Blog Post: Critical Thinking and the State of Education Today (Part 7 of 8 - “The Third Wave of Critical Thinking Research & Practice; 1985-: Depth & Comprehensiveness in Theory & Practice”)

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May 03, 2021 • 9d ago
Critical Thinking and the State of Education Today (Part 7 of 8 - “The Third Wave of Critical Thinking Research & Practice; 1985-: Depth & Comprehensiveness in Theory & Practice”)

{"ops":[{"insert":"This article was published in the Winter 1996 issue of Sonoma State University’s "},{"attributes":{"italic":true},"insert":"Inquiry: Critical Thinking Across the Discipline"},{"insert":"s (vol. 16, no. 2) and was titled, “Critical Thinking and the State of Education Today.” The piece was divided into eight sections:\n\n“Understanding Substantive Critical Thinking / Avoiding the Growing List of Counterfeits”"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"“No One Definition But A Common Core of Meaning”"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"“A Brief History of the Idea of Critical Thinking”"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"“The State of the Field Today: Three Waves of Research, With Little Sense of History”"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"“The First Wave of Critical Thinking Research & Practice / 1970-1996 / Formal & Informal Logic Courses”"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"“The Second Wave of Critical Thinking Research & Practice / 1980-1996 / Critical Thinking Across the Curriculum Across the Grades”"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"“The Third Wave of Critical Thinking Research & Practice / 1985- / Depth & Comprehensiveness in Theory & Practice”"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"“Conclusion”"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nThe seventh of these sections appear below.\n \n"},{"attributes":{"bold":true},"insert":"Third Wave Research Concerns:"},{"insert":"\n\nintegrating the insights of first and second wave research"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"developing a theory of critical thinking that is rigorous and comprehensive"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"explicating intellectual standards that have general application both within and beyond academic environments"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"accounting for the appropriate role of emotion and values in thinking"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"understanding the leading role of thinking in the shaping of emotion and behavior"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"integrating the empirical work of cognitive psychology into critical thinking theory"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"establishing common denominator principles and standards within the field of critical thinking research and practice"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"developing effective assessment tools"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"identifying and critiquing pseudo-critical thinking models and programs"},{"attributes":{"list":"bullet"},"insert":"\n"},{"insert":"\nThe third wave of critical thinking research and practice is only just now beginning to emerge. As yet there are few who see clearly the enormity of the task which the field faces. The success of the third wave can be achieved only with a growing recognition of the strengths and weaknesses of the first two waves. First wave research needs to bring its rigor and depth into a broader complex of concerns. Second wave research needs to integrate rigor and depth into its comprehensiveness. Theories of teaching and learning (based on theories of thinking, emotion, and action) need to be carefully integrated.\n\nThe field needs a comprehensive theory of thinking and critical thinking. It needs a clear set of intellectual standards. It needs an integrated set of dispositions. It needs a comprehensive concept of logic which accommodates the role of emotion, intuition, imagination and values in thinking. It needs to make clear the leading role of thinking in the shaping of human feelings and behavior. It needs to provide a framework into which can be set integrated theories of teaching and learning in the widest variety of human contexts. It must provide both for the universal elements in reasoning and for those which are domain- and context-specific.\n"}]}

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