Dear ELT Soldiers!
We welcome you to WEEK 2 ( January 30 - February 3, 2014) of this online course on Critical Thinking.
Read the instructions carefully before you proceed.
Best Wishes
Sunil Shah , Anna Patel
Critical Thinking Self Assessment
Before responding to this prompt, be sure you have read the
article located in Week 2 Articles & Websites
Referring to the information and ideas presented in that article, please respond to the following:
1. What is your sense of your own critical thinking skills? (for ex: strengths and weaknesses). Which stage best describes your thinking? How do you move forward?
2. Have you used other tools for assessing your own reasoning skills? If so, what kind of tools? If not, can you think of possible tools?
3. How is this kind of self-evaluation useful?
The three questions above are suggested starting points for discussion; there may be other aspects you would like to discuss, but please do refer to the article to show that you have read it and thought about it carefully.
Do your best to link your observations/comments to another participant's posting to create more cohesion in the thread.
Referring to the information and ideas presented in that article, please respond to the following:
1. What is your sense of your own critical thinking skills? (for ex: strengths and weaknesses). Which stage best describes your thinking? How do you move forward?
2. Have you used other tools for assessing your own reasoning skills? If so, what kind of tools? If not, can you think of possible tools?
3. How is this kind of self-evaluation useful?
The three questions above are suggested starting points for discussion; there may be other aspects you would like to discuss, but please do refer to the article to show that you have read it and thought about it carefully.
Do your best to link your observations/comments to another participant's posting to create more cohesion in the thread.
Paraphrase and
Respond
A paraphrase is a restatement of the ideas in a passage.
Where possible, it uses synonyms in place of original words and modifies
structure while preserving the original meaning. A paraphrase is different from
a summary, which captures only main ideas. Paraphrasing is excellent critical
thinking practice in that it requires rethinking of words and concepts and
reformulating original ideas as accurately and precisely as possible, without
adding or taking away anything.
This week, you are asked to paraphrase and respond to a short passage related to critical thinking (or some aspect thereof) in order to gain a deeper understanding, a different perspective, or a new insight into this concept.
Instructions for this task:
1. Begin your post by commenting on another participant's paraphrase or response. If you are the first, please comment on my post.
2. Select a passage of interest from the sites/articles 1, 2, 3, or 4 in Week 1 readings. If someone else has already selected the passage you want to paraphrase, please choose a different one. It need not be a lengthy passage: 2 or 3 sentences is sufficient.
3. Copy the original passage into your message. Please include quotes and a citation.
4. Paraphrase the passage. While doing this, ask monitor your thinking by asking questions such as: Am I representing the original meaning accurately and clearly? Am I inferring anything that I shouldn't be? Am I adding anything that isn't there?
5. Relate this passage to a personal experience (as a teacher, as a student, parent, friend, etc.) and state how this passage adds to your understanding of critical thinking.
=====================================================
This week, you are asked to paraphrase and respond to a short passage related to critical thinking (or some aspect thereof) in order to gain a deeper understanding, a different perspective, or a new insight into this concept.
Instructions for this task:
1. Begin your post by commenting on another participant's paraphrase or response. If you are the first, please comment on my post.
2. Select a passage of interest from the sites/articles 1, 2, 3, or 4 in Week 1 readings. If someone else has already selected the passage you want to paraphrase, please choose a different one. It need not be a lengthy passage: 2 or 3 sentences is sufficient.
3. Copy the original passage into your message. Please include quotes and a citation.
4. Paraphrase the passage. While doing this, ask monitor your thinking by asking questions such as: Am I representing the original meaning accurately and clearly? Am I inferring anything that I shouldn't be? Am I adding anything that isn't there?
5. Relate this passage to a personal experience (as a teacher, as a student, parent, friend, etc.) and state how this passage adds to your understanding of critical thinking.
=====================================================
Model
1. At first, comment on another person's choice of passage, his/her paraphrase, or his/her response. For example, if you are the first person to post, please comment on my posting.
2 & 3. My Selected Passage with a Citation:
"Education is good just so far as it produces well-developed critical faculty....A teacher of any subject who insists on accuracy and a rational control of all processes and methods, and who holds everything open to unlimited verification and revision is cultivating that method as a habit in the pupils."
From: Sumner, W. G. (1940). Folkways: A Study of the Sociological Importance of Usages, Manners, Customs, Mores, and Morals, New York: Ginn and Co., pp. 632, 633. Retrieved from http://www.criticalthinking.org/aboutCT/sumnersDefinitionCT.cfm
4. My Paraphrase:
Quality of education is judged by its ability to turn out accomplished critical thinkers. To foster critical thinking patterns in students, an educator demands accuracy as well as reasoned command of thought processes and problem-solving methods and remains open to ongoing inquiry and change resulting from that inquiry.
5. Personal Response and how my understanding of CT is affected:
This passage brings to mind the many times we as teachers do not press for accuracy or clarity. In the interest (and pressure) of moving forward through a certain amount of content each term, semester, or year, we plow ahead, losing precious opportunities to question students and deepen their thinking via elaborating, explaining, or clarifying. Instead of honing the quality of thinking, we encourage the memorizing of a quantity of information. What's interesting here is also the idea that content is somehow different from/other than thinking. We think we must choose: content or thinking. But isn't content made up of ideas/data, i.e. thoughts?
