A critical look at critical thinking

1. A critical look at critical thinking Alan McLean International School of Kuala Lumpur

2. Presented at SEGi College 24th June 2009 Full text available from: http://www.angelfire.com/linux/alan1/crit_crit

3. My contact details & aims: • http://www.angelfire.com/linux/alan1 • 016 636 0754 My aims:Say why I think critical thinking is importantBe open to criticismTest my ideas(what is critical thinking?)

4. Here is a definition • Critical thinking is purposeful and reflective judgment about what to believe or what to do in response to observations, experience, verbal or written expressions, or arguments. (http://en.wikipedia.org/wiki/Critical_thinking)

5. Here is a definition • Skilled, active, interpretation and evaluation of observations, communications, information, and argumentation. (Fisher & Scriven http://en.wikipedia.org/wiki/Critical_thinking)

6. Here is a definition • the careful, deliberate determination of whether one should accept, reject, or suspend judgment about a claim and the degree of confidence with which one accepts or rejects it. (Parker & Moore http://en.wikipedia.org/wiki/Critical_thinking)

7. Our Wikipedia author goes on to say … • Critical thinking gives due consideration to the evidence, the context of judgment, the relevant criteria for making the judgment well ……. http://en.wikipedia.org/wiki/Critical_thinking)

8. What critical thinking is not: • Always negative • Marxist / Structuralist • Memory (and other relatively well understood cognitive functions) • Totally unpredictable

9. A suggested (partial) definition • Critical thinking is something that machines cannot do. • (Somewhere in there is a larger and hidden assumption, that the development of information technologies influence the way people think.) (of course, this hypothesis is problematic in a number of ways)

10. … a central idea • My starting point is that this is a period of innovation in information technology and that this change is important. • My central idea is automation. Industrialisation partially replaced the physical labour of people. Information technology can also be seen as a form of automation. But what does IT automate? (and what does it have the potential to displace?) • Perhaps we need to look at other advances in information technology, such as the Gutenberg revolution.

11. The analytical potential of this approach social and economic phenomena • Industrialisation is associated with other phenomena such as urbanisation, capitalism, nuclear family relationships and universal schooling. • This approach (a focus on automation) allows us to ask questions about whether changes of this magnitude are associated with developments in information technology.

12. The analytical potential of this approach epistemic phenomena • Our special interest today is on critical thought. • At various stages in the automation of manufacturing, people have been displaced my machines. This had implications for what people did and for what they were able to do. Communities of knowledge were transformed or died. Somehow, there was a need for people to embrace new kinds of knowledge.

13. ManufacturingInformation Technology Scribal reproduction of texts replaced by printing. Human and animal distribution replaced by mechanized transportation. Unemployment among artisans and craft workers (e.g. weavers) as their products are displaced by mass manufacturing. Unemployment in the administration, office work, retail, professional service and other non- manual sectors of the economy. Primary Mechanisation Control Automation Unemployment in the manufacturing sector as automation displaced human control of mechanized manufacturing processes.

14. So, what is happening now? • A trend: ubiquitous computing • A project: the Semantic Web

15. Ubiquitous Computing Ubiquitous computing is the idea of computers everywhere in the real environment which can interconnect, exchange data and work together. Computing capability and appropriate interfaces will be installed throughout the urban environment, in shops, banks, classrooms and public spaces. Computer access will become increasingly ordinary, even invisible.

16. The Semantic Web “... our capacity to find and retrieve, much less manipulate and organize … material is … at a very rudimentary state. The Semantic Web … allows humans and agents to query and infer knowledge from information quickly and in many cases automatically”.(Anderson & Whitelock (2004)) In the era of ubiquitous computing and the Semantic Web, access to the kind of knowledge available in books and periodicals will be instant and effortless.

17. A New Framework Working backwards from these innovations, we see the immediate function of automation in information technology two parts • bringing the resource and its user together • identifying an appropriate resource.

18. Utility of the New Frame • Allows a reconceptualisation of the history of IT. For example, the importance of printing is understood in terms of scalability, but the Gutenberg revolution of 1450 can be understood in three phases: • Printing – scalability • Page numbering, indexing and cataloguing – resource identification • Steam powered transportation - bringing the resource and its user together • In this way, we can understand the slowness of the impact of the Gutenberg revolution and usefully contrast it with our current situation.

19. The Future of these Technologies • It will neither be appropriate to carry a significant quantity of information in human memory nor to know how or where to find information. • Individuals will be able to access the information they need in almost any place, effortlessly and without delay. … so, you simply don’t get paid any more for knowing things!

20. Consequences -Memory • It will no longer be useful for people to carry in their head the kind of thing that can be found in books • …or to perform any other function that machines can perform better, cheaper or faster.

21. Consequences -Memory • The printed book is prosthetic • Innovations in information technology accelerate the exteriorisation of knowledge

22. Consequences -Memory • The field of useful human knowledge is defined negatively, in terms of what machines cannot do. • This highlights the importance of critical thought • and …. this presents a challenge for education

23. How can education respond? • Education, particularly schooling is a social institution. • Social institutions are not planned or rational entities. • Change is likely to be mediated by larger social and economic transformations.

24. A critical look at critical thinking Alan McLean International School of Kuala Lumpur