Drewe and Daniel (1998) The fundamental role of critical thinking in physical education

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The fundamental role of critical thinking in physical education

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CONTRIBUTORS:

	Author:	Drewe, S. B.
	Author:	Daniel, M. F.

JOURNAL:

Avante, 4(2), 20 - 38.

YEAR:

1998

PUB TYPE:

Journal Article

SUBJECT(S):

physical-education; theory; thinking

DISCIPLINE:

Recreation, Sports & Leisure Studies

HTTP:

https://secure.sportquest.com/su.cfm?articleno=S-164429&title=S-164429

LANGUAGE:

English

PUB ID:

103-336-541 (Last edited on 2002/02/27 18:43:47 US/Mountain)

SPONSOR(S):

ABSTRACT:
Critical thinking is receiving increased recognition as an important educational goal. The elevated status of critical thinking as an educational goal raises a number of fundamental questions. First and foremost, what is critical thinking? Is "it" something which can be taught in a course? Is it (or should it be) part of all courses? Is critical thinking subject-specific? The second series of questions which must be addressed concern the justification for the inclusion of critical thinking as an educational goal. Why teach critical thinking? Why is critical thinking important? Finally, if we conclude that critical thinking is important, the question remains concerning how students acquire the abilities and dispositions to think critically. In this paper, we will address these questions within the context of physical education.

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