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CT700: How to Infuse Critical Thinking Into Your Instruction - Fall 2025

This course is for educators or trainers who are actively instructing students or trainees during the semester.


CT700 introduces a substantive conception of critical thinking and how to infuse this conception into your instruction. It fosters understanding of how to teach critical thinking skills to students through any subject or discipline, and at any level of instruction.

In this course, you will be introduced to the Elements of Reasoning, Universal Intellectual Standards, and Intellectual Traits through readings, discussions, and practical application activities. You will redesign lessons and strategies using the concepts and principles of critical thinking. You will practice strategies for Socratic discussions. You will help students learn to consciously use critical thinking concepts and strategies in learning and in their lives. You will redesign and teach lessons you develop for your own classes and receive credit for doing so!


While applying your mind in this course, you can expect to successfully:



  • deepen your understanding of the foundations of critical thinking;

  • demonstrate comprehension of the relationship between critical thinking and the learning of content in your discipline;

  • develop skills and abilities in placing fairminded critical thinking at the heart of teaching and learning, including explicitly emphasizing the development of Intellectual Virtues among your students;

  • design instruction that fosters explicit critical thinking throughout your course(s);

  • help your students learn the tools they need for developing as ethical critical thinkers;

  • come to understand the role that native pathologies of human thought play in impeding intellectual development;

  • explicitly use the Elements of Reasoning and Intellectual Standards to create critical thinking lessons in your subject area(s);

  • help students cultivate their ability to think within key concepts in your subject(s) and discipline(s); and

  • create lessons and assessment processes that dovetail with fostering critical thinking at every moment of teaching and learning.

$942.00



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Please do not pass this message by.

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.

As you see, increasingly powerful trends against the teaching, learning, and practice of critical thinking entail extraordinary challenges to our mission. To continue our work, we must now rely upon your financial support. If critical thinking matters to you, please click here to contribute what you can today.

WE NEED YOUR HELP TO CONTINUE OUR WORK.

Thank you for your support of ethical critical thinking.