Encouraging Critical Thinking in the Classroom: An Example from Aesthetics

Abstract

This paper illustrates how critical thinking techniques could be used in teaching aesthetics. Exploring unfamiliar territory and moving freely between reflective and active thought processes are components important to both aesthetics and critical thinking. In keeping with the objectives of critical thinking, a classroom exercise titled "Getting Outside of Your Own Skin" was designed to help students acknowledge and address assumptions and biases they may hold about older consumers and the aging process. Students were encouraged to move beyond personal experiences to broaden their thinking about individuals unlike themselves. By working through the project, students were given the opportunity to examine their perceptions and attitudes toward the aging process and to consider their effect on this growing market.

Promoting Critical Thinking in Product Development: Connections between Textile Science and Consumers' Aesthetic Value

“…Th ese authors proposed that critical thinking related to aesthetic preferences prepares students to make professional decisions that support the ultimate goal of consumer satisfaction. We concur with DeLong et al (1997); critical thinking is important in the product development process because of the integrative nature of the apparel industry and its focus on customers to achieve the goal of customer satisfaction.…”

“…Delong, Hegland, and Nelson (1997) echoed this perspective; they explored the "synergistic" relationship between critical thinking and aesthetics in textiles and clothing education. We concur with DeLong et al (1997); critical thinking is important in the product development process because of the integrative nature of the apparel industry and its focus on customers to achieve the goal of customer satisfaction. Th ey suggested that educators should help students develop critical thinking skills that will lead to a better understanding of aesthetic preferences of others.…”

“…Whereas a dualistic approach off ers a sense of short-term security and comfort for the instructor and student, it negatively aff ects students' understanding of subject matter (e.g., Paul & Elder, 1995;Shanklin & Rhodes, 1989). Consequently, a dualistic approach, or one that does not encourage the development of students' critical thinking skills, may lead to inadequate preparation of graduates for the textile and apparel profession (Damhorst & Meyer, 1996;Delong, Hegland, & Nelson, 1997;Fiorito & Fairhurst, 1989;Kean, Mehlhoff , & Sorensen, 1988;Laughlin & Kean, 1995).…”

“…According to many scholars (e.g., Gallo, 1989;Paul & Elder, 2001), critical thinking entails listening to, understanding, and evaluating the viewpoints of others. Delong, Hegland, and Nelson (1997) echoed this perspective; they explored the "synergistic" relationship between critical thinking and aesthetics in textiles and clothing education. Th ese authors stressed the role of values and preferences in shaping consumers' aesthetic responses to textile and apparel products.…”

How is the Influence of Critical Thinking on Education Revolution Era 4.0?: A Pilot Study

“…Some factors that influenced students 'critical thinking skills were the environment where learning and the interaction between teachers and students influenced students' thinking skills. The climate and dynamics in students' learning motivation would also affect students' critical thinking (Ab Kadir, 2017;Cheng & Wan, 2017;Coşkun, Tosun, & Macaroǧlu, 2009 ;Delong, 2015;Dilekli & Tezci, 2016). According to Heong et.al.…”