One of the most overlooked and misunderstood issues in higher education in recent times, as argued by John Schlueter is how our educational institutions can actually teach students for critical-thinking skills. How do you think our institutions can really inculcate critical thinking skills in our students?
Individual and group projects that aims at solving some problems in the society can be given. Instructors then offer little coaching to assist students discover knowledge through research and experimentations of diverse ideas and views. This aids them in developing critical thinking abilities.
I think that developing divergent thinking techniques and working with creative process strategies such as clarifying goals, comparative mind mapping ones can be useful. Inculcation of critical thinking skills treated as a process that should go in some steps relevant to methodological rules, participants' interests and dispositions can help. Some challenging tasks enhance the creative intellectual curiosity. Without it it's difficult to develop such skills.
What's more I recommend the publication:
Kivunja C., Using De Bono’s Six Thinking Hats Model to Teach Critical Thinking and Problem Solving Skills Essential for Success in the 21st Century Economy, “Creative Education” 6, 2015, pp. 380-391
Great points, Maria and thanks for the referral to the publication. Will take a look right away. Thank you.
The essential ingredient in critical thinking instruction is the use of writing. Writing converts students from passive to active learners and requires them to identify issues and formulate hypotheses and arguments. The act of writing requires students to focus and clarify their thoughts before putting them down on paper, hence taking them through the critical thinking process. Writing requires that students make important critical choices and ask themselves (Gocsik, 2002).
Many students suffer from a critical issue in the research phase, namely, the lack of critical thinking, and many reviewers comment that the researcher was not a critical critic, but rather described the problem and did not delve into it, analyze and discuss it enough. I would like to draw attention to this ability is acquired by learning, training and patience. So do not be angry when one of the debugger sign at the bottom of his research, which has been done nights and days, the words (descriptive research and lacks critical thinking). The student of science does not tire of the skills that help him to be creative in his field.
Interesting angle "The use of writing as an element in critical thinking instruction". Thanks for your take. Very revealing.
I can wholly relate with your submission, Dr. Omran. The rigor in the research journey, particularly at the analysis and discussion of data/results phase usually leaves much more to be desired. As you rightly pointed out: "learning, training and patience" is required to stem the tide.
As an artist i think that giving students practical works will unveil their critical thinking skills. Because as they start to work on the project given students will generate different ideas from their search.
Hello, maybe this could help you : https://files.eric.ed.gov/fulltext/EJ1086348.pdf
Every human has critical thinking ability. We just need to invoke it. There are several methods to invoke abilities in students. One can include interesting puzzle or aptitude question in general. Students have their own reasons to opt courses. It is always advisable to spend 10 minutes on different activities like puzzle solving, social problem discussion, day to day life problem solution, innovations, motivation. Every child born as genius, it is our duty to identify and invoke their skills and provide them better platform.
All the answers given are really good, and embrace all is a must. In order to do that, i think he Institution has to teach their professors, all the strategies given here (i incline for the writing one and the process of thinking the different hypothesis and choices they have to solve a problem). Without the teachers guidance, its hardly difficult the student can give an excell in critical thinking skills by himself. Thats why i think you have to teach your professors first in this matter.
Thanks Mr. Ankrah, I think you have a point.
Great referral too, Bruno. Thanks so much.
Individual and group projects that aims at solving some problems in the society can be given. Instructors then offer little coaching to assist students discover knowledge through research and experimentations of diverse ideas and views. This aids them in developing critical thinking abilities.
يكون ذلك من خلال الممارسة امام الطلبة على استخدام مهارات التفكير الناقد على نص كتابي ثم على نموذج معين , اي التنوع في الاستخدام , بحيث يشاهد الطلبة كيف يستخدم الاستاذ مهارات الاستقراء والاستنباط والتقويم , وكيف يحصل على المعايير لاجل الحكم , ثم يوزع الطلبة الى مجاميع ويعطى لهم مثلا نص كتاب مع توفر الحقائق والمعايير , ويطلب منهم بيان رأيهم حول النص , وهكذا بالتدريج والتمرين المتواصل بدا من التمارين السهلة وصولا الى تمارين صعبة بحيث لا يعطى لهم الحقائق والمعايير فهم بانفسهم يبحثون عن الحقائق ويستخرجون المعايير ثم يصدرون الاحكام
تحياتي
Please refer to,
https://www.linkedin.com/in/zuhair-al-hemyari b01b0593?trk=nav_responsive_tab_profile_pic
The only way to inculcate critical thinking into the Ghanaian higher education system is to reorient the traditional ways of delivering instructions. The idea of sage on stage must pave the way for more dynamic and quality instructional policies which focuses on the lecturer being a guide on the side.
