The Palgrave Handbook of Critical Thinking in Higher Education (PDF)

Richard Andrews, University of London, UK
Sharon Bailin, Simon Fraser University, Canada
Maha Bali, American University in Cairo, Egypt
Mark Battersby, Canada
Margaret Blackie, Stellenbosch University, South Africa
Tracy Bowell, University of Waikato, New Zealand
Eva M. Brodin, Lund University, Sweden
Stephen Brookfield, University of St. Thomas, USA
Lorelle Burton, University of Southern Queensland, Australia
Elmarie Costandius, Stellenbosch University, South Africa
Sharon K Chirgwin, Menzies School of Health Research, Australia
Stephen Cowden, Coventry University, UK
Peter Ellerton, University of Queensland, Australia
Robert H. Ennis, Education at the University of Illinois, USA
Sandra Grace, Southern Cross University, Australia
Paul Green, Mount St. Mary's College, USA
Phil Griffiths, University of Southern Queensland, Australia
Benjamin Hamby, Coastal Carolina University, USA
Sara Hammer, University of Southern Queensland, Australia
Maralee Harrell, Carnegie Mellon University, USA
Denise Higgins, Australian National University, Australia
David Hitchcock, McMaster University, Canada
Susan Howitt, Australian National University, Australia
Henk Huijser, Batchelor Institute of Indigenous Tertiary Education, Australia
Alan Jones, Macquarie University, Australia
Anna Jones, Glasgow Caledonian University, UK
Justine Kingsbury, University of Waikato, New Zealand
Masuo Koyasu, Kyoto University, Japan
Takashi Kusumi, Kyoto University, Japan
Joe Lau, The University of Hong Kong, Hong Kong
Brenda Leibowitz, University of Johannesburg, South Africa
Stephen M. Llano, St. John's University, USA
Jason Lodge, University of Melbourne, Australia
Beatrice Lok, Chinese University of Hong Kong, Hong Kong
Rhoda Malgas, Stellenbosch University, South Africa
Emmanuel Manalo, Waseda University, Japan
Karl Maton, University of Sydney, Australia
Celina McEwen, Charles Sturt University, Australia
Yasushi Michita, University of the Ryukyus,

"The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA

"A sweeping, landmark collection of perspectives on theory and practice from key thinkers and practitioners. This is a must read book for anyone who wants to know what critical thinking is, or might be, in higher education." - Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia

"'Critical thinking' is one of the key aims of higher education. But what is it? And, does it mean the same thing in all fields, disciplines and cultures? While insisting on the importance of critical thinking in higher education, this book problematises and debates what it means, and how it may be developed and implemented in curriculum. It fills a key gap in the literature, and in curricular and policy debates." - Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute of Studies for Education, University of Toronto, Canada