CriticalLiteracyEssay
PremiseforCriticalLiteracy
CriticalLiteracyhasmanydifferentforms,andcanbeverydifferentdependingonwhichclassroom itistakingplaceinThebasicpremisethatIacquiredfromresearchingcriticalliteracyisthatit requirestheliterateconsumersofthetexttoadoptacriticalquestioningapproach(CriticalLiteracy, 2015).CriticalLiteracyisforminganindividualopiniononatopicthatisn'tonlysuperficial,but alsoindepthandmeaningful.Beingcriticallyliterateisn'taboutattainingliteracyforthepurposeof readinglettersonapage,itistoreadthewordsonthepageandbecomeengagedinadiscussion formulatingopinionsandexpressingideasopenlyBecomingcriticallyliteratemeansthatan individual...showmorecontent...
AcoupleofthemarePauloFreire,AllenLuke,HenryGiroux,andJoeKincheloe.Manyofthem sharethesamebeliefsaboutthistopic,butwithadifferentviewpointPauloFreirewasatwentieth–centuryBrazilianeducator.HewasbornSeptember19,1921anddiedMay2,1997.Freirewasa leadingadvocateforcriticalpedagogy,andcontributedtothephilosophyofeducationfromamore classicalapproachsuchasPlatoandmodernMarxist.Freirebelievedina'bankingmethod'whichis comparedtostudents.Heviewedstudentsasemptybankaccountswaitingtobefilledbythe teacherAccordingtoFreire,byfillingstudentswiththisnewknowledgeittransformstheminto receivingobjects(PauloFreire,Wiki).PauloFreirebelievedthatCriticalthinkingwasnotaone–waydevelopment,not"somethingdoneforstudentsortothem"fortheirowngood(Freire,1989, 34).Freire'spedagogyfocusedonwriting,reading,andthingsbasedaroundthestudent'slife,and notrepetitivelecturing.OneofFreire'smoststressedphrases,Ibelieve,is"readingtheworld." SomethingthatPaulosaysisthatwhenreadingwords,youareactuallyreadingdifferent perspectivesofthe
...Getmorecontent...
WRITINGTHECRITICALRESPONSE
Acritiqueisananalysisofandacommentaryonanotherpieceofwriting.Itgenerallyfocuseson techniqueaswellasoncontent.
Acriticalresponseessay(orinterpretiveessayorreview)hastwomissions:tosummarizeasource's mainideaandtorespondtothesource'smainideaswithreactionsbasedonyoursynthesis
Organization
Introduction:attention–gettingwithathesisstatement
Body:clearcriticalreasoningandadequateexamples
Summary
Analysis:Evaluatetheevidence:sufficient(enoughevidence,examples),representative(large enoughpool/sample),relevant(accuratecorrelations),accurate,claimsfairlyqualified Response:basereactiononyourownexperience,priorknowledge,andshowmorecontent
Tìmýkiếncủatácgiảkháccủacuốnsáchkhóahọchoặccáctàiliệuđọcthêm.
CONSIDERATIONAccordingtonewresearchpublishedbyWayneStateUniversity7–6days, childrenusecomputershavebetteracademicskillsthanchildrenwhodonothaveaccesstothis device.
Inastudyin122childrenaged3to5yearsold,whiledoingthetests,thechildrenusedcomputersat schoolandathome3–4times/weekschoolreadinessscoresandlearningthanthosewhodonot use.Previously,someresearchsuggeststhatcomputershelpchildrenmoreactive,recognizeletters andnumbersbetter.However,therelationshipbetweenthecomputerandlanguageskillsofchildren remainscontroversial
EffectsTheresearchersalsowarnedthatchildrenplayinggamesisnotgood,andIrarelyuse computergames,usuallytheylikeplayingwithtoysorinteractwithfriends.
Researchresultsfrom100,000studentsin31countriesaroundtheworldgaveasurprisingresultthat thecomputercancausechildrentobecomelessintelligentandlazy.
ThomasFuchsandLudgerWoessmannUniversityofMunichgeneral,thesecondauthoronthe study.TwoexpertshaveusedthetestofPISAsystemtomeasuretheskillsof100,00015–year–old childreninallcountries
WritingtheCriticalResponse
Hãychắcchắnnguồntàiliệucủabạnhoàntoàn.
Trảlời
Hiệntạicủabạnquanđiểmcủariêngvềchủđềnày
Cơsởphảnứngtrênkinhnghiệmcủariêngbạn,trướckhikiếnthức,vàýkiến,
Thestudents ...Getmorecontent...
Criticalthinkingisasignificantandessentialtopicinrecenteducation.Thestrategyofcritical thinkingskillshelpsidentifyareasinone'scoursesasthesuitableplacetohighlight,expandanduse someproblemsinexamsthatteststudents'criticalthinkingskills.
Criticalthinkingmeansaccuratethinkinginthesearchofappropriateanddependableknowledge abouttheworld.Anotherwaytodescribeitissensible,insightful,responsible,andskillfulthinking thatisfocusedondecidingwhattobelieveordo.Criticalthinkingisnotbeingabletoprocess informationwellenoughtoknowtostopforredlightsorwhetheryouestablishedtherightchange atthesupermarket.
