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Annotated Bibliography of Readings Available [1]

What follows is a bibliography of various books on critical thinking. A good many of these are located in the library, but some are only available via ILL. (The ILL books are marked as such.) The materials are listed alphabetically by author's name.

1. Learning Through Problem Solving, Daniel Apple, et al. (Eds.). This book contains many examples and problems in mathematics that could be used for teaching a variety of critical thinking skills.  (Or, alternatively, it could teach problem solving skills that will come in handy as a part of the suite of critical thinking skills you might want your students to acquire.)  It is pitched mainly at college instructors, but still worth a look if you teach math.
2. Teaching for Thinking, T.G. Aylesworth. An older book, from 1969. It is similar to Hullfish & Smith, although with more examples.  Thee are several "Helping Learners to ..." chapters devoted to topics like identifying problems, formulating hypotheses, testing hypotheses, and drawing conclusions.
3. (ILL) Metaphors and Symbols: Forays Into Language, Roland Bartel. A book-length study of the role of metaphor in society and literature. Consideration of metaphor at a number of levels, including the semiotic and semantic. This book would be useful for one interested in a project on critical thinking in literature studies or, more specifically, a project that involved investigation of conversational implicature.
4. (ILL) Developing a Thinking Skills Program, Barry Beyer. A very good reference volume for this class. If this were still in print, I would consider using it as a book for this class. This includes model programs, curriculum suggestions, strategies, grade level keys, consideration of thinking skills that could be taught, etc. Definitely worth a look whatever your project.
5. (ILL) Improving Student Thinking, Barry Beyer. Now this could have been a textbook for this class---indeed, I will use this when I teach the class again. The book is organized into four parts: "Providing a Thoughtful Classroom," "Making Thinking Visible and Explicit," "Guiding and Supporting Student Thinking," and "Integrating Instruction in Thinking and Subject Matter." There are several chapter in here that you should look at, e.g., Chs. 2, 4, 5, 7, 8, 9, & 10. Definitely look at this book.
6. Inquiry in the Social Studies Classroom, B.K. Beyer. This is a must see for social science teachers. It includes a very nice introductory chapter, "The Nature of Inquiry", which is worthwhile for anyone. It includes a lot of examples.   Furthermore, the theory and practical applications are well integrated.
7. (ILL) Practical Strategies for the Teaching of Thinking, Barry Beyer. Another excellent reference volume. This isn't as focused on the practical issues of course design as Developing a Thinking Skills Program, but it is still useful. The focus here is more theoretical, and so dovetails nicely with the work we'll do during the first two week. This contains a number of sections that are relevant to the goal of introducing critical thinking skills in the classroom; Chapter One is especially good. Definitely worth a look, perhaps during the first couple of weeks.
8. (ILL) Teaching Thinking Skills: A Handbook, Barry Beyer. This dovetails nicely with the other Beyer books. There are chapters on identifying thinking skills and designing and teaching them. There are also sample materials and reports from teachers who have implemented the teaching of thinking skills into their classrooms. Highly recommended.
9. Asking the Right Questions, M. Neil Browne & Stuart M. Keeley. This book outlines a question-based approach to critical thinking instruction. This treatment seems to dovetail nicely with the approach I've recommended in our class -- see Chs. 3, 4, 5, 7, and 11. There is good discussion of issues relevant to non-deductive arguments, with science applications -- see Chs. 8, 9, and 10. Well worth a look.
10. Education for Effective Thinking, W.H. Burton, et al. This is an introductory text in critical thinking skills from 1960.  It includes the following parts: "Reflective Thinking: Definition, Description, and Attitudes Necessary", "The Thinking Process", and "The Teaching Process & Learning to Think."  It includes exercises and examples for teachers in a wide variety of areas: general mathematics, elementary education, language arts, social science, mathematics, natural science, etc. It is worth a look, although perhaps you would want to look at it after you have put your own framework in place.
