Brooke Moore is a professor of philosophy at California State University, Chico, where he serves as Coordinator of the Critical Thinking Program. A former chair of the Philosophy and History departments, Moore was the University Outstanding Professor in 1996. He has served as a university Master Teacher and has coordinated the university's program for mentoring new faculty. His publications include The Power of Ideas (with Kenneth Bruder), The Cosmos, God, and Philosophy (with Ralph J. Moore), A Comprehensive Introduction to Moral Philosophy (with Robert Stewart), and other works. Richard Parker is Professor Emeritus of philosophy at California State University, Chico. He has been three times chair of the university's Faculty Senate, Dean of Undergraduate Education, and Executive Assistant to the President and has received Professional Achievement Honors for his academic work. He has published in analytic philosophy, critical thinking, and philosophy of law, and his views on punishment and responsibility have been included in major anthologies. Outside academia, Parker is a semiprofessional flamenco guitarist, performing with dancers around and about northern California; he rides a Harley-Davidson motorcycle, plays golf for fun and pool for money, and spends as much time as possible in southern Spain. --This text refers to an out of print or unavailable edition of this title.
Critical thinking which refers to a higher-order of thinking that questions assumptions is one of the main learning objectives in the new elementary curriculum. The core critical thinking skills include observation, interpretation, analysis, inference, evaluation, explanation, and meta-cognition.Listening, reading, speaking, and writing activities that enrich person's conceptual knowledge can foster person's multi-dimensional thinking and his higher order thinking skills. Particularly, during the reading activity, readers can use reading strategies that are based on critical thinking principles. Thus, it is important to understand the relationship between reading strategy use and critical thinking.The aim of this study is to understand the relationship between Turkish teacher candidates’ critical thinking skills and their use of reading strategies. Participants of the study are 420 students from Department of Turkish Language Teaching, Buca Faculty of Education, Dokuz Eylul University. A descriptive study method was used in this study. The data gathering tools used in the study were the California Critical Thinking Disposition Inventory (CCTDI) and the Metacognitive Reading Strategies Questionnaire (MRSQ). Data analysis revealed that there is a positive correlation (.B=.40; R2 =,168; F=84.127;p=,000;p<.01) between teacher candidates’ level of reading strategy use and their critical thinking disposition