Conceptualizing critical thinking

In this paper, the second of two, we set out a conception of critical think ing-that critical thinking is a normative enterprise in which, to a greater or lesser degree, we apply appropriate criteria and standards to what we o r others say, do, or write. The expression 'critical thinking' is a normati ve term. Those who become critical thinkers acquire such intellectual resou rces as background knowledge, operational knowledge of appropriate standard s, knowledge of key concepts, possession of effective heuristics, and of ce rtain vital habits of mind. We explain why these intellectual resources are needed and suggest that we can best teach critical thinking by infusing it within any curricular practice in which our students are involved.