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2022, Effective Executive
This article suggests that the notion of 'critical thinking' is a far more perplexing and maleable notion that it may at first sight appear to be. The article highlights the significance of organisational bias and the impact of the mindset of key executives in shaping how 'critical thinking' will come to be defined and construed.
Cadernos ebape.br, 2024
This presentation serves a triple purpose: to better situate the call for work that we had launched, elucidating a little more our intention with the problematization of critical thinking versus organizational thinking; present to the public a distinction between formal organizational thinking and organizational thinking, placing them on their respective theoretical and practical planes; to anticipate to the reader the ideas underlying the texts of the authors who set out to systematize opinions and arguments in response to the provocation that our call for work launched to the academic community.
SOCIAL WELFARE: INTERDISCIPLINARY APPROACH
The article discusses the construction of the critical thinking concept in higher education and its change in scientific publications between 1993 and 2017. Based on a systematic literature review, the following research questions are raised: how does construction of critical thinking concept change in the context of higher education during time? How are personal, interpersonal, and social aspects expressed in the concept of critical thinking in the context of higher education? The systematic literature review revealed significant grow of publications starting from 1998. It is also disclosed slight change in treating critical thinking as purely general or domain-specific competence. The authors of the researched articles do not make clear division between critical thinking as a general and as a domain-specific competence. Researchers in different fields tend to associate critical thinking with the development of a person’s cognitive and intellectual capacities, including skills and...
Social Sciences
The fragmentation and narrowness of research on critical thinking in the labour market and the lack of critical thinking analysis in the context of the interplay between lifelong learning, education and the labour market presuppose the relevance of this article. The article analyses the views of employers and employees, highlighting their attitude toward the importance and manifestation of critical thinking in the labour market and the need for improving critical thinking competency. The article aims to answer the following problematic questions: (1) How important are critical thinking skills and dispositions in the labour market? (2) How do employers’ and employees’ opinions vary regarding critical thinking in professional activities? (3) What need is there to improve critical thinking skills and dispositions? Quantitative research methodology was chosen for data collection using a questionnaire. It was found that both employers and employees consider inference and argumentation to...
Higher Education Research & Development, 2013
This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist approach to critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills.
Journal of advanced nursing, 1999
Catching the wave: understanding the concept of critical thinking As a practice-orientated profession, nursing is clearly guided by theoretical concepts. Concept clari®cation attempts to show speakers and readers how they can liberate themselves from the judgement limitations imposed by rigid, unexamined beliefs, by exposing differences in the interpretation of language and how that interpretation creates meaning. Critical thinking is one way nurses apply the process of inquiry. As a method of assessing, planning, implementing, evaluating and reconstructing nursing care, a critical thinking approach encourages nurses to challenge established theory and practice. Existing literature on critical thinking is confusing in its description of the process, and ambiguous in drawing relationships between critical thinking and the language currently used to illustrate the process of nursing. This paper examines elements and components of critical thinking as they relate to the language of nursing: problem solving, decision making, clinical judgement, re¯ection, and the nursing process. The purpose of this analysis is to illuminate the meaning and clarify the intent of critical thinking application to nursing practice. The paper begins by brie¯y outlining the historical aspects of critical social theory, suggesting that the foundational tenets of critical theory have in¯uenced the development of critical thinking. The paper also critically compares the language used to describe critical thinking and that language that has traditionally de®ned nursing.
Cultivating a new integral form of insightful and responsible thinking would answer the current crisis with human thinking. In education, every form of thinking should be incentivized, and interrupting the chain opens the possibility for greater freedom of thought and creative solutions. By changing the academic rules and dismantling the bureaucratic system of expensive educational degrees, young people might be more willing to entertain unconventional ideas and possibilities. The current structure of higher education is dominated by critical thinking, which can be an obstacle for students with creative and abstract thinking styles.
Educational Philosophy and Theory, 2024
There are two popular views regarding the origin of critical thinking: (1) The concept of critical thinking began with Socrates and his Socratic method of questioning. (2) The term 'critical thinking' was first introduced by John Dewey in 1910 in his book How We Think. This paper argues that both claims are incorrect. Firstly, critical reflection was a distinguishing characteristic of the Presocratic philosophers, setting them apart from earlier traditions. Therefore, they should be recognized as even earlier pioneers of critical thinking. Secondly, John Dewey not only used the term 'critical thinking' before 1910, but there were also other authors who used it before him. The meaning of 'critical thinking' at the turn of the twentieth century was shaped by various traditions of linguistic usage, including literary criticism, science and medicine, and Kantian philosophy.
Critical thinking is currently considered to be a vital skill, since the individual is supposed to be able to critically evaluate situations, give arguments for his/her opinions and evaluate the arguments of other people, identify other people's manipulative behaviour, pose problem-based questions, and develop his/her mental capabilities. Critical thinking is significant, as it enables a person to make better quality personal decisions, increases the chance of success in achieving goals and solving problems, and enlarges autonomy and effectiveness of coping with different circumstances. Researchers emphasise that critical thinking is the precondition of maintaining social democracy. It helps the individual and the society in confronting social problems and solving them.
The present age in one in which we find ourselves engulfed by globalization and enhanced technology. Africa has been sucked in too. Naturally this increases the speed of business and employees at all levels are facing the need for adaptation in a bid to maintain sustainability and development. Work settings are bound to change regularly, and employees find themselves increasingly assuming new roles, often with limited direction. Employees at times find themselves under pressure to make their own decisions promptly and responsibly, then justify themselves to superiors afterwards. These decisions have to be good ones. If they fall short, then business suffers. The question is; have companies trained their employees to make decisions that are sound?
