Critical ThinkingDr Linda Rush Vice Dean, Teacher Education

Learning OutcomesTo critically explore what it means to ‘critically

think’ and its relationship to ‘critical reflection’

To critically explore what it means to ‘critically think’ and its application within learning and teaching

Concept AnalysisIn pairs

Mindmap the phrase “critical thinking”

From the mindmap create categories or emerging themes

From the categories construct a sentence which offers your definition of critical thinking

Critical Thinking: First Thoughts….Akin to the process of learning

‘Critical’ element suggests something more than the process of ‘thinking’

Associated with the reprocessing of material that has been learnt

Implication that subject material is complex and that understanding is required

Implication that there is a rationale for the process* and an outcome, or a judgement (*idea that evidence is assessed in the process)

Word ‘critical’ often associated with negative comments

Definition 1Mitchell and Andrews (2000) take a technical

view of the process of critical thinking:

“…a cognitive ability that can be increased by the knowledge and rules of logic and practice of them.”

Definition 2Other approaches to the defining of critical

thinking are less rule bound.

A common approach is to identify the component processes, skills and abilities in critical thinking:

‘working through for oneself, afresh, a problem’ (Kneale, 2003).

Kneale identifies processes as ‘critically evaluating’, making judgements, awareness of bias, ‘commenting in a thoughtful way’

Definition 3Marshal & Rowland (1998) talk of ‘fundamental

elements’ of critical thinking:

“…the presentation of arguments to persuade…debate and negotiating positions…reflection…it is a communicative activity…it has as its outcome making a decision and acting on what you come to think and believe and it involves emotion as well as reason and rationality.”

Definition 4Cotterell (1999) posits the notion of a sequence

approach in which a series of stages are given for reader/writer to follow in order to arrive at a conclusion of some sort:

“identify the line of reasoning; critically evaluate the line of reasoning; question surface appearances; identify evidence in text; evaluate the evidence; identify the writer’s conclusions; and evaluate whether the evidence supports the conclusions.”

Definition 5Critical thinking is also described in relation to

pedagogical issues.

From the outset there is a concern not to capture a tight definition but to facilitate the development of critical thinking in the ‘classroom’.

Brookfield’s (1987) advocates processes of trying to awaken, prompt, nurture and encourage the process. Critical thinking here, it is argued, should be fostered through the engagement of students’ interests and motivation via a facilitated environment.

Definition 6Ronald Barnett considers critical thinking as an

element of the taking of a critical stance – an acquired disposition towards knowledge and action.

‘Developmental epistemology’ is an emerging body of work that describes the developing manner in which students conceive of the nature of knowledge.

William Perry'sScheme of Intellectual and Ethical Development

Dualism/Received Knowledge:There are right/wrong answers, engraved on Golden Tablets in the sky, known to Authorities.

Multiplicity/Subjective Knowledge:There are conflicting answers;therefore, students must trust their "inner voices", not external Authority.

Multiplicity/Subjective Knowledge:There are conflicting answers;therefore, students must trust their "inner voices", not external Authority.

At this point, some students become alienated, and either retreat to an earlier ("safer") position ("I think I'll study math, not literature, because there are clear answers and not as much uncertainty") or else escape (drop out) ("I can't stand college; all they want is right answers" or else "I can't stand college; no one gives you the right answers".)

Relativism/Procedural Knowledge:There are disciplinary reasoning methods:Connected knowledge: empathetic (why do you believe X?; what does this poem say to me?)vs. Separated knowledge: "objective analysis" (what techniques can I use to analyze this poem?)

Commitment/Constructed Knowledge:Integration of knowledge learned from others with personal experience and reflection.

Commitment:Student makes a commitment.

Challenges to Commitment:Student experiences implications of commitment.Student explores issues of responsibility.

"Post-Commitment":Student realizes

Critical Thinking: writing

The obvious link between critical thinking and writing is the use of writing to represent the process of thinking.

The capacity to write clearly and precisely is particularly associated with critical thinking, both in sequencing and layout of evidence and in the broader summing up of the case.

The production of a paper ‘version’ of our thoughts provides a chance for review. It is a chance to engage with metacognition about our own thinking as we judge whether the material on paper says what we need it to say – and we duly revise it, or not.

Critical Thinking: writing

Aspects of peer review is the consideration of reference list. Initially we see references as an acknowledgement of sources, but it is also much to do with the breadth of consideration and the quality of evidence consulted ie the critical thinking processes.

Critical thinking in its draft written form most clearly interacts with thinking and learning – when ideas are explored, ‘toyed-with’, tried out as a note book. The scribble of an idea, concept maps and other graphic depictions, layouts of ideas, lists and plans all come into this group. This is an under explored form of writing that has much to do with critical thinking in the process of HE.

Critical Thinking: Pedagogy

Ref Jenny Moon’s discussion paper:

Teaching of philosophy or theory of knowledge

Talking about epistemology and the process of critical thinking

Critical thinking about ‘real life’ issues

Placements and out-of-class activities

Critical Thinking: PedagogyUse of reflection to enhance critical

thinking

The deliberate provision of ‘thinking time’

Encouraging critical thinking through the process of assessment

Oral critical thinking

Writing and critical thinking

Critical reflection and critical thinkingBrookfield (1987) key components of critical

thinking:-

Identifying and challenging assumptions

Imagining and exploring alternative ways of thinking and acting

Atkins (2000 in Burns and Bulman p30)

Take place during the critical analysis element of a reflective framework

Using a reflective framework in reflective writingDescription - demonstrates clear

understanding of the relevant and important issues, well structured and concise

Feelings - beneath the surface.

Demands “emotional intelligence”

The ability to recognise and manage emotions in yourself and others (Mortiboys 2002)

Critical AnalysisCritical Analysis -Identify and illuminate

existing knowledge of relevance, challenge assumptions, explore alternatives. Separate the whole into its component parts

Synthesis“The integration of the new knowledge,

feelings or attitudes with previous knowledge, feelings or attitudes. This is necessary in order to develop a fresh insight or a new perspective on a situation and learn from it” (Atkins 2002:46)

Martin (1999) suggests contemporary staff need to manage paradox and be constantly adaptive

Evaluation: the ability to make a judgement about the value of something, looking back…but it is also future orientated

A thought for the future…A fully functioning person is an ever changing

person….personal growth is marked by a degree of disorganisation followed by reorganisation which necessitates acceptance of self (based on Rogers, and Martin 1999)