11. Thinking in the Classroom, P. Chance.(1986) A survey of the various thinking education movements out there:  Philosophy for Children (see "Links"), Odyssey, Productive Thinking Program, etc. Chance discusses each in detail, remarking on the upside and downside of each. The book opens with a good introductory essay on the Thinking Movement.
12. (ILL) Questioning: A Path to Critical Thinking, Leila Christenbury and Patricia Kelly. This short pamphlet contains a discussion of Socratic technique, i.e., use of well-designed questions to encourage students to think on their own. Contains tips on methods of effective questioning.
13. Patterns of Thinking, J.H. Clarke. This is a relatively new (1990) discussion of critical thinking for the teacher. It is also relatively theoretical.  The sections are:  "Teaching Thinking", "Frames for Inductive Thinking", "Frames for Deductive Thinking", and "Beyond Graphic Organizers."  There are several chapters in each section, and there are examples in each chapter.
14. Writing to Learn Mathematics and Science, P. Connolly, et al. (Eds.). This is a collection of essays.  It includes the following parts: "Defining Problems, Seeing Possibilities", "Writing as Problem Solving", "Classroom Applications: What Works and How", "Programmatic Policies & Practices", and "The Context of Learning". If you are a teacher of math or science, look at this book.
15. Imagine That, David Considine, Gail Haley, & Lyn Lacy. This is a book designed for use in the teaching of literature, especially at the elementary level. There are many suggestions for specific lessons. This is worth a look if you plan to teach art or literature to younger kids.
16. Building Social Problem Solving Skills, M.J. Elias, et al. (Eds.). This book has to do with "areas of self-control, social awareness, group participation, and interpersonal decision making." It includes the following parts: "Conceptual Foundations of Social Problem-Solving", "The Social Problem-Solving Approach in Action", "Key Elements of Program Implementation", "Guidelines for the Practitioner", and "Adapting the Social Problem-Solving Approach to Diverse and Changing Settings." If you teach a social science course, this might be worth a look.   It is focused on the classroom.
17. Understanding Arguments, by Robert Fogelin & Walter Sinnott-Armstrong. This is a lengthy, philosophical introduction to argument analysis.  It includes sections on rhetoric, logic (propositional, categorical, and quantificational), inductive reasoning, analysis, and the fallacies.  I use this as the text in my Critical Thinking class, and I am very pleased with it.  Much of what you read in the Handbook is influenced by the material in this book.
18. (ILL) Activities to Promote Critical Thinking, Ed. by Jeff Golub. A definite must-see. The essays are short, but many are relevant to the work we'll do in here. Here is a list of essays that you might want to skim (at least): 1.6, 1.7, 1.8; 2.1, 2.3, 2.4; 3.1, 3.4, 3.5, 3.8; 4.2, 4.3, 4.4; 5.3, 5.4. Among other things, there are ideas for using debate, mock trials, math writing, and philosophy in teaching critical thinking to students at a variety of levels.
19. Thinking Skills Instruction: Concepts and Techniques, Marcia Heiman and Joshua Slomianko (Eds.). This is a collection of essays that cover a wide range of topics. They also cover the spectrum from theoretical to practical. All the big names of the critical movement are in here. You might want to take a look and see if any of the titles relate to the work you're doing.
20. (ILL) Critical Thinking Skills, M. Heiman & J. Slomianko. This is a long (~ 43 page) pamphlet on the nature of critical thinking.  It includes three parts: "What Is Critical Thinking?", "Efforts to Improve Students' Thinking Skills", and "Improving Students' Critical Thinking Skills: Some Exercises".  There are 20 pages or so of exercises.  It's worth a look.
21. Varieties of Thinking, V.A. Howard.  This is a collection of essays. It includes papers such as "Understanding Critical Thinking" and "Thinking on Paper: A Philosopher's Look at Writing".  It is pretty theoretical and written primarily for scholars in the field, although there may be some things in here for your theory section.
22. Reflective Thinking, H.G. Hullfish & P.G. Smith. This is an older critical thinking textbook written for the teacher. The book includes chapters entitled, "A Theory of Learning for Teachers", "The Classroom as Reflective Continuity", and "Each Classroom May Be Reflective".