Related to the above point is this one: it is difficult to require accuracy and command over thought processes when the teacher has little awareness of or mastery over his/her thinking. I'm specifically reminded of my first years teaching. Even though I was blessed with some natural teaching talent, my thinking was far from clear or precise; I had very little awareness of my own thought processes. Over the years, it has become obvious that talent isn't everything; that gaining control over the "monkey mind" (jumping from one thing to the next with little mindfulness, no control) translates directly into the ability to help students become better thinkers.
This passage adds to my understanding of critical thinking in that it sheds light on how CT can be transferred or awakened. The discipline and self-knowledge of the educator is tremendously valuable in this process.
43 comments:
Sunilbhai and Anna,
I am really pleased to see that you have launched this course.
I will try to participate in the discussion when I can.
Meanwhile, Good luck to all of you !
R Jadeja
Thank You Sir!
Rajanikant V. Patel,
MA (ELT), Sem.-4,
Roll no.-43
A Critical Thinking Development: A Stage Theory with Implications for Instruction by Linda Elder with Richard Paul:-
* Stage one: - The Unreflective Thinker
"Knowledge of thinking: - Unreflective thinkers lack the knowledge that high quality thinking requires regular practice in taking thinking apart, accurately assessing it, and actively improving. In fact unreflective thinkers are largely unaware of thinking as such, hence fail to recognize thinking as involving concepts assumptions, implication, points of view etc.. Unreflective thinkers are largely unaware of the appropriate standers for the assessment of thinking: clarity, accuracy, precision, relevance, logicalness etc."
The unreflective thinkers have less awareness about the regular practice in taking thinking apart, of accurately assessing it, of actively improving it. Due to unawareness of such types of thinking, they fail to recognize thinking as involving concepts, assumptions, inferences, implications, points of view etc... Unreflective thinkers are also largely unaware about the appropriate standers for the assessment of thinking: clarity, accuracy, precision, relevance, logicalness etc…
As far I believe, the unreflective thinkers are require to have regular practice in taking thinking apart, they have to assess it in the more accurate way, to improve it actively. It is said that they often fail to recognize thinking as involving concept, logical images, impartial aspects and proper points of view. They are believed to be unaware of the appropriate standers of the critical thinking, such as… to analyze the data, to interpret clearly, to think accurately, to get the gist of data, to get reference and logic etc…
Good Work Rajnikant!
I am happy that you have taken the initiative to begin the post for WEEK 2.
Much Appreciated.
best wishes
Original Text:
Linda Elder with Richard Paul
Though most teachers aspire to make critical thinking a primary objective of their instruction, most also do not realize that, to develop as thinkers, students must pass through stages of development in critical thinking. That is, most teachers are unaware of the levels of intellectual development that people go through as they improve as thinkers. We believe that significant gains in the intellectual quality of student work will not be achieved except to the degree that teachers recognize that skilled critical thinking develops, only when properly cultivated, and only through predictable stages.
My paraphrase:
Despite the fact that majority of the teachers could not realise that to become an effective critical thinker students must be gone through its various development stages, they aspire to make critical thinking as a primary objective of their instruction. Which means teachers are not aware of the gradual development of people's intellect that occurs at the stage as improvement in thinkers. Its believed that students wont achieve the indicative merits in the intellectual quality of their work except to the degree that teachers recognize that skilled critical thinking develops. It can only happen when teacher properly develops it with the help of excepted and simple stages.
My personal response to this paragraph:
This passage improves my understanding about critical thinking that there are some essential stages that each one of us should pass through if we want to become an effective critical thinkers. And most importantly teacher has to understand those properly, so that s/he can teach his/her students how they can think critically.
Good Work Urvashi!
Keep it Up
urvashi patel: you have talked about the development of critical thinking among the students and teachers as well. I agreed with your point that it can be develop only when it is properly cultivated.
Discovering Thinking:
"Thinking is inevitably driven by the questions we seek to answer, and those questions we seek to answer for some
purpose. To answer questions, we need information which is in fact meaningful to us only if we interpret it (i.e., by
making inferences). Our inferences, in turn, are based on assumptions and require that we use ideas or concepts
to organize the information in some way from some point of view. Last but not least, our thinking not only begins
somewhere intellectually (in certain assumptions), it also goes somewhere---that is, has implications and
consequences."
Paraphrase:
Thinking is something related to the clarifying the question which we need to answer. For answering a questions, we should gather enough knowledge which could be clear and easily comprehend. And that knowledge should relied on things we assumed and clear exhibition of concepts. Thinking is not only about intellect but it also enable us to explain and apply what we learn.
personal response: The above given paragraph is about how thinking process takes place, it comes through answering questions with appropriate knowledge to reach certain goals. one should be more precise and clear about their answer and also they can arrange it in different point of view, and it also helps to deploy our ides practically.
Critical Thinking Development: A Stage Theory
“Practicing thinkers have enough skill in thinking to critique their own plan for systematic practice, and to construct a realistic critique of their powers of thought. Furthermore, practicing thinkers have enough skill to begin to regularly monitor their own thoughts. Thus they can reflectively articulate the strengths and weaknesses in their thinking.”
Linda Elder with Richard Paul
My Paraphrase:
Stage four The Practicing Thinkers have potential to review their thinking for systematic practice and they can review the power of their thought holistically. Their thoughts are in a logical flow. They are able enough to find out the strengths and weakness of their own thinking. When people explicitly recognize that improvement in thinking requires regular practice and adopt some regimen of practice, then have they become what we call thinkers? There are many potential ways, some better and some worse.
Personal response to this paragraph:
Critical thinking is an important element in many fields such as education, politics, business, science and arts. It’s very important in thinking skill process in a system for teaching and the result is too much confusing for both teachers and students. There are also many programs that focus on thinking. Knowledge is a product of thinking.
