This treatise challenges the idea that students can be taught a set of skills which will enable them to tackle any intellectual problem with confidence and success. The author argues that it is impossible to teach thinking skills in isolation from particular subjects.
This book, first published in 1990, takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability. John McPeck argues that some of these assumptions are incoherent or run counter...