The lecturer has to be critical in his thinking and approaches to problems solving, he must show example by questioning the norm and providing alternative means or solutions to problems
There is no single answer to that, but let me suggest a structure with four key areas:
https://theconversation.com/how-to-teach-all-students-to-think-critically-35331
1. Argumentation
The most powerful framework for learning to think well in a manner that is transferable across contexts is argumentation.
Arguing, as opposed to simply disagreeing, is the process of intellectual engagement with an issue and an opponent with the intention of developing a position justified by rational analysis and inference.
Arguing is not just contradiction.
Arguments have premises, those things that we take to be true for the purposes of the argument, and conclusions or end points that are arrived at by inferring from the premises.
Understanding this structure allows us to analyse the strength of an argument by assessing the likelihood that the premises are true or by examining how the conclusion follows from them.
Arguments in which the conclusion follows logically from the premises are said to be valid. Valid arguments with true premises are called sound. The definitions of invalid and unsound follow.
This gives us a language with which to frame our position and the basic structure of why it seems justified.
2. Logic
Logic is fundamental to rationality. It is difficult to see how you could value critical thinking without also embracing logic.
People generally speak of formal logic – basically the logic of deduction – and informal logic – also called induction.
Deduction is most of what goes on in mathematics or Suduko puzzles and induction is usually about generalising or analogising and is integral to the processes of science.
Logic is fundamental to rationality.
Using logic in a flawed way leads to the committing of the fallacies of reasoning, which famously contain such logical errors as circular reasoning, the false cause fallacy or appeal to popular opinion. Learning about this cognitive landscape is central to the development of effective thinking.
3. Psychology
The messy business of our psychology – how our minds actuality work – is another necessary component of a solid critical thinking course.
One of the great insights of psychology over the past few decades is the realisation that thinking is not so much something we do, as something that happens to us. We are not as in control of our decision-making as we think we are.
We are masses of cognitive biases as much as we are rational beings. This does not mean we are flawed, it just means we don’t think in the nice, linear way that educators often like to think we do.
It is a mistake to think of our minds as just running decision-making algorithms – we are much more complicated and idiosyncratic than this.
How we arrive at conclusions, form beliefs and process information is very organic and idiosyncratic. We are not just clinical truth-seeking reasoning machines.
Our thinking is also about our prior beliefs, our values, our biases and our desires.
4. The nature of science
It is useful to equip students with some understanding of the general tools of evaluating information that have become ubiquitous in our society. Two that come to mind are the nature of science and statistics.
Learning about what the differences are between hypotheses, theories and laws, for example, can help people understand why science has credibility without having to teach them what a molecule is, or about Newton’s laws of motion.
Understanding some basic statistics also goes a long way to making students feel more empowered to tackle difficult or complex issues. It’s not about mastering the content, but about understanding the process.
12 Strong Strategies for Effectively Teaching Critical Thinking Skills
https://globaldigitalcitizen.org/12-strategies-teaching-critical-thinking-skills
1. Begin with a Question
This is the simplest foray into critical thinking. What do you want to explore and discuss? It shouldn’t be a question you can answer with a ‘yes’ or a ‘no.’ You want to develop essential questions here, ones that inspire a quest for knowledge and problem-solving. They’ll support the development of critical thinking skills beautifully.
When you pose your question to students, encourage brainstorming. Write down possible answers on a chalkboard or oversized pad as a student reference. Having open discussions with students is a big part of defining the problem in Solution Fluency.
2. Create a Foundation
Students cannot think critically if they do not have the information they need. Begin any critical thinking exercise with a review of related information. This ensures they can recall facts pertinent to the topic.
3. Consult the Classics
Great literary works are a perfect launch pad for critical thinking, with challenging narratives and deep characterization. Use them for specific lessons on character motivation, plot predictions, and theme.
