@article{oai:iwate-u.repo.nii.ac.jp:00014947,
 author = {SMILEY, Jim},
 journal = {Artes Liberales, アルテスリベラレス},
 month = {Dec},
 note = {The drive to introduce critical thinking into the Japanese university presents a paradox. On the one hand, Japanese pre-tertiary problem-solving skills are evaluated as world-class （OECD, 2014）, yet the consensus opinion of university teachers agrees that Japanese undergraduates are ill-prepared for critical thinking （Armand, 2016; Dunn, 2014, 2015）. This paper argues that the failure to introduce critical thinking skills is due to the knowledge belief structure held by undergraduates and is reinforced by governmental expectations and university pedagogic practices. Three quasi-experiments provide evidence for a limited knowledge structure belief that contains only facts and opinions. The paper introduces an extended classification of propositional sentence types and it ends with an extended pedagogic demonstration of how these types may be taught in the university classroom as a necessary prior to the teaching of critical thinking proper.},
 pages = {15--34},
 title = {Going beyond facts and opinions : Developing students’ knowledge structures to include inferences and interpretations},
 volume = {105},
 year = {2019}
}