23. (ILL) Teaching Thinking Through Effective Questioning, Francis Hunkins. A book-length discussion of question-based approaches to the teaching of thinking. This volume contains information on the use of questions to lead, direct, and help students learn to think for themselves. Both this volume and the Christenbury pamphlet would be worth a look if you consider question-based approaches in the course modules you design.
24. Teaching Thinking Skills: English/Language Arts, B.F. Jones, et al.This is very useful if you are a teacher of literature, writing, grammar, etc. There is a bit of theoretical stage setting, but this is followed by exercises and worked examples, focusing on content and skills. 
25. Teaching for Thinking, Keefe & Walberg (Eds.). This is a recent collection of essays, with pieces by many of the big names in the critical thinking movement. The sections are "Curriculum Development", "Teaching and Assessment", and "Perspectives".  In the first of these, you will find the following essays: "Thinking Skills in the Curriculum", "Nurturing Thoughtfulness", and "A Rationale and Framework for Teaching Thinking Tactics".  Well worth a look. (There is also a very helpful essay by Beyer in the last section.
26. Developing Decision-Making Skills, Dana Kurfman (Ed.). This is a collection of essays with a social studies slant. There are essays on thinking skills (1 & 2), decision-making skills at the elementary level (6), decision-making skills at the secondary level (7), and a model for the introduction of thinking skills instruction into the classroom (8). This is worth reviewing, particularly (1) and (2).
27. Thinking, Reasoning, and Writing, Elaine Maimon, Barbara Nodine, & Finbarr O'Connor (Eds.). This is a collection of essays, collected into three broad groups: thinking, reasoning, and writing (go figure). Within these, there are useful essays: a model of a mature thinker, a discussion of informal logic, and the use of fallacies to criticize arguments. The essays are more theoretical than practical, but it might be worth a look as you think about what skills to implement.
28. The Future of Thinking, J. Mason & P. Washington.  The subtitle is "Rhetoric and Liberal Arts Teaching." It is mainly theoretical and should be of interest to teachers of composition. The last chapter, "The Future of Thinking", is a nice summary of the work in the book as a whole. It is mainly pitched at college instructors.
29. (ILL) Cultivating Thinking in English and the Language Arts, Robert Marzano. A short book that concerns four types of thinking and the role that the language arts can play in conveying them to students. These types include: contextual thinking, thinking that aids meaning construction, thinking that builds knowledge, and thinking that spurs higher-order learning. The discussions of cognitive structures and contextual thinking are worth a look. A more theoretical account, but one that could be useful in bridging the gap between some of the more theoretical discussions during the first two weeks and the practical concerns of the third.
30. Dimensions of Thinking, Ed. by Robert Marzano, et al. A good book on thinking in general that could serve as a companion volume to the Fogelin text. It addresses a variety of types of thinking in addition to critical thinking. The chapters on critical and creative thinking, thinking processes, and core thinking skills are particularly useful. Look at this during the first two weeks if you get the chance. The last chapter (Ch. 7) would be worth a look early in the third week for everyone.
31. Critical Thinking and Education, John McPeck. This could have been a textbook for this class. It includes chapters on the meaning of "critical thinking", informal logic and critical thinking (representing a view that is in some tension with my own), and also reading, testing, and the relation between these and critical thinking. This is primarily a theoretical treatment of these issues, but Ch. 6 does provide a few instructional models.
32. (ILL) Teaching Students to Think Critically, C. Meyers. This is subtitled, "A Guide For Faculty in All Disciplines."  It is geared to the college teacher, but would be very useful for the high school teacher. The parts are: "Understanding Critical Thinking", "Steps in Teaching Critical Thinking", and "Building Commitment to Critical Thinking in College." The second part should prove especially helpful. It includes chapters such as "Structuring Classes to Promote Critical Thinking" and "Designing Effective Written Assignments".  A must see.
