Essay on Methods for Critical Thinking

1970 Words8 Pages
Critical thinking is not a new concept just emerging from the think-tanks and universities that bring us innovative educational concepts. Critical thinking has existed since the days of Plato, Socrates, and other great ancient philosophers. Ancient Greeks believed that critical thinking “not only involved an examination of eloquent words and actions of other people,” as Plato had believed, “but also an examination of one’s own thoughts and actions” (Sriraman & Adrian, 2004, p. 97). Another outspoken advocate of critical thinking was Francis Bacon, a controversial scientist from the early seventeenth century. A non-conformist, Bacon proffered that critical thinking was the “desire to seek, patience to doubt, fondness to meditate,…show more content…
Critical thinking requires students to go beyond rote memorization, requires teachers to step outside the lecturer’s box, and requires schools to help teachers implement critical thinking across the curriculum. The importance of critical thinking has not been dismissed, actually it is one of the few things that educators can agree upon when it comes to critical thinking. Suzanne Mabrouk writes, “If we do not teach and use critical thinking skills regularly with our students, then they will not develop the ability to make informed and responsible decisions in their everyday life” (n.d., p. 3). Envision a high school English class with 25 students…half may go to college, a quarter might not even graduate, and the other quarter might seek employment immediately after high school. One thing each of these students will certainly need after high school is critical thinking skills. Critical thinking prepares students for life in a “democracy” where as workers they will need to implement critical thinking skills and become “lifelong” learners (Maiorana, 1992, p.2). Christine Pescatore expounds on what is expected of the “prepared” citizen living in a democracy by describing the critical thinking citizen as “thoughtful and responsible” (2007, p. 320). Every student that American high schools educate, regardless of race, culture, gender, socioeconomic
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