Critical thinking disposition: A neglected loop of humanities curriculum in higher education

This survey aimed at investigating students' critical thinking dispositions in humanities fields. 123 students were randomlyselected by stratified sampling method among undergraduate students in the College of Humanities in Ferdowsi University ofMashhad, Iran during academic year of 2010-2011. They completed Ricketts' Critical Thinking Disposition Questionnaire. Overly,finding showed that all subjects achieved optimal level of critical thinking in the moderated level, but not in the strict level.There were no significant differences in the subjects' critical thinking dispositions according to their gender and their year ofstudy (study length). Based on the findings, revising all curriculum elements, especially that of teaching-learning methods is anecessity. Implications for applying active learning and problem solving approaches to enhance students' critical thinkingdisposition were proposed.