Myacademicdecisionscansometimesshowmorecontent
Myjobnowisn'tbad,butittakesforevertogetthere,becauseIdohaveacar.Ineedajobthat closertohomeandthatwouldgivememorehours.Icouldgatheralltheinformation,weighthe prosandconsandcometoasounddecisionPuttingmypersonalfeelingsasideandavoiderrorsin judgment.SometimesIneedtothinkwithoutmyemotions.Itwouldhelpmenottousesnap judgments,negativelabelingandstereotypesinmythoughtprocess.Ishouldalsotrylearningtouse amorecreativeproblemsolving,becauseithelpstoapproachproblemfromadifferentdirectionand exploresnewsoptions.Itmayalsohelpsolveeasierproblemsfirstandhelptackleharderproblems. ShouldIbea5thyearundergraduateorgraduatethisyear?
IdecidedlastyeartochangemysecondmajorandIwaspresentedwiththedecisiontograduateon timeandnothaveasecondmajororstayforanextrayearandpursuermysecondmajorIbriefly talkedtomyadvisorbeforewhenIwaschangingmysecondmajorandshetoldmetolookat everything.ShealwayssaidthatIwasn'ttoolatetochangemymind,butthedecisionwas completelyuptome.
Decision:Beinga5thyearundergraduate.
ProsCons
IwouldfinishundergradwithtwomajorsIwouldhavetofigureouthowtopayforit I'llbeabletostayinthecircusIwouldbeinschoolfor4moreyearsinsteadof3years IwouldgettoparticipateinDance
CriticalThinkingReflectionEssay
...Getmorecontent...
CriticalListening
Criticallisteningisimportantthroughallchannelswithinacompany.Sincecriticallisteninggoes handinhandwithcriticalthinking,thisinvolvesanalysisandjudgment.Thekeytocriticallistening isnotthejudgmentbutfirstunderstandingwhattheotherperson'sissues,concerns,orthoughtsthey aretryingtoexpress(TutorialonCriticalListeningofMulti–ChannelAudioCodecPerformance, 2012)Duringthelistening,judgementcanbeabarrier,therefore,makesurethejudgmentisinthe formofaresolutionandnottheperson.Likeinformationallisteningcriticallisteningisusedevery day(English,2011).Understandingthecriticallisteningaspectsoflisteningisthefoundationof businesswork,butitisnoteverything
...Getmorecontent...
CriticalThinkingandCreativeProblemSolving
CriticalThinkingandCreativeProblemSolving
Criticalthinkingandcreativeproblemsolvingworkingtogethercanenhanceaperson'screative skills.However,ifthereisnotacorrectbalancebetweenthetwo,apersonmaynotfindthecorrect resolutionTofindtherightbalancebetweencriticalthinkingandcreativeproblemsolving,one mustunderstandthesimilaritiesanddifferencesbetweenthetwo.Thispaperwillattempttoshow thoseideas.
CriticalThinking
AccordingtoShah(2010)andtheAmericanHeritageDictionary,criticalthinkingisdefinedas"The mentalprocessofactivelyandskillfullyconceptualizing,applying,analyzing,synthesizing,and evaluatinginformationto...showmorecontent...
SimilaritiesandDifferences
Priortocompletingthispaper,Ithoughtthatcriticalthinkingandcreativeproblemsolvingwere verydifferent.However,Ifindthattheyareverymuchalike.Criticalthinkingandcreativeproblem solvingfollowverysimilarstepstoreachasolution
Conceptualizingandpreparingarethebeginningphasesatwhichtimeonerealizesthereisa problem.Stagetwoistheapplyingandanalyzingorincubationstage.Aftersuccesshasbeen reachedatthisstage,theprocessproceedstothesynthesizingorilluminationstageThiscouldalso beconsideredtheAhastagewhereanideacomestolight.Thelaststageistheevaluationor verificationtodeterminethesuccessofthesolution.
Onedifferencethatshouldbediscussedisthatthecreativeprocessappearstobemoreopenand looksformorethanoneresolutiontoaproblem.Anexampleofthisisthestoryattheendofchapter nineThequestionpresentedwas"Showhowitispossibletodeterminetheheightofatallbuilding withtheaidofbarometer"(Dacey&Lennon,1998,p.185).Theprofessorexpectedananswer usingphysicslogic,butthestudentwascreativeandthoughtoutsidethebox.Bydoingthis,there weremanyanswerstothequestionThecriticalthinkingprocessisrigidandexpectstofindonly oneresolution.
MyExperiences
Oneexperiencethatcomestomindinvolvingcreativeproblemsolvingcameinmytenureas
...Getmorecontent...
