Gerald M. Nosich
Professor
(716) 878-3797
Campus Address: Bishop Hall 224
nosichgm@buffalostate.edu
Dr. Nosich's Curriculum Vitae
Bio: Dr. Nosich is a professor at Buffalo State College and Professor Emeritus at the University of New Orleans. He has been working in Critical Thinking since 1977. Since the mid-1980s he has become committed to teaching for Critical Thinking across the curriculum. He is convinced that the only way for students to learn a subject matter is to think their way through it. He is the author of Reasons and Arguments (Wadsworth, 1982) . His second book, Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (Prentice Hall, 2009) has been translated into Spanish, Chinese, and Arabic.
Dr. Nosich has given more than 200 workshops on all aspects of teaching for critical thinking. These have been given for instructors at all levels of education, in the US, in Canada, Thailand, Lithuania, Austria, Germany and England. He has worked with the U.S. Department of Education on a project for a National Assessment of Higher Order Thinking Skills; given teleconferences sponsored by PBS and Starlink on teaching for critical thinking within subject-matter courses; served as Assistant Director of the Center for Critical Thinking and as a consultant for ACT in Critical Thinking and Language Arts assessment; been a consultant and evaluator for SACS; and been featured as a Noted Scholar at the University of British Columbia. He is the author of numerous articles, audio- and videotapes on critical thinking and is an associate of the Foundation for Critical Thinking.
On a more personal note, Dr. Nosich has at times exercised and not exercised good critical-thinking judgment: he has ridden a motorcycle alone to Baghdad (and to Ur of the Chaldees, the birthplace of Abraham); he has worked as an immigrant ditch-digger in Switzerland, been imprisoned by Communist authorities in Czechoslovakia, stowed away on a Sicilian ship to Algeria, sailed up the Nile with his family in a felucca, lived with Maasai warriors in Central Africa and in a yurt in Mongolia. He is a Hurricane Katrina refugee living in Buffalo, far (he hopes) from the path of future hurricanes.
Education:
Ph.D. (Philosophy): University of Illinois at Chicago Circle, 1973
M.A. (Philosophy): University of Illinois at Chicago Circle, 1970
M.A.: De Paul University, 1968
B.A.: De Paul University, 1967
Areas of Interest:
Critical Thinking (including Teaching for Critical Thinking, Critical Thinking Across the Curriculum, Assessment of Critical Thinking, Critical Reading and Critical Writing, The Affective Dimension of Critical Thinking, and Accreditation), Philosophy of Natural Sciences, Philosophy of Social Sciences, and Analytic Philosophy.
Books:
Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum, Third Revised Edition (Upper Saddle River, NJ: Prentice-Hall, 2009).
Translation: Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum, translated into Arabic (Lebanon: Arab Scientific Publishers, 2006).
Translation: Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum, translated into Chinese (Beijing: Pearson Education Asia Limited, 2005).
Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum, Second Revised Edition (Upper Saddle River, NJ: Prentice-Hall, 2005).
Translation: Aprender a pensar: Pensamiento analitico para estudiantes, translated by Florentino Moreno (Madrid, Spain: Pearson Educácion, 2003).
Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum (Upper Saddle River, NJ: Prentice-Hall, 2001).
Reasons and Arguments (Belmont, CA: Wadsworth, 1982).
Book Chapters:
“Central Reasoning Assessments: Critical Thinking in a Discipline,” in Critical Thinking, Education and Assessment, Jan Sobocan, Leo Groarke, and Ralph Johnson, eds., (London: Althouse Press, 2008).
“Problems with Two Standard Models for Teaching Critical Thinking,” Chapter 3 in New Directions for Community Colleges, Christine McMahon, ed., (Los Angeles: Wiley, 2005).
Articles:
“Identity versus Empathy in Critical Thinking Interventions: A Commentary on Richard Friemann’s ‘Reducing Conflict Between Ordinary People by Third-Party Interventions,’” in Argumentation and Its Applications, Hansen, Hans V., et al, eds., CD: Windsor, Ontario: Ontario Society for the Study of Argumentation, 2002).
“Teaching for Content by Teaching for Thinking: Teaching Students to Think Critically Within a Field or Discipline,” in “Maximizing Your Students’ Critical Thinking Skills,” Starlink, Dallas, Texas (November, 1997), pp. 4-11.
"The Need for Comprehensiveness in Critical Thinking Instruction," Inquiry, XVI, No. 2 (Winter 1996), 50-66.
"Where to Begin: How to Design Classes to Teach for Thinking," Educational Vision, 2:2 (Spring, 1994), 20 21.
"Science Teachers: Seeing the Need for Critical Thinking," Educational Vision, 2:1 (Autumn, 1993), 12 13 (invited).
Richard W. Paul, Gerald M. Nosich, and Alec E. Fisher, "Epistemic Structures, Not Psychological Structures, Are at the Core of the Assessment of Higher Order Thinking," Paper prepared for the National Center for Education Statistics workshop on the Assessment of Higher Order Thinking and Communication Skills of College Graduates: November 17-18, 1992, Washington, D.C., (Santa Rosa, CA: The Foundation for Critical Thinking, November, 1992) (invited).
Richard W. Paul and Gerald M. Nosich, "A Model for the National Assessment of Higher Order Thinking," in Richard W. Paul, Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World, Second Edition, (Santa Rosa, CA: The Foundation for Critical Thinking , 1992), 78-123.
Richard W. Paul and Gerald M. Nosich, "Using Intellectual Standards to Assess Student Thinking," in Richard W. Paul, Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World, Second Edition, (Santa Rosa, CA: The Foundation for Critical Thinking, 1992), 124-135.
Richard W. Paul and Gerald M. Nosich, "A Proposal for the National Assessment of Higher Order Thinking at the Community College, College, and University Levels," Resources in Education (May, 1992), ERIC Document: ED 340 762), National Center for Education Statistics, Office of Educational Research and Improvement, U. S . Department of Education.
"The Goals of Science Education," in Critical Thinking: Focus on Science and Technology, (Upper Montclair, N.J.: Institute for Critical Thinking, 1992), pp. 7 15.
"The Goals of Science Education," Inquiry, 9: 1 (February, 1992), 1 6.
"Educational Virtue: Becoming a Critical Thinker," Preface to Richard W. Paul, Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World, (Santa Rosa, CA: The Foundation for Critical Thinking, 1990), ii-vii.
"Appreciation, Discovery and Critical Thinking," Journal of College Reading and Learning, XXI (1988), 131 136.
"Truth and the Causal Theory of Naming," Southern Journal of Philosophy, XVI (Summer, 1978), 79 93.