critical thinking
Introduction.
According to Chance (1986, p.6), the concept of critical thinking generally refers to the aptitude of analysing facts, create and organize concepts, defend perspectives, make contrasts, draw inferences, assess influences and solve problems. This essay discusses uncritically the use of critical thinking as it relates to university study and employability. First, the description of critical thought will be deliberated. Following this dilation will be the clarity on why do we need to think smart. Thirdly, how to think smart and the strategies to improve critical thinking skills will be discussed. And finally the benefits of critical thinking at university, work environment and in the future will be deliberated. Furthermore, the conclusion will be presented with a comprehensive self-perspective.
What is critical thinking?
“Smart thinking signifies the great improvements that people have made in their expertise to comprehend and make recognition of the humankind” (Earl, 2012). It has termed as a complicated weave of aptitudes that assist you get somebody’s point, simplify a complex target, make motives for your perspectives, appraise the details specified by others, select what facts to take or discard, understand benefits as well as drawbacks and so onward. However, Brookfield (1987, p.150) points out that Critical thinking is sometimes regarded as a kind of pure, ascetic cognitive activity above and beyond the realm of feeling and emotions. Critical thinking introduces an element of otherness. This means firstly seeking other evidence, other voices and other perspectives, states Jones (1999, p.179).
Why critical thinking.
“Basically, unless we are smart thinkers, we cannot understand the world as well as we should, we cannot solve problems effectively and consistently, we cannot be successful in the areas of our life that concern information” states Allen (1997). Middling to smart thinking is the potential to visualise and discover options to
According to Chance (1986, p.6), the concept of critical thinking generally refers to the aptitude of analysing facts, create and organize concepts, defend perspectives, make contrasts, draw inferences, assess influences and solve problems. This essay discusses uncritically the use of critical thinking as it relates to university study and employability. First, the description of critical thought will be deliberated. Following this dilation will be the clarity on why do we need to think smart. Thirdly, how to think smart and the strategies to improve critical thinking skills will be discussed. And finally the benefits of critical thinking at university, work environment and in the future will be deliberated. Furthermore, the conclusion will be presented with a comprehensive self-perspective.
What is critical thinking?
“Smart thinking signifies the great improvements that people have made in their expertise to comprehend and make recognition of the humankind” (Earl, 2012). It has termed as a complicated weave of aptitudes that assist you get somebody’s point, simplify a complex target, make motives for your perspectives, appraise the details specified by others, select what facts to take or discard, understand benefits as well as drawbacks and so onward. However, Brookfield (1987, p.150) points out that Critical thinking is sometimes regarded as a kind of pure, ascetic cognitive activity above and beyond the realm of feeling and emotions. Critical thinking introduces an element of otherness. This means firstly seeking other evidence, other voices and other perspectives, states Jones (1999, p.179).
Why critical thinking.
“Basically, unless we are smart thinkers, we cannot understand the world as well as we should, we cannot solve problems effectively and consistently, we cannot be successful in the areas of our life that concern information” states Allen (1997). Middling to smart thinking is the potential to visualise and discover options to
References: Allen, M. (1997) Smart thinking, Smart Thinking: Skills for Critical Understanding and Writing, Oxford: Oxford University Press: 1-8. Brookfield, S. (1987) Developing Critical Thinkers: Challenging Adults to exploring Alternative Ways of Thinking and Acting, Milton Keynes: Open University Press: 3-14. Chance, P. (1986) Thinking in the Classroom: a Survey of Programs. New York: Teachers College, Columbia University. Earl, C. (2012). Independent Learning. In Levy, S. & Earl, C. Student voices in transition: the experiences of pathways students. Johannesburg: Van Schaik. Jones, A. (2007) Multiplicities or manna from heaven? Critical thinking and the disciplinary context, Australian Journal of Education, 51 (1): 84-103. Wallace, A., Schirato, T. & Bright, P. (1999) Critical thinking, Beginning University: Thinking, Researching and Writing for Success, St Leonards, NSW: Allen & Unwin: 45-62.