This article draws six key lessons from cognitive science for teachers of critical thinking. The lessons are: acquiring expertise in critical thinking is hard; practice in critical-thinking skills themselves enhances skills; the transfer of skills must be practiced; some theoretical knowledge is required; diagramming arguments ("argument mapping") promotes skill; and students are prone to belief preservation. The article provides some guidelines for teaching practice in light of these lessons.
College Teaching, a unique, cross-disciplinary journal, focuses on how teachers can improve student learning. New and veteran faculty members appreciate the scope of the journal's rigorously peer-reviewed articles on classroom research, student assessment, diversity, student-centered instruction, technology in the classroom, and accountability in academe. The especially popular "Quick Fix" page presents easy-to-implement techniques and tips that work. Special sections integrate the best and latest scholarship on teaching subjects such as writing, science, and mathematics. College Teaching inspires teachers and administrators determined to enliven the teaching and learning process.
Building on two centuries' experience, Taylor & Francis has grown rapidlyover the last two decades to become a leading international academic publisher.The Group publishes over 800 journals and over 1,800 new books each year, coveringa wide variety of subject areas and incorporating the journal imprints of Routledge,Carfax, Spon Press, Psychology Press, Martin Dunitz, and Taylor & Francis.Taylor & Francis is fully committed to the publication and dissemination of scholarly information of the highest quality, and today this remains the primary goal.