Incorporate in curriculum

The attached article “Incorporating Critical Thinking in a Curriculum” 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 Extent to Which Critical Thinking is Subject Specific: Further Clarification.”

For guidance regarding the goals and critical thinking criteria to serve as a basis for organizing a total curriculum, see the items under definition of critical thinking, which provide varying levels of specificity from the basic definition (“reasonable reflective thinking focused on deciding what to believe or do”), through the “super-streamlined conception”, through Critical Thinking: A Streamlined Conception, through 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 unexemplified outline) and finally, Robert Ennis’ textbook, Critical Thinking (1996), published by Prentic Hall, which has many examples and situations calling for critical thinking practice.