Ex:
Bloom’s taxonomy classification of ‘cognitive’ domain. Bloom’s revised taxonomy original terms and new terms.
Origin terms New terms
Evaluation Evaluating
Synthesis Creating
Analysis Analysing
Application Applying
Comprehension Understanding
Knowledge Remembering
Taxonomy reflects different forms of thinking and thinking is an active process verb and was more accurate.
Critical Thinking Theory : Closing
Original Text:
An Article by Linda Elder and Richard Paul
It is crucial that we as teachers and educators discover our own “thinking”, the thinking we do in the classroom and outside the classroom , the thinking that gets us into trouble and the thinking that enables us to grow. As educators we must treat thinking – quality thinking – as our highest priority. It is the fundamental determinant of the quality of our lives.
Paraphrase:
As teachers and educators we must discover our own way of thinking. This type of thinking may include the thinking that we proceed inside the classroom as well as outside the classroom, the thinking that may lead us towards trouble and the thinking that pushes us forward towards our growth. As educators, our prime preference should be a qualitative thinking. Thinking is the only feature that distinguishes our lives from the lives of other species of universe.
Response:
The present paragraph , about closing of Critical Thinking reveals the importance of thinking in human life. It is necessary that we as teachers and educators should have our own way of thinking. Thinking has a great deal of influence on both inside and outside the classroom. Educators should have a thinking that carries some sort of quality with it. Besides language, thinking is another element that differentiates us from animals.
As Krupa conclude that knowledge is the product of the thinking and there are many elements of critical thinking in various fields. I agree with her as she mentions Bloom’s taxonomy to classified cognitive domain of the thinking process process.
Discovery of the part of thinking:
“Thinking is inevitably driven by the questions we seek to answer, and those questions we seek to answer for some purpose. To answer questions, we need information which is in fact meaningful to us only if we interpret it (i.e., by making inferences). Our inferences, in turn, are based on assumptions and require that we use ideas or concepts to organize the information in some way from some point of view. Last but not least, our thinking not only begins somewhere intellectually (in certain assumptions), it also goes somewhere---that is, has implications and consequences.”
My Paraphrase:
In the article, Critical Thinking Development: A Stage Theory, Linda Elder with Richard Paul discusses the discovery of the part of thinking. They points out that there are some questions which driven thinking on particular content and that have their specific purpose. To achieve specific purpose, we need meaning information and to interpret it. The inference is based on the assumption and it organizes the information to think on particular point of view. According to Linda Elder and Richard Paul, “our thinking not only begins somewhere intellectually, it also goes somewhere...”
Personal response to the paragraph:
Thinking arises by the certain question and there is some purpose in each thinking process while answering the question related to particular content. As to think in certain point of view, one need to understand the meaningful information, organise and applies in the claim. This is the general process to lead the thinking to intellectual level. It starts with prier assumption and goes to the effect or result of thinking on particular topic.
I agree with Prakruti. She told that thinking process is different for the types of thinkers and therefore necessary information is very essential for the particular topic.
“Though most teachers aspire to make critical thinking primary objectives of their instruction, most also do not realize that, to develop as thinkers, students must pass through stages of development in critical thinking. That is, most teachers are unaware of the levels of intellectual development that people go through as they improve as thinkers.” -Linda Elder with Richard Paul.
Paraphrase:
In this paragraph of the article, the author talks about the levels of intellectual development for the people. Critical thinking is very essential for the thinkers and learners. The teachers show the students’ intelligence of their work as well as their intellectual ability for the work but sometimes the teacher cannot know the levels of proper intellectual development of the students. It means intelligence ability of the students are different and it can judge by different perspectives.
Personal response:
According to my opinion, intellectual power is very essential for the students and it can show students’ own thinking as well as learning process. The students should aware about the stages of thinking process.
"Intellectual power is very essential for the students." I agree with Dirgha's opinion about thinking process,because students can get the real understanding of anything,if she/he is aware about the stages of thinking process.
Skill in Thinking:” Most challenged thinkers have very limited skills in thinking. However like unreflective thinkers, they may have
developed a variety of skills in thinking without being aware of them, and these skills may (ironically) serve as barriers to development. At
this stage thinkers with some implicit critical thinking abilities may more easily deceive themselves into believing that their thinking is
better than it actually is, making it more difficult to recognize the problems inherent in poor thinking. To accept the challenge at this level
requires that thinkers gain insight into the fact that whatever intellectual skills they have are inconsistently applied across the domains of
their lives.”
Paraphrase:
The writer here, wants to say that Challenged thinkers have not so many skills in thinking. They have very limited skills to understand the things more easily. He says that unreflective thinkers have variety of skills in thinking without being aware of them. So it may ironically serve as barriers to development. So, to accept the challenge at this level, requires that thinkers gain insight into the fact that whatever intellectual skills they have, are inconsistently applied across the domains of their lines.
My opinion:
As mentioned further, critical thinking have limited skill in thinking, but they are aware about how thinking take place in certain manner. They can more easily think on their own self but they may confuse about the recognizing problems.
Original Text: General Implications for Instruction
Teachers need to take students through stages of intellectual development. For example, in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority.
Paraphrase:
In his article, Critical Thinking Development: A Stage Theory, Elder with Paul (1996) has noted that an elementary or primary school would aim at helping all students become “beginning thinkers”. At primary school, students thinking are like house which can be well or poorly constructed. Hence, teachers need to teach and given highest priority to the students on thinking and also need to take students through different stages of intellectual development so that students discover, they (students) are thinkers. In words of Elder and Paul, the stage ‘beginning thinkers’ is called ‘discovery stage’ which means ‘coming to awareness’ (p.4).
