Jennifer Moon works at the Centre for Excellence in Media Practice, Bournemouth University and as a freelance consultant. She is a National Teaching Fellow Award winner. Her other books include Learning Journals, Handbook of Reflective and Experiential Learning, Module and Programme Development Handbook, Reflection and Learning in Professional Development and Short Courses and Workshops.

• @contents:PrefacePart 1 Introduction to the bookChapter 1 Introduction: the topic, the content, the writer …Part 2: Mapping the territory of critical thinkingChapter 2 Critical thinking as an elusive concept: what critical thinking might be….Chapter 3 Approaches to critical thinking in the literatureChapter 4 Some of the broader issues of critical thinking – standards, objectivity and the cultural basisPart 3: The person as a critical thinkerChapter 5 The role of emotion, language and curiosity in critical thinkingChapter 6 ‘Academic assertiveness’: being appropriately assertive as a thinkerPart 4 Taking StockChapter 7 Critical thinking – a pause to take stock…..Part 5 Epistemological development and depth in critical thinkingChapter 8 Critical thinking and learners’ conceptions of knowledgeChapter 9 Depth in critical thinkingPart 6 Critical thinking and pedagogyChapter 10 A defining statement on critical thinking and an introduction to the pedagogy Chapter 11 The pedagogy of critical thinking Chapter 12 The Pedagogy of Academic Assertiveness Part 7 Resources SectionResourcesReferences

Jenny Moon has skilfully mapped the landscape of critical thinking with academic diligence and practical acuity. Using the concept of 'academic assertiveness', she reveals how particular emotional and psychological orientations and behaviours better enable learners to manage the challenges to self when progressing critical thinking capacities in academic, professional and social contexts. Through the reliable voice of the author's own experiences, readers are introduced to a useful array of resources, activities and ideas designed to promote active engagement, augment cultural and contextual knowing and enhance the potential of learners to think and act critically.MAXINE ALTERIO, OTAGO POLYTECHNIC, DUNEDIN, NEW ZEALAND, CO-AUTHOR OF LEARNING THROUGH STORYTELLING IN HIGHER EDUCATION.