critical thinking

Topics: Critical thinking, Thought, Reasoning Pages: 5 (1235 words) Published: October 20, 2014

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 current ways of thinking and living. Realising that various concepts and actions spring from assumptions that might be unsuitable for their lives, critical thinkers are continually exploring new ways of thinking about aspects of their lives. Being alert of how framework forms what they ruminate normal and natural ways of thoughtful and living, smart thinkers become fully aware that in other contexts entirely different standards of organising the workplace, behaving politically, interpreting mass media, and living in relationships are measured ordinary (Brookfield, 1987, p.151). How to think smart.

“Smart thinking is something we do even now, everyone has learnt in a single way or alternatively to reason and think, to create links and grasp relations among different proceedings and arrogances in the realm (Allen, 1997, p. 140). So, “being a smart thinker is not about becoming a different sort of person, but about improving skills that you already have. The way to achieve this goal is to become explicitly aware of the analytical processes involved in reasoning, if you do, then you will be able to analyse complex issues more deeply, understand and process of information more effectively, and communicate ideas convincingly”, states Allen (1997, p.140-141). However, Wallace & Bright (1999, p. 160) argues that in some ways the whole idea of going to higher education is to learn to think, one can really learn to think or at least be a better thinker, the most advanced technique to aid you change the way you think is to expose you to different concepts. Strategies to improve critical thinking skills.

Critical thought is normally conceptualised as an intelligent aptitude appropriate for improvement by those involved in higher education (Drake, 1976; Young, 1980; Meyerz, 1986 & Sticee, 1987, as cited in Brookfield, 1987, p. 155). According to Jones (2007, p. 198) the skill of smart reasoning entails an alertness of a political aspect and includes an understanding of the...

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.
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