Critical thinking is an objective analysis of facts to form an assessment. The subject is complex, and several different definitions exist, which generally include rational, skeptical, unbiased, or factual evidence analysis. Critical thinking is self-directed, self-disciplined, self-monitorsed, and self-corrective thinking. This entails approval for strict standards of excellence and conscious commands for their use. It requires effective communication and problem-solving skills, as well as a commitment to overcome our original egocentrism and sociocentrism.
Video Critical thinking
Histori
The earliest documentation of critical thought was the doctrine of Socrates recorded by Plato. Socrates establishes the fact that one can not rely on those who have "authority" to have good knowledge and insight. He points out that people may have high strength and position but become very confused and irrational. He establishes the importance of asking profound questions that thoroughly investigate thinking before we accept the idea as something worth believing.
He establishes the importance of searching for evidence, carefully examining reasoning and assumptions, analyzing basic concepts, and tracing the implications not only of what is said but of what is done as well. The question method is now known as "Socratic Questioning" and is the most recognizable critical teaching strategy. In his manner, Socrates highlights the need to think for clarity and logical consistency. Socrates asks many people the question of expressing their irrational thinking or lack of reliable knowledge. Socrates points out that having authority does not guarantee accurate knowledge. He established methods of questioning beliefs, closely examining assumptions and relying on evidence and sound reasons. Plato recorded the teachings of Socrates and continued the tradition of critical thinking. Aristotle and the next Greek skeptics perfected Socrates' teachings, using systematic thinking and asking questions to ensure the true nature of reality beyond the way everything emerges from view.
Socrates sets the agenda for the tradition of critical thinking, that is, to question common beliefs and explanations, to carefully distinguish reasonable and logical beliefs from those who, however appealing to our indigenous egocentrism, regardless of whether they serve our personal interests, entertaining them perhaps - lack of sufficient evidence or a rational basis to assure confidence.
Critical thinking is described by Richard W. Paul as a movement in two waves (1994). "The first wave" of critical thinking is often referred to as "critical analysis" is a clear, rational thought that involves criticism. The details vary among those who define it. According to Barry K. Beyer (1995), critical thinking means making clear and reasonable judgments. During the process of critical thinking, ideas must be reasonable, well thought out, and judged. The US National Council for Excellence in Critical Thinking defines critical thinking as "a process of intellectual discipline that actively and skillfully conceptualizes, implements, analyzes, synthesizes, or evaluates information gathered from, or generated by, observation, experience, reflection, reasoning, or communication , as a guide to beliefs and actions. "
Maps Critical thinking
Etymology
In terms of critical thinking , the word critical , (Grk. ???????? = kritikos = "criticism") is derived from the word criticism and implies criticism; it identifies the intellectual capacity and means of "judging", "judgment", "to judge", and "being able to differentiate". The intellectual roots of critical thinking are like ancient as their etymology, traceable, ultimately, to the practice of teaching and vision Socrates 2,500 years ago. found by probing methods that question that people can not rationally justify their confident claims to knowledge.
Definition
Traditionally, critical thinking has been defined in various ways as:
- "The process is active and skilled in conceptualizing, implementing, analyzing, synthesizing, and evaluating information to achieve answers or conclusions"
- "Discipline thinking is clear, rational, open-minded, and informed by evidence"
- "Rational and reflective thinking focuses on deciding what to believe or do"
- "Self-regulatory judgment aimed at producing interpretation, analysis, evaluation, and inference, as well as an explanation of the evidence, conceptual, methodological, critical, or contextual considerations on which it is based"
- "includes a commitment to using the reasons in our confidence formulation"
- the skills and inclinations to engage in activities with reflective skepticism (McPeck, 1981)
- Thinking of a person's thinking in a way designed to organize and clarify, improve efficiency, and recognize errors and biases in his own thinking. Critical thinking is not 'hard' thinking or directed to solving problems (other than 'fixing' one's thinking). Critical thinking is directed inward in order to maximize the rationality of the thinker. One does not use critical thinking to solve a problem - one uses critical thinking to improve one's thinking process.
- "An assessment based on careful analytical evaluation"
Contemporary critics of contemporary thinking have extended this traditional definition to include qualities, concepts, and processes such as creativity, imagination, discovery, reflection, empathy, linking knowledge, feminist theory, subjectivity, ambiguity, and inconsistency. Some definitions of critical thinking exclude these subjective practices.
Logic and rationality
The ability to think logically is a fundamental skill of rational agents, then the study of the correct form of argument is relevant to the study of critical thinking.
