Incorporate in curriculum

The attached articles “Incorporating Critical Thinking in a Curriculum” and “Critical Thinking Across the Curriculum: The Wisdom CTAC Program” discusses in depth the details of issues involved in incorporating critical thinking into a curriculum, with a focus on the relative value of incorporating critical thinking into existing subjects (sometimes defended by claiming that critical thinking is “subject specific”) as compared to having a separate course on critical thinking, as further compared to doing both. For a considerably more detailed discussion of the subject-specificity issue, see “Critical Thinking and Subject Specificity: Clarification and Needed Research” and the ” The Extent to Which Critical Thinking is Subject Specific: Further Clarification.

A recent elaboration of incorporation of critical thinking in a curriculum can be found
in Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. TOPOI, 37, 1, 165-184.  This article includes discussions of research on the topic, and emphasizes so-called “mixed” instruction (in which critical thinking and subject matter are combined in the same course or sequence).

For guidance regarding the goals and critical thinking criteria to serve as a basis for
organizing a total curriculum, see definition of critical thinking, which introduces the
basic definition (“reasonable reflective thinking focused on deciding what to believe or
do”), and the “super-streamlined conception”. See also Critical Thinking: A Streamlined
Conception, the Nature of Critical Thinking: An Outline of Critical Thinking
Dispositions and Abilities, (which is perhaps the most useful for this purpose because it is
an un-exemplified outline). Finally, see Robert Ennis’ textbook, Critical Thinking (1996),
published by Prentice-Hall, which has many examples and situations calling for critical
thinking practice.