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told that the objective of the course is twofold: (a) to introduce them to the various topics
of social psychology, and (b) teach them how to think critically about those topics. Students
are handed the framework (see Table 12.2) on the first or second day of class. The course
actually involves some of all the levels of critical thinking; but those CT abilities most
emphasized are comprehension, application, and analysis. To begin the process of meta-
reflection, the instructor uses the framework to review how the various critical thinking
tools that will be used through the semester should enhance the student’s capacity for
comprehension, application, and analysis of the material. The instructor also reviews how
activities, assignments, and exams will involve and assess students’ capacity for the three
critical thinking abilities.
Specific examples of some of the “tools” used to develop students’ ability to engage in
analysis and comprehension include Paul and Elder’s (2001) “Eight Elements of Reasoning”
and Harvey’s (2004) “Four Ways of Defining a Construct.” These tools are both integrated
into the classroom lectures of the instructor and required in assignments. An important
tool that emphasizes application requires students to complete and reflect on scales used
by social psychologists (e.g., self-esteem, sex role attitudes). Another important application
tool requires students to work in groups to design a persuasive advertisement (or political
campaign) based around what is perhaps the most famous model of attitudes and persua-
sion (i.e., “The Elaboration Likelihood Model”; see Petty & Cacioppo, 1984). In lieu of a
lecture, the students wrestle with understanding the contingencies of the persuasion
model, so as to be able to apply it. Finally, the class votes on the best presentation when
teams present their advertisement or campaign to the class. Thus a variety of tools exercise
the CT abilities highlighted in the class.
Students are explicitly told which CT abilities are involved in the assessments (i.e.,
assignments and exams). Each assignment includes an explicit statement of which CT
abilities are involved. Also, the complexity of the CT abilities assessed in the exams
progresses over the semester. That is, the first exams focus primarily on recalling concepts,
whereas later exams focus primarily on applying and analyzing the concepts.
Teaching CT in a Capstone Course
In architectural circles, “capstone” refers to the top stone that completes a building.
Capstone courses are usually designed to top off and integrate psychology majors’ course-
work. The capacity to engage in effective and more or less independent critical thinking in
a capstone course should be the “crowning achievement” of students’ studies as psychology
majors.
Perlman and McCann, in a 1999 survey of undergraduate psychology departments,
reported that 63% had a capstone requirement. At some colleges, capstones are advanced
psychology senior seminars. These are often “issues-based” capstones in which readings and
discussions cut across typical course boundaries. Other programs strive for integration through
study of the history of psychology, with student research projects, or through field practica or
internships. Presumably all of these capstones can be taught so as to nurture CT.
One of us (Kuebli) teaches a different kind of capstone course called Critical Thinking
About Psychology. The class typically enrolls seniors whose plans do not include becoming