Standard Of Critical Thinking

Standard Of Critical Thinking-12
"First wave" logical thinking consisted of understanding the connections between two concepts or points in thought.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.The ability to critically analyze an argument – to dissect structure and components, thesis and reasons – is essential.

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He demonstrated that persons may have power and high position and yet be deeply confused and irrational.

He established the importance of asking deep questions that probe profoundly into thinking before we accept ideas as worthy of belief.

According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning.

The subject is complex, and several different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of factual evidence.

He established the importance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done as well.

His method of questioning is now known as "Socratic questioning" and is the best known critical thinking teaching strategy.Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.It presupposes assent to rigorous standards of excellence and mindful command of their use.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.This model of thinking has become so entrenched in conventional academic wisdom that many educators accept it as canon".Walters summarizes logicism as "the unwarranted assumption that good thinking is reducible to logical 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." As the ‘second wave’ took hold, scholars began to take a more inclusive view of what constituted as critical thinking.Socrates set the agenda for the tradition of critical thinking, namely, to reflectively question common beliefs and explanations, carefully distinguishing beliefs that are reasonable and logical from those that—however appealing to our native egocentrism, however much they serve our vested interests, however comfortable or comforting they may be—lack adequate evidence or rational foundation to warrant belief. defines critical thinking as the "intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action." In the term critical thinking, the word critical, (Grk.κριτικός = kritikos = "critic") derives from the word critic and implies a critique; it identifies the intellectual capacity and the means "of judging", "of judgement", "for judging", and of being "able to discern".Rationality and logic are still widely accepted in many circles as the primary examples of critical thinking. Walters (Re-thinking Reason, 1994) argues that rationality demands more than just logical or traditional methods of problem solving and analysis or what he calls the "calculus of justification" but also considers "cognitive acts such as imagination, conceptual creativity, intuition and insight" (p. These "functions" are focused on discovery, on more abstract processes instead of linear, rules-based approaches to problem-solving.The linear and non-sequential mind must both be engaged in the rational mind.

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