Educational Theory, 1995
Some recent challenges to theoretical and pedagogical endeavors focusing on critical thinking have taken the form of charges that critical thinking is biased, in particular with respect to gender and to culture.' Such challenges have been addressed among critical thinking theorists largely by attempts to demonstrate how such charges are problematic, by elaboration and clarification of current conceptions in attempts to demonstrate how such charges are misdirected, or by acknowledging the possible force of some particular aspects of the charges2 Such attempts at response to charges of bias may be inadequate, however, in that they do not generally distinguish among the various senses in which claims of bias may be made. As a consequence, they may fail to come to grips with the deeper issues being raised by some of the charges.
2019
This paper offers a state-of-the-art working definition for the concept of Critical Thinking (CT hereafter) in an attempt to provide a framework for the development of an operational definition for this complex concept. Having studied various definitions and models, proposed for CT by major figures in the field, the key defining features of this rich concept were identified and classified. Based on these key descriptors, a working definition consisting of three main components namely Mind Analysis, Data Evaluation, and Thinking in Education has been proposed and then each dimension of this definition is defined and elaborated further so that the complexity of the concept could be framed in an extended model. The elaborated conception of CT proposed in this paper seeks to include the core elements of CT so that it can be expandable into an operational definition with measurable items. There are two main reasons for conducting this research: Firstly, CT has evolved into a multifaceted...
Forum Oświatowe, 2018
In this paper, one will find a discussion, based on the desk analysis of works dedicated to policy refocus towards critical thinking skills and the socio-educational factors relevant to business. It will be argued that critical thinking (CT) capacity is important not only for problem solving but most importantly for overall corporative success and for further development in business and the economy of the future. The paper consists of CT definitions, its position in educational policy and the global market economy, its relevance to business and its embedment in education.
Studies in Higher Education 38, 4: pp 506-522, 2013
The article reports a study that investigated ideas about critical thinking as held by academics working in three disciplines: history, philosophy and cultural studies. At least seven definitional strands were identified in the informants’ commentaries, namely critical thinking: (i) as judgement; (ii) as skepticism; (iii) as a simple originality; (iv) as sensitive readings; (v) as rationality; (vi) as an activist engagement with knowledge; and (vii) as self-reflexivity. This multiplicity of meanings is thought to have important implications for university teaching and learning. The design of the study and the conclusions drawn from it draw heavily on Wittgenstein’s idea of meaning as use.
Higher Education Research and Development, 2013
This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist approach to critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills.
A new approach to the problem of defining 'critical thinking' is needed. We argue that a meta-level approach is called for. By this, we mean something predicated on the view that the problem of defining 'critical thinking' is a second-order problem that has improperly been treated as if it were a straightforward first-order problem. To present a definition of the sort we envisage, the proposer must first of all identify the type of definition that it is being offered. Next the proposer must provide the definition. Then it must be shown that the proposed definition satisfies the criteria for a good definition of that sort. Here we come up against an unacknowledged dimension of the problem. For the inquiry to which one might turn for some guidance—what used to be called the logic of definition—has lain fallow for many years. We attempt to remedy this defect by " resurrecting " it: we will present a typology of definitions, and propose, for certain types, the criteria for a successful definition of that type. We conclude by offering some reflections on dangers to be avoided in defining 'critical thinking'.
The central purpose of this doctoral thesis has been to deepen our understanding of the nature of critical thinking by combining theoretical, empirical and methodological perspectives. The concept of critical thinking has a central role both in research on the philosophy of education and in empirical research on learning and teaching in higher education. Although it is true that the philosophical and empirical analyses of critical thinking and knowledge differ fundamentally, the present thesis argues that there are shared concerns between these two scholarly traditions. The thesis consists of four studies, each of which approached this aim from different viewpoints. The methods involved both a philosophical approach and an empirical multi-method approach. The dialogue between the empirical and theoretical analyses offers new insights into conceptualising critical thinking and its prerequisites and extends our understanding of variations in critical thinking. Based on the theoretical...
Postmodern Openings
In today's complex world, influenced by information bombardment and rapid technological development, professional training cannot remain limited to the idea of passing knowledge. There is a need to shift the students’ view towards the true spirit of research, which targets the scientific thought on certain social phenomena, and to form critical thinking skills to produce effective individuals in the current labour market, who not only receive information, but go further and analyze problems in the workplace, presenting solutions to identified problems and applying these solutions in concrete situations. For this reason, critical thinking is considered a top skill, being highly appreciated by the business world and organizations. But to think critically is a capacity that does not develop by itself, it must be practiced and encouraged in a correct learning environment. Critical thinking has become one of the most important educational goals, which must be achieved by the differen...
The Journal of Values-Based Leadership, 2021
As we are now living in a world characterized as a “new normal,” nothing is more important than leaders who are adept at critical thinking enabling them to enhance their businesses by making judicious decisions while remaining sensitive to the needs of their employees. When talking about critical thinking, often neglected is the descriptor “critical.” Among other things, “critical” means significant, vital, essential, and analytical, and involving skillful judgment as to truth and merit. From the point of view of commonsense, “critical” may also imply an effort to see a problem or situation clearly and truthfully in order to make fair judgments and wise decisions. Thus, critical thinking is more than learning to use specific thinking skills deemed necessary for business and everyday life. A critical thinker will have a sense of ethics governing his or her decision making and business acumen. Consequently, critical thinking necessitates life-long learning, experience, developing one’...
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