ExamplesOfCriticalDiscourseAnalysis
CHAPTER2
THEORITICALFOUNDATION
2.1CriticalDiscourseAnalysis
TounderstandtheconceptofCriticalDiscourseAnalysis(CDA),itisnecessarytoseehowCDA definesdiscourse.Discourseisnotsimplyanisolatedtextualordialogicalstructure(vanDijk, 1988).Itisseenassociallyconstructedwaysthatdonotonlyshapebutalsoenable(social)reality (Foucault,1977;Paltridge,2006)Itinvolves"adialecticalrelationshipbetweenaparticular discursiveeventandthesituation(s),institution(s),andsocialstructure(s)whichframeit" (Fairclough&Wodak,1997,p.258).Italsohelpstoestablishpowerrelationsbetweensocial classes,gender,ormajoritiesandminoritiesgroups(Wodak&Meyer,2009).Therefore,CDAacts asanapproachthatcriticallyinvestigatestherelationshipbetweendiscourseandthereproductionof powerinsocialpracticesandinteractions(Fairclough,1995ascitedshowmorecontent Therefore,oneofthedistinguishingfeaturesofDHAisitsinterdisciplinarymethodthatconsidersa varietyofdifferentempiricaldataandbackgroundinformation(Reisigl&Wodak,2001). Thehistoricaldimensionisrealizedbycollectingallinformationregardingthehistorical backgroundandtheoriginalsourcesoftheobjectunderinvestigationandexploringdiachronic change(Matouscheketal1995;Wodaketal,1990,1994ascitedinvanLeeuwen&Wodak, 1999).Specifically,theprocessofanalysisinDHAstartsbydescribingthephenomenaoccurredin texts.Then,describingtheapparentchanges.Finally,discussingtheresulttofindhowandwhy changeoccurssincethepurposeofDHAistouncovertheideologyindiachronictexts(Slavícková,
...Getmorecontent...
CriticalEssayInthebeginningofNovemberoneofmybestfriendsCheyannturned18,shewas superexcitedaboutherbirthdaybecauseshewasgoingtohaveallherfriendsaroundherincluding heryoungersister,hertwoothergirlbestfriendandmyself.Shemadeplansforherbirthdaytobe downtownasmoreofa"girlsnightout"fancydinnercelebration.Sheaskedmetodriveus downtowntothemall,soaftergrabbingaparkingticketwedrovearoundandaroundthecold, concreteparkinggaragetoaboutthe3rdor4thlevel.AsIgotoutofthecarInoticedthattherewere onlyafewcarsaroundusinthedimlitgarage,itwasaround6pmsoitwasalreadydarkand freezingcoldoutsideAllusgirlsstartedwalkingtowardsthedoorsthatledtotheelevators laughingandtalkingloudlyinourheelsandshort,fancydresseswhenCheyannstoppeddeadinher tracksandfrozeup.
"IcantridetheelevatorIhavepanicattacksremember?"Shesaidanxiouslyasshelookedatme. Cheyannhadtoldmeastorywhenwehadfirstbecomefriendsaboutherawfulexperienceinan elevatorwhenshewasyoungerthathadsinceshowmorecontent
Ithasalsotaughtmehowimportantitistoteachandhelpotherwomenwhoaren'tcautiouswhenit comestodangerousculturalspaces.Ithasalsobecomeveryapparenttomehowmanywomendo notseethedangerinwalkingaloneindangerousareasbecauseoftherecentempowermentsto womenorotherreasons,whilethosearegreatandveryrevolutionarywomenstillneedtobeaware thatpredatorsarestilloutthereandtheydonotcareifyoufeelempoweredornot,theyarearethere foronereasononly.AndlastlyIfeelveryluckythatIwaswithmyfriendCheyannthatnightand wasabletopersuadeherintomakingabettertransportationchoiceotherthenthestairs,evenifthat meantshewouldhaveapanic
ExampleOfCriticalEssayExamples
...Getmorecontent...
Theconceptsofcriticalthinkingandcreativethinkingarebothgainingincreasingimportanceinthe worldtoday.Criticalthinkingallowspeopletounderstanddifficultconceptsinamannerthatis clearerandmoredefined.Theycanmorereadilyunderstandthoseconceptsiftheyemploycritical thinking.Inallportionsofeverydaylife,apersonisexpectedtomakeindependentjudgments. ThosejudgmentsarebasedonexperienceandknowledgeWithouttheabilitytothinkcritically, everysituationthatapersoncomesacrosswouldhavetobeconsideredinisolationfromallother situations.Whenapersonencountersaproblemthatisanewone,heorshemaybeabletouse criticalthinkingtosolvethoseproblemsOneshowmorecontent Criticalthinkingalsohelpsindecision–making.Bothproblemsolvinganddecision–makingabilities arevitaltoaprosperousbusiness.Personswhoarecriticalthinkerscanmakeadifferenceinthe companiesinwhichtheyareemployed.Today?scorporationsmustfirstrecognizethatthereisareal needforcriticalthinkers.Itisimportantforboththetopmanagementdowntheline.Critical thinkingmustbetaughtandbuiltintothewaythecompanyororganizationperformsitsbusiness Infact,companiesandorganizationsmustembracetheconceptofcriticalthinking.Criticalthinking canleadtosuccessstoryaftersuccessstory.Thistypeofimpactgivesanycompanyororganization credibility.AccordingtoSupon,oneofthefundamentalpurposesofteachingcriticalthinkingisto enhancetheabilitiesofstudentstobecomecriticalthinkers.Corporateleaders,educational researchers,employers,andparentshavecontinuallypushedteacherstoassisttheirstudentsinthe developmentofcriticalthinkingability.Criticalthinkingisaskillthat?involvednotonly knowledgeofcontentbyalsoconceptformationandanalysis,reasoninganddrawingconclusions, recognizingandavoidingcontradiction,andotheressentialcognitiveactivities?(Supon,1998) Thereareproposedreasonsfortheemphasisthatiscurrentlyoncriticalthinking.Manyfactorscan berelatedtothisemphasis.Theyincludethesocietalfactorsofeconomicshifts
EssayonCriticalThinking
...Getmorecontent...