33. Critical Thinking, Richard Paul. A big book that contains two large parts: "What is Critical Thinking?" and "How to Teach Critical Thinking". Some of this stuff is found in the handbook above and in the other stuff of which Paul is a part. There is a section entitled "The Contribution of Philosophy to Critical Thinking" that might be of some interest to people. Also, there is an appendix that includes the views of teachers on critical thinking, a glossary of terms, and sections on the relation of CT to science and to the language arts. This is primarily a theoretical treatment, but worth a look.
34. (ILL) Thinking Skills, B. Presseisen. A short (~ 26 page) pamphlet that is mainly theoretical, but aimed at someone who will be taking on the challenge of teaching critical thinking. After the introduction, which includes a historical perspective, the parts are: "The Various Kinds of Thinking", "Influences on Thinking and Learning", and "The Teaching of Thinking".
35. Teaching for Thinking, Louis Raths, et al. This is subtitled, "Theory, Strategies, and Activities for the Classroom," which gives you an idea about its focus. A good book for applications. It leads with a theoretical chapter that discusses the various thinking operations and follows that up with applications. It also includes a chapter on applications at the elementary and a chapter on applications at the secondary level. This includes many examples. Definitely recommended.
36. (ILL) Education and Learning to Think, L.B. Resnick. This is a longer pamphlet (~ 50 pages) that is primarily theoretical. The parts are: "Higher Order Skills: A Working Definition and a Historical Perspective", "The Nature of Thinking and Learning: Going Beyond the Routine", "General Reasoning: Improving Intelligence", "Thinking in the Curriculum", "Cultivating the Disposition to Higher Order Thinking", and then a summary.
37. Toward the Thinking Curriculum, Lauren Resnick & Leopold Klopfer (Eds.). This is a collection of essays. There are discussions of mathematical thinking (4 & 5), science (7 & 8), as well as reading and writing. If you plan a project on math or science, look at this.
38. Mathematical Thinking and Problem Solving, A. Schoenfeld. This is a collection of essays, pitched mainly at college instructors. The book is set up in sections, with each section consisting of an article followed by a comment and then a group discussion.   Each section focuses on the teaching or learning of mathematics or mathematical techniques.  One particularly useful section is entitled: "Classroom Instruction That Fosters Mathematical Thinking and Problem Solving."  The discussions in particular are of value for secondary mathematics teachers.
39. Educating Reason, Harvey Siegel. This is a theoretical book that could be of use to you as you work on the first section of your project. It contains chapters entitled, "Three Conceptions of Critical Thinking," "The Justification of Critical Thinking as an Educational Ideal," and "Science Education". The first and second of these chapters is particularly relevant to all of us, and the third would be if you plan to develop a science curriculum.
40. (ILL) Thinking Through Language, vols. I & II, Barbara Stanford and Gene Stanford. These are textbook/workbook combinations. They are for use in the classroom at the advanced elementary/middle school levels. The include units on art, problem solving, science, the future, perception, analysis, analogies, etc. These look like what a critical thinking book would need to look like for that level of student. Definitely worth a look for ideas on specific tasks you might want to design for students.
41. Teaching for Thinking, R.J. Sternberg, et al. This is new (1996) and is relatively short. It is built around goals that you might want to set for students. It describes teaching strategies to enhance thinking.  Among other things, it discusses "teaching for the test" and creative thinking. Worth a look.
42. Measuring Thinking Skills in the Classroom, R.J. Stiggins, et al. This is a 27-page pamphlet on assessment.  This contains many charts and tables that you could copy and use in the classroom. Worth a look.
43. (ILL) Analytical Reading and Reasoning, Arthur Whimbey. This reads like a study book for the SAT or the GRE. Contains verbal exercises, including those for vocabulary and for reading comprehension. Contains a unit on reasoning that includes premise/conclusion exercises. Designed for use at the secondary level. Contains many exercises that you might look to as models.
44. Socratic Method and Writing Instruction, R. Whipple. This book is mainly theoretical, as opposed to "how-to". Still, there are some useful tips on how to use the Socratic method in the classroom.  It is particularly of value to teachers of writing.