Aim - explaining how I see critical thinking

1. We seek it here - a new perspective on the elusive activity of critical thinking: a theoretical and practical approach Jenny Moon, University of Exeter in transition to University of Bournemouth/ independent consultancy

2. Aim - explaining how I see critical thinking • The thinking that led me…. • progression issues that bring in epistemological development - demonstrated in an exercise • practical implications of my thinking about critical thinking

3. Some starting points: • Critical thinking is close to learning but not learning as such • it implies re-processing of something learnt in order to learn more • it deals with complex ideas - not simple ones • it implies taking a deep approach not surface • we critically think about something - there is an aim, usually with direction • there is reflexivity - it involves consideration of our own processes

4. Some different approaches in the literature • in terms of logic • as a sequence of stages • in relation to component processes • in pedagogical terms • as an acquired disposition towards all knowledge and action

5. Where does this take us? • Outcome, complexity emphasised • - involves relatively systematic consideration • - is characterised by precision and clarity, and can involve broad exploratory thinking • There is something about standards of thinking and concern about the quality of the judgement • Emotional factors are involved • Critical thinking may be broader - concerning the quality of a person’s relationship with her world

6. The start of a definition Critical thinking is a capacity to work with complex ideas whereby a person can make effective provision of evidence to justify a reasonable judgement. The evidence, and therefore the judgement, will pay appropriate attention to the context of the judgement

7. Diversion: I argue for a developmental perspective on critical thinking: • I draw on the work of: • Perry (1970) • Belenky, Clinchy, Goldberger and Tarule (1986) • King and Kitchener (1994) • Baxter Magolda (1992 - and her later work) • and others…..

8. I generalise on the findings from the epistemological studies • They see epistemological development as occurring in stages • there are remarkable similarities between the studies • I see the development as a continuum with various markers en route • there are/should be significant changes to a student’s quality of thinking during a period of higher education • I work with Baxter Magolda’s scheme with four ‘stages’

9. Baxter Magolda’s ‘stages’ of epistemological development • Absolute knowing- ‘facts are facts….’ (dualistic) • Transitional knowing- recognition of existence of uncertainty • Independent knowing - ‘if there is uncertainty , I cope by developing my own opinion’ • Contextual knowing - recognition of constructed nature of knowledge and of role of context in construction (relativistic)

10. Implication of epistemological development for critical thinking…. • True critical thinking may not be possible for those at stage of absolute knowing - if facts are facts, there is no need for justification…. • If critical thinking might parallel epistemological development development we can deal with both together...

11. A return to the definition of critical thinking……. We have said: Critical thinking is a capacity to work with complex ideas whereby a person can make effective provision of evidence to justify a reasonable judgement. The evidence, and therefore the judgement, will pay appropriate attention to the context of the judgement.

12. A return to the definition of critical thinking…. We add: ‘The fully developed capacity to think critically relies on an understanding of knowledge as constructed and related to its context (relativistic). Critical thinking is not possible if knowledge is viewed only as dualistic (or absolute - as a series of facts)’

13. Principles for supporting the development of critical thinking/epistemological development • One person cannot make another think critically • There are different strategies for support • The functioning of learners is drawn towards contextual thinking by just challenging them beyond their ‘comfort zone’ • Staff knowledge and epistemological development is significant • The classroom atmosphere is important • Critical thinking is ‘nurtured’ (Meyers 1987)

14. Principles for supporting the development of critical thinking/epistemological development….. • The fostering of critical thinking / epistemological development in a group of students requires careful management • We should provide examples of critical thinking • We should use assessment criteria to ‘encourage’ critical thinking • Reflective approaches should be fostered • We should take the development of writing skills more seriously