Thestudyconsistedof395studentsfromtheAustralianNationalUniversitystudyingafirst–year psychologycourseofwhich247werefemale,143male,4asothergender,and1onewasmissing. Theageoftheparticipantsrangedfrom17to56yearsofage(µ=19.7,σ=4.6).Participantswere recruitedthroughparticipationinalabactivity,however,allparticipationwasvoluntarywithoutthe useofincentivesDatawascollectedwiththeawarenessandinformedconsentoftheparticipants Thisstudyfollowedabetween–subjectsdesign,andthestudyitselfwasquasi–experimental.The variablewhichwasmanipulated–theindependentvariable–wasthepresenceofachildhood imaginarycompanionThevariableswhichweremeasured–thedependentvariables–werefantasy pronenessandthefrequencyofself–talk....showmorecontent...
Thestudywascompletedoverthedurationofaweekbynineclasses,eachwithapproximately30 studentsandwasconductedonline.Firstly,theparticipantsreadaninformationsheetwhichbriefly highlightedthestudyanditsprocedure.Followingthis,theparticipantscompletedaCreative ExperiencesQuestionnaire(CEQ),designedbyMerckelbach,Horselenberg,&Muris(2001)This questionnaireaimedtomeasurethefantasypronenessoftheindividualandinvolvedchoosingeither 'yes'or'no'tothegiven25questions.Then,theparticipantscompletedtheSelf–TalkScale developedbyBrinthaupt,Hein,&Kramer(2009).Thisinvolved16questionswiththeselectionof answers1(never)to5(veryoften),andwasusedtoassessthefrequencyofself–talk.Thelasttask tocompletewastheImaginaryCompanion(IC)questionnaire,ofwhichthefirstpartcollected demographicinformationsuchasageandgender.Proceedingthis,adefinitionofimaginary companionwasprovidedfollowedbyquestionsrelativetoimaginary
...Getmorecontent...
ExampleOfACriticalReviewEssay
IntheprocessofwritingmyCriticalResearchEssaythewritingpiececonsistedofthreepiecesof evidence.Oneofthereadings/evidencethatIusedthroughoutmyessayandwhichspoketomethe mostwasRobertSmith,MexicanNewYork:TransitionalLivesofNewImmigrants.Throughout myhighschoolyears,therewasnotenoughinformationonthehistoryofMexicanslivinginthe UnitedStatesandtheirpositioninthiscountryAlthoughthisessaywasnotopinionatedbased,this readingwasabletoinformmeonnewinformationthatIneverlearnedinmypreviousyearsin school.ItwasareadingthatnotonlyhaveIusedaspartofanessay,butabookthatIconsiderto readformyownuseandrecommendittootherkidsthatstandinthesamepositionasmeandwith theideassurroundthroughoutthebook.Itincluded...showmorecontent...
Throughoutmycriticalanalysisessaytherewasanobjectivetoneinsteadofasubjectivetone.This tonehelpedmewriteacriticalessayinwhichIincludedfactualevidenceandtextualanalysis towardssegmentedassimilationwhichhashadagreatimpactonthelivesofyoungkidswhohave parentsthathaveadifferentculturethanwheretheynowliveinInsteadofincludingemotionsand myownopiniononthesituation,Iusedhistoricalresources,viatheweborjournals,suchassocial studies.Ialsohadtoincludeacounterclaiminordertoargueanythingthatcanprovemyview wrong.ThisalsohelpedmeseewhethertheevidenceIprovidedwasgoodenoughtosupportmy thesisandleteveryoneseemyreasoningforarguingthepositionIchoose.AnotherimportanttaskI hadtokeepinmindwastomakesureIwouldnotquotetheauthorstomuch,Iwantedtousetheir ideastosupportmythesis,ratherthanjustagreeingonthepositiontheywerestatingthroughout theirown
...Getmorecontent...
