The Case Method in Teaching Critical Thinking.

When one instructor teaches a course called "Communication and Critical Thinking," he uses Josina Makau's book "Reasoning and Communication: Thinking Critically about Arguments" (1990), which maintains that critical thinking requires training. Case methodology can be used for training, not exclusively but as an alternative to methods which require less active participation by students. Critical thinking is best exhibited by a person who can evaluate information and generate more than one possible interpretation or projected outcome. The values and purposes of case method include identifying principles and theories present in actual situations and building analytical skills. This method also trains students to test problem-solving abilities when posing solutions and recommendations, allows students to learn from their peers, and develops and strengthens effective group participation. Suggested criteria for selecting cases are: (1) true cases; (2) decision-making dilemmas; (3) an interesting plot; (4) sufficient details; (5) written clearly and coherently; (6) descriptive sub-titles; (7) illustrative of the skills being taught; (8) assignment questions generated by case facts; (9) relevance of case in time; and (10) identification of additional courses or topic areas for discussion. (A case example and teaching notes are appended.) (CR)