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Peter Facione’s The Delphi Report is a 1990 study by the American Philosophical Association entitled “Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction.” Although this model relies heavily on standardized testing, the report influenced critical thinking in the philosophy discipline as well as the critical thinking field as a whole. The report contributed an integral concept, reflected in later critical thinking models, that critical thinking is comprised of not only a certain skillset but also of metacognition and “affective dispositions” such as “open-mindedness,” “flexibility,” and “fair-mindedness” (Facione 25). The Delphi Panel’s expert consensus identified critical thinking skills of “interpretation, analysis, evaluation, inference, explanation, and self-regulation” and expanded each skill into multiple sub-skills (Facione 12-20; Tables 3-4). Many educators and institutions would readily understand these skills and dispositions as essential to critical thinking, and this thinking is likely in part because of the influence of The Delphi Report .

Works Cited

Facione, peter a. et al. “critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. research findings and recommendations.”  eric, institute of education sciences,  1990, pp.1-112,  eric.ed.gov/id=ed315423 ..

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Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report)

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Assessment of critical thinking: a Delphi study

Affiliation.

• 1 Bemidji State University, 1500 Birchmont Dr. NW, Bemidji, MN 56601, United States. Electronic address: [email protected].
• PMID: 24713126
• DOI: 10.1016/j.nedt.2014.03.008

Nurse educators are responsible for preparing nurses who critically analyze patient information and provide meaningful interventions in today's complex health care system. By using the Delphi research method, this study, utilized the specialized and experiential knowledge of Certified Nurse Educators. This original Delphi research study asked Certified Nurse Educators how to assess the critical-thinking ability of nursing students in the clinical setting. The results showed that nurse educators need time, during the clinical experience, to accurately assess each individual nursing student. This study demonstrated the need for extended student clinical time, and a variety of clinical learning assessment tools.

Keywords: Assessment; Critical-thinking; Delphi research method; Nursing students.

Copyright © 2014 Elsevier Ltd. All rights reserved.

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Exploring the Delphi Report's Critical Thinking Framework for Military School Educationists

Introduction.

Critical thinking (hereafter CT) skills and outcomes must be taught in higher education (Stassen, Herrington, and Henderson, 2011). Davies and Barnett (2015) indicated: “Unless efforts to promote criticality are present in the design of curricula, especially in teaching and in the teacher-student relationship, we cannot say we are espousing the cause of genuine higher education” (p.27). Although research suggests the spirit of CT and its use has been dismal at college campuses across the United States, Paul (2004) argued there was still universal agreement among faculty that CT was the most important goal of higher education.

There are several reasons for the teaching of CT in college and university classrooms. CT reinforces students’ discernments of the world around them and the decisions and judgments they make (Paul, 2004). CT also assists students with self-regulation and conflict resolution (Behar-Horenstein and Niu, 2011). From a utility-oriented standpoint, the demands of the global economy require students, as future employees, to possess a set of skills, to include CT (Franco and Vieira, 2019). There has also been discussion on how CT impacts citizenship and character formation (Behar-Horenstein and Niu, 2011). According to Delibovi (2018), CT development begins based on the character of the person willing to follow the rigorous requirements of CT. Hence, there is a symbiotic relationship between the two where “critical thought and character work together in an ascending spiral that reinforces both” (p. 21). Lastly, looking at higher education as a non-utilitarian endeavor, using the intellect for thoughtful investigations leads to learning as an end in itself and to an enlightened mind (Brann, 1999).

Military colleges and universities – a subset of higher educational institutions - are no less responsible for inculcating critical thinking practice and dispositions in their students (cadets). Indeed, one of the traditional goals of military colleges and universities is to educate and train future military leaders, who must possess critical thinking skills (Guillot, 2004). According to the U.S. Army’s ADP 6-22, Army Leadership and the Profession , a key component of leadership is mental agility which comprises critical thinking, defined as “purposeful and helps finds facts, challenge assumptions, solve problems, and make decisions” (p. 4-1). Closely associated with mental agility is flexibility and adaptability. The United States Armed Forces must recognize the need for their leaders to be flexible and open-minded to be able to adapt due to the fluid, changing, and chaotic nature of the environments with which they work (Thomas, 2009). Based on these realities, military colleges and universities must view CT as a necessary educational objective and common practice in educational contexts.

Key Terms in this Chapter

Reflective Thinking : A form of inquiry theorized by John Dewey; it consisted of a process of reflecting on one experience to the next, creating connections between these experiences resulting in a continuity of meaning, which leads to learning. It is a disciplined form of thinking and a social enterprise. This form of thinking requires those involved to have positive attitudes about personal growth and moral development (Rodgers, 2002).

Critical Thinking Dispositions : The tendencies or attitudes necessary to critically think. According to Ennis (2003) these include the commitment to being accurate, to seek alternative viewpoints, and to be empathic with others.

Military School Educationist : A trained and educated instructor who instructs students (cadets) in specific fields of study. The instructor may be currently in the military, had served in the military, or had not military experience at all. Normally, the military school educator participates in professional development and mandatory training/orientation. As with virtually every other school, the military school educator must have the proper credentials to be employed at a military school.

Reflective Skepticism : A form of skepticism theorized by McPeck (1981) which requires the person to know something about the topic under review and be able to ask meaningful and relatable questions.

Military Colleges and Universities : Educational institutions that include a military educational component in their curricula. The degree to which the institution implements a military educational emphasis is often based on the mission, history, and organizational affiliation of the institution. According to the Association of Military Colleges and Schools of the United States (AMCSUS, 2020), these schools are categorized as Military College Prep Schools, Military Junior Colleges, and Senior Military Colleges.

Delphi Report : A published report based on a Delphi Method research study which occurred from February 1988 to November of 1989. The research study consisted of an expert panel of academics who discussed notions of critical thinking until a consensus was reached. The report was written by Dr. Peter Facione and published in 1990.

Critical Thinking Skills : A set of competencies that are used when one thinks critically. According to the Delphi Report (1990), they consist of interpreting, analyzing, evaluating, and inferring in order to make a judgment. The judgments are based on specific criteria, evidence, concepts, methods, and context.

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Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report)

The eighties witnessed a growing accord that the heart of education lies exactly where traditional advocates of a liberal education always said it was-in the processes of inquiry, learning and thinking rather than in the accumulation of disjointed skills and senescent information. By the decade&#39;s end the movement to infuse the K-12 and post-secondary curricula with critical thinking (CT) had gained remarkable momentum. This success also raised vexing questions: What exactly are those skills and dispositions which characterize CT? What are some effective ways to teach CT? And how can CT, particularly if it becomes a campus-wide, district-wide or statewide requirement, be assessed? When asked by the individual professor or teacher seeking to introduce CT into her own classroom, such questions are difficult enough. But they take on social, fiscal, and political dimensions when asked by campus curriculum committees, school district offices, boards of education, and the educational t...

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