CT-History

 

Critical thinking has ancient roots

Critical thinking has ancient roots and has been studied and developed over time. Here are some highlights from the search results:

• The earliest records of critical thinking are the teachings of Socrates, according to Plato. These included a part in Plato's early dialogues, where Socrates engages with one or more interlocutors on the issue of ethics such as to question whether it was right for Socrates to escape from prison1.

• John Dewey introduced the term 'critical thinking' as the name of an educational goal, which he identified with a scientific attitude of mind. More commonly, he called the goal 'reflective thought', 'reflective thinking', 'reflection', or just 'thought' or 'thinking'3.

• The term critical thinking was coined by American philosopher and educator John Dewey in the book How We Think (1910) and was adopted by the progressive education movement as a core instructional goal that offered a dynamic modern alternative to traditional educational methods such as rote memorization2.

• Edward M. Glaser proposed in 1941 that the ability to think critically involves three elements: 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, and interests; knowledge of the methods of logical inquiry and reasoning; and some skill in applying those methods1.

• Critical thinking is characterized by a broad set of related skills usually including the abilities to break down a problem into its constituent parts to reveal its underlying logic and assumptions, recognize and account for one's own biases in judgment and experience, collect and assess evidence, and apply the scientific method to understand and define the process of thinking

Technology has impacted the development of critical thinking in both positive and negative ways. Technology can reinforce critical thinking skills, such as problem-solving, finding cause and effect relationships, interpreting data, evaluating arguments, and keeping opinions and views malleable and fluid1. 

Technology-rich environments foster self-regulated learning, which helps support critical thinking and transfer of knowledge4.

Technology can also provide access to a vast amount of information, allowing individuals to look beyond the four walls of the classroom and evaluate information from multiple sources3. 

However, technology can also threaten critical thinking skills. The impact of technology on critical thinking depends on factors such as the kind of technology being used and the context of the technology1. 

Technology can reduce students' ability to think, comprehend, and retain information, hindering their ability to analyze topics, deliberate, and critically think2. 

Technology itself will not develop critical-thinking skills in students; it is the teacher's role to ensure that students use technology to their full potential3.

Therefore, teachers must plan well to ensure that students use technology tools to their full potential and encourage 24/7 critical thinking3. 

In conclusion, technology can both reinforce and threaten critical thinking skills, and it is essential to use technology in an effective and advantageous way to enhance critical thinking skills

There are several challenges to implementing technology-based critical thinking instruction in the classroom. One of the barriers is the lack of bandwidth for professors to provide detailed feedback to subjective assignments, which makes it difficult to teach and evaluate critical thinking skills in large introductory business courses3. Another challenge is that technology has not contributed significantly to the fostering or enhancing of critical thinking in physical sections of classes, and instead, it has been a method to turn class lectures into "edutainment" in an attempt to attract student attention and interest students in course content4.

Additionally, there is a need to ensure that all students have access to personalized learning environments that build critical thinking skills, which may be nearly impossible without technology5.

Moreover, teachers face the challenge of selecting the right technology tools to enhance critical thinking skills. There are many technology-based learning tools suitable for building critical thinking abilities in core business classes while helping students analyze and synthesize a variety of critical thinking in adults3. 

However, teachers need to be careful in selecting the right tools that align with their teaching goals and objectives.

 Finally, there is a need for teachers to be trained in using technology to teach critical thinking skills effectively. Teachers need to be trained in using technology tools to enhance critical thinking skills and to ensure that they are using the tools effectively2.

There are some potential ethical concerns with using technology to teach critical thinking. One of the concerns is the possibility of students relying too heavily on technology and not developing their critical thinking skills independently1. Another concern is the possibility of students using technology to cheat or plagiarize, which can undermine the development of critical thinking skills2. Additionally, there is a need to ensure that the technology used to teach critical thinking is accessible to all students, regardless of their socioeconomic status3. There is also a concern about the privacy and security of student data when using technology in the classroom4. Finally, there is a need to ensure that the technology used to teach critical thinking is unbiased and does not perpetuate stereotypes or discrimination5.

Reflective & Critical Thinking

Central Idea: How We Think by John Dewey

Main Branches:

1. John Dewey and "How We Think"

    1.1 Influence of John Dewey

    

        1.1.1 Background and expertise of John Dewey

        

        1.1.2 Significance of Dewey's work in education and philosophy

        

    1.2 Key Concepts in "How We Think"

    

        1.2.1 Reflective Thinking Process

        

        1.2.2 Active engagement and participation in learning

        

        1.2.3 Critique of traditional education

        

        1.2.4 Importance of practical applications and real-world connections

        

2. Reflective Thinking

    2.1 Definition and Nature of Reflective Thinking

    

        2.1.1 Actively examining and evaluating one's own thinking processes

        

        2.1.2 Metacognition and self-awareness

        

    2.2 Stages of Reflective Thinking

    

        2.2.1 Recognizing a problem or situation requiring thought

        

        2.2.2 Gathering relevant information and defining the problem

        

        2.2.3 Proposing possible solutions or hypotheses

        

        2.2.4 Testing and evaluating hypotheses through experimentation and analysis

        

        2.2.5 Drawing conclusions and making informed decisions

        

3. Critical Thinking

    3.1 Definition and Significance of Critical Thinking

    

        3.1.1 Analytical and evaluative thinking

        

        3.1.2 Skills for effective problem-solving and decision-making

        

    3.2 Cultivating Critical Thinking Skills

    

        3.2.1 Promoting inquiry and questioning

        

        3.2.2 Developing logical reasoning and evidence-based thinking

        

        3.2.3 Fostering creativity and innovation

        

4. Applications in Education

    4.1 Reflective Thinking in Education

    

        4.1.1 Promoting metacognitive awareness among students

        

        4.1.2 Enhancing deep learning and understanding

        

    4.2 Integrating Critical Thinking in Teaching

    

        4.2.1 Designing activities and assessments to develop critical thinking

        

        4.2.2 Incorporating real-world contexts and problem-solving tasks

        

References:

- Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. D.C. Heath and Company.

Central Idea: Experience and Education by John Dewey

Main Branches:

1. Experiential Learning and Education

    1.1 Meaningful Learning through Experience

    

        1.1.1 Connecting learning to real-life situations

        

        1.1.2 Active engagement and interaction with the environment

        

        1.1.3 Hands-on experiences and problem-solving

        

    1.2 Critique of Traditional Education

    

        1.2.1 Separation of subjects and abstract knowledge

        

        1.2.2 Integration and relevance of learning

        

        1.2.3 Application of knowledge in practical contexts

        

    1.3 Education as Preparation for Active Participation

    

        1.3.1 Connecting education to society and real-world needs

        

        1.3.2 Developing skills for contributing to the betterment of the world

        

2. Continuity and Lifelong Learning

    2.1 Seamless transition between educational stages

    

        2.1.1 Connecting different phases of education

        

        2.1.2 Continuous and adaptive learning

        

    2.2 Learning as a Lifelong Process

    

        2.2.1 Education beyond formal schooling

        

        2.2.2 Responding to changing needs and interests

        

3. Student-Centered Approach and Teacher's Role

    3.1 Student as an active participant in learning

    

        3.1.1 Fostering curiosity and self-directed learning

        

        3.1.2 Promoting critical thinking and problem-solving skills

        

    3.2 Teacher as a facilitator and guide

    

        3.2.1 Understanding individual student needs and interests

        

        3.2.2 Creating a supportive learning environment