ExampleOfACriticalAnalysisEssay
TheCriticalRaceTheoryEssayexample
Introduction
Weliveinasocietywhereraceisseenasavitalpartofourpersonalities,thelackofracialidentity isveryoftenanimportantfactorwhichpreventpeoplefromnothavingtheirownidentity(Omi& Winant,1993)Racismisextemelyingrainedinoursocietyanditseemsordinary(Delgado& Stefanic,2000),however,manypeopledenouncetheexpressionofanyracistbeliefasimmoral (Miles&Brown,2003)highlightingthecomplicatednatureofracism.CriticalRaceTheorytriesto shedlightontheissueofracismclaimingthatracismisingrainedinoursocietybothinlegal, cultural,andpsychologicalaspectsofsociallife(Tate,1997).Thisessayprovidesustheopportunity toexplorethistheoryanditsshowmorecontent
CriticalRaceTheory(CRT)claimsthatracismisquiteusualinsociallifeandwhitesuperiorityis extremelyingrainedineducational,legal,andpoliticalstructureswhichisoftenunrecognizable (Taylor,2009)AccordingtoDelgadoandStefanic(2000):
''CRTbeginswithananumberofbasicinsticts.Oneisthatracismisnormal,notabberrant,in Americansociety.Becauseracismisaningrainedfeatureofourlandscape,itlooksordinaryand naturaltopersonsintheculture.Formalequalopportunity–rulesandlawsthatinsistontreating blacksandwhites(forexample)alike–canthusremedyonlythemoreextremeandshockingforms ofinjustice,theonesthatdostandout.Itcandolittleaboutthebusiness–as–usualformsofracism thatpeopleofcolorconfronteverydayandthataccountformuchmisery,alienation,anddespair'' (Delgado&Stefanic,2000:xvi)
Although,thistheorybeganasapartoflawsciences,nowadays,thereisagreatinterestofCRTin thefieldofeducation,helpingpeopletounderstandsomeformsofdiscriminationwhichfacethe non–whitepeopleineducation(Delgado&Stefanic,2001).Moreover,embracesalotofacademic fieldssuchashistory,politicalscience,anthropologyetc(Delgado&Stefanic,2001)CRTmain purposeisnotonlytounderstandthesocialstructuresthatpromoteinequalitiesbuttoeliminate them,itisclearthatCRTtargetson
...Getmorecontent...
ExamplesOfCriticalPedagogy
CRITICALPEDAGOGY
Therearemanydifferentdefinitionsforcriticalpedagogy,whenapersonhearsthisapproachit sparksdifferentviewsandwaysofteachingtoeachindividual.AccordingtoWikiversity (Wikiversity,2013)"CriticalpedagogyisateachingapproachinspiredbyMarxistcriticaltheoryand otherradicalphilosophies,whichattemptstohelpstudentsquestionandchallengeposited "domination,"andtounderminethebeliefsandpracticesthatareallegedtodominate."
Freire,HooksandKumashiroareleadingeducatorsthathavehelpeddefineandtransformthe criticalpedagogyapproachKeycharacteristicsforeacheducatorarelistedbelow Freire:
Importanceofinformaleducationwithinandoutsidetheclassroomisregardedshowmore content
Inthissense,bothCriticalThinkingandCriticalPedagogyauthorswouldarguethatbyhelpingto makepeoplemorecriticalinthoughtandaction,progressivelymindededucatorscanhelptofree learnerstoseetheworldasitisandtoactaccordingly
EXAMPLESOFCRITICALPEDAGOGYPRACTICESINTEACHINGANDLEARNING:
Anexamplesofcriticalpedagogypracticesinteachingandlearninginclude:
Re–examiningandre–constructingthewholecurriculumoftheclassroom
Theroleofthestudentshouldbechangedfromaroleofbeingtheobjectintheclassroomtobeing anactiveandcriticalsubject(Shor,1980).
Studentsshouldundergoastruggleinwhichtheystruggleforownershipofthemselves,teachers shouldprovideopportunitiesforthis.
Processesintheclassroomshouldbesetupwhichenableslearnerstostriveforsomethingdifferent forthemselves
Theteachershouldbeveryinvolvedintheseprocessesofcriticalpedagogyintheclassroomto ensuresuccess
Teachersneedtohelpstudentsseparatethemselvesfromanunconditionalacceptanceofthe conditionsoftheirexistence(Shor,
...Getmorecontent...
WhatisCriticalThinking?Istheprocessofconceptualizing,applying,analyzing,synthesizing,and /orevaluatinginformationgatheredbyobservation,experience,reflection,reasoningor communication,asaguidetobeliefandaction(Scriven&Paul,n.d.).Whenoneappliescritical thinkingmoreideasaredevelop,fewermistakesaremadeandbetterdecisionsarereached.When peopleinsteadofusingcriticalthinkingactonbeliefsorwithoutgivingitasecondthought,theend resultsarepoordecisionsandasaresulthaveadisasterathand.Peopledon'talwaysusecritical thinking,itisnotuncommontohearsomeonesaysuchremarksaftermakingthewrongdecisions;"I justwasnotthinking","Ididnotthinkitwasabigdeal",showmorecontent
Manytimesourstudentshaveunexpectedbehaviors,suchasrefusetofollowdirections,have disruptoutburst,hostile,emotionalproblems,andevenbecomephysicaltowardsothersor themselves.Specialeducationstudentsdonotrespondtotraditionaldisciplinemethods.With childrenhavingdisabilitieslikeADHD,ormentalhealthproblemsifnothandledappropriatelyitthe badbehaviorcouldescalateandbecomedifficulttostopWhatroledoescriticalthinkinghavein myanalyticalandintuitivedecisionmakingwhileIamwork?Itisatoolusedtohelpsolve problems,ifmythinkingisflawedthendecisionsareskewedandtheproblemisnotsolved,making poordecisionscouldcreatemoreproblemscouldresultinputtingmyselforothersindanger.Using criticalthinkingincreasestheprobabilityofsolvingtheproblemthroughbetterchoicesand decisionsEverydayasaninstructionalaideIusemycriticalthinkingskillswhendecidingwhether animpendingconflictwillescalatetoviolentbehavior,decidingonhowtoapproachastudent Everydaymanyemployeesoforganizationsusetheircriticalthinkingskillsincountlessdecisions, criticalthinkingskillsarenottheonlyskillsusedbyemployees,buttheyarethemostimportantAs anemployeeIusemycriticalthinkingskillswhenapplyingtothepoliciesandproceduresofmy organization,makingdeterminations,makingpredictionsandproblemsolvingmoresoon–thespot decisionmaking,and
EssayonWhatisCriticalThinking?