My Response to Paragraph:
I agree with Elder and Paul that the objective of the elementary school is to help students in becoming beginning thinkers because their thoughts may well constructed at primary level. So as we teachers should teach and take them through varies stages of intellectual development. e.g. Stage of the Beginning Thinkers, Stage of the Practicing Thinkers, stage of the advanced Thinkers etc. by gradually.
Week: 2
1. Comment on another:
I agree with Trupti Patel that Critical thinking is self-directional, self-monitored and self-corrective thinking. It means critical thinking raised vital questions and problems, formulating them clearly and precisely and to gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well – reasoned conclusions and solution. Communication is effectively with others in figuring out solutions to complex problems.
2. & 3. My selected passage with a citation:
"Critical thinking is best understood as the ability of thinkers to take charge of their own thinking. This requires that they develop sound criteria and standards for analyzing and assessing their own thinking and routinely use those criteria and standards to improve its quality."
From: Elder, L. and Paul, R. "Critical Thinking: Why we must transform our teaching." Journal of Developmental Education 18:1, Fall 1994, 34-35.
4. My Paraphrase:
Critical thinking is a way to understand as better way and their ability to change their own thinking. As a result of Critical thinking they are able to develop their own criteria, so they can analyzing their own thinking and improve its quality. Critical thinking is open to new idea that may not necessarily agree with their previous though on a topic.
5. Personal Response and how my understanding of CT is affected:
As a student, Critical thinking is understanding by own thinking. So they are able to change their own thinking. Critical thinking can be develop their own criteria and analyzing their thinking. It is use to describe thinking is purposeful, reasoned and goal directed.
Week: 2
Comment on another:
I agree with Urvashi Patel that Teacher aspire to make critical thinking as a primary objective of their instruction. Which means teachers are not aware of the gradual development of people's intellect that occurs at the stage as improvement in thinkers. Its believed that students won’t achieve the indicative merits in the intellectual quality of their work except to the degree that teachers recognize that skilled critical thinking develops. It can only happen when teacher properly develops it with the help of excepted and simple stages.
My selected passage with a citation:
Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.
From: Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008.
My Paraphrase:
Richard paul and Linda Elder said that Critical thinking is self-directional, self-monitored and self-corrective thinking. It means critical thinking raised vital questions and problems, formulating them clearly and precisely and to gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well – reasoned conclusions and solution. Communication is effectively with others in figuring out solutions to complex problems.
Personal Response and how my understanding of CT is affected:
As my response and my understanding critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair mind way. As a teacher I think that people who think critically consistently attempt to live rationally reasonably empathically. Thinker think by own capacity and understanding.
• Original text of Critical thinking:
"Critical thinking is the use of those cognitive skills or strategies that increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned and goal directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking also involves evaluating the thinking process - the reasoning that went into the conclusion we've arrived at the kinds of factors considered in making a decision. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome."
Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking. 1996.
• Paraphrasing of the original text:
Critical thinking is cognitive process. It increases desirable outcome. Critical thinking describes purposeful reason. It is goal directional process. Critical thinking is a skill of solving problems, s=formulating inferences, calculating and decision making. Critical thinking is way to evaluating something new. Critical thinking is careful and deliberate determination of whether to accept, reject, or suspend judgment.
• Personal Response
Critical thinking skills: understanding the meaning of a statement, judging ambiguity, judging whether an inductive conclusion is warranted, and judging whether statements made by authorities are acceptable. Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our
Needs. Facts may be facts, but how we interpret them may vary.
Rajesh Vanker
Original text:
Critical evaluation is "the process of arriving at a judgment about the value or impact of a text by examining its quality in terms of form, style, and rhetorical features, the readability of the author and the consistency between ideas it presents and the reader's experience, including . . . internal evaluation . . . and external evaluation . . ."
From: Harris and Hodges. (1995). The Literacy Dictionary, 48.
Paraphrasing:
Critical thinking is the process of to know the value of a text of the quality. Critical takes valuable judgment. Critical thinking has their own style, and rhetorical features. Thinking is a process of creating new idea through thinking. Critical ideas/ thinking come from their experiences.
My response of CT:
Critical thinking is to achieve understanding, evaluate view points, and solve problems. Since all three areas involve the asking of questions, we can say that critical thinking is the questioning or inquiry we engage in when we seek to understand, evaluate, or resolve. Critical thinking is the development of cohesive and logical reasoning patterns.
Stage Five: The Advanced Thinker
[Linda Elder with Richard Paul]
Knowledge of Thinking: - Advanced thinkers are actively and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., and hence have excellent knowledge of that enterprise. Advanced thinkers are also knowledgeable of what it takes to regularly assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Advanced thinkers value the deep and systematic internalization of critical thinking into their daily habits. Advanced thinkers have keen insight into the role of egocentrism and sociocentrism in thinking, as well as the relationship between thoughts, feelings and desires.
Paraphrase:-
Linda Elder and Richard Paul told about advance thinkers and their habits. Advance thinkers are value the deep and systematic internalization of critical thinking in their daily life. They understand that egocentric thinking will always play a role in their thinking, but that they can control the power that egocentrism has over their thinking and their lives.
According to me advance thinkers have a deep understanding of the powerful role that thinking plays in the quality of their lives. Advance thinkers are different then other thinkers. Advance thinkers can be developing their own feelings, thoughts and analyzing their thinking.
