| Critical thinking is a term that has become the newest | | | | alone, because it involves a particular way in which |
| buzz word. In reviewing the American Heritage | | | | information is sought and treated; 2) the mere |
| Dictionary definition of 'think, thinking'-one finds a broad | | | | possession of skills, because it involves the continual |
| in-depth definition-one that includes the definition of | | | | use of them; and 3) the mere use of those skills ("as |
| 'critical thinking.' Why then have we coined the term | | | | an exercise") without acceptance of their results. |
| 'critical thinking' as if it has a new meaning and those | | | | Thinking varies according to the motivation underlying it |
| who aren't in the 'know' about what critical thinking | | | | and the habits or indoctrination since childhood. When |
| is-well, they just aren't as smart or astute as those | | | | grounded in selfish motives, it is often manifested in the |
| who use the term 'critical thinking.' | | | | skillful manipulation of ideas in service of one's own, or |
| In my 'thinking' and understanding of the word | | | | one's groups', vested interest. As such it is typically |
| 'think'-think means using discipline to focus on a | | | | intellectually flawed, however pragmatically successful |
| particular subject; to effectively and actively process; | | | | it might be. When grounded in fair mindedness and |
| skillfully conceptualize, apply understanding, analyze, | | | | intellectual integrity, it is typically of a higher order |
| synthesize and/or evaluate all information gathered; | | | | intellectually, though subject to the charge of "idealism" |
| consider the source; observe, experience, reflect, | | | | by those habituated to its selfish use. |
| reason, communicate. In its most exemplary construct, | | | | Thinking is unique to any individual; everyone is subject |
| 'thinking' is based on intellectual values that transcend | | | | to episodes of undisciplined or irrational thought. |
| subject matter divisions: clarity, accuracy, precision, | | | | Thinking quality is therefore typically a matter of |
| consistency, relevance, sound evidence, good reasons, | | | | degree and dependent on, among other things, the |
| depth, breadth, and fairness are incorporated into the | | | | quality and depth of experience in a given domain of |
| 'thinking' process. | | | | thinking or with respect to a particular class of |
| To fully complete the 'thinking' process on any subject | | | | questions. No one is a fully deep thinker |
| entails the examination of all precepts, notions, and the | | | | through-and-through, but only to a degree, with various |
| very structures or elements of thought implicit in all | | | | insights and blind spots, subject to various tendencies |
| reasoning: purpose, problem or question-at-issue; | | | | towards self-delusion. For this reason, the development |
| assumptions, concepts; empirical grounding; reasoning | | | | of thinking skills and dispositions is a life-long endeavor. |
| leading to conclusions; implications and consequences; | | | | Albeit primitive thinking begins in utero-it isn't until a child |
| objections from other viewpoints; and frame of | | | | begins to talk is it generally accepted that the person |
| reference. Using thinking to the fullest extent-a.k.a. | | | | has cognition-this is tragically limiting to the child's |
| 'critical thinking-one is being responsive to variable | | | | experience of confirming their ability to think and |
| subject matter, issues, and purposes-incorporating | | | | reason. Unfortunately, as soon as the child begins to |
| everything in an interwoven mode, including: scientific | | | | verbalize their ability of in depth thinking they are told |
| thinking, mathematical thinking, historical thinking, | | | | such things as: 'Children are to be seen and not |
| anthropological thinking, economic thinking, moral thinking, | | | | heard'-albeit that phase has to some degree become |
| ethical thinking and philosophical thinking. | | | | obsolete, but the message is still conveyed in many |
| Human Thinking begins as soon as the brain is | | | | ways-'Because, I said so.' 'Don't talk back.' This later |
| formed-in utero. The connection between sound/music | | | | prohibition to 'in-depth thinking' is frequently followed by |
| and prenatal memory/learning have been revealed in | | | | a smack/slap for being sassy or disrespectful. My |
| parental observations, formal experiments, clinical | | | | mother's favorite phrase to 'shut me up' when she |
| records, and first person reports. Chamberlain (1998) | | | | didn't want to hear what I knew or wanted her to look |
| using Howard Gardner's concept of multiple | | | | at was, "Now, Dorothy, don't get carried away." Thus, |
| intelligences, has presented evidence for musical | | | | superficial thinking is established. |
| intelligence before birth. Peter Hepper (1991) discovered | | | | We, then, arrive into adulthood couching our thinking so |
| that prenates exposed to TV soap opera music during | | | | that we don't offend or get reprimanded for saying |
| pregnancy responded with focused and rapt attention | | | | something unacceptable to the person(s) involved. Not |
| to this music after birth--evidence of long-term | | | | surprising then, the biggest deterrent to exercising the |
| memory. On hearing the music after birth, these | | | | full spectrum of 'thinking' or 'critical thinking' is the fear of |
| newborns had a significant decrease in heart rate and | | | | appearing stupid when asking questions in order to fully |
| movements, and shifted into a more alert state. Shetler | | | | complete the in-depth 'thinking' process. |
| (1989) reported that 33% of fetal subjects in his study | | | | Those who didn't experience or weren't deterred by |
| demonstrated contrasting reactions to tempo | | | | these parental prohibitions create various and sundry |
| variations between faster and slower selections of | | | | ways to compensate for others' conditioned superficial |
| music. | | | | communication style-such as: coining phases and buzz |
| Thinking has two components: 1) a framework of | | | | words-brain storm, critical thinking, think tank, etc. While |
| information and belief generating and processing skills, | | | | these coined phases/buzz words serve the purpose-it |
| and 2) the habit, based on intellectual commitment, of | | | | is merely a new name for a birthright, which was |
| using those skills to guide behavior. It is contrasted with: | | | | unwittingly usurped. |
| 1) the mere acquisition and retention of information | | | | |