how can we develop critical thinkers? “everything flows.” (panta rei.) (brookfield, s.d. (1987)....
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How Can We Develop Critical Thinkers?
“Everything flows.” (Panta rei.)
(Brookfield, S.D. (1987). Developing Critical Thinkers, Jossey-Bass Publishers, San Francisco.)
July 2001 Mara Alagic: Critical Thinking 2
Model critical thinking: Clarity Consistency Openness Communicativeness Specificity Accessibility
July 2001 Mara Alagic: Critical Thinking 3
Critical thinkers (1)
reject standardized formats for problem solving
consider a range of related and divergent fields
take multiple perspectives on a problem
view the world as relative and contextual rather than universal and absolute
July 2001 Mara Alagic: Critical Thinking 4
Critical thinkers (2)
view the world as relative and contextual rather than universal and absolute
frequently use trial-and-error methods in their experimentation with alternative approaches
have a future orientation
have trust in their own judgment
July 2001 Mara Alagic: Critical Thinking 5
Techniques for Imagining Alternatives
Brainstorming Envisioning Alternative Futures Developing Preferred Scenarios Futures Invention Esthetic Triggers
July 2001 Mara Alagic: Critical Thinking 6
Brainstorming is an exercise in structured
spontaneity:
Actively thinking of as many varied, even outrageous, ideas as you can
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Brainstorming rules
• the most outrages ideas may contain kernels of truths that can be extracted in the process of analysis
• as many ideas as possible (quantity => quality)
• build upon, integrate and develop upon ideas already voiced => analysis
July 2001 Mara Alagic: Critical Thinking 8
Envisioning Alternative Futures:
Creating in one’s mind an image of the desired future organizational state that can serve as a guide to interim strategies, decisions and behaviors
July 2001 Mara Alagic: Critical Thinking 9
Critical thinking comprises two interrelated processes
(1) Identifying and challenging assumptions (2) Imagining and exploring alternatives Note that, what frequently happens is that one
process occurs without the other: critical of the assumptions not stopping to suggest alternatives; or, inventing multiple alternatives without stopping to analyze critically the assumptions underlying these.
July 2001 Mara Alagic: Critical Thinking 10
Critical thinking is a continuous process composed of alternating phases of reflecting on a problem or theme testing new solutions, strategies, or
methods on the basis of that reflection reflecting on the success of these actions in
particular contexts, and further honing, refining, and adapting these
actions according to alternative contexts
July 2001 Mara Alagic: Critical Thinking 11
The central point: Thinking is an action
The action phases of critical thinking may be
– internal (mental) or
– external (behavioral)
July 2001 Mara Alagic: Critical Thinking 12
More about Critical Thinking
• Processes of critical thinking are person-specific
• Emotions are central to critical thinking
• Intrinsic and extrinsic reasons for thinking critically are both important
• Critical insight often occurs unexpectedly
• Peer support is crucial to thinking critically
July 2001 Mara Alagic: Critical Thinking 13
Facilitating Critical Thinking
There is no standard model of facilitating critical thinking
Diversity in methods and materials is necessary
Perfection is impossible Learner satisfaction is not the sole aim of
critical thinking Risk taking is important
July 2001 Mara Alagic: Critical Thinking 14
Modeling Risk Taking
Risk taking is essential in the process of critical thinking; specific to the context
For example, ... the ability to make informed departures
from the script of a carefully planned lesson
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Modeling Assumption Analysis
Critically analyzing assumptions is one of the most difficult of all capacities to model, since it entails a willingness to scrutinize one’s existing givens - an activity that can frequently be threatening and anxiety - producing
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Atmosphere of Trust
Building an atmosphere of trust between teacher and students • the teacher models openness, honesty,
and integrity
• students sense that the teacher’s word can be relied upon; that she is not attempting to keep from them information about informal organizational norms or prejudices
July 2001 Mara Alagic: Critical Thinking 17
Developing critical Thinking as Learning Conversation
• Good conversations are reciprocal and involving
• The course of good conversation cannot be anticipated
• Good conversations entail diversity and disagreement
July 2001 Mara Alagic: Critical Thinking 18
Critical thinking is
a productive and positive activity
a process, not an outcome
triggered by positive as well as negative events
emotive as well as rational
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Manifestations of critical thinking vary according to the context in which occurs
Example:
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Components of critical thinking Identifying and challenging assumptions is
central to critical thinking Challenging the importance of context is
crucial to critical thinking Critical thinkers try to imagine and explore
alternatives Imagining and exploring alternatives leads to
reflective skepticism
July 2001 Mara Alagic: Critical Thinking 21
Learning Contract (750i) - Mode of Alternative Assessment
A title for the project A statement of purposes and objectives A description of resources (for example, experts, colleagues, books,
videos, computer software, internet) A summary of methods (for example, literature reviews, interviews,
questionnaires, observations) A specification of criteria for assessment A specification of indicators for judging whether or not these criteria
have been met A description of data collection techniques by which evaluative
evidence will be collected A self-evaluation