Educators and researchers alike have written extensively about the importance of integrating critical thinking experiences across the undergraduate curriculum. In the present paper we discuss critical thinking, explain the importance of critical thinking for apparel professionals involved in product development, and provide integrative structures and applications to help students think critically about aesthetics and textiles subject matter, both of which are central to the product development process. Specifically, we propose a model and adopt a taxonomy to help students understand (a) the important role played by consumer value in professional decisions, and (b) the range of benefits culminating in the value of a product, respectively. To better prepare students for a total customer integration approach to product development, we also propose connections between subject matter areas of textile science and aesthetics and provide example exercises where students integrate textile science and aesthetics subject matter. Graduates of textiles and clothing programs need to understand a total customer integration approach that entails providing the specific benefits or value in a product desired by the customer.
Arnheim, R. (1986). New essays on the psychology of art. Berkeley, CA: University of California Press.
2.
Arnheim, R. (1988). The power of the centerBerkeley, CA: University of California Press.
3.
Berlyne, D. E. (1974). Studies in the new experimental aesthetics: Steps toward an objective psychology of aesthetic appreciationWashington, DC: Hemisphere.
4.
Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco, CA: Jossey-Bass.
5.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
6.
Browne, M. N., Freeman, K. E., & Williamson, C. L. (2000). The importance of student use of the Internet. College Student Journal, 34(3), 391-391.
7.
Chaffee, J. (1992, Spring). Teaching critical thinking across the curriculumNew Direction for Community Colleges, 25-35.
8.
Damhorst, M. L., & Meyer, D. J. (1996). Business vs. faculty perceptions: Are our master's graduates ready for industry? ITAA Newsletter, 18(5), 1-2.
9.
Danserau, D. F., and Newbern, D. (1997). Using knowledge maps to enhance teaching. In W. E. Campbell & K. A. Smith (Eds.), New paradigms for college teaching (pp. 127-147). Edina, MN: Interaction Book.
10.
DeLong, M., Hegland, J., & Nelson, N. (1997). Encouraging critical thinking in the classroom: An example from aesthetics. Clothing and Textiles Research Journal, 15(2), 86-95.
11.
Fiore, A. M. & Kimle, P. A. (1997). Understanding aesthetics for the merchandising and design professionalNew York,: Fairchild.
12.
Fiore, A. M., Lee, S-E., Kunz, G., & Campbell, J. R. (2001). Relationships between optimum stimulation level and willingness to use mass customisation options. Journal of Fashion Marketing and Management, 5(2), 99-107.
13.
Fiore, A. M., & Ogle, J. P. (2000). Facilitating the integration of textiles and clothing subject matter by students. Part I: Dimensions of a model and taxonomy. Clothing and Textiles Research Journal, 5(2), 99-107.
14.
Fiorito, S. S., & Fairhurst, A. E. (1989). Buying for the small apparel retail store: Job content across four merchandise categories. Clothing and Textiles Research Journal, 8(1), 10-21.
15.
Fitzpatrick, K. (1993). Improving reading comprehension using critical thinking strategies. Reading Improvement, 31, 142-144.
16.
Gallo, D. (1989). Educating for empathy, reason, and imagination. The Journal of Creative Behavior, 23(2), 98-115.
17.
Gibson, J. J. (1979). The ecological approach to visual perceptionBoston: Houton Mifflin.
18.
Goetsch, D. L., & Davis, S. (1994). Introduction to total quality: Quality, productivity, and competitivenessNew York: Merrill.
19.
Glock, R., E. & Kunz, G. I. (2000). Apparel manufacturing: Sewn products analysis (3rd. ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.
20.
Halpern, D. F. (1993). Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 42(4), 238-254.
21.
Halpern, D. F. (1997). Critical thinking across the curriculum: A brief edition of thought and knowledge. Mahwah, NY: Lawrence Erlbaum Associates.
22.
Holbrook, M. B. (1987). The study of signs in consumer esthetics: An egocentric review. In J. Umiker-Sebeok (Ed.), Marketing and semiotics: New directions in the study of signs for sale (pp. 73-121). New York: Mouton de Gruyter.
