when compared to the control group did not have this consistent effect. It was also found that student sex interacts with number of previous philosophy courses for at least one aspect of critical thinking, with females scoring lower than males when both have no previous courses in philosophy and higher than males when both sexes have had previous philosophy courses. Implications of these findings for increasing the growth of critical thinking in other disciplines are discussed.
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