scholarly journals Myślenie krytyczne: kilka uwag historycznych i teoretycznych

2021 ◽  
Vol 10 (2) ◽  
pp. 263-288
Author(s):  
Andrzej Dąbrowski
Keyword(s):  
Critical Thinking ◽  
John Dewey ◽  
Cognitive Functions ◽  
Historical Context ◽  
Supportive Role ◽  
The Subject ◽  
Educational Ideal

Critical thinking: some historical and theoretical remarks: In the paper, I defend a version of critical thinking. Firstly, I reconstruct the historical context surrounding the emergence of the critical thinking movement. There are various important intuitions and concepts of critical thinking — ones authored by John Dewey, Robert H. Ennis, Richard W. Paul, among many others — that have played an important role in understanding this type of thinking. Many definitions of critical thinking constitute concise and overly narrow formulas and fail to help us understand the subject, consequently I propose my own definition. By critical thinking I mean analytical, evaluative and argumentative cognitive functions. Next I discuss the basic dialogical context in which critical thinking develops and analyse the most important elements of critical thinking such as: analysis, evaluation and argumentation. I see critical thinking to be an important and valuable form of thinking. However, I do not argue in favour of critical thinking as the primary educational ideal. Rather, it plays an instrumental and supportive role in thinking, acting and life.

Neither Humean nor (Fully) Kantian Be

2017 ◽  
Author(s):  
Harvey Siegel
Keyword(s):  
Critical Thinking ◽  
Practical Reason ◽  
Educational Ideal

This chapter offers a reply to Stefaan Cuypers’ explication and critique of the views of rationality and critical thinking laid out in the previous chapters and in earlier work (see his “Critical Thinking, Autonomy and Practical Reason,” 2004). While Cuypers’ discussion is praiseworthy in several respects, it (1) mistakenly attributes to those views a Humean conception of (practical) reason, and (2) unsuccessfully argues that the positions articulated and defended in those earlier chapters lack the resources required to defend the basic claim that critical thinking is a fundamental educational ideal. Cuypers’ analysis also raises deep issues about the motivational character of reasons; I briefly address this matter as well.

Cultivating Reason

2017 ◽  
Author(s):  
Harvey Siegel
Keyword(s):  
Critical Thinking ◽  
Philosophy Of Science ◽  
Social Epistemology ◽  
Historical Record ◽  
Philosophical Tradition ◽  
Epistemic Dependence ◽  
Philosophical Work ◽  
Western Philosophical Tradition ◽  
Educational Ideal

The Western philosophical tradition has historically valorized the cultivation of reason as a fundamental intellectual ideal. This ideal continues to be defended by many as educationally basic. However, recent philosophical work has challenged it on several fronts, including worries stemming from relativistic tendencies in the philosophy of science, the apparent ubiquity of epistemic dependence in social epistemology, and broad critiques of objectionable hegemony launched from feminist and postmodernist perspectives. This chapter briefly reviews the historical record, connects the cultivation of reason to the educational ideal of critical thinking, spells out the latter ideal, and evaluates these challenges. It ends by sketching a general, “transcendental” reply to all such critiques of reason.

scholarly journals Hybrid team based learning-personalised education for teaching epidemiology in public health degrees

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
T Ha ◽  
B Kemp ◽  
M Wallace
Keyword(s):  
Public Health ◽  
Critical Thinking ◽  
Academic Success ◽  
Failure Rate ◽  
Teaching Strategy ◽  
Weighted Average ◽  
University Education ◽  
Average Score ◽  
Team Based Learning ◽  
The Subject

