What does "critical thinking" mean to you?

[Blondy876]

I am working on a paper and one if the things I have to talk discuss is how to promote critical thinking in the classroom. For inspiration I decided to google critical thinking and see what came up. Well, a lot of things came up but nothing that said this is what critical thinking is and this is how to encourage it. It seems to me that the phrase "critical thinking" is nothing more than buzz words used by companies that want to sell you their curriculm.

I thought maybe you guys could tell me what you think "critical thinking" is and how you would promote this in your workplace, home or classroom.

 

[luvmyboys]

When I think of critical thinking, in a classroom context, I would define it as examining the topic from all possible angles. This includes pros & cons, societal impact, future implications, and alternatives. Many students, both in high school and college, simply memorize material without pausing to think about the lesson's significance in the world. I went back to school a few years ago to finish my undergrad degree, and I must say it seems the majority of my classmates (as I was at their age) are not plugged in to what is being discussed in their classes.

 

[grlpwrd]

When I think of critical thinking I think of a student absorbing information and taking it one step further to dissipate/consume/disperse that information.

Regurgitating knowledge is a whole lot different than processing it...and processing information is what critical thinking does.

I hope that makes sense.

 

[Rozzie]

critical thinking reminds me of nursing school. We were always taught the importance of "critical thinking". What do I think it is? I think there is a time that there are no answers before you, and you must take a situation, pick it apart, analyze, and come to conclusions based on factual findings in your research. Basically I believe it is learning to think "outside the Box"

 

[OceanAnnie]

In a nutshell, I think it's having the discipline to analyze and evaluate information and apply it successfully.

(Some previous posters have stated as much in different ways.)

Fostering critical thinking in a classroom environment (for PreK), I'd include self-correcting materials and open ended activities.

That's just off the top of my head.

 

[bicker]

In a nutshell, I think it's having the discipline to analyze and evaluate information and apply it successfully.

But without being beholden to preconceived notions or biases.

 

[swilphil]

I took an education class on critical thinking several years ago. I remember them talking about higher level thinking and going beyond rote memorization.

Here's a website I found that has some good info.

http://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.html

 

[Disney Doll]

I would agree with what most of the posters said. It is the ability to analyze & evaluate info, come to logical conclusions etc. I also think it needs a compandent of not being colored by emotion, personal beliefs etc.

I can use abortion as an example...and please let's not turn this into an abortion debate.

Personally, an abortion is not something I would have. It goes against my belief system. The critical thinking comes in because I am aware that others do not believe as I do, there are cases when it might be necessary, it is legal etc.
The fact that I do not personally believe in it is irreleveant to the facts about abortion.

 

[Lisa loves Pooh]

Stuff that you do that is not based on memory--being able to solve puzles and word problems and stuff.....that uses critical thinking....

That can be applied in older classes to take critical look at something and seeing beyond the surface--which is what those activities at the younger ages encourage.

This may or may not be correct...if it isn't--then why are all those activities labeled as enhancing critical thinking???

 

[OceanAnnie]

But without being beholden to preconceived notions or biases.

Interesting. I'm of another opinion, but I can see where yours would have merit too.

I wouldn't want learning without passion. And I do think preconceived notions and/or biases play a part in passion for learning. Higher learning involves both having them and disproving the preconceived notions and/or biases in others. I'm thinking about scientists.

Have you ever seen the old movie of Madame Currie and her discovery of radioactive metallic element #88 radium? She and her husband Pierre Currie took years to solve the mystery. Without passion they would've given up! It was a great movie putting the human element into such a scientific study.

I do believe they were both able to step away from their preconceived notions and biases, but it was those biases in the beginning that gave way to curiosity and passion.

Well, I don't want a debate or anything. I just wanted to share my view.

 

[copper68]

critical thinking reminds me of nursing school. We were always taught the importance of "critical thinking". What do I think it is? I think there is a time that there are no answers before you, and you must take a situation, pick it apart, analyze, and come to conclusions based on factual findings in your research. Basically I believe it is learning to think "outside the Box"

ITA!! great nurses think alike..

 

[bicker]

Well, I don't see any problem with passion; I just mentioned "preconceived notions or biases". Applying your Curie, example, if the Curies allowed the prevailing belief about the inviolate nature of atoms cloud their science, they would never have accomplished what they accomplished.

 

[OceanAnnie]

Well, I don't see any problem with passion; I just mentioned "preconceived notions or biases". Applying your Curie, example, if the Curies allowed the prevailing belief about the inviolate nature of atoms cloud their science, they would never have accomplished what they accomplished.

Right. They disproved a preconceived notion.

