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"We aren't teaching students how to think critically!" So goes the exasperated lament you have probably heard and possibly uttered. The thing is, that's a crazy hard thing to do. It may seem like a logic class should teach you to think in a more disciplined way, for example, but the sad fact is that those mental habits are very unlikely to transfer [PDF] beyond the walls of the logic course. There are many different styles and contexts of critical thinking, and there is no magic subroutine that we could insert into our mental programming that covers them all.
But despair is not the only option. Effective coursework can build important and useful critical thinking skills. Doug Bonn at the University of British Columbia and Stanford's N.G. Holmes and Carl Wieman focused on good scientific, quantitative thinking when teaching a group of first-year physics students. And like good critically thinking educators, they put their strategy to the test and published the results so they can be evaluated by others.
Original article from Ars Technica .
[Related]: How to improve students' critical thinking about scientific evidence
Original Submission
(Score: 2) by ikanreed on Wednesday August 19 2015, @01:22PM
Okay, that's a absolutely a factually true statement, but you definitely need to do more to explain how it relates to the subject of your post.
Like, the conclusions you arrive at don't necessarily dictate whether you've used critical or non-critical thinking processes to arrive at them. Criticality focuses on: using logical deductions, analyzing flaws in your own reasoning, using objective measures where possible.
None of that forces you into just one answer for one question.