Review of the Ennis, R.H., Critical Thinking Across the Curriculum: A Vision. Topoi 37, 165–184 (2018)

This review examines Robert H. Ennis’s article, "Critical Thinking Across the Curriculum: A Vision," which delineates the principles of the Wisdom CTAC program and advocates for critical thinking as a transferable and teachable skill across academic disciplines. Ennis’s explicit definition of critical thinking as “reasonable reflective thinking” is commended for its clarity and pedagogical utility; however, the review also raises significant concerns regarding cultural subjectivity, political neutrality, and the assumption of universality in critical thinking standards. The analysis examines Ennis’s stance on subject specificity, the distinction between infusion and immersion teaching methodologies, and the empirical evidence supporting the program’s claims. Through personal reflection and theoretical critique, this review advocates for a more nuanced, culturally responsive, and politically conscious approach to implementing critical thinking instruction—one that acknowledges both the cognitive and social dimensions of reasoning within educational contexts.