T

he origin of Critical thinking can be traced back to ancient Greece where Socrates established a new form of philosophical thought, which influenced his students and subsequently challenged the foundation of the western world.

Critical thinking can be defined as “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action” (Scriven, 1996).

An integral part of the curriculum at Anderson, is the teaching of critical thinking. Critical thinking is found in nearly every subject taught at Anderson, but we also spend a great deal of time strengthening student's skills through the direct teaching of the art. Critical thinking has be labeled a “buried” discipline, as it is not normally taught from a direct approach. Throughout history, it may have appeared hidden within other subjects, but it has not been actively sought and fortified in the minds of students. We wish to reinvigorate this ancient art.

Students elsewhere are not adequately prepared to challenge ideas or concepts in the way they deserve. They adapt knowledge into their own consciousness without appropriate observation and measurement. In a world as digitally connected as ours, students are now presented with an abundance of information never experienced by past generations. It is now more necessary than ever to be able to skillfully access information presented for the purpose of application, reasoning, or problem solving. This ancient art will serve students not only through their academic studies at university, but will assist in guiding them through their entire lives.

Critical thinking subjects include:
Higher level thinking skills games and activities, Chess (Instruction and Tournaments), and Mensa Select Games (see here for more information)