It is only when good things in education are viewed superficially and wrongly that they seem disconnected, a bunch of separate goals, a conglomeration of separate problems, like so many bee-bees in a bag.
It is only when good things in education are viewed superficially and wrongly that they seem disconnected, a bunch of separate goals, a conglomeration of separate problems, like so many bee-bees in a bag.In fact, any well-conceived program in critical thinking requires the integration of all of the skills and abilities you mentioned above.Hence, even though a student may just be asserting things, not reasoning things out at all, if she is doing so with vivacity and flamboyance, teachers are apt to take this to be equivalent to good reasoning.Tags: Writing Process Thesis StatementLiterature Review On Motivation And PerformanceOpposite Of Critical ThinkingPoem At Thirty Nine Alice Walker EssaysEssay Hope Is The Thing With FeathersDissertation Round School YearPresenting A Dissertation ProposalCustom Term Paper Writing ServiceAnisotropy ThesisHow To Solve Exponential Decay Problems
The present level of instruction for thinking is very low indeed.
Question: But there are many areas of concern in instruction, not just one, not just critical thinking, but communication skills, problem solving, creative thinking, collaborative learning, self-esteem, and so forth.
The result was, by the way, that a flagrantly mis-graded student essay was showcased nationally (in ASCD's Paul: I don't think so.
Let me suggest a way in which you could begin to test my contention.
Many teachers are apt to take student writing or speech which is fluent and witty or glib and amusing as good thinking.
They are often unclear about the constituents of good reasoning.If you are familiar with any thinking skills programs, ask someone knowledgeable about it the "Where's the beef? Namely, "What intellectual standards does the program articulate and teach?" I think you will first find that the person is puzzled about what you mean.All thinking, in short, is a creation of the mind's work, and when it is disciplined so as to be well-integrated into our experience, it is a new creation precisely because of the inevitable novelty of that integration.And when it helps us to solve problems that we could not solve before, it is surely properly called "creative".The making, shaping, testing, structuring, solving, and communicating are not different activities of a fragmented mind but the same seamless whole viewed from different perspectives.Paul: Some communication is surface communication, trivial communication--surface and trivial communication don't really require education.How are districts to deal with the full array of needs?How are they to do all of these rather than simply one, no matter how important that one may be? Everything essential to education supports everything else essential to education.(See "The assessing teachers and testers did not notice that the student failed to respond to the directions, did not support his judgment with reasons and evidence, did not consider possible criteria on which to base his judgment, did not analyze the subject in the light of the criteria, and did not select evidence that clearly supported his judgment.Instead the student: The assessing teachers were apparently not clear enough about the nature of evaluative reasoning or the basic notions of criteria, evidence, reasons, and well-supported judgment to notice the discrepancy.