Original Text: (Critical Thinking Development: A Stage Theory, Written by Linda Elder with Richard Paul)
The key intellectual trait required at this stage is some degree of intellectual humility in beginning to recognize the problems inherent in thinking. In addition, thinkers must have some degree of intellectual confidence in reason a trait which provides the impetus to take up the challenge and begin the process of active development as critical thinkers, despite limited understanding of what it means to do high quality reasoning.
Paraphrase:
In this article, Critical Thinking Development: A Stage Theory, Linda Elder with Richard discusses the critical thinking in six type of thinkers. All of them in one stage is Beginning thinker and as a beginning thinker’s intellectual trait critical thinking is good but they can’t “understand high Quality reasons.” “And Provides the impetus (a force that moves something along) to take up the challenge”
Personal response of this paragraph:
In this article, Beginning thinker have enough understanding for high thinking so, if he involved in critical thinking he think like very higher thinker or he has challenge all reason or always active think in critical thinking.
I agree with the opinion of the Dirgha that every learners should aware about the stange of thinking.
Defining Feature:
” Unreflective thinkers are largely unaware of the determining role that thinking is playing in their lives and of the many ways that problems in thinking are causing problems in their lives. Unreflective thinkers lack the ability to explicitly assess their thinking and improve it thereby.”
Paraphrase:
In the article, Critical Thinking Development: a Stage Theory
Linda Elder with Richard Paul talks about the unreflective thinkers. Unreflective thinkers are largely unaware about the role of thinking which is playing in their lives and causing problem in their lives. Unreflective thinkers are not being able to clearly assess their thinking and improve it thereby.
The personal view on the paragraph:
Because the lack of the adequate knowledge about thinking unreflective, thinkers have to face a lots of problems in their live. As a result they are not being able to solve their problems efficiently making their own life complicated.
Original text:
CHALLENGED THINKER:-
Challenged thinkers, unlike unreflective thinkers are becoming aware of thinking as such. They are becoming aware, at some level, that high quality thinking requires deliberate reflective thinking about thinking (in order to improve thinking). They recognize that their thinking is often flawed, although they are not able to identify many of these flaws. Challenged thinkers may develop an initial awareness of thinking as involving concepts, assumptions, inferences, implications, points of view, etc., and as involving standards for the assessment of thinking: clarity, accuracy, precision, relevance, logicalness, etc., though they have only an initial grasp of these standards and what it would take to internalize them. Challenged thinkers also develop some understanding of the role of self-deception in thinking, though their understanding is limited. At this stage the thinker develops some reflective awareness of how thinking operates for good or ill.
Paraphrase:-
In his article, CRITICAL THINKING DEVELOPMENT: A STAGE THEORY, Linda Elder with Richard Paul, they write down the qualities of challenged thinkers. They distinguished that the thinking of challenge thinkers sometimes flawed but they are unable to recognize a whole thing. Though they have flaws to understand, there are restrictions to comprehend.
My response to paragraph:-
I agree with Linda Elder & Richard Paul about the thinking of challenged thinkers. Their thoughts very much practical and useful. The teacher should develop the thinking of error i.e. inconsistency in thinking or understanding. So they develop gradually.
Original Text: Critical Thinking Development: A Stage Theory
Linda Elder with Richard Paul.
Beginning Thinkers are able to appreciate a critique of their powers of thought. Beginning thinkers have enough skill in thinking to begin to monitor their own thoughts, though as “beginners” they are sporadic in that monitoring. They are beginning to recognize egocentric thinking in themselves and others.
Paraphrase:
In this article Critical Thinking Development Linda and Paul said that Beginning Thinkers can critically review their thoughts. They have such potential that they can organize their thoughts in a logical flow. This organization is inconsistent. Beginning thinkers have ability to find out who had egocentric type of thinking.
Response to this passage:
In my opinion Beginning Thinkers have ability to think critically. They have good grip over putting their thoughts in sequence. But they could not success in it properly. And they know how the people think egocentrically.
Original Text:-
Students should be encouraged to routinely catch themselves thinking both egocentrically and sociocentrically. They should understand, for example, that most of the problems they experience in learning result from a natural desire to avoid confusion and frustration, and that their inability to understand another person’s point of view is often caused by their tendency to see the world exclusively within their own egocentric point of view.
Paraphrase:-
The original text, (Linda Elder with Richard Paul) is indicating that students should be encouraged frequently to think both egocentrically as well as sociocentrically. Cause the problem which they face during learning is result of their egocentric ideology. Therefore students should be trained to understand others point of view.
Personal response to the paragraph:-
It is important to develop thinking among the students and it is the teacher’s responsibility to train their students to think in social concept rather than think individual. It can be helpful to the students to develop the their social relations and lead them towards collaborative learning.
Nisha Chavda
ELT Sem - 4
Original text:
Linda Elder with Richard Paul
Stage one: The Unreflective Thinker
Some Implications for Instruction:
We must recognize that in the present mode of instruction it is perfectly possible for students to graduate from high school, or even college, and still be largely unreflective thinkers. Though all students think, most students are largely unaware of how their thinking is structured or how to assess or improve it.
Paraphrase:
Linda Elder with Richard Paul talks about in stage one about the recent instration for high school and gradate students.The thinking skill is very important and the most of students know the thinking process but sometimes they are unfamilier to the systematic thinking process.
Personal Response
In my response the information should very clear about of the any topic.The vocabulary is an appropriated for the the High school and U G C students. The students should think eassly. As well as they should think proper manner and systematic way.