Abstract Background University education in Australia and internationally involves teaching diverse students: in terms of age, life experience, previous degrees completed, and level of English competency. In Australia the Bachelors of Public Health (BPH) at The University of Wollongong, epidemiology is a core subject. It aims to equip students with the knowledge and skills needed to design, critique and interpret studies that investigate why different populations experience different health outcomes. A student-centred learning strategy; Hybrid Team Based Learning and Personalised Education teaching strategy (HTBL-PE) was created to maximise academic success. Each phase has a distinct purpose based on learning theories (e.g. TBL, Bloom's taxonomy and Vygotsky). HTBL-PE aims to systematically build students abilities; strengthen self-confidence and belief, by teaching the way students learn and harnessing the capabilities of the team to strengthen the individual. Objectives HTBL-PE was evaluated in spring 2019 in the BPH, where their experiences at the beginning and end of semester were measured. Results In total 73 out of 84 enrolled students provided data at both time-points (87%). At the end of the semester, the vast majority of students indicated their interest in epidemiology had increased (93%), critical thinking had improved (92%), and confidence as independent learners had increased (86%). Outcomes did not differ significantly by gender or across learning styles. More than two thirds of students had already applied learnings from this subject in other settings (67%). Students' final mark for this subject was significantly higher than their Weighted Average Mark (WAM) prior to the semester (+17.4, p < 0.001). Average scores for the subject were > 84/100 with a < 0.5% failure rate. Conclusions HTBL-PE has positive learning outcomes; low failure rates, increased confidence in learning and themselves, increased interest in epidemiology and high overall scores in the subject. Key messages An effective new innovative teaching strategy resulted in a subject average score > 84/100 and <0.5% failure rate. The vast majority of students reported increased confidence as independent lifelong learners, critical thinking, confidence in epidemiology (knowledge, skills, and attitudes) and themselves.

A Flank Movement in the Understanding of Valuation

2011 ◽  
Vol 59 (2_suppl) ◽  
pp. 24-38 ◽  
Author(s):  
Fabian Muniesa
Keyword(s):  
John Dewey ◽  
Business Administration ◽  
Social Representation ◽  
Financial Valuation ◽  
Socially Constructed ◽  
Binary Approach ◽  
The Subject

The sociological understanding of valuation often starts with an idea of value as something that something has by virtue of how people consider it (that is, it is socially constructed, a convention, a social representation, a projection). At some point, however, analysis also often draws a contrast between this sort of appraisal and some other type of value that the thing may have as a result of its own condition (what it costs, how it is made, with what kind of labour, money and materials, what it is worth in relation to objective standards and fundamental metrics). Dissatisfaction with this binary approach has been expressed in various quarters, but the pragmatist contribution of John Dewey provides a particularly useful resource with which to engage with the subject. This article reviews some aspects of this dissatisfaction, with a focus on the pragmatist idea of valuation considered as an action. I discuss this idea in relation to financial valuation, referring in particular to early pedagogical materials on corporation finance elaborated in the context of the professionalization of business administration. Finally I elaborate on the usefulness of a pragmatist stance in the understanding of financial valuation today.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN BERPIKIR KRITIS SISWA KELAS 5 PADA MATA PELAJARAN PKN DI SD MUHAMMADIYAH KAUMAN TAHUN 2016/ 2017

2018 ◽  
Vol 1 (1) ◽  
pp. 94
Author(s):  
Tri Siwi Septiana ◽  
M. Ragil Kurniawan
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Whole Process ◽  
Analysis Technique ◽  
The Subject ◽  
5Th Grade

This study aims to improve students' critical thinking skills in Civics in 5th grade students of SD Muhammadiyah Kauman, Yogyakarta using Problem Based Learning model. This research is a Classroom Action Research (PTK). The subjects of the study were 5th grade students of B1 SD Muhammadiyah Kauman. The object of research is the whole process and the results of learning Civics with the application of Problem Based Learning model. This research was conducted at SD Muhammadiyah Pakel Yogyakarta in April until May 2017. Data collection techniques used were observation, diary, interview and test. Data analysis technique is done descriptively qualitative. This research was conducted in 2 cycles by applying problem based learning model. The learning steps that were implemented were changes in the delivery of the subject matter, the students analyzed the problem, the formation of the discussion group with the grouping of students based on their achievement, the students in group for discussion, the group members delivered the discussion result in front of the class.The results showed that the critical thinking ability of the 5th grade students of B1 SD Muhammadiyah Kauman, Yogyakarta increased after the use of Problem Based Learning model in Civics learning with the subject matter of the example of central and regional legislation. This improvement is evident in the improvement of students' critical thinking skill test result from 12.90% pretreatment score to 51.61% (enough) in cycle I and increased to 70.96% (good) in cycle II. The results of activity observations related to students' critical thinking skills are increased among others: active students in learning, students more freely in finding and collecting desired information, and students also have more opportunities to learn with friends.

scholarly journals Is there a Relationship between Critical Thinking and Critical Reading of Literary Texts: A Case Study at Arak University (Iran)

