Critical Thinking/Reflection
Assessing both critical thinking and the reflection process in learning, these aspects are both intertwined. Without one, you cannot have the other. With the use of critical thinking and reflection this thought process allows us to analyse, assess, evaluate, learn and develop arguments. However this can have a twofold affect in the learning process. The learning process means taking many aspects and perspectives into account to establish an argument. Critical thinking draws on questions such as: how, what, when, why and who to determine the quality of an argument and also the credibility. Although without critical thinking a conclusion cannot be drawn. Barriers to critical thinking must also be questioned, whether these are: doubt, criticism, lack of methods, critiquing, assumptions or the conclusion. When evolving in the learning processes one must be careful not to be biased and link own experiences. Although this can sometimes be accepted as the thought process involved with critical thinking, evaluating arguments and learning.
When critically thinking about an argument are we restricted to our own experiences? Our own experiences can help us to develop a better understanding of an argument. This thought process can also help us to find a meaning to our own experiences and draw on a range of different feeling and beliefs. With the link between our own experiences and the critical thinking process, it can also let us determine the difference between what is right and wrong. When evaluating an argument, our experiences have such an affect that we must learn from these and make changes to better our critical thinking, learning process and argument. This has been described through (Dewey, 1993, as cited by Pavlovich 2007, pg 282) “active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.” Due to our own restrictions on both experiences and
When critically thinking about an argument are we restricted to our own experiences? Our own experiences can help us to develop a better understanding of an argument. This thought process can also help us to find a meaning to our own experiences and draw on a range of different feeling and beliefs. With the link between our own experiences and the critical thinking process, it can also let us determine the difference between what is right and wrong. When evaluating an argument, our experiences have such an affect that we must learn from these and make changes to better our critical thinking, learning process and argument. This has been described through (Dewey, 1993, as cited by Pavlovich 2007, pg 282) “active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.” