Critical thinking (Part 3)

A. Binker, K. Jensen and H. Kreklau, and R. Paul, in their work, Critical thinking handbook: A guide for remodeling lesson plans in language arts, social studies and science (1990) also highlighted the cognitive dimension of critical thinking.

Cognition according to the Encarta English Dictionary is the “ability to acquire knowledge...by use of reasoning, intuition or perception” and it is also “knowledge acquired through reasoning, intuition or perception”. Cognition as defined by this dictionary is not only our ability to acquire knowledge but it is also the knowledge that we acquire. Cognition is thinking.

The cognitive dimension of critical thinking involves the use of a number of strategies. From the list of strategies provided by R. Paul, A. Binker, K. Jensen and H. Kreklau, in their work, I have extracted a number of words and phrases which we often see in assignments we get as students or we use them in assignments that we give to our students. But these words and phrases also reflect what happens, or what ought to happen, in the practice of education.

These words and phrases are: evaluating, analyzing, exploring, assessing, questioning, comparing, contrasting, reading critically and listening critically. Let us look at these words and phrases in turn.

A major theme that runs through the processes of evaluating, analyzing, exploring, assessing and questioning is studying something by examining it. When we engage in these processes, we do a careful, methodical examination of the merit of something – an issue, a point, a lesson, a phenomenon. But, this careful, methodical examination is based on some pre-determined, accepted criteria such as the objectives of the organisation – the school, for example.

How do we engage in these processes? We study the phenomenon under consideration by looking for the strengths and weaknesses, advantages and disadvantages and costs and benefits, for example. Do the strengths, advantages and benefits outweigh the weaknesses, disadvantages and costs or vice versa? What does this mean? The aim of these processes is to get to the “why”, the reason, an explanation for the phenomenon, to come up with solutions. We are searching for understanding.  

In comparing, for example, education systems, performance of schools and like educational concerns, we are looking for similarities between/among them. But in comparing, we cannot help but notice the differences as well. So, in comparing things we are looking for similarities but will also take note of the differences. We do not just accept the similarities and differences that we identify. We question them; we evaluate, analyze, explore and assess them in order to understand whatever it is that is “under the microscope”.

In contrasting, on the other hand, we focus on the differences between/among the issues/phenomena which we are studying. Again, we go through a process where we examine these differences because we want to understand them.

Critical thinking also requires that we read and listen critically.

First, what do we do when we read critically? We go below the surface of the writing. The writer is telling us a story, presenting an argument, an expose, sharing ideas. But why is the writer sharing her/his ideas with us? We need to search for the writer’s intention. It is there and it impacts the meaning of the piece.

This is the heart of comprehension and it is where a majority of our students have problems. They can answer questions at the literal level. For example, “what is the colour of Miss Mary’s cat?”  But questions at the inferential level pose a challenge. For example, “why did the writer write a story about Miss Mary’s cat?” Reading critically is a skill that should be developed in children at the very early stages of their education if they are to later take advantage of what the education system has to offer.

Second, what do we do when we listen critically? When we listen critically we not only hear what is being said but we also evaluate, we analyze, we explore, we assess and we question what we hear. In putting what we hear through these processes we are attempting to arrive at an understanding of what we are hearing. Again, what is the intention of the speaker? We want to understand.

If we are critical thinkers, we will be able to see interrelationship of ideas from various disciplines, we will be able to apply concepts to achieve tangible goals; we will deepen our understanding of issues.

A number of scholars/educators are advocating a critical pedagogy following up on the work of Paulo Freire. Critical pedagogy, here, is an approach to teaching which attempts to help students to question and challenge any "oppressive regimes" as well as the beliefs and practices which sustain them.

Whether or not we support the idea of instituting a critical pedagogy in the education system we must see the need to help students improve their critical thinking capabilities. We should aim to help students to develop these capabilities by adopting a pedagogical approach which will teach students at all levels of the education system howto think critically. For, in thinking critically, we will find understanding.

Read part 1 of this article.
Read part 2 of this article.