from Terry Haik
What does “critical thinking” mean?
Well, it depends on who you ask. For teachers such as a term, critical thinking is similar to words as Democracy, global, and organic: You hear how people use them constantly, but it seems that no one understands exactly what they mean.
This type of etymological opacity is succumbed to their abuse, disrupted awkwardly and abuses. In the long run, such abuse empties it in meaning, while all of us either throw it casually in the middle of a very complicated sentence to strengthen our own credibility or to avoid the term completely.
If we can, for the purposes of here and now, agree that critical thinking means something in order of Thinking to present judgmentThen we are already two -thirds of the way to make a new meaning here.
Critical thinking is one of the first reasons for change (personal and social), but it is a steam in schools – for another reason, it is not a condition for the mind to suspect the form and function of everything it sees, including your classroom and everything that is taught in it.
Of course, critical thinking without knowledge is disturbingly empty, like a farmer without a field. They need each other – thoughts and knowledge. They can also disappear into each other while working. Once we find that – that they are separate, capable of merge and need each other – we can reach the brain and be afraid of this whole thing.
The definition of critical thinking
So what is the definition of critical thinking? It depends on who you asked for, but most definitions are something close to this: Critical thinking is the suspension of judgment, while identifying bias and basic assumptions to draw accurate conclusions.
But more than definition and clarification, we need contextualization – to look at the term as we use it and see when and how it is used and what reaction it causes when it happens. There is a lot to look at here: how to teach it, how to evaluate it, what role it plays in the learning process, how to use it in misleading statements on the school mission, how negligently put it in class leaders or walks (in a way that suggests that I am not sure how this lesson should be improved, so instead I will encourage you to “encourage children to think critically,” oR, There is so much abstraction in your class that I have no idea what is happening, but a boy probably happens very critical thinking).
Criticalthinking.org He says this The critical thinking is:
“Critical thinking is this way of thinking – for any object, content or problem – in which the thinker improves the quality of his thinking by skillfully analyzing, evaluating and reconstructive. Critical thinking is self -esteem, self -disciplined, self -observable and self -eductive thinking. It implies agreement to strict standards for excellence and careful command of their use. This includes effective communication and problems solving, as well as an commitment to overcome our local self -centeredness and sociocentrism. “
A document published in 2004 by a professor at Harvard says that definitions of critical thinking are “available in different sources are quite different and are often in closely dependent on the field”, offering a definition based on psychology, as “critical thinking, deals with hidden values, evaluates evidence and assessing the conclusions.”
In the same document, philosopher Richard Paul and educational psychologists Linda Elder define critical thinking as “this way of thinking – for every topic, content or problem – in which the thinker improves the quality of his thinking by skillfully taking on the structures inherent in thinking and the imposition of intellectual standards on them.”
In education, critical pedagogy and critical thinking overlap almost entirely. Lower definitions, as they focus on thinking, do not focus much on criticism. In critical thinking, thinking is just a strategy for achieving informed criticism, which in itself is a starting point for understanding yourself and/or the world around you. While in function, it can work parallel to the scientific method, science intends to arrive an impartial, neutral and zero person conclusion.
There is no conclusion in critical thinking; This is a constant interaction with changing circumstances and new knowledge, which allows for a broader vision, which allows new evidence, which begins the process again. Critical thinking has its main raw emotion and tone.
Intention.
Thinking critically about something means claiming that you first circle your meaning entirely – to go all the way so that you understand it in a way that is unique. The thinker works with his own thinking tools – Schema. Basic knowledge. A sense of identity. Remedial is a process unique to this thinker as your own thumb seal. There it No template.
As you go around the meaning of everything you think critically – navigation is definitely done with a Bravado and purpose – the thinker can analyze things. In thinking critical, the thinker must see his parts, his shape, function and context. After this type of research and analysis, you can come to appreciate it – take advantage of your own distinctive knowledge of the thing so that you can specify the drawbacks, emphasize biases, emphasize the merit – to enter the mind of the author, designer, creator or clockmaker and criticize his work.
This clock has done this Clock.
This poet who created this poem.
This scientist who has been working for months of this study to prove or disprove this ambitious theory.
This historian who contextures this historical movement in a series of documents and artifacts that now deserve the contextualization of his own.
Thinking critically requires you to summarize knowledge, form some understanding, get into the mind of the clock, evaluate their work and then articulate for a specific form (eg argumentative essay) and audience (eg teacher). Think about what that means.
It is easy for teachers to see the role of critical thinking in a more macro process. By analyzing and criticizing the work of others – especially experts – students need to temporarily merge the minds with them (or otherwise they simply produce assumptions that sound smart). Thinking critically, they learn here through imitation – for a moment running alongside others who, among other functions, act as recruits. By combining this type of angular thought with master workers and their works, we force students to dance with giants – or holograms of giants.
The tone here is frightening for the development of thinkers – or it should be, anyway. This is a tone that is both intellectual, joint and challenging. It says: “I understood this complex thing worthy of study – which is probably a more significant achievement than everything I have ever produced in my life – and then to judge it. I am both capable of all this, And he wants to do it in a way that will be tried in itself. “
This is the kind of courage that takes years to grow.
What it means to think critically; Image attribution Flickr user of Vancouverfilmschool
