Pathways to support the development of critical thinkers, a schema

The central challenge addressed in Taylor (2002) was that of helping people make knowledge and practice from insights and experience that they are not prepared, at first, to acknowledge.  In a coda I identified themes need to be addressed in order to provide space and support for others in their critical thinking journeys.  For my contribution to a recent activity undertaken in my experimental graduate Critical Thinking course, I created a schema that identified what conditions are conducive of other conditions and thus might be worked on first.

The text or, at least, the coda needs to be consulted for further explanation.  This first attempt needs revision and a narrative.



About Peter J. Taylor
Peter Taylor is a Professor at the University of Massachusetts Boston where he teaches and directs undergraduate and graduate programs on critical thinking, reflective practice, and science-in-society. His research and writing focuses on the complexity of environmental and health sciences in their social context, incl. Unruly Complexity: Ecology, Interpretation, Engagement (U. Chicago Press, 2005) and Nature-nurture? No (2014, On reflective practice, see Taking Yourself Seriously: Processes of Research & Engagement (with J. Szteiter, 2012,

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