Faculty Lack a Substantive Concept of Critical Thinking
Studies demonstrate that most college faculty lack a substantive concept of critical thinking. Consequently they do not (and cannot) use it as a central organizer in the design of instruction. It does not inform their conception of the student’s role as learner. It does not affect how they conceptualize their own role as instructors. They do not link it to the essential thinking that defines the content they teach.
I make a break in here to show the "about" of that web site with the following site text here:
Critical thinking is essential if we are to get to the root of our problems and develop reasonable solutions.
===> After all, the quality of everything we do is determined by the quality of our thinking. <===
Whereas society commonly promotes values laden with superficial, immediate "benefits," critical thinking cultivates substance and true intellectual discipline. It entails rigorous self-reflection and openmindedness — the keys to significant changes. Critical thinking requires the cultivation of core intellectual virtues such as intellectual humility, perseverance, integrity, and responsibility. Nothing of real value comes easily.
===> A rich intellectual environment — alive with curious and determined students — is possible only with critical thinking at the foundation of the educational process. <===
Read ALSO my curation about "Critical Thinking" here please:
How Can We Survive in This Increasingly Complex World?
Via Ana Cristina Pratas, Gust MEES