CRITICAL THINKING & REFLECTIVE PRACTICES-8611-Introduction to Critical Thinking-UNIT 1-AIOU

1. Course Code 8611
CRITICAL THINKING & REFLECTIVE
PRACTICES

2. I N T R O D U C T I O N T O C R I T I C A L T H I N K I N G
Unit 1

3. CRITICAL THINKING
Edward Glaser (1941) has defined critical thinking as:
 “The ability to think critically, involves three things:
 an attitude of being disposed to consider in a thoughtful way
the problems and subjects that come within the range of one's
experiences,
 knowledge of the methods of logical inquiry and reasoning,
and
 some skill in applying those methods.”

4. Explanation
 According to Glaser, the process of critical thinking
comprises a persistent effort to analyze any accepted form
of knowledge in the light of new evidence that supports it
or challenges it for further analysis.
 It begins with the ability to recognize problem with the
existing knowledge, belief or assumptions then goes on to
find workable means of solving the problem.
 This process includes collection of empirical evidence and
then to state the unstated assumptions and values with
clear descriptions in understandable language.
 Clarity and accuracy of interpreting the data is the key to
convince those who stand strong on the already
constructed knowledge.

5. Michael Scriven & Richard Paul (1987)
 A statement presented at the 8th Annual
International Conference on Critical Thinking and
Education Reform, that is accepted as a definition by
National Council of Excellence in Critical Thinking,
USA;
 “a disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing,
and/or evaluating information gathered from, or
generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief
and action”

6. Explanation
 According to Scriven and Paul the critical thinkers
does not simply believe the information they receive.
 They reach the level of believing after going through
the process of conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered
 Even if the information is generated by their own
observation and experience they use reflection, and
reasoning, or discuss before they believe and act.

7. Linda Elder 2007
A well cultivated critical thinker is the one who:
 raises vital questions and problems,
 gathers and assesses relevant information comes to
well-reasoned conclusions and solutions, then offers
them after testing against relevant criteria and
standards;
 reflects open mindedly within alternative systems of
thought, and
 elaborates effectively his/her own conclusions

8. LETS LOOK BACK

9. Historical Human Evolution
Human beings in jungle and caves during stone age
 How did they save themselves?
 How did they use stones?
 How did they use fire?
 How did they grow crops?
 How did they make homes?
 How did they develop civilizations?
 How did they begin trade?
The answer that comes to mind is “they learned”

10. Critical Thinking is as old as Learning
 The formal education in at least the known etymology of
Socrates’ vision of teaching and learning; goes back not
less than 2500 years ago
 Socrates recognized the fact that one cannot rely upon
those in "authority" to have complete knowledge and
insight.
 He established that people may have power and high
position but still can be intensely confused and irrational.
 He enhanced the importance of asking profound
questions that probe deeply into thoughts before we
establish a belief.
 His method of questioning is now known as "Socratic
Questioning" and is the best known strategy of critical
thinking teaching so far.

11. Evolution of Critical Thinking
 Socrates’ practices were followed by the critical thinking of
Plato, Aristotle, and the Greek thinkers, all of whom
emphasized that reality is often very different from what it
appears to be.
 Greek tradition emerged the need, for anyone who desires to
comprehend the deeper realities, must think systematically,
and draw proposition broadly and deeply
 In early middle ages philosophers like Al-Farabi and Thomas
Aquinas continued the tradition of systematic critical
thinking.
 Ibn e Sina continued the critical and comparative analysis of
the prevalent philosophical and religious text and paved the
way to critical review of information received through senses.

12. Evolution of Critical Thinking…contd.
 In the Renaissance (15th and 16th Centuries), a torrent of
scholars in Europe became active in thinking critically
about religion, society, human nature, and law. Among
these scholars were Colet, Erasmus, and Moore in
England.
 Francis Bacon, in England, was explicitly concerned with
the way we seek knowledge. He recognized explicitly that
the mind cannot safely be left to its natural tendencies.
He laid the foundation for modern science with his
emphasis on the information-gathering processes.
 In 17th Century Robert Boyle and Sir Isaac Newton
presented their work extending the horizons of critical
thought even further towards scientific discovery.

13. Recent History
 Eighteenth Century thinkers applied critical thinking to
the problem of economics, it produced Adam
Smith’s Wealth of Nations. In the same year, applied to
the traditional concept of loyalty to the king, it produced
the Declaration of Independence. Applied to reason
itself, it produced Kant’s Critique of Pure Reason.
 In the 19th Century, critical thought was applied to the
domain of human social life by Comte and Spencer.
Problems of capitalism, and economic critique of Karl
Marx are the examples of 19th century work; similarly
Darwin’s Descent of Man; works of Sigmund Freud on
Psychoanalytic Theory
 In the 20th Century, our understanding of the power and
nature of critical thinking has emerged in increasingly
more explicit formulations of social structures.

14. CRTICAL THEORY IN EDUCATION
 Critical Theory in Education has emerged from the wider
discipline of sociology, and focuses at the ways in which
political ideology shapes Education as a way of challenging or
maintaining existing scheme of privilege and social control
within educational planning like any other social sector.
 It cross-examines the social, cultural, political and economic
context of compulsory education to demonstrate how
education is serving the dominant cultural interests in any
society by developing generations whose members are unable
to question or challenge the status quo, and merely accept the
dictation they are given by any “Authority”.
 Critical theory in education thus throws a critical eye upon the
history, the development and practice of education and
educational contextualization.

15. CRITICAL THEORY IN EDUCATION
 William Graham Sumner (1906) mentioned "Schools
make persons all on one pattern, orthodoxy. School
education, unless it is regulated by the best knowledge
and good sense, will produce men and women who are all
of one pattern, as if turned in a lathe” (p. 630).
 The field of critical theory in education hence covers a
wide range of Social and Educational issues – the
Context, Curriculum, the pedagogy or teaching style, the
role of the State, the influence of corporate powers, the as
well as the issues of Cultural and Individual Identity etc.
http://www.tonywardedu.com/critical-education-theory/a-history-of-critical-education-theory

16. Development of Critical Thinking
within Bloom’s Taxonomy
https://edu.casio.com/forteachers/math_education/

17. How do we develop Critical Thinking?
 Receive information- analyze the facts, opinions,
assumptions, hypotheses
 Use multiple sources of information to verify the
authenticity of information
 Develop questions and ask the right person/s
 Before accepting something as a fact look at it from
multiple perspectives
 Broaden our social circle to converse with people of
multiple perspectives
 Read multiple authors of opposite opinion
 Apply logical reasoning and do not decide /believe until
it makes sense.
 Question the already established theories to verify.

18. Teaching for Higher Order Thinking
Critical thinking is based on certain assumptions:
 Brains are physiological while minds are developed.
 Curriculum is a mind-grooming instrument.
 Education should strive upon preparing learners for self-direction.
 They should be prepared for thinking their way through the
challenging life.
 Careful analysis, clear thinking, and reasoned deliberation are
fundamental to democratic life.
A teacher needs to recognize that teaching in a critical manner is essential
for:
 reading, writing, speaking, and listening
 reasoning within all subject areas
 decision-making and problem-solving
 analysis and evaluation
 civic and personal choices, etc.

19. The End