...Getmorecontent...
Criticism
Criticismcanbenegativeorpositive;thewayitissaidmaybegoodorbad.Whydomostofus wanttoavoidgivingorreceivingcriticism?Thepurposeofcriticismistoencouragepositive outcomes(whatthegiverwants).Ideally,itbringsbalanceintoourlives,providesuswithabasisof comparison,andbringstruth,honesty,andintimacyHopefully,itgivesushonestfeedback–a balanceofpraiseandcriticism.Domostofuswanttoknowhowwearedoing?
Whydosuccessfulbusinesspeopleactuallyseekoutcriticismfrompeopletheyrespect?Whydo peoplefeeltheyareunfairlycriticized?Aretoneofvoice,choiceofwordsimportant?What communicationskills...showmorecontent...
Knowonesskillandweaknesses;onessuccessesandfailures.Howdoesoneknowwhenoneis doingagoodjob?Needtohavea"feel"sowearenotcaughtoffguard.Needtolearntotake criticismonthejobprofessionally,andemotion(breathedeeplyandslowly).Trytoremain impartialAskyourselfisthecriticismisvalidWhatcanwelearn?
Otherfactorsthatcolorcriticism:1)relationshipwiththegiverofcriticism(friendsgiveadvice). Whydoweresentcriticismfromin–laws,parentsandspousesmorethanbossesdo?2)Choiceof words–howitisgiven."Ican'tbelieveyouwoulddosuchastupidthing."Whatwordsmakeyou angry,loud,etc?3)Styleofdelivery,sacristy,fastandangry,loud,etc.4)Timing,andpublicor private5)Othertypes:beyondyourcontrol,aimedatyourgender,size,heritage,appearance,etc QUESTIONS:Howgoodareyouatstayingcoolundercriticism?(Knotsinstomach,anger,etc). Howwelldoyoulistenwhenyouarecriticized?(Rephrasesothatyoureallyunderstandwhat he/sheissaying)Howeffectivelycanyouorganizeyourthoughtstoanswer(ifyouthinkyou should)?Howwelldoweputthecriticisminperspective(notlifethreatening)?Dowebroodonit forweeks,months?
GIVEROFCRITICISM
Inmanysocietiesagiverofbadnewswaskilled.Isitmoredifficulttogive
...Getmorecontent...
EssayonCriticism
PL4S111
Example:CriticalReviewofaJournalArticle
Article:Carroll,J.(2002).PlayTherapy:thechildren'sviews,ChildandFamilySocialWork,7,pg 177–187
Thisarticleisrecent,publishedwithinapeer–reviewedjournalTheauthor–conductedresearchis empirical,qualitativeandphenomenologicallydesigned,uniquelyenablingchildrentodescribetheir playtherapyexperiencesandidentifyfactorsthatinfluencetheseexperiences.
Thearticle'stitleclarifiestheproject'spurposeofelicitingthechild'sviewHowever,although Carrollclearlydescribeshowchildren'sexperiencesshouldtake"centrestage"(p.178),shehearsthe opinionsofthechildren'stherapistsfirst,potentiallyinfluencingherquestioningofthe childrenshowmorecontent
Theaccuracy,reliabilityandcomprehensivenatureoftranscriptsisthereforecalledintoquestion, potentiallycompromisinganalysabledata
Carroll'ssemi–structuredquestioningmayencouragereciprocalcommunicationandperhaps formulatedin–depthdata.However,shealsooffersleadingquestions:"wasthatthebestthingabout it?"(p.180);"doyouthinkitwashelpfulplayinglikethat?"(p.184).Such'closed'questionscould elicityesornoresponses,orsuggestapreferredresponse.Duetothelackoffulltranscripts,the readercannotascertainwhetherotherleadingquestionswereusedandtheimpactthesehadondata gathered.Carroll,asintervieweranddataanalyst,doesnotconsiderthisrisk.
