The main 4 CS of Critical Thinking in Education K-12
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What are the 4 CS of Critical Thinking?
Critical thinking, as a concept and practice, can be placed in different ways. For example, it can be seen through its function as a social construction, its connection to literacy, the need for political elections, etc.
One of the more popular ways you can see is in 4 CS. Critical thinking, communication. Cooperation and creativity.
Critical thinking: Stopping the judgment in identifying bias and basic assumptions to draw accurate conclusions
Key features: evidence, support, analysis, humility, clarity, flexibility
Communication
To communicate is clearly and purposefully to express ideas, questions and reasoning in ways that can be understood, appreciated and constructive to answer. It includes not only speaking or writing but also Translating thought into formRecognition of the audience and the use of evidence and logic to support clarity and precision.
Key features: clarity, consistency, logical structure, responsiveness to feedback.
Cooperation
Cooperation is a deliberate process of engaging with others to research ideas, challenge thinking and jointly build meaning or decisions. This requires openness for different perspectives, Evaluating arguments with respectand the construction of consensus on the basis of reason and evidence, not just consent.
Key features: Active listening, shared reasoning, respectful disagreement, joint solution to problems.
Creativity
Creativity is the ability to generate original, flexible and effective ideas by connecting concepts in new ways. It is not just about expression, but about An innovative solution to problems– assumptions for remuneration, exploration of alternatives and construction of new frameworks for understanding.
Key features: Disappular thinking, intellectual risk, synthesis, originality for purpose.
See also The definition of Socrates seminar
The definition of 4 CS
1. Critical thinking
The idea: to cultivate students who claim thinkers capable of analyzing objectively information, to evaluate strictly evidence and to form well -justified judgments. The hope is to move students beyond the passive information to obtain active intellectual commitment.
Short definition: Analysis of information and identification of bias and basic assumptions for accurate conclusions. We know that “critical thinking involves” stopping judgment while analyzing information to achieve well -supported understandings. ” (See The definition of critical thinking.)
Benefit: Critical thinking helps students become independent learners and resolved problems. They develop the ability to question, investigate and make informed decisions, skills that are essential for the academic success and the navigation of life outside the classroom.
See 10 Benefits of Inquiry Based Training
An example in the classroom
After reading a primary source document on civil rights, instead of simply summarizing events, students are involved in critical thinking activity.
They can be asked to identify the author’s perspective, analyze the reliability of the source, and compare it to other accounts to form their own nuanced understanding of the period.
2. Communication
The idea: to develop students who can formulate their thoughts and ideas effectively, both orally and in writing, with clarity, consistency and purpose. We strive for students to be able to transmit complex information and participate in a meaningful dialogue with a diverse audience.
Short definition: Expressing ideas, thoughts and information clearly and effectively through different media (oral, written, visual, digital).
Benefit: Strong communication skills allow students to share their understanding, to cooperate effectively and to actively participate in their learning community. The ability to articulate their reasoning is inherently related to critical thinking that allows them to explain Why They have come to a specific conclusion.
An example in the classroom
Students work in small groups to study a local environmental problem. Their task is not only to collect information, but to prepare a convincing presentation for the class, outlining the problem, potential solutions and their justification. This requires them to synthesize their research and to report it clearly and convincingly.
3. Cooperation
The idea: to raise students who can work effectively and respectfully with others to achieve common goals. We strive to develop their ability to share ideas, negotiate, compromise and contribute to their unique strengths in the team.
Short definition: Working with others, sharing ideas and contributing to collective efforts to achieve a shared goal.
Benefit: Cooperation increases training by exposing students to different perspectives and promoting shared understanding. It reflects the scripts in the real world when solving problems often requires teamwork and ability to use different skills and perspectives. Studies emphasize the relationship between collaborative training and improved critical thinking skills (Johnson & Johnson, 2009).
An example in the classroom
Students are appointed a complex scientific problem that requires multiple steps to solve. Working in teams, they need to divide the tasks, share their discoveries and co -synthesize their knowledge in order to reach a solution. This process necessitates communication, negotiations and mutual respect for different approaches.
4. Creativity
The idea: To cultivate students who are innovative thinkers capable of generating new ideas, exploring opportunities and approaching challenges with imagination and originality. We strive to nourish their capacity for “thinking outside the box” and finding unique solutions.
Short definition: Generating new ideas, performing new relationships and approaching tasks with imagination and originality.
Benefit: Creativity allows students to approach problems from fresh angles and develop unique solutions. It encourages innovation and adaptability, decisive skills in the fast -changing world. Telling creative tasks can also deepen understanding and make training more memorable.
An example in the classroom
After learning about various forms of government, students are challenged to design their own ideal society, outlining its structure, laws and cultural norms. This task requires them to apply their understanding in a new way, encouraging the creative solution of problems and imaginary thinking.
Quoted works
Johnson, DW, & Johnson, RT (2009). Production of psychological interdependence. Psychological Bulletin, 135(2), 282–318.
Gay, G. (2018). Culturally responsive teaching: theory, research and practice (3rd edition). Press Teachers College.
