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How to Teach Series

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(Physical copies not available at this time.)


Title:  How to Teach Video Series
Author: Richard W. Paul
Publisher: Foundation for Critical Thinking
Number of tapes in series: 9 tapes
Length of each tape: about 1 hour
Format: DVD

The series Includes Items 301V/DVD through 309V/DVD & Includes Supplemental How to Teach CD.

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How to Teach DVD Series (301DVD-309DVD)

Additional Information About:
How to Teach Series

A Critical Thinking Approach to Teaching and Learning

All subjects have a logic to them. Each is a system of meanings that enables us to reason effectively. Yet, most students try to learn not by reason, but by rote memorization. They blindly memorize someone else’s answers.

Even when they do well on tests, it isn’t because they truly understand. True understanding requires disciplined reasoning.

The How to Teach Series offers a penetrating, in-depth look at ways to cultivate intellectually powerful minds. This series of nine onehour videos, featuring Dr. Richard Paul, focuses on how to break out of the didactic mode, taking viewers on a journey into a new paradigm for instruction that explicitly fosters reasoned learning; learning that accesses the inner logic of all substantive inquiry.

Whatever your subject, the How to Teach Series is an essential guide to help you put reason, accountability, and power back into teaching and learning.





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  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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