Unit 1

INTRODUCTION TO CRITICAL THINKING

 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.”
 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.
 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”
 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.
 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
LETS LOOK BACK
 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”
 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.
 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.
 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.
 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.
 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.
 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
 Development of Critical Thinking
within Bloom’s Taxonomy

https://edu.casio.com/forteachers/math_education/
 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.
 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.