Document Type
Article
Publication Date
1995
Journal / Book Title
Inquiry: Critical Thinking Across the Disicplines
Abstract
In my view, the “lower-order/higher-order" dichotomy has passed its “use by" date. If we examine concepts like “comprehension” and "knowledge" a-Ia Bloom, and even such a focal curriculum concept as “literacy", what we uncover are not single skills which are at some point on a “lower-order/higher-order” scale but, at best, complexes of skills ranging from the more, to the less, basic. To teach for better thinking involves understanding the complexity of “thinking" and of those many skills which comprise it. It involves understanding that the kinds of characteristics offered by theorists of thinking do not pick out a higher – as opposed to a lower or more basic – level of thinking. What they pick out is good thinking, desirable thinking, complex thinking, thinking that is so rich and enticing that it stimulates those who engage in it to do more, and to do it better.
DOI
https://doi-org.ezproxy.montclair.edu/10.5840/inquiryctnews199514417
Book Publisher
Montclair State University
Book Editor(s)
2153-9871
MSU Digital Commons Citation
Splitter, Laurance J., "(1995) On the theme of “Teaching for Higher Order Thinking Skills”" (1995). Collected Papers of Laurance J. Splitter. 8.
https://digitalcommons.montclair.edu/iapc-lsplitter/8
Published Citation
Splitter, Laurance J. (1995) On the theme of “Teaching for Higher Order Thinking Skills”. Inquiry: Critical Thinking Across the Disicplines 14(4): 52-65.