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Dr. Linda Tym

Dr. Linda Tym has 19 years of experience working in higher education at 6 different institutions in 3 countries, which has given her a broad understanding of administration, education, and research. Originally from Canada, she completed her Ph.D. in English Literature at the University of Edinburgh and was a Postdoctoral Research Fellow at The Institute for Advanced Studies in the Humanities. Dr. Linda Tym is currently an Associate Professor of English.

As a lifelong learner, Dr. Tym finds institutional organization, planning, and administration invigorating and is passionate about personal, professional, and curriculum development. She has pursued professional training in Cultural Intelligence (2018); Emotional Intelligence (2021); and Bowen Systems Theory (2023). Under the mentorship of Dr. Linda Elder, she became Certified in the Paul-Elder Approach to Critical Thinking (2023) and is a Scholar of the Foundation for Critical Thinking. She leads a critical thinking study group for self-actualization, has facilitated professional development workshops, and has presented at the International Conference on Critical Thinking.

In addition to Dr. Tym’s focus on fairminded critical thinking in education, her research focuses on memory studies, Scottish literature, and Scottish-Canadian diasporic literature. Her work has been published in the Scottish Literary Review, Journal of the Short Story in English, Macmillan Interdisciplinary Handbooks: Gender series, and Gale Cengage’s Contemporary Literary Criticism series. 

In her teaching, research, and administrative roles, Dr. Tym is convicted that fairminded critical thinking is the necessary foundation to fulfil the true purpose of education: facilitating the learning process through teaching and research that models and upholds the intellectual standards and fosters the development of positive intellectual traits in administrators, faculty, staff, and students.

To contact Dr. Linda Tym, email: linda.tym@gmail.com.



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CRITICAL THINKING IS AT RISK.

Here are some of the big reasons why:

  1. Many people believe that critical thinking should be free and that scholars qualified to teach critical thinking should do so for free. Accordingly, they do not think they should have to pay for critical thinking textbooks, courses, or other resources when there is "so much free material online" - despite how erroneous that material may be.
  2. There are many misguided academicians, and some outright charlatans, pushing forth and capitalizing on a pseudo-, partial, or otherwise impoverished concept of critical thinking.
  3. Little to no funding is designated for critical thinking professional development in schools, colleges, or universities, despite the lip service widely given to critical thinking (as is frequently found in mission statements).
  4. Most people, including faculty, think they already know what critical thinking is, despite how few have studied it to any significant degree, and despite how few can articulate a coherent, accurate, and sufficiently deep explanation of it.
  5. People rarely exhibit the necessary level of discipline to study and use critical thinking for reaching higher levels of self-actualization. In part, this is due to wasting intellectual and emotional energy on fruitless electronic entertainment designed to be addictive and profitable rather than educational and uplifting.
  6. On the whole, fairminded critical thinking is neither understood, fostered, nor valued in educational institutions or societies.
  7. People are increasingly able to cluster themselves with others of like mind through alluring internet platforms that enable them to validate one another's thinking - even when their reasoning is nonsensical, lopsided, prejudiced, or even dangerous.
  8. Critical thinking does not yet hold an independent place in academia. Instead, "critical thinking" is continually being "defined" and redefined according to any academic area or instructor that, claiming (frequently unsupported) expertise, steps forward to teach it.

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