Orignal text: (critical thinking development, A stage theory, written by Linda Elder with Richard Paul. The “practicality” of the theory we explain here is best tested in the classroom and in everyday life. The reader should be expressly aware that we are approaching the human mind exclusively from an intellectual standpoint — not from a psychological standpoint.
Paraphrase: In critical thinking development, A stage theory, written by Linda Elder with Richard Paul thinker talk about practicality is the best for the classroom and everyday life. Thinker also told that the human kind is exclusively from an intellectual standpoint , it is not a psychological standpoint.
In my opinion that practical is the best for everyday life. It is useful for students and teacher for teaching and learning. It is useful for human kind. It is the best for checking the student’s intellectual. Practical is the best way for teaching than theory. Through practical we express student’s intellectual not through psychological view point. Reader’s also easily understand through practical than theory. Someone says life is full of practical.
Original text:-
THE BEGINNING THINKER
Knowledge of Thinking: Beginning thinkers, unlike challenged thinkers are becoming aware not only of thinking as such, but also of the role in thinking of concepts,assumptions, inference, implication, point of view, etc. Beginning thinkers are also at some beginning stage of recognizing not only that there are standards for the assessment of thinking: clarity, accuracy, precision, relevance, logicalness, etc., but also that one needs to internalize them and thus begin using them deliberately in thinking. They have a beginning understanding of the role of egocentric thinking in human life.
Paraphrase:-
In his article, Critical Thinking Development: A Stage Theory, Elder with Paul (1996) has noted that the beginning thinkers are aware the role of thinking concepts assumption inference etc. they think that beginning thinkers need to internalized and use them in thinking.
My responds to paragraph:-
I agree with Elder and Paul that beginning thinkers developed and aware about the role of thinking they demonstrated in this theory. The teacher should lead them further process of thinking.
Knowledge of Thinking:
The Practicing Thinker
Practicing thinkers, unlike beginning thinkers are becoming knowledgeable of what it would take to systematically monitor the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc. Practicing thinkers are also becoming knowledgeable of what it would take to regularly assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Practicing thinkers recognize the need for systematicity of critical thinking and deep internalization into habits. They clearly recognize the natural tendency of the human mind to engage in egocentric thinking and self-deception.
Paraphrase:-
The writer here wants to say that the practicing thinkers become more systematic thinkers of different aspect of concepts, assumptions etc. the thinkers need to think and deep internalize into habits. The tendency in human mind to connect in egocentric thinking and self deception.
Response to Paragraph:-
I agreed with Linda Elder with Richard Paul that the practicing thinkers become more systematic than beginning thinkers. The teacher should more focus on practicing as well as self deception.
Skill in Thinking: Most challenged thinkers have very limited skills in thinking. However like unreflective thinkers, they may have developed a variety of skills in thinking without being aware of them, and these skills may (ironically) serve as barriers to development. At this stage thinkers with some implicit critical thinking abilities may more easily deceive themselves into believing that their thinking is better than it actually is, making it more difficult to recognize the problems inherent in poor thinking. To accept the challenge at this level requires that thinkers gain insight into the fact that whatever intellectual skills they have are inconsistently applied across the domains of their lives.
Skill in thinking:Most challenged thinkers have a variety of skills which are barriers to development.Thinkers may easily deceive themselves into believing that it is not easy to recognize the problems inherent in poor thinking.Skills are to be unconsciously applied across their life.
Opinion:Challenged thinker may face difficulties because of various thinking.I think they deceive themselves by believing that it is not easy task for the thinkers to recognize the problems inherent in thinking.I believe that skills unconsciously utilized in our life.
Skill in Thinking: Most challenged thinkers have very limited skills in thinking. However like unreflective thinkers, they may have developed a variety of skills in thinking without being aware of them, and these skills may (ironically) serve as barriers to development. At this stage thinkers with some implicit critical thinking abilities may more easily deceive themselves into believing that their thinking is better than it actually is, making it more difficult to recognize the problems inherent in poor thinking. To accept the challenge at this level requires that thinkers gain insight into the fact that whatever intellectual skills they have are inconsistently applied across the domains of their lives.
Skill in thinking:Most challenged thinkers have a variety of skills which are barriers to development.Thinkers may easily deceive themselves into believing that it is not easy to recognize the problems inherent in poor thinking.Skills are to be unconsciously applied across their life.
Opinion:Challenged thinker may face difficulties because of various thinking.I think they deceive themselves by believing that it is not easy task for the thinkers to recognize the problems inherent in thinking.I believe that skills unconsciously utilized in our life.
Knowledge of Thinking: Beginning thinkers, unlike challenged thinkers are becoming aware not only of thinking as such, but also of the role in thinking of concepts, assumptions, inferences, implications, points of view, etc. Beginning thinkers are also at some beginning stage of recognizing not only that there are standards for the assessment of thinking: clarity, accuracy, precision, relevance, logicalness, etc., but also that one needs to internalize them and thus begin using them deliberately in thinking. They have a beginning understanding of the role of egocentric thinking in human life.
Knowledge of Thinking:
Beginning thinkers are becoming aware not only of thinking but also in thinking of concepts,assumptions,inferences,implication.Beginning Thinkers should be aware of not only of standard for the assessment of thinking but also need to internalize thoughts and utilize.They only consider their thinking.
Opinion:
I am of the opinion that thinkers have thinking skills like concepts,assumptions,inferences,implication.I think Beginning thinkers should be aware of assessment of thinking but also need to internalize thoughts and utilize.They only consider their thinking.
