Critical Thinking Teaching

In the ‘second wave’ of critical thinking, as defined by Kerry S. 1), many authors moved away from the logocentric mode of critical thinking that the ‘first wave’ privileged, especially in institutions of higher learning.

Walters summarizes logicism as "the unwarranted assumption that good thinking is reducible to logical thinking".

Critical thinking employs not only logic but broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance, and fairness.

The habits of mind that characterize a person strongly disposed toward critical thinking include a desire to follow reason and evidence wherever they may lead, a systematic approach to problem solving, inquisitiveness, even-handedness, and confidence in reasoning.

It followed a philosophy where the thinker was removed from the train of thought and the connections and the analysis of the connect was devoid of any bias of the thinker.

Kerry Walters describes this ideology in his essay Beyond Logicism in Critical Thinking, "A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective.It presupposes assent to rigorous standards of excellence and mindful command of their use.It entails effective communication and problem-solving abilities as well as a commitment to overcome native egocentrism The earliest documentation of critical thinking are the teachings of Socrates recorded by Plato.The subject is complex, and several different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of factual evidence.Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.Socrates established the fact that one cannot depend upon those in "authority" to have sound knowledge and insight.He demonstrated that persons may have power and high position and yet be deeply confused and irrational.His method of questioning is now known as "Socratic questioning" and is the best known critical thinking teaching strategy.In his mode of questioning, Socrates highlighted the need for thinking for clarity and logical consistency.But so is the ability to be flexible and consider non-traditional alternatives and perspectives.These complementary functions are what allow for critical thinking to be a practice encompassing imagination and intuition in cooperation with traditional modes of deductive inquiry.

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    How to Teach Critical Thinking. If you want to teach your students critical thinking, give them opportunities to brainstorm and analyze things. Classroom discussions are a great way to encourage open-mindedness and creativity.…

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