Critical Thinking: The Role of Questions Clinical thinking is critical thinking. Graduates must enter the professions of speech-language pathology and audiology with the most current knowledge about the field and well developed critical thinking skills in order to apply their knowledge in a judicious and efficacious manner. In 1990, a cross-disciplinary panel of the American ... Article
Article  |   June 01, 2007
Critical Thinking: The Role of Questions
Author Affiliations & Notes
  • Elizabeth Gavett
    Boston University Boston, MA
  • Ruth Peaper
    University of New Hampshire Durham, NH
Article Information
Speech, Voice & Prosodic Disorders / Professional Issues & Training / Attention, Memory & Executive Functions / Articles
Article   |   June 01, 2007
Critical Thinking: The Role of Questions
SIG 10 Perspectives on Issues in Higher Education, June 2007, Vol. 10, 3-5. doi:10.1044/ihe10.1.3
SIG 10 Perspectives on Issues in Higher Education, June 2007, Vol. 10, 3-5. doi:10.1044/ihe10.1.3
Clinical thinking is critical thinking. Graduates must enter the professions of speech-language pathology and audiology with the most current knowledge about the field and well developed critical thinking skills in order to apply their knowledge in a judicious and efficacious manner. In 1990, a cross-disciplinary panel of the American Philosophical Association (APA) issued a report that developed a consensus description of the ideal critical thinker.
Possessing the ability to think critically does not ensure a disposition toward critical thinking (Facione, Sanchez, Facione, & Gainen, 1995). In fact, teaching the skills of critical thinking may be the easy task; nurturing the disposition toward critical thinking may be the more difficult task. Preparing graduates to live up to this description presents a lofty challenge for all educators.
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