Towards Critical Thinking as an Ethic

Sears, Alan; Parsons, Jim

doi:10.1080/00933104.1991.10505627

Cited by 25 publications

(5 citation statements)

References 4 publications

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“…Intrapersonal intelligence is linked to a person’s self‐awareness, reflective thinking, ability to analyse performance and change and his or her strategic processing in teaching practices (Shepard et al , 1999). CT‐dispositions, at least partially, lead to expending concerted mental effort and cognitive monitoring to the learning of how to analyse complex classroom situations (Sears & Parson, 1991). Added to this, the judicial thinking style has positive effects on teaching confidence and analytical instruction (Sternberg, 1997).…”

Section: Discussionmentioning

confidence: 99%

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

Yeh¹

2006

Brit J Educational Tech

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Personal teaching efficacy is associated with a teacher's effectiveness in the classroom. To enhance this efficacy in a computer-simulated training program, both personal traits and guided practices need to be considered concurrently. In this study, it was hypothesised that the interactive effects from the coupling of personal traits with guided practices would be a reliable predictor of the degree of improvement in personal teaching efficacy during computersimulated training. One hundred and seventy-eight preservice teachers completed an interactive teaching experience via the Computer Simulation for Teaching General Critical-thinking Skills in which guided practices were integrated via specially designed teaching sequences and loops. The findings suggest that intrapersonal intelligence, critical-thinking dispositions and a judicial thinking style are related to self-awareness, analytical learning and reflective thinking and that in this study, these personal qualities seemingly interacted with guided practices, which resulted in reflective teaching and mastery experience. This, in turn, may very well have brought about improvement in the preservice teachers' personal teaching efficacy during the computer-simulated teaching.

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Section: Discussionmentioning

confidence: 99%

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

Yeh¹

2006

Brit J Educational Tech

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“…“Critical thinking requires the attitude that knowledge is not fixed but always subject to re-examination and change… the attitude that there is no question which cannot, or should not, be asked… an awareness of, and an empathy for, alternative world views… a tolerance for ambiguity… an appreciation for alternative ways of knowing… a sceptical attitude towards text… [and] a sense of the complexity of human issues” ([ 63 ], p. 55-64).…”

Section: Ethical Orientations: What Should Be Emphasized Within Healtmentioning

confidence: 99%

Ethical underpinnings for the development of health literacy in schools: ethical premises (‘why’), orientations (‘what’) and tone (‘how’)

Paakkari

George²

2018

BMC Public Health

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BackgroundSchools are seen as crucial environments to influence and develop the health literacy of new generations, but without sufficient reflection on the ethical underpinnings of intentions and interventions around health literacy. In contrast, we argue here that ethics are fundamental to all education. The article adopts a ‘One world’ approach that generalizes broadly across the so-called Global North and Global South. It also generalizes across various age groups among school pupils, advocating age appropriate application of the arguments advanced.Main textOur analysis examines why health literacy should be promoted in schools and argues that the purpose should embrace the values of social justice and should not stop at individual and national cost benefit analysis. Discussion about the orientation of health literacy highlights meta-cognitive skills around critical thinking, self-awareness and citizenship rather than lists of practical skills. Finally, approaches to health literacy in classrooms are presented with an ethical tone that draws attention to the power relations responsible for health inequities and that does not assume that such power relations are the given framework for health literacy interventions and activities. These arguments are reinforced by urging that related debates address dynamic social realities such as international migration.ConclusionsWe reiterate the need for ethical questions to be consciously and systematically addressed from early on, beginning with intentions to promote health literacy even before these intentions are translated into action, within the political space where education meets public health and health promotion. We underline again the context of fluidity and dynamism, as new challenges emerge within pedagogies and curricula, especially in response to changing populations in the society around.

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“…It is also an attitude or disposition to recognize when a skill is needed and the willingness to apply it. Sears and Parsons (1991) called these dispositions the ethic of a critical thinker. There are large differences among cognitive tasks in the effort that is required in learning and thinking.…”

Section: A Four-part Model For Enhancing Critical Thinkingmentioning

confidence: 99%

Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring.

Halpern¹

1998

American Psychologist

998

730

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Advances in technology and changes in necessary workplace skills have made the ability to think critically more important than ever before, yet there is ample evidence that many adults consistently engage in flawed thinking. Numerous studies have shown that critical thinking, defined as the deliberate use of skills and strategies that increase the probability of a desirable outcome, can be learned in ways that promote transfer to novel contexts. A 4-part empirically based model is proposed to guide teaching and learning for critical thinking: (a) a dispositional component to prepare learners for effortful cognitive work, (b) instruction in the skills of critical thinking, (c) training in the structural aspects of problems and arguments to promote transcontextual transfer of critical-thinking skills, and (d) a metacognitive component that includes checking for accuracy and monitoring progress toward the goal.

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Towards Critical Thinking as an Ethic

Cited by 25 publications

References 4 publications

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy

Ethical underpinnings for the development of health literacy in schools: ethical premises (‘why’), orientations (‘what’) and tone (‘how’)

Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring.

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