I agree with Rajnikant Patel that unreflective thinkers cannot think apart, cannot understand the implications or assumptions which are highly required in high quality thinking.
Original Text:
Students should now be developing the habit — whenever they are trying to figure something out — of focusing on: purpose, question,
information, inferences, assumptions, concepts, point of view, and implications. The result of this emphasis in instruction is that students
begin to see connections between all the subject matter they are learning. In studying history, they learn to focus on historical purposes
and questions. When studying math, they clarify and analyze mathematical goals and problems. When studying literature, they reflect
upon literary purposes and questions. They notice themselves making historical, mathematical, and literary assumptions. They notice
themselves tracing historical, mathematical, and literary implications. Recognizing the "moves" one makes in thinking well is an essential
part of becoming a practicing thinker.
From: Critical Thinking Development: A Stage Theory by Linda Elder with Richard Paul (Stage Four: The Practicing Thinker, Some Implications for Instructions, Paragraph 2)
My Paraphrase:
In Critical Thinking Development: A Stage Theory, Linda Elder and Richard Paul have said that on the fourth stage oh thinking students should know connecting things to each other. They said that it “is an essential part of becoming a practicing thinker.”
Personal response to the paragraph:
The fourth stage thinkers are now capable of thinking the things or subjects in connections. They can connect different things and are able to establish the relation between them. This is the stage where they can differentiate all the subjects and subject matter. At the same time this ability is very much important for a practicing thinker.
The general process to lead thinking to intellectual is to get meaningful information, organizing and applying the claim. I agree with what Prakruti Joshi has said.
Original Text:
Stage Three: The Beginning Thinker
Defining Feature: Those who move to the beginning thinker stage are actively taking up the challenge to begin to take explicit command
of their thinking across multiple domains of their lives. Thinkers at this stage recognize that they have basic problems in their thinking and
make initial attempts to better understand how they can take charge of and improve it. Based on this initial understanding, beginning
thinkers begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most
importantly, they lack a systematic plan for improving their thinking, hence their efforts are hit and miss.
From: Critical Thinking Development: A Stage Theory by Linda Elder with Richard Paul
My Paraphrase:
As Linda Elder and Richard Paul has said in their Critical Thinking Development: A Stage Theory that at the stage of beginning thinkers they come to know about problems in their own thinking and also comes to know how to overcome them. But as they are beginners cannot have deep insight into the troubles. Moreover, they said “They lack a systematic plan for improving their thinking; hence their efforts are hit and miss.”
My Personal Response to the paragraph:
The beginning thinker stage is in a way starting thinking as a main thing in each and every thing of one’s life. Here, thinkers come to know about their inadequacy in thinking intellectually; at least they come to know about their own limitations. But they have surface thinking on first stage. For now they don’t have or we can say they don’t know how to go on in a particular way.
The Challenged Thinker
Skill in Thinking: - Most challenged thinkers have very limited skills in thinking. However like unflective thinkers, they may have developed a variety of skills in thinking without being aware of them and these skills may (ironically) serve as barriers to development. At this stage thinkers with some implicit critical thinking abilities may more easily deceive themselves into believing that their thinking is better than it actually is, making it more difficult to recognize the problems inherent in poor thinking. To accept the challenge at this level requires that thinkers gain insight into the fact that whatever intellectual skills they have are inconsistently applied across the domains of their lives.
Paraphrase: - Many thinkers have born with poor intellectual curse so they can’t face the implicit meaning of critical thinking clearly. We called them challenged thinkers it means they can’t easily understand the complex meaning and any difficult situation. These types of challenged persons are differing from reflective person because they have need to the insight of their fact of intellectual limit. And then poor thinkers have been developed the intellectual power which is put into inside.
Response: - In my point of view, Critical Thinking is the future of human being because without it we cannot imagine our life. The world is fully challenged so be critical is necessary for all of us. Some people who are challenged thinkers, they have needed the best psychologist for their progress of intellect. This type of poor intellect person needs the more hard work which connected with mind. Than challenged thinkers could aware of the power of themselves.
Original Text:
Skill in Thinking:
“ Most challenged thinkers have very limited skills in thinking. However like unreflective thinkers, they may have
developed a variety of skills in thinking without being aware of them, and these skills may (ironically) serve as barriers to development. At
this stage thinkers with some implicit critical thinking abilities may more easily deceive themselves into believing that their thinking is
better than it actually is, making it more difficult to recognize the problems inherent in poor thinking. To accept the challenge at this level
requires that thinkers gain insight into the fact that whatever intellectual skills they have are inconsistently applied across the domains of
their lives.”
My Paraphrase:
As Linda Elder and Richard Paul says in their Critical Thinking Development: A Stage Theory the main obstacle for challenged thinkers is that they have the skill of thinking in varieties but they are not aware of their ability. According to them thinkers require insight “that whatever intellectual skills they have are inconsistently applied across the domains of their lives.”
My understanding of the paragraph:
Unreflecting thinkers and challenged thinkers are sailing in the same boat because both of them have potentials to think critically but they do not know their own strength. On the other hand, their acknowledgement of their ability makes things more difficult to understand because they apply their thinking improperly in their everyday life problems.
I really like some of the paragraphs which my friends have selected. I would especially like to take note of those paragraphs that emphasize the role of students as well as teachers in the development of critical thinking skills.
My selected passage:
"We believe that the thinking will remain "invisible" to them unless they are supportively challenged to discover the problems in their thinking. This is not possible unless they receive careful introduction into the intellectual the intellectual workings of the mind...teachers lead discussions in class designed to teach students, from the point of view of intellectual quality, how their minds work, including how they can improve as thinkers."