The logical "first wave" thought consists of understanding the relationship between two concepts or points in thought. It follows a philosophy in which the thinker is removed from the train of thought and connection and that connection analysis has no bias from the thinker. Kerry Walters describes this ideology in his essay Beyond Logicism in Critical Thinking, "A logistical approach to critical thinking conveys a message to students that thinking is legitimate only when it conforms to informal procedures (and, to a lesser extent, formal) logic and that the thinker good always aims for an analytical, abstract, universal, and objective style of examination and judgment.This model of thought has become so entrenched in the conventional academic wisdom that many educators accept it as a canon "(Walters, 1994, p. The application of these principles is in line with the increasing reliance on the quantitative understanding of the world.
In the 'second wave' of critical thinking, as defined by Kerry S. Walters (Re-thinking Reason, 1994, p.1), many writers move away from logocentric mode of critical thinking that the 'first wave' is privileged, especially in higher education institutions. Walters sums up logicism as "an unwarranted assumption that good thinking can be reduced to logical thinking" (1994, p.1).
"The logistical approach to critical thinking conveys a message to students that thinking is valid only when it conforms to informal procedures (and, to a lesser extent, formal) logic and that good thinkers always aim for an analytical, abstract, universal, and objective. "(Walters, 1994, p.1) When the 'second wave' came into force, scholars began to take a more inclusive view of what constitutes critical thinking. Rationality and logic are still widely accepted in many circles as a prime example of critical thinking.
Deduction, kidnapping and induction
There are three types of logical reasoning Informally, two types of logical reasoning can be distinguished apart from formal deduction: induction and abduction.
- Reduction is the conclusion of the consequence given place which is logically followed by ponens mode.
for example, X is human and all humans have faces so X has a face.
- Induction draws conclusions from a pattern that is secured by the strictness of the applied structure.
for example, even even number of integers. Â 2x 2y = 2 (x y); The number of integers is an integer and x and y are integers, so 2x 2y = 2z where z is an integer, so that 2z is an even integer, so the number of even integers is even.
- Kidnapping is a conclusion using possible heuristics, but it is inevitable given some pre-knowledge.
for example, I observed sheep in the fields, and they looked white from my point of view, so the sheep were white. Contrary to deductive statements: "Some sheep are white on at least one side."
Critical thinking and rationality
Kerry S. Walters (Re-thinking Reason, 1994) argues that rationality demands more than just a logical or traditional method of problem solving and analysis or what he calls "justification calculus" but also considers "cognitive actions such as imagination, conceptual creativity, intuition and insight "(p. 63). These "functions" are focused on discovery, on a more abstract process than a rule-based and linear approach to problem solving. Linear and non-sequential minds must engage in rational thought.
The ability to critically analyze an argument - to dissect structures and components, theses and reasons - is essential. But so does the ability to be flexible and consider non-traditional alternatives and perspectives. These complementary functions allow the critical thinking of a practice that includes imagination and intuition in collaboration with traditional modes of deductive inquiry.
Function
The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition. According to Reynolds (2011), an individual or group involved in a strong critical way of thinking gives consideration to establishing for example:
- Evidence through reality
- Context skills to isolate issues from context
- Relevant criteria for making good judgments
- The methods or techniques that apply to form an assessment
- Theoretical constructs that can be applied to understanding issues and questions at hand
In addition to having strong critical thinking skills, one must be discarded to involve problems and decisions using those skills. Critical thinking uses not only logic but extensive intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance, and fairness.
Procedures
Critical thinking calls for the ability to:
- Identify a problem, find a workable way to address the problem
- Understand the importance of priority and priority order in problem resolution
- Collect and marshal relevant (relevant) information
- Recognize unwritten assumptions and values ​​
- Understand and use language with accuracy, clarity, and wisdom
- Interpret data, to rate evidence and evaluate arguments
- Recognize the existence (or non-existence) of the logical relationship between propositions
- Generate guaranteed conclusions and generalizations
- Input to test the conclusions and generalizations in which a person arrives
- Reconstruct a person's faith pattern on the basis of a wider experience
- Provide an accurate assessment of special things and qualities in everyday life
As a result:
"An ongoing effort to examine any belief or form of expected knowledge in light of the evidence that supports or refutes it and any further conclusions that tend to be."
Habit or mind trait
Habits of mind that characterize a person deeply inclined to critical thinking include the desire to follow the reasons and evidence wherever they can lead, a systematic approach to problem solving, curiosity, fairness, and conviction in reasoning.
According to definition analysis by Compf & amp; Bond (2001), critical thinking involves problem solving, decision making, metacognition, rationality, rational thinking, reasoning, knowledge, intelligence as well as moral components such as reflective thinking. Therefore, critical thinkers must reach the level of maturity in their development, have certain attitudes as well as a set of taught skills.
Research
Edward M. Glaser argues that critical thinking involves three elements:
- Attitudes discarded for wise consideration of problems and subjects within the reach of one's experience
- Knowledge of methods of investigation and logical reasoning
- Some skills in applying the method.
Educational programs aimed at developing critical thinking in children and adult learners, individually or in the context of problem-solving and group decision-making, continue to address these three central elements in common.
The Critical Thinking Project at Human Science Lab, London, is involved in the scientific study of all major education systems in today's prevalence to assess how systems work to promote or impede critical thinking.
Contemporary cognitive psychology considers human reasoning as a complex process that is reactive and reflective.
The relationship between critical thinking skills and the disposition of critical thinking is an empirical question. Some people have abundance, some have the skills but not the disposition to use them, some are discarded but lack strong skills, and some do not have both. The size of critical thinking disposition is California Measurement of Mental Motivation and Inventory Disposition of California Critical Thinking. The CriTT is an alternative measure that tests students' beliefs and attitudes about critical thinking
Education
John Dewey is one of many educational leaders who recognize that a curriculum devoted to building thinking skills will benefit learners of individuals, communities, and democracies.
Critical thinking is important in academics because it becomes significant in learning. Critical thinking is significant in the process of internalization learning, in the development of basic ideas, principles, and theories embedded in the content. And critical thinking is important in the process of application learning, where ideas, principles, and theories are implemented effectively when they become relevant in the lives of learners.
Each discipline adapts the use of the concept and principle of critical thinking. The core concept is always there, but embedded in the subject's specific content. For students to learn the content, intellectual engagement is very important. All students must do their own thinking, construction of their own knowledge. Good teachers recognize this and therefore focus on questions, readings, thought-provoking activities to take ownership of the key concepts and principles that underlie the subject.
Historically, teaching critical thinking focuses only on logical procedures such as formal and informal logic. It emphasizes to students that good thinking equals logical thinking. However, a second wave of critical thinking, encouraging educators to assess conventional techniques, while expanding what it means to be a critical thinker. In 1994, Kerry Walters developed a conglomeration of sources beyond this logical limitation to include many different authors' research on knowledge, empathy, sensitivity, collaboration, world view, intellectual autonomy, morality and enlightenment. These concepts invite students to incorporate their own perspectives and experiences into their thinking.
In the English and Welsh school system, Critical Thinking is offered as a subject that can be done by 16 to 18 years as A-Level. Under the OCR exam board, students can sit two exam papers for the US: "Credibility of Evidence" and "Assess and Develop Arguments". The complete GCE Advanced is now available: in addition to two US units, the candidate sits in two papers "Resolution Dilemma" and "Critical Reasoning". A-levels test candidates on their ability to think critically about, and analyze, arguments on their deductive or inductive validity, as well as generate their own arguments. It also tests their ability to analyze certain related topics such as credibility and ethical decision making. However, due to lack of subject content, many universities do not accept it as a primary A-level for acceptance. Nevertheless, the US is often useful in developing reasoning skills, and the full GCE Advanced is useful for degree programs in politics, philosophy, history or theology, providing the necessary skills for critical critical analysis, for example, in Bible studies.
There used to be an Advanced Extension Award offered in Critical Thinking in the UK, open to any A-level students regardless of whether they have A-level Critical Thinking. Cambridge International Examinations has A-level in Thinking Skills.
From 2008, the Alliance of Assessment and Qualification has also offered the specifications of A-level Critical Thinking.
The OCR exam board has also modified it for 2008. Many university entrance exams, above the A-level exams, also include critical thinking components, such as LNAT, UKCAT, BioMedical Admission Tests and Thinking Assessment Skills.
In Qatar, critical thinking is offered by AL-Bairaq - a non-traditional education program targeting high school students and focusing on curricula based on the STEM field. The idea behind AL-Bairaq is to offer high school students the opportunity to connect with the research environment at the Center for Advanced Materials (CAM) at Qatar University. Faculty members train and guide students and help develop and improve their critical thinking skills, problem solving, and teamwork.
Benefits
In 1995, a meta-analysis of literature on the effectiveness of teaching in higher education was conducted. The study notes the concerns of higher education, politicians and businesses that higher education fails to meet the requirements of society for educated citizens. It concludes that although faculty may aspire to develop students' thinking skills, in practice they tend to lead to facts and concepts using the lowest level of cognition, rather than developing intelligence or value.
In a newer meta-analysis, the researchers reviewed 341 quasi-or true-experimental studies, all of which used some form of standardized thinking criteria to assess the outcome variables. The authors describe various methodological approaches and attempt to categorize different assessment tools, including standardized tests (and second-source measurements), tests developed by teachers, tests developed by researchers, and tests developed by teachers who also serve the role of researchers. The results emphasize the need to expose students to real-world problems and the importance of encouraging open dialogue in a supportive environment. Effective strategies for teaching critical thinking are considered possible in a variety of educational settings.
