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Definitions of Critical Thinking
It was difficult to find one universal definition of critical thinking used by
educators. Rather, it seems that critical thinking has many diverse definitions.
The concept of critical thinking began to surface in the educational setting in 1910
with the introduction of the phrase "reflective thought" in John Dewey's How We Think.
This work, written for teachers of the day, suggested that learning improves to the
degree that it "arises out of the process of reflection." Today we also hear the terms
problem solving and higher level thought used to synonymously describe this process.
Critical thinking has also evolved to include multiple elements such as:
- content knowledge (knowledge of the discipline),
- procedural knowledge (knowledge of thinking skills),
- ability to monitor, use and control thinking skills (metacognition), and
- an attitude to use thinking skills and knowledge (Costa 1985; Keating, 1988).
The process of including critical thinking in daily instruction is a very difficult
one, but can facilitate life-long learning. Simon and Harmin (1968) suggest that a
hierarchy of four levels is needed to be included in instruction to facilitate learning:
- incorporating facts,
- concepts, personal meaning, and
- comprehensive learning into daily instruction.
Kindsvatter (1991) also suggests that learning consistently takes place when critical
thinking is combined with relevance. Bloom (1976) stressed that students need to know
how to correct themselves as they learn. The feedback by the teacher, which is a
response to a students results as suggested by Leven and Long (1981), should contain
three elements:
- a standard or definition of performance,
- an indication of whether or not the standard has been met, and
- procedures for correcting sub-standard attempts.
These are all necessary factors that need to be taken into account before challenging
students to think critically.
Home
Purpose
Definitions of Critical Thinking
Teachers' Utilization of Critical Thinking in the Classroom
Correlation of Teaching Critical Thinking Skills to Standardized Test Improvement
Methodology
Analysis of Results - Questionnaire Analysis
Analysis of Results - Cartoon Analysis
Analysis of Results - Analysis of Chapter Quiz
Analysis of the Individual Assignment
Analysis of Group Assignment
Teacher Analysis of Daily Lessons
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