Each discipline clearly offers specific content and skills that develop when students pursue a major in that area. Below are listed some of the areas that are common to many disciplines, although the list is just a draft, and your suggestions are welcome. The purpose of considering learning skills independently of the content is to foster student success in each area, regardless of discipline, and thereby assist students in learning important abilities that will transfer to academic endeavors and future careers
Comprehension
Concept Formation:
Categories (Labels for List of Items)
Organizing Idea vs. Supporting Points
Purpose vs. Sequential Procedure
Concept Diagram (Deductive or Inductive)
Analysis/Synthesis/Inference:
Seek Relationships between Concepts
Identify Hierarchies (Parts within Whole)
Infer Generalizations from Data
Develop Line of Reasoning
Evaluation/Application:
Evaluation of Process
Application of Findings (Transfer)
Self-evaluation (Reflection, Correction, Creativity)
The areas of instruction listed above pertain to most subject areas and relate to Bloom's Taxonomy of Educational Objectives: Cognitive Domain, (1956):
Knowledge or Recall, Comprehension, Application, Analysis, Synthesis & Evaluation.
Another formulation of objectives emphasizing a critical thinking perspective is the "Consensus List of Critical Thinking Cognitive Skills and Sub-Skills".
Interpretation, Analysis, Evaluation, Inference, Explanation, Self-Regulation.
For a more complete listing, see:
Facione, Peter. "Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction." Millbrae: CA Academic Press, 1990. (ED 315423)