Importance in the academic world
Critical thinking is an essential element of all professional areas and academic disciplines (by referencing each permitted question, source of evidence, criteria, etc.). Within the framework of scientific skepticism, critical thinking processes involve careful acquisition and interpretation of information and its use to reach a well-justified conclusion. Concepts and principles of critical thinking can be applied to every context or case but only by reflecting on the nature of the application. Critical thinking forms, therefore, related systems, and overlap, modes of thought such as anthropological thinking, sociological thinking, historical thought, political thought, psychological thinking, philosophical thought, mathematical thinking, chemical thinking, biological thinking, ecological thinking, law thinking, thinking ethically, playing music, thinking like a painter, sculptor, engineer, businessman, etc. In other words, although the principle of critical thinking is universal, its application to the discipline requires a process of reflective contextualization.
However, even with knowledge of methods of investigation and logical reasoning, errors can occur due to the inability of a thinker to apply the method or because of the character traits such as egocentrism. Critical thinking includes the identification of prejudice, bias, propaganda, self-deception, distortion, misinformation, etc. Given the research in cognitive psychology, some educators believe that schools should focus on teaching their students critical thinking skills and cultivating intellectual traits.
Critical thinking skills can be used to assist the nurse during the assessment process. Through the use of critical thinking, nurses may question, evaluate, and reconstruct nursing care processes by challenging established theories and practices. Critical thinking skills can help nurses problem solve, reflect, and make conclusive decisions about the current situation they face. Critical thinking creates "new possibilities for the development of nursing knowledge." Due to sociocultural, environmental, and political issues affecting the delivery of health services, it is helpful to realize new techniques in nursing. Nurses can also involve their critical thinking skills through dialogue and reflection methods of Socrates. This practice standard is even part of several regulatory organizations such as the College of Nurses of Ontario - Professional Standards for Sustainable Competency (2006). It requires nurses to engage in Reflective Practice and keep a record of this ongoing professional development for possible review by the College.
Critical thinking is also considered important for human rights education for tolerance. The Declaration of Principles on Tolerance adopted by UNESCO in 1995 confirmed that "education for tolerance can aim to counteract factors leading to the fear and exclusion of others, and can help young people to develop capacity for independent judgment, critical thinking i> and ethical reasoning. "
Critical thinking is used as a way of deciding whether the claim is true, partially true, or false. It is a tool by which one can produce plausible conclusions based on a reasonable process.
In computer-mediated communication
The rise and popularity of online courses has prompted some to ask whether computer-mediated communication (CMC) promotes, inhibits, or does not affect the number and quality of critical thinking in the course (relative to face-to-face communication). There is some evidence to suggest a fourth, more nuanced possibility: that CMC can promote some aspects of critical thinking but deter others. For example, Guiller et al. (2008) found that, relative to face-to-face discourse, online discourse presents more justification, while face-to-face discourse displays more examples of students expanding what others are saying. Increased justification may be due to the nature of online discussions that are out of sync, while widespread commentary increases may be due to the spontaneity of 'real time' discussions. Newman et al. (1995) show similar differential effects. They found that when the CMC boasted more important statements and linked ideas, it had nothing new. The authors suggest that this may be due to the difficulty of participating in brainstorming style activities in asynchronous environments. By contrast, asynchrony may encourage users to propose "considerable and thoughtful contributions".
Researchers assess critical thinking in online discussion forums often using a technique called Content Analysis, in which online discourse texts (or face-to-face transcription of discourse) are systematically coded for various types of statements related to critical thinking. For example, a statement may be encoded as "Discuss ambiguity to clean it" or "Welcoming outside knowledge" as a positive indicator of critical thinking. Conversely, statements that reflect bad critical thinking can be labeled as "Sticking to prejudices or assumptions" or "Squashing attempts to gain outside knowledge". The frequency of these codes in CMC and face-to-face discourse can be compared to draw conclusions about the quality of critical thinking.
Media related to Critical thinking in Wikimedia Commons Quotes related to Critical thinking in Wikiquote
- Critical thinking in PhilPapers
- Critical thinking on the Indiana Philosophy Ontology Project
- Zalta, Edward N. (ed.). "Informal logic". Stanford Encyclopedia of Philosophy .
- Critical thinking in Curlie (based on DMOZ)
- Critical Thinking: What's Good for? (Actually, What is it?) By Howard Gabennesch, Skeptical Inquirer magazine.
- Critical Thinking Glossary
- Web Thinking Critical
Source of the article : Wikipedia
0 Comments