2014 ◽  
Vol 33 ◽  
pp. 63-76 ◽  
Author(s):  
Hamedreza Kohzadi ◽  
Fatemeh Aziz Mohammadi ◽  
Fatemeh Samadi
Keyword(s):  
Critical Thinking ◽  
Proficiency Test ◽  
Literary Work ◽  
Literary Texts ◽  
Critical Reading ◽  
Male And Female ◽  
Efl Learners ◽  
Female Data ◽  
The Subject

Examining the theme, plot, and characters of a literary work is a common practice for students of literature so that they can criticize literature. Unlike a non-critical reading which provides readers only with facts, a critical reading also entails depicting how a book or a source illustrates the subject matter. Through various reading procedures including interpretation, inference and examining ideologies embedded in texts, readers can develop critical thinking. This paper aims at examining whether or not there is a relationship between critical thinking and critical reading of literary texts in higher education. To meet the mentioned aim, 121 EFL learners from Arak University were invited to participate in this study. After administrating English proficiency test, total numbers of students were 98 male and female. Data analysis was done through employing ANOVA and T-test.

scholarly journals The use of Instrumental Enrichment as a method to teach the analysis of the population pyramid to Grade 7 Geography students

2020 ◽  
Vol 3 (1) ◽  
pp. 15-31
Author(s):  
Juliet Brandt
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Subject Matter ◽  
Teaching Method ◽  
Baseline Assessment ◽  
Population Pyramid ◽  
Instrumental Enrichment ◽  
The Subject

Action research was conducted to improve the teaching of the analysis of the population pyramid to Grade 7 female Geography students. Instrumental Enrichment was selected as a tool to teach the analysis of the population pyramid. Firstly, the concept of a population pyramid was introduced and taught using an existing teaching method and a baseline assessment was conducted. Instrumental Enrichment was then introduced, and students used the tool to analyse four population pyramids. A concluding assessment measured the improvement in students’ ability to analyse the population pyramid. The use of Instrumental Enrichment did enhance the students’ understanding of the population pyramid. However, they were not able to use it consistently and independently. This agrees with Willingham (2009) that students remember what they think about and the findings of Bellaera (2017) and Adams (1991) that students are not able to develop critical thinking purely by interacting with the subject matter. A refinement of Instrumental Enrichment was proposed considering these principles.

scholarly journals The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 148
Author(s):  
Binar Kurnia Prahani ◽  
Budi Jatmiko ◽  
Zainal Arifin Imam Supardi ◽  
Munasir M ◽  
Utama Alan Deta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Physics Teachers ◽  
Physics Courses ◽  
Analysis Technique ◽  
The Subject

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.

scholarly journals PENERAPAN METODE DIRECTED READING ACTIVITY (DRA) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA PADA MATAKULIAH KOMUNIKASI PEMERINTAHAN DI PRODI ILMU PEMERINTAHAN UIN STS JAMBI

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Suryawahyuni Latief ◽  
YULFI ALFIKRI NOER
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Major Purpose ◽  
Government Communication ◽  
Text Reading ◽  
The Subject ◽  
Two Stages ◽  
Reading Activity

The major purpose of this study is to improve the critical thinking of undergraduate student in a government communication field, UIN STS Jambi. The subject of this study was undergraduate students in semester VA in academic 2018/2019. The instruments used in this study was the last report of student results, observation paper, and a text reading with a title "hoax, de vide et impera millenial" with three questions: Q1 What does the topic about?, Q2 How do you manage the phenomenon? And Q3 How do you think about the text’s contents?. This study employs action research with two stages from October to December 2018. The result indicates that DRA methods is able to improve the critical thinking of undergraduates students.

scholarly journals Open-mindedness, Critical Thinking, and Indoctrination: Homage to William Hare

Paideusis ◽  
2020 ◽  
Vol 18 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Harvey Siegel
Keyword(s):  
Critical Thinking ◽  
Philosophy Of Education ◽  
Central Importance ◽  
Important Work ◽  
Educational Ideal

William Hare has made fundamental contributions to philosophy of education. Among the most important of these contributions is his hugely important work on open-mindedness. In this paper I explore the several relationships that exist between Hare’s favored educational ideal (open-mindedness) and my own (critical thinking). I argue that while both are of central importance, it is the latter that is the more fundamental of the two.

Sign in / Sign up

Export Citation Format

Share Document