 

[Wishing on a star]

My perception of critical thinking, or higher learning, is the ability to use skills OTHER THAN rote memory to come to the correct conclusion.

In other words... 2 + 2 = 4 simple, can be learned by rote memory. But, without using rote memory, critical thinking would be using the principals involved to say, if 2+2=4, then 2 + 3 must equal 5...

Critical thinking would involve the ability and skill to 'infer' information, not just learn it, after it has been presented, thru rote-memory. This would also involve thinking and learning from the more concrete (memorization of concrete facts...) to the abstract... (learning from the application of underlying principles, not just rote memory of presented facts alone.)

In reading and language, it would be the ability to analyze and 'infer' information that is not actually stated... for example, In a story about a little girl who is learning to read, the question is asked, "How does she feel". Even though it was never stated in the story that the girl smiled, or was happy, or anything at all.

My son has a slight learning disability that impairs his critical thinking skills. I was shocked and appalled to see the huge level of critical thinking required of little 6 year olds,in his First Grade curriculum!!!!

IMHO, at this age, a child should be really be nailing basic reading and adding skills, thru a lot of repitition and rote memory.... But, *sigh* the so called experts seem to think otherwise.

(IMHO, preconcieved notions would have nothing to do with critical thinking...)

 

[Papa Deuce]

Critical thinking is NOT what I do before coffee and an hour of being awake!

 

[Blondy876]

Thank you all for such great thought provoking responses!

 

[Wishing on a star]

Okay, I thought that I would bump this back up for the OP.

I just read the information that swilphil had posted the link. Very interesting!

That article shows how deeply critical thinking has been researched and analysed!!! However, I kind of see TWO types of critical thinking here...

As I see it... One is taking given information... using/applying the basic principles to come up with a set, factual, conclusion... (as mentioned, this is OTHER than simple rote memory of facts.)

When I read the article, I see that they show this as an ONGOING process, where there is always the possibility of MORE feedback, information, etc... Where is the correct conclusion??? Where does the process end???

To me, I see critical thinking in the classroom as the FIRST type of critical thinking...

I see the OTHER type of critical thinking as a constantly ongoing, never ending process, which does not always deal in concrete facts, but could also involve, and be subject to, personal judgements, evaluations, decisions, etc. This kind of thinking is what I would call a VERY OPEN mind!!!!! Notice that, in their diagram, it is a never ending cycle which includes "NEW BELIEF"s.

I guess that I do not think that educators in the classrooms should be messing with my childs beliefs!!!

 

[bicker]

As I see it... One is taking given information... using/applying the basic principles to come up with a set, factual, conclusion... (as mentioned, this is OTHER than simple rote memory of facts.)

This is not critical thinking. It is inferential thinking. Useful, but insufficient for doing "the really hard stuff."

When I read the article, I see that they show this as an ONGOING process, where there is always the possibility of MORE feedback, information, etc... Where is the correct conclusion??? Where does the process end???

It doesn't, and that's one of the main reasons why many people who are capable of critical reasoning simply eschew it: It doesn't have the same feeling that you've hit the jackpot when you're done, because you're never done.

I see the OTHER type of critical thinking as a constantly ongoing, never ending process, which does not always deal in concrete facts, but could also involve, and be subject to, personal judgements, evaluations, decisions, etc.

That would demonstrate poor critical thinking skills. The main aptitude that folks need to develop to think critically is to resist the temptation to fill the gaps with personal judgement. The gaps get filled with fact, and only fact.

 

[Lisa loves Pooh]

My son has a slight learning disability that impairs his critical thinking skills. I was shocked and appalled to see the huge level of critical thinking required of little 6 year olds,in his First Grade curriculum!!!!

I'm curious at what was so shocking and apalling.

There are several things that young children can do to develop their critical thinking skills--and it will just enhance the code breaking nature of learning to read, spell, and do math.

One does not learn to think critically overnight--and it shouldn't be left up to higher grade curriculum.

 

[Wishing on a star]

Ummmm, I am talking about a 6 year old here!!!

When my son, who CAN read, fails reading at six years old, because the emphasis on the curriculum is higher level learning and critical thinking, (did I mention.. at SIX years old...) means that this 'critical thinking' is a big percentage of the curriculum... These kids should be learning to read, not reading to learn!!!!

And, do not even get me started on the not-even-believable math curriculum... (Which, thank God, they have gotten rid of and are using a new one this year....)

Yes, I repeat... shocked and appalled... Instead of learning to read and add, etc... my son was failing, and learning NOTHING, completely missing a good mastery of the basics, due to this incredible emphasis on critical thinking, at SIX years old.