23.
Holbrook, M. B. (1994). Axiology, aesthetics, and apparel: Some reflections on the old school tie. In M. R. DeLong & A. M. Fiore (Eds.), Aesthetics of textiles and clothing: Advancing multi-disciplinary perspectives (pp. 131-141). Monument, Co: International Textiles and Apparel Association.
24.
Kadolph, S. J. (1997). The textile science-aesthetics connection. Proceedings of the Confluence Symposium (p. 30-30). Monument, Co: International Textiles and Apparel Association.
25.
Kadolph, S. J. (1998). Quality assurance for textiles and apparelNew York: Fairchild Publications.
26.
Kadoph, S. J., & Langford, A. I. (2002). Textiles (9th ed). Upper Saddle River, NJ: Prentice-Hall.
27.
Kataoka-Yahiro, M., & Saylor, C. (1994). A critical thinking model for nursing judgment. Journal of Nursing Education, 33 (8), 351-356.
28.
Kawabata, S., & Niwa, M. (1995). Objective measurement of fabric hand. In M. Raheel (Ed.), Modern Textile Characterization Methods (pp. 329-354). New York: Marcel Dekker.
29.
Kean, R. C., Mehlhoff, C., & Sorensen, R. (1988). Using the Meyers-Briggs Type Indicator to assess student needs. Clothing and Textiles Research Journal, 6(2), 37-42.
30.
Knight, C. L. H. (1992, Spring). Teaching critical thinking in the social sciences. New Directions for Community Colleges, 63-73.
31.
Laughlin, J. S. (1992, Spring). When students confront the experts: Toward critical thinking. English Journal, 72-75.
32.
Laughlin, J., & Kean, R. C. (1995). Assessment of textiles and clothing academic programs in the United States. Clothing and Textiles Research Journal, 13(3), 184-199.
33.
Lindauer, M. S. (1984). Physiognomy and art: Approaches from above, below, and sideways. Visual Arts Research, 10(1), 52-65.
34.
Morgado, M. (1993). Animal trademark emblems on fashion apparel: A semiotic interpretation. Part II. Applied semiotics. Clothing and Textiles Research Journal, 11(3), 31-37.
35.
Naumann, E., & Shannon, P. (1992, November-December). What is customer-driven marketing?Business Horizons, 44-52.
36.
Ogle, J. P., & Fiore, A. M. (2000). Facilitating the integration of textiles and clothing subject matter by students. Part II: Substantiating the applicability of the proposed structure. Clothing and Textiles Research Journal, 18(2), 73-89.
37.
Paul, R., & Elder, L. (1994). Critical thinking: Why we must transform our thinking. Journal of Developmental Education, 18(1), 34-35.
38.
Paul, R., & Elder, L. (1995). Critical thinking: Why teach students intellectual standards, part II. Journal of Developmental Education, 19(1), 34-35.
39.
Paul, R., & Elder, L. (1999a). Critical thinking: Teaching students the logic of things, part I. Journal of Developmental Education, 23(1), 34-35.
40.
Paul, R., & Elder, L. (1999b). Critical thinking: Teaching students the logic of things, part II. Journal of Developmental Education, 23(2), 34-35.
41.
Paul, R., & Elder, L. (2001). Critical thinking: Tools for taking charge of your learning and your lifeUpper Saddle River, NJ: Prentice Hall.
42.
Pine, B. J. II (1993). Mass customization: The new frontier in business competitionBoston, Mass: Harvard Business School Press.
43.
Ruggiero, V. R. (1988). Teaching thinking across the curriculumNew York: Harper & Row.
44.
Shanklin, N. L., & Rhodes, L. (1989). Comprehensive intervention as sharing and extending. The Reading Teacher, 42, 496-500.
45.
Stancato, F. A. (2000). Tenure, academic freedom and the teaching of critical thinking. College Student Journal, 34(3), 377-377.
46.
Walters, K. S. (1990). Critical thinking and the Spock fallacy. Innovative Higher Education, 15(1), 17-28.