AsgroundedtheorywasemployedbyCarroll,dataanalysisandfindingswerebasedonthe categorisationofthemesAlthoughCarroll'sdataanalysismethodologyhasbeendeemed appropriatetoqualitativeresearch(Strauss,1997,p.180),thereaderquestionswhethermajority perspectiveswerefavouredoverindividualforanalysis,potentiallydistortingeventualfindings.
Carrolloutlinescategoriesasaresultofherdataanalysis,providingnumerousexcerptsfrom interviewtranscriptstosupportherinterpretationandanalysisofchildren'sperspectivesandtoadd credibilitytoherassertionsandcategorisationHowever,theexcerptschosenaremainlypositive
exampleofacriticalreview
...Getmorecontent...
CriticalThinkingApplication
Teachinghigherorderthinkingskillsisnotarecentneed.Itisapparentthatstudents,atalllevelsof education,arelagginginproblem–solvingandthinkingskills.Fragmentationofthinkingskills, however,maybetheresultofcriticalthinkingcoursesandtextsEverycourse,especiallyincontent subjects,studentsshouldbetaughttothinklogically,analyzeandcompare,questionandevaluate. ImplicationsforTeachingThinkingmustbepracticedineachcontentfieldateacheducationallevel. Fortheteacher,thismeanshardworkToteachstudentstomemorizefactsandthenassessthem withmultiple–choicetestsisamucheasierchoicetomake.Inacoursethatemphasizes thinking,showmorecontent
Thecriteriaforcriticalthinkingare:
1.Distinguishbetweenfactandopinion.
2Examinetheassumptions,includingonesown
3.Beflexibleandwhenlookingforexplanations,causes,andsolutionstoproblems.
4.Beawareoferroneousarguments,vagueness,andcontrollingreasoning.
5.Stayfocusedonthewholepicture,whileexaminingthespecifics.
6.Lookforreputablesources.
Theinstructionaldesignparametersforself–pacedinstructionincludedthesefactors:
1.Instructionalobjectivesstatedinitiallytothelearner.
2Thelearnerselectshisorherownpathofinquiry
3.Smallsteps,withthenecessarytoolsintroducedonlyastheyareneeded.
4.Frequentstudentinteraction,requiringhighlevelcognitiveinvolvement.
5.Alternativepathsavailableforvariablelevelsofinvolvementorusefulness.
Inresearch,thereisnorightorwrongprocess;althoughtherearemanyheuristicsthatcanbepassed on.Appropriateuseofinformationrequiresthatweseeknowledgeacquirementasfluidand varying.(Jones,1996)
CriticalReadingTeachingstudentstothinkwhilereading––criticalreading––shouldbecentralto anydiscussionofthinkingskills.Thisisinpartbecausethereadingoftextbookshassuchan importantroleinthecontentfieldsCriticalreadingisdefinedaslearningtoassess,drawinferences andarriveatconclusionsbasedontheevidence. Critical ...Getmorecontent...
CriticalThinkingApplicationEssayexample
Aftercompletingthegrouptaskofpreparingapresentationon,transferringindividualfacilitation skillsintoagroupworksettingIwillcriticallyreflectuponmyownparticipation.Iwillevaluatemy self–awarenesswhileworkinginthegroup,aswellasthosearoundme.ThewaythatIpersonally dealtwithanyissuesthatarosewithinthegroupandhowthataffectedthegroupdynamics.Iwill alsobrieflydiscusstherolesinwhicheachmemberofthegrouptookandhowroleallocation affected,thegroupdynamicsandtheworkingrelationships.FinallyIwillevaluatemyworkhaving discusseditwithmyfellowgroupmembers.
Inordertoevaluatemyrolewithinthegroupitisimportanttoidentifywhatmakesagroup.Agroup mustshowmorecontent
SimilartoTuckman'sfivestagesofgroupdevelopmentisCoreyandCorey,theyclaimthatthefirst stage;Pregroupis"settingexpectations,establishinggrouprulesandprocedures,rolepreparation andskillsbuilding"(Corey,Corey,Corey2010p123)Thegroupdidwellinthisstage,asthegroup wasgivenaveryclearaim,wediscussedeachmembersskillsetsandwhilepreparingagroup contractwithouraimsobjectivesandrules.Agroupcontractisaveryusefulfacilitationtoolasit setsoutveryclearguidelinesforthegroupanddefineswhatisacceptableandunacceptable behaviourforthegroupmembers(Tuckman1965).Thegroupmemberswereabletogainclarity fromthegroupcontract,allowingthemtoidentifythenormsandboundariesofthegroupFor exampleourgroupdecidedthatifamemberwereforanyreasonnotbeabletoattendameeting theywouldhavetolettheteamknowinadvance,ifthisdidhappentherestoftheteamwouldrelay theinformationviaemailtothemissinggroupmember
Thenexttimethegroupmettheywereinthestormingstage(Tuckman1965).Thisstageiswhere anyconflicthappens,thegroupmemberexploretheirroleswithinthegroup.Withinthisstagethere canoftenbeastruggleforpower,statusandcontrol.Eventhoughconflict
CriticalAnalysisofGroupWorkEssayexample
...Getmorecontent...
