Critical Thinking Development

Topics: Critical thinking, Thought, Reasoning Pages: 14 (6188 words) Published: July 10, 2015
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Critical Thinking Development: A Stage Theory
With Implications for Instruction
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. In this paper we shall set out a stage theory based on the nearly twenty years of research of the Center for Critical Thinking and explain some of the theory’s implications for instruction. We shall be brief, concise, and to the point in our explanation with minimal theoretical elaboration. Furthermore, we believe that 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. Each stage of intellectual development will be explained in terms of the following variables: 1.

2.
3.
4.
5.
6.

Defining Feature
Principal Challenge
Knowledge of Thinking
Skill in Thinking
Relevant Intellectual Traits
Some Implications for Instruction

Due to space limitations, we have made no attempt to be exhaustive with respect to any stage, nor to answer the many questions that might be raised concerning the development, reliability or validity of the stages. The basic intention is to provide a practical organizer for teachers interested in using a conceptual map to guide student thinking through developmental stages in the process of becoming critical thinkers. Once the stages are explained, and stage-specific recommendations are given, we close with some global implications for instruction.

We make the following assumptions: (1) that there are predictable stages through which every person who develops as a critical thinker passes, (2) that passage from one stage to the next is dependent upon a necessary level of commitment on the part of an individual to develop as a critical thinker, is not automatic, and is unlikely to take place “subconsciously,” (3)

https://www.criticalthinking.org/resources/articles/ct-development-a-stage-theory.shtml

6/25/2015

Critical Thinking Development: A Stage Theory - The Critical Thinking Community

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that success in instruction is deeply connected to the intellectual quality of student learning, and (4) that regression is possible in development. Before moving to the stages themselves, a brief overview of what we mean by critical thinking is in order. Our working definition is as follows: We define critical thinking as:

the ability and disposition to improve one’s thinking by systematically subjecting it to intellectual self-assessment.
It is important to recognize that on this view, persons are critical thinkers, in the fullest sense of the term, only if they display this ability and disposition in all, or most, of the dimensions of their lives (e.g. as a parent, citizen, consumer, lover, friend, learner, and professional). We exclude from our concept of the critical thinker those who think critically in only one dimension of their lives. We do so because the quality of one’s life is dependent upon high quality reasoning in all domains of one’s life, not simply in one dimension.

The stages we will lay out are as follows:
Stage One: The...
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