Three Steps Of Critical Thinking

Three Steps Of Critical Thinking-47
Dewey (1910: 68–71; 1933: 91–94) takes as paradigms of reflective thinking three class papers of students in which they describe their thinking.The examples range from the everyday to the scientific.

Educational jurisdictions around the world now include critical thinking in guidelines for curriculum and assessment.

Political and business leaders endorse its importance.

Controversies have arisen over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.

active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends.

: “The other day, when I was down town on 16th Street, a clock caught my eye. This suggested that I had an engagement at 124th Street, at one o'clock. If not, I might lose more than twenty minutes in looking for one.

I reasoned that as it had taken me an hour to come down on a surface car, I should probably be twenty minutes late if I returned the same way. Then I thought of the elevated, and I saw there was such a line within two blocks. If it were several blocks above or below the street I was on, I should lose time instead of gaining it.

My mind went back to the subway express as quicker than the elevated; furthermore, I remembered that it went nearer than the elevated to the part of 124th Street I wished to reach, so that time would be saved at the end of the journey.

I concluded in favor of the subway, and reached my destination by one o’clock.” (Dewey 1910: 68-69; 1933: 91-92) : “Projecting nearly horizontally from the upper deck of the ferryboat on which I daily cross the river is a long white pole, having a gilded ball at its tip.

(b) Possibly it was the terminal of a wireless telegraph. Besides, the more natural place for such a terminal would be the highest part of the boat, on top of the pilot house.

(c) Its purpose might be to point out the direction in which the boat is moving.

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