Teaching Critical Thinking

Critical thinking is viewed by most people as a core objective of education. Good critical thinking skills are related to numerous key factors including being able to navigate life successfully, citizenship, creativity, lifelong learning and empathy (Browne & Keeley, 2007; Moon, 2008; Terenzini, Springer, Pascarella & Noura, 1995). However, teaching critical thinking is a major challenge in a fast-paced world where students are continually bombarded with information. Some say that we are downing in information but starved for knowledge.

There are a number of strategies for teaching critical thinking but here are five of the major ones (Browne & Keely, 2007; Moon, 2008; Terenzini et al, 1995).


1. We need to give students an understanding of the theory of critical thinking. Most people only have a very superficial knowledge of critical thinking.

2. We need to encourage critical thinking using discussion topics that are meaningful and rich in subject matter to students. This means using topics that they can relate to their peronal experiences and interests.

3. We need to challenge students to question their views and take them “beyond their comfort zone of learning.” Pretty much everything is subjective and comes down to philosophy.

4. We need to ensure that we have a class atmosphere that will tolerate risk-taking. Questioning needs to be valued at all levels of learning - why, why, why?

5. Teachers need to model critical thinking. This means not only teaching the content of a subject but questioning that content. The textbooks will change but critical thinking will never go out of style.

Thinking critically should be a major goal for all of us, all the time. As Paul, Elder & Bartell (2004: 2) note, “Human thinking left to itself often gravitates toward prejudice, over-generalization, common fallacies, self-deception, rigidity, and narrowness.”

References:

Browne, N. & Keeley, S. (2007). Asking the right questions: A guide to critical thinking, 8th edition. Upper Saddle River: Pearson Prentice Hall.

Moon, J. (2008). Critical Thinking: An exploration of theory and practice. New York: Routledge.

Paul, R.; Elder, L., & Bartell, T. (2004). Study of 38 public universities and 28 private universities to determine faculty emphasis on critical thinking in instruction. Executive summary. Retrieved September 15, 2012, from www.criticalthinking.org/about/ centerforCT.shtml

Terenzini, P.; Springer, L.; Pascarella, E. & Noura, A. (1995). Influences affecting the development of students critical thinking skills. Research in Higher Education 36 (1), 23-39.