2011-05-29 critical thinking
TRANSCRIPT
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Critical thinkingas an educational ideal
David Hitchcock (Li zhe)
McMaster University
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谢 谢
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Outline
1. Development of the concept
2. Definition
3. An educational ideal
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1. Development: John Dewey
(How We Think, 1910)“active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends… judgment suspended during further inquiry”
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1. Development: Edward Glaser(An Experiment in the Development of Critical Thinking, 1941)“The ability to think critically … involves three things:( 1 ) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences,(2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods.”
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1. Development: Robert Ennis
“the correct assessing of statements” (1962)“reasonable reflective thinking focused on deciding what to believe or do” (1985 on)
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1. Development: Alec Fisher and Michael Scriven
(Critical Thinking: Its Definition and Assessment, 1997)“skilled and activeinterpretation and evaluationof observations,communications, information and argumentation”
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2. Definition: commonalities
• a type of thinking• applies to all subject matters• involves looking back, suspending judgment• reasonable• involves careful consideration of evidence• oriented to making a definite judgment• ideal of a “critical thinker”– someone who thinks critically whenever appropriate– involves knowledge, skills, attitudes, dispositions
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2. Definition: differences
• appraisal only or creative also?
• skills, attitudes or both?
• general or subject-specific?
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2. Definition: component skills
• clarify meaning
• analyze arguments
• evaluate evidence
• judge whether a conclusion follows
• draw warranted conclusions
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2. Definition: component dispositions
• open-minded• fair-minded• searching for evidence• trying to be well-informed• attentive to others’ views and their reasons• proportioning belief to the evidence• willing to consider alternatives and revise
beliefs
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Definition: critical thinking process
• identify and analyze problem
• clarify meaning
• gather evidence
• assess evidence
• infer conclusions
• consider other relevant information
• make overall judgment
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Definition: relation to logical analysis
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Educational ideal: basic argument Any system of education should aim to teach the knowledge, develop
the skills, and foster the attitudes and dispositions of a “critical thinker”.
A disposition to respond to perplexities with skillful critical thinking is helpful to
anyone in managing their life.
Attention to the knowledge, skills and attitudes of a critical thinker can
improve them noticeably.
Everybody encounters perplexities
about what to believe or
what to do.
Skillful critical thinking is more likely to lead to a
satisfactory resolution of such
perplexities.
Noticeable gain, more
than expected.(Hitchcock
2004)
Other studies found
greater gains.
A student can improve
thinking in six different respects. (Swartz &
Perkins 1990)
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Educational ideal: three caveats
• don’t just say it, do it
• ideal will be approached, not achieved
• domain knowledge is needed too
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Educational ideal: three models
Model Advantage Challenge
Infusion (in subject courses)
ready-made domain knowledge
transfer
Stand-alone course
wide range of subject-matters
domain knowledge may be missing
Combination domain knowledge plus wide range of subject-matters
institutional commitment
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Educational ideal: design principles
1. Adapt to your situation.
2. Communicate goals clearly.
3. Motivate the students.
4. Use a framework.
5. Foster a critical spirit.
6. Prefer depth to breadth.
7. Use bridging.
8. Use salient current issues.
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Educational ideal: design principles1. Use real or realistic examples.
2. Pick your examples with care.
3. Provide guided practice with feedback.
4. Check for understanding.
5. Encourage meta-cognition.
6. Think about context.
7. Watch for empty use of technical terms.
8. Design multiple-choice items carefully.
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Educational ideal: On the Web
• Robert Ennis: www.criticalthinking.net
• AILACT: http://ailact.mcmaster.ca/
• Tim van Gelder: http://austhink.com/critical/
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Summary1. Development: Dewey, Glaser, Ennis, Fisher
and Scriven
2. Definition: commonalities, differences, skills, attitudes, process, relation to logical appraisal
3. Educational ideal: basic argument, three models, course design principles