4. Creating a Country
This could be great project-based learning scenario requiring sufficient research to discover what actually makes a country. In the process students learn history, geography, politics, and more. Leave this assignment open-ended over a couple of days or weeks so they can really dig deep.
5. Use Information Fluency
Part of critical thinking is knowing when to pursue and when to discard information. Students must learn to amass the appropriate knowledge to inform that thinking. Teaching critical thinking skills can be supported by an understanding of Information Fluency.
Mastering the proper use of information is crucial to our students’ success in school and life. It’s about learning how to dig through knowledge in order to find the most useful and appropriate facts for solving a problem. Critical thinking is deeply embedded in the process of Information Fluency.
6. Utilize Peer Groups
There is comfort in numbers, as the saying goes. Digital kids thrive on environments where critical thinking skills develop through teamwork and collaboration. Show kids their peers are an excellent source of information, questions, and problem-solving techniques.
7. Try One Sentence
Try this exercise: form groups of 8-10 students. Next, instruct each student to write one sentence describing a topic on a piece of paper. The student then passes the paper to the next student who adds their understanding of the next step in a single sentence. This time, though, that student folds the paper down to cover their sentence. Now only their sentence is visible and no other, so each time they pass students can only see one sentence.
The object of the task is for students to keep adding the next step of their understanding. This teaches them to really home in on a specific moment in time. Additionally, they learn to critically apply their knowledge and logic to explaining themselves as clearly as possible.
8. Problem-Solving
Assigning a specific problem is one of the best avenues for teaching critical thinking skills. Leave the goal or “answer” open-ended for the widest possible approach. This is the essence of asking essential questions requiring discovery and synthesis of knowledge through critical thinking.
9. Return to Roleplaying
Roleplaying has always been an excellent method for exercising critical thinking. It’s why actors do tireless research for their roles as it involves inhabiting another persona and its characteristics. Becoming someone else calls upon stretching both your analytical and creative mind.
Pair students up and have them research a conflict involving an interaction between two famous historical figures. Then lead them to decide which character they each choose to play. They’ll each have opposite points of view in this conflict. Have them discuss it until they can mutually explain the other’s point of view. Their final challenge will be to each suggest a compromise.
10. Speaking With Sketch
Though we are inherently visual learners, it can be challenging to effectively communicate an idea without words. Nevertheless, translating thoughts to picture form encourages critical thinking beautifully. It guides kids to think using a different mental skill set, and it’s also a great way to get them truly invested in an idea. There are some resources on the Teaching Channel and Ruth Catchen’s Blog that you may find useful.
11. Prioritize It
Every subject offers opportunities for critical thinking, so put teaching critical thinking skills at the forefront of your lessons. Check understanding and offer room for discussion, even if such periods are brief. You’ll begin to see critical thinking as a culture rather than just an activity.
12. Change Their Misconceptions
Critical thinking involves intensive work and concentration, but students should be left to themselves for much of the process. That said, it can be helpful to step in partway through their process. You can do this to correct misconceptions or assumptions. Students will benefit from practicing critical thinking. You’ll offer richer lessons, deeper exploration, and better lifelong learning.
https://globaldigitalcitizen.org/12-strategies-teaching-critical-thinking-skills
Critical thinking and learning
M Mason - Educational philosophy and theory, 2007 - Wiley Online Library
https://onlinelibrary.wiley.com/doi/full/10.1111/j.1469-5812.2007.00343.x
Sometimes people assume that critical thinking and creativity are polar opposites, a left brain versus right brain division, but that is not correct. They are siblings rather than strangers. Research shows that critical thinking and creativity are related (r = .30), primarily because both share the ability to:
- Suspend judgment
- Question assumptions
- Engage in both divergent and convergent thinking
- Use motivation, emotions and cognitive processes in concert
Talentadmin, 2013
Take a problem, get the students to research from opposing or contradictory positions and argue.
Creative thinking is contingent on recognizing the relationship between things/parts and a whole that encompass them. So, teach student how to understand the relationship between parts that construct a whole (or relations within a whole). In other words, students should be trained to think configurationally by relating parts (of a whole/project or lesson) to each other on one hand and to the whole/project, on the other.
The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education
Afsaneh Ghanizadeh
Higher Education 74 (1), 101-114, 2017
https://link.springer.com/article/10.1007/s10734-016-0031-y
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