How Can We Develop Critical Thinkers? “Everything flows.” (Panta rei.) (Brookfield, S.D. (1987). Developing Critical Thinkers, Jossey-Bass Publishers, San Francisco.)

July 2001Mara Alagic: Critical Thinking2 Model critical thinking: w Clarity w Consistency w Openness w Communicativeness w Specificity w Accessibility

July 2001Mara Alagic: Critical Thinking3 Critical thinkers (1) w reject standardized formats for problem solving w consider a range of related and divergent fields w take multiple perspectives on a problem w view the world as relative and contextual rather than universal and absolute

July 2001Mara Alagic: Critical Thinking4 Critical thinkers (2) w view the world as relative and contextual rather than universal and absolute w frequently use trial-and-error methods in their experimentation with alternative approaches w have a future orientation w have trust in their own judgment

July 2001Mara Alagic: Critical Thinking5 Techniques for Imagining Alternatives w Brainstorming w Envisioning Alternative Futures w Developing Preferred Scenarios w Futures Invention w Esthetic Triggers

July 2001Mara Alagic: Critical Thinking6 Brainstorming is an exercise in structured spontaneity: Actively thinking of as many varied, even outrageous, ideas as you can

July 2001Mara Alagic: Critical Thinking7 Brainstorming rules the most outrages ideas may contain kernels of truths that can be extracted in the process of analysis as many ideas as possible (quantity => quality) build upon, integrate and develop upon ideas already voiced => analysis

July 2001Mara Alagic: Critical Thinking8 Envisioning Alternative Futures: Creating in one’s mind an image of the desired future organizational state that can serve as a guide to interim strategies, decisions and behaviors

July 2001Mara Alagic: Critical Thinking9 Critical thinking comprises two interrelated processes w (1) Identifying and challenging assumptions w (2) Imagining and exploring alternatives w Note that, what frequently happens is that one process occurs without the other: critical of the assumptions not stopping to suggest alternatives; or, inventing multiple alternatives without stopping to analyze critically the assumptions underlying these.

July 2001Mara Alagic: Critical Thinking10 Critical thinking is a continuous process composed of alternating phases of w reflecting on a problem or theme w testing new solutions, strategies, or methods on the basis of that reflection w reflecting on the success of these actions in particular contexts, and w further honing, refining, and adapting these actions according to alternative contexts

July 2001Mara Alagic: Critical Thinking11 The central point: Thinking is an action The action phases of critical thinking may be – internal (mental) or – external (behavioral)

July 2001Mara Alagic: Critical Thinking12 More about Critical Thinking Processes of critical thinking are person- specific Emotions are central to critical thinking Intrinsic and extrinsic reasons for thinking critically are both important Critical insight often occurs unexpectedly Peer support is crucial to thinking critically

July 2001Mara Alagic: Critical Thinking13 Facilitating Critical Thinking w There is no standard model of facilitating critical thinking w Diversity in methods and materials is necessary w Perfection is impossible w Learner satisfaction is not the sole aim of critical thinking w Risk taking is important

July 2001Mara Alagic: Critical Thinking14 Modeling Risk Taking w Risk taking is essential in the process of critical thinking; specific to the context w For example,... w the ability to make informed departures from the script of a carefully planned lesson

July 2001Mara Alagic: Critical Thinking15 Modeling Assumption Analysis Critically analyzing assumptions is one of the most difficult of all capacities to model, since it entails a willingness to scrutinize one’s existing givens - an activity that can frequently be threatening and anxiety - producing

July 2001Mara Alagic: Critical Thinking16 Atmosphere of Trust Building an atmosphere of trust between teacher and students the teacher models openness, honesty, and integrity students sense that the teacher’s word can be relied upon; that she is not attempting to keep from them information about informal organizational norms or prejudices

July 2001Mara Alagic: Critical Thinking17 Developing critical Thinking as Learning Conversation Good conversations are reciprocal and involving The course of good conversation cannot be anticipated Good conversations entail diversity and disagreement

July 2001Mara Alagic: Critical Thinking18 Critical thinking is w a productive and positive activity w a process, not an outcome w triggered by positive as well as negative events w emotive as well as rational

July 2001Mara Alagic: Critical Thinking19 Manifestations of critical thinking vary according to the context in which occurs Example:

July 2001Mara Alagic: Critical Thinking20 Components of critical thinking w Identifying and challenging assumptions is central to critical thinking w Challenging the importance of context is crucial to critical thinking w Critical thinkers try to imagine and explore alternatives w Imagining and exploring alternatives leads to reflective skepticism

July 2001Mara Alagic: Critical Thinking21 Learning Contract (750i) - Mode of Alternative Assessment w A title for the project w A statement of purposes and objectives w A description of resources (for example, experts, colleagues, books, videos, computer software, internet) w A summary of methods (for example, literature reviews, interviews, questionnaires, observations) w A specification of criteria for assessment w A specification of indicators for judging whether or not these criteria have been met w A description of data collection techniques by which evaluative evidence will be collected w A self-evaluation