This treatment of critical thinking theories, old and modern, addresses related concerns expressed by feminists and postmodernists. The author suggests a solution by way of a feminist redescription of critical thinking as constructive thinking, which she relates to classroom settings.

Relational -(e)pistemologies- redefines epistemology in a non-transcendent manner and reclaims the traditional epistemological concerns of standards and criteria for warranting arguments and determining truth and falsity. These concerns must be reclaimed in order to make them visible and accountable as well as pragmatically useful on socially constructed grounds not transcendental grounds. Thayer-Bacon s book offers analysis and critique as well as redescription. She presents a pragmatist social feminist view, a relational perspective of knowing embedded within a discussion of many...