ExampleOfCriticalAppraisal
Data:Clientcontactedthiswritertoreschedulehisindividualsessiontoadifferentdateofnext weekdueto"Notfeeelingwell".ThiswriterinformedclientthatheisassignedtoCDPGailMoore ashecompletedIntensiveOutpatienttreatmentprogramandisattendingOutpatienttreatment program.CDPGailMoore'scontactinformationwasprovidedtoclient;clientwasencouragedto contactandreschedulehisindividualsessionwithCDPGailMooreAssessment:Clientappearsto benotfeelingwellenoughtoattendhisindividualsessin.Plan:CDPGailMoorewillbenotified./ HA,
...Getmorecontent...
Apersonisnotbornasagoodcriticalthinker.Thefirstthingthatisneededisalevelofmaturity havingtheabilitytoconceptualizeandunderstandtheworld(Boss,2010).Theskillsthatare associatedwithapersonthathasgoodcriticalthinkingare:AnalyticalSkills:recognizeandevaluate argumentstofilterthroughtothetruth.EffectiveCommunication:abilitytolisten,speak,andwrite effectivelyResearchSkills:abilitytogather,evaluate,andcreatesupportingevidence(Boss,2010) Inteachingcriticalthinking,Dr.ChanandDr.Lau(n.d.)explaingoodcriticalthinking,"asthe foundationofscienceandaliberaldemocraticsociety.Sciencerequiresthecriticaluseofreasonin experimentationandtheoryshowmorecontent
Apersonwillbeprejudicedtocertainopinionswithoutexploringallsidesofanissue.Peoplecreate barriersthatstopthegatheringofinformationandanalyzingthatarekeytobeingacriticalthinker. Afewoftheresistancesthatfosternarrow–mindednessaredenial,therefusaltobelievesomething despiteoverwhelmingevidence,avoidance,notseekingoutopposingviewsbutstayingwithonly thosethatagreewithyourpositiononanissue,andignorance,notseekingoutinformationthatis available(Boss,2010).ThetworesistancesthatIhaveusedareavoidanceandconformity.These twogohandinhandwithmethatIwilloftenseekoutthosethatagreewithmythoughtsandavoid thosethatdonotseethingsthewayIdo.Attimes,IwillbewiththosethatIdonotagreewithand thosetimesinsteadofhavingaconversation,Iwillgowithconformitytofitinatthosetimes. Adjustingmythinkingtoovercomethesewillfirstrequiremetoseekoutandlistentobothsidesof theissues.Havingtheknowledgethatisnotbasedonbiasedopinionswillhelpmakeafoundation thatwillincreasemyconfidenceinwhatIthinkandallowmetospeakintelligentlyontheissue. Theconceptofapersonthatcanunderstandandcontroltheiremotionsissaidtobeemotional intelligent.FromBoss(2010)emotionalintelligenceis"theabilitytoperceiveaccurately,appraise andexpressemotion."Influencestoour
DevelopingCriticalThinkingEssay
...Getmorecontent...
Thepurposeofthisreportistoconductacriticalappraisalofapublishedarticle.
Carnwell(1997)describesacriticalappraisalasanunbiasedandbalanced scrutinyoftheresearchpapersothatbothitsstrengthsandweaknessesare highlighted.Thefocusoftheappraisalwithbeon"Promotingthehealthof peoplewithchronicobstructivepulmonarydisease;patientsandtheircarer's views"(Caressetal,2010).Theformatoftheappraisalwillbeformedarounda setofcriteria(seeappendix1)
Thejournallooksattheviewsofpatientsandtheircarer'sexperienceswithliving thechronicobstructivepulmonarydisease(COPD),itscauses,howtheymanage withthesymptoms,itsprogressionandwhatrole...showmorecontent...
Caressetal(2010)haveincludedliteraturefromasfar backas1968.Theliteraturedoesoffersomeepidemiologyinrelationtocause, distributionandcontrolofthediseasewiththepopulationbuttherehasbeenno researchliteratureputforwardfordiscussionThereisalsoonejournalincluded titles"Adescriptivestudyofmeaningofillnessinchronicrenaldisease"itcould bearguedthatthiswasn'treallyrelevanttotheresearchbeingcarriedout.
Therehasalsobeennomentionoffamilysystemstheoryasthiswouldhave beenquitebeneficialasitlooksatthebroaderpictureandtakesinto considerationtheimpactthatthediseasehasonotherfamilymembers.This couldhavesupportedthedecisionforincludingfamilymemberswithinthestudy.
CriticalAppraisalEssay
Caressetal(2010)successfullyobtainedethicalapproval;theystatethat
"Relevantethicalandinstitutional/governancewasobtained"howevertherewas nomentionofwhotheprofessionalbodywasthatapprovedthemBeauchamp
andChildress(2001)identifyfourfundamentalprinciplesinachievingethical approval,autonomy,non–maleficence,benefinceandjustice.Autonomyrefersto theindividual'srighttofreelydecideiftheywishtoparticipatewithoutfearof coercion,Greaneyetal(2012)advisethatitisalsoimportanttogivepotential participantsadequatetimetofreelydecideifthey ...Getmorecontent...