From: Elder, L. and Paul R. Critical Thinking Development: A Stage Theory. Retrieved from http://www.criticalthinking.org/pages/critical-thinking-development-a-stage-theory/483
My paraphrase:
The students should be motivated and supported by the teachers to discover the problems in their thinking. They should also be informed about how they can improve as thinkers keeping in mind the intellectual mechanisms of the human mind.
Personal Response and how my understanding of CT is affected:
This passage sheds the light on how the students can become aware about their own thinking with the help of their teachers. It presents a teacher as somebody who can help his/her students to become better thinkers by making them familiar with the intellectual functions of the human mind.
This passage affects my understanding of critical thinking because it presents the development of critical thinking as the process of joint venture of teachers and students.
Original text:
Defining Feature:
Unreflective thinkers are largely unaware of the determining role that thinking is playing in their lives and of the many
ways that problems in thinking are causing problems in their lives. Unreflective thinkers lack the ability to explicitly assess their thinking
and improve it thereby.
My paraphrase:
IN their Critical Thinking Development: A Stage Theory, Linda Elder and Richard Paul say that unreflective thinkers do not know how thinking affects their lives. And at the same time they are unaware of the problems which are the causes of their inability to think critically.
My understanding of paragraph:
Because unreflective thinkers are not able to think critically they cannot understand the role of thinking in their life. On the other hand, they cannot identify the reasons of the problems which are the fruits of their inability of thinking critically.
Original text
Some Implications for Instruction: We must recognize that in the present mode of instruction it is perfectly possible for students to graduate from high school, or even college, and still be largely unreflective thinkers. Though all students think, most students are largely unaware of how their thinking is structured or how to assess or improve it. Thus when they experience problems in thinking, they lack the skills to identify and “fix” these problems. Most teachers do not seem to be aware of how unaware most students are of their thinking. Little is being done at present to help students "discover" their thinking. This emphasis needs shifting.
Paraphrase
Now a day’s graduate from high school is very much important for students. What the students are think and most of them are unaware about their thinking. There thinking is structured or how to improve their thinking. And while they are facing problems during thinking they are not able to solve their problem. And the most of teachers didn’t aware about unawareness of students thinking. First teachers have to discover what the students thinking and then teacher will gave them instruction about their thinking easily.
Jaiswal Chandani
M.A(ELT) sem- 4
Roll No. :-12
Original Text: (Critical Thinking Development: A Stage Theory, Written by Linda Elder with Richard Paul)
Stage Two: The Challenged Thinker
Defining Features: Thinkers move to the “challenged” stage when they become initially aware of the determining role that thinking is playing in their lives, and of the fact that problems in their thinking are causing them serious and significant problems.
Challenged thinkers, unlike unreflective thinkers are becoming aware of thinking as such. They are becoming aware, at some level, that high quality thinking requires deliberate reflective thinking about thinking. They recognize that their thinking is often flawed, although they are not able to identify many of these flaws. Challenged thinkers may develop an initial awareness of thinking as involving concepts, assumptions, inferences, implications, points of view, etc., and as involving standards for the assessment of thinking: clarity, accuracy, precision, relevance, logicalness, etc., though they have only an initial grasp of these standards and what it would take to internalize them. Challenged thinkers also develop some understanding of the role of self-deception in thinking, though their understanding is limited. At this stage the thinker develops some reflective awareness of how
thinking operates for good or ill.
My response for challenged thinkers have quality like deliberate reflective thinking about thinking. achieve understanding, evaluate view points, and solve problems.thinkers have a deep understanding of the powerful role of the thinker. the parts of thinking and the intellectual standards necessary to assess thinking.
Knowledge of Thinking:
Unreflective thinkers lack the knowledge that high quality thinking requires regular practice in taking thinking apart, accurately assessing it, and actively improving it. In fact, unreflective thinkers are largely unaware of thinking as such, hence fail to recognize thinking as involving concepts, assumptions, inferences, implications, points of view, etc. Unreflective thinkers are largely unaware of the appropriate standards for the assessment of thinking: clarity, accuracy, precision, relevance, logicalness, etc.
Paraphrase:
Unreflective thinkers who have lake knowledge and thinking of high quality needs regular practice in taking thinking a part, without any kind of mistake evaluate it better and unreflective thinkers are uninformed about thinking. After long time identify, assumptions, inferences, implications, points of view. Unreflective thinkers uninformed about thinking: clarity, accuracy ,logicalness, etc.
Original Text:
An Article by Linda Elder and Richard Paul
It is crucial that we as teachers and educators discover our own “thinking”, the thinking we do in the classroom and outside the classroom , the thinking that gets us into trouble and the thinking that enables us to grow. As educators we must treat thinking – quality thinking – as our highest priority. It is the fundamental determinant of the quality of our lives.
Paraphrase:
As teachers and educators we must discover our own way of thinking. This type of thinking may include the thinking that we proceed inside the classroom as well as outside the classroom, the thinking that may lead us towards trouble and the thinking that pushes us forward towards our growth. As educators, our prime preference should be a qualitative thinking. Thinking is the only feature that distinguishes our lives from the lives of other species of universe.
Response:
The present paragraph , about closing of Critical Thinking reveals the importance of thinking in human life. It is necessary that we as teachers and educators should have our own way of thinking. Thinking has a great deal of influence on both inside and outside the classroom. Educators should have a thinking that carries some sort of quality with it. Besides language, thinking is another element that differentiates us from animals.
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