2011-05-29 critical thinking

Critical thinkingas an educational ideal

David Hitchcock (Li zhe)

McMaster University

hitchckd@mcmaster.ca

谢 谢

Outline

1. Development of the concept

2. Definition

3. An educational ideal

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”

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.”

1. Development: Robert Ennis

“the correct assessing of statements” (1962)“reasonable reflective thinking focused on deciding what to believe or do” (1985 on)

1. Development: Alec Fisher and Michael Scriven

(Critical Thinking: Its Definition and Assessment, 1997)“skilled and activeinterpretation and evaluationof observations,communications, information and argumentation”

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

2. Definition: differences

• appraisal only or creative also?

• skills, attitudes or both?

• general or subject-specific?

2. Definition: component skills

• clarify meaning

• analyze arguments

• evaluate evidence

• judge whether a conclusion follows

• draw warranted conclusions

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

Definition: critical thinking process

• identify and analyze problem

• clarify meaning

• gather evidence

• assess evidence

• infer conclusions

• consider other relevant information

• make overall judgment

Definition: relation to logical analysis

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)

Educational ideal: three caveats

• don’t just say it, do it

• ideal will be approached, not achieved

• domain knowledge is needed too

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

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.

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.

Educational ideal: On the Web

• Robert Ennis: www.criticalthinking.net

• AILACT: http://ailact.mcmaster.ca/

• Tim van Gelder: http://austhink.com/critical/

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