A Stage Theory: The Critical Thinking Community
Critical Thinking Development: A Stage Theory - The Critical Thinking Community
Critical Thinking Home > Resources > Articles > Critical Thinking Development: A Stage Theory
Page 1 of 14
view cart / checkout
Search
go
Critical Thinking Development: A Stage Theory
With Implications for Instruction
Linda Elder with Richard Paul
Though most teachers aspire to make critical thinking a primary objective of their instruction, most also do not realize that, to develop as thinkers, students must pass through stages of development in critical thinking. That is, most teachers are unaware of the levels of intellectual development that people go through as they improve as thinkers. We believe that significant gains in the intellectual quality of …show more content…
Here we can use sporting analogies and analogies from other skill areas. Most students already know that you can get good in a sport only if you regularly practice. We must not only look for opportunities to encourage them to think well, we must help them to begin to understand what it is to develop good HABITS of thinking. What do we need to do regularly in order to read well? What must we do regularly and habitually if we are to listen well? What must we do regularly and habitually if we are to write well. What must we do regularly and habitually if we are to learn well?
We must recognize that students are not only creatures of habit, but like the rest of us, they are largely unaware of the habits they are developing. They are largely unaware of what it is to develop good habits (in general), let alone good habits of thinking. If our students are truly “beginning” thinkers, they will be receptive to the importance of developing sound habits …show more content…
We must teach in such a way as to require students to regularly deal explicitly with these structures (more on these structure presently).
Students should now be developing the habit---whenever they are trying to figure something out---of focusing on: purpose, question, information, inferences, assumptions, concepts, point of view, and implications. The result of this emphasis in instruction is that students begin to see connections between all the subject matter they are learning. In studying history, they learn to focus on historical purposes and questions. When studying math, they clarify and analyze mathematical goals and problems.
When studying literature, they reflect upon literary purposes and questions.
They notice themselves making historical, mathematical, and literary assumptions. They notice themselves tracing historical, mathematical, and literary implications. Recognizing the "moves" one makes in thinking well is
https://www.criticalthinking.org/resources/articles/ct-development-a-stage-theory.shtml
6/25/2015
Critical Thinking Development: A Stage Theory - The Critical Thinking
Critical Thinking Home > Resources > Articles > Critical Thinking Development: A Stage Theory
Page 1 of 14
view cart / checkout
Search
go
Critical Thinking Development: A Stage Theory
With Implications for Instruction
Linda Elder with Richard Paul
Though most teachers aspire to make critical thinking a primary objective of their instruction, most also do not realize that, to develop as thinkers, students must pass through stages of development in critical thinking. That is, most teachers are unaware of the levels of intellectual development that people go through as they improve as thinkers. We believe that significant gains in the intellectual quality of …show more content…
Here we can use sporting analogies and analogies from other skill areas. Most students already know that you can get good in a sport only if you regularly practice. We must not only look for opportunities to encourage them to think well, we must help them to begin to understand what it is to develop good HABITS of thinking. What do we need to do regularly in order to read well? What must we do regularly and habitually if we are to listen well? What must we do regularly and habitually if we are to write well. What must we do regularly and habitually if we are to learn well?
We must recognize that students are not only creatures of habit, but like the rest of us, they are largely unaware of the habits they are developing. They are largely unaware of what it is to develop good habits (in general), let alone good habits of thinking. If our students are truly “beginning” thinkers, they will be receptive to the importance of developing sound habits …show more content…
We must teach in such a way as to require students to regularly deal explicitly with these structures (more on these structure presently).
Students should now be developing the habit---whenever they are trying to figure something out---of focusing on: purpose, question, information, inferences, assumptions, concepts, point of view, and implications. The result of this emphasis in instruction is that students begin to see connections between all the subject matter they are learning. In studying history, they learn to focus on historical purposes and questions. When studying math, they clarify and analyze mathematical goals and problems.
When studying literature, they reflect upon literary purposes and questions.
They notice themselves making historical, mathematical, and literary assumptions. They notice themselves tracing historical, mathematical, and literary implications. Recognizing the "moves" one makes in thinking well is
https://www.criticalthinking.org/resources/articles/ct-development-a-stage-theory.shtml
6/25/2015
Critical Thinking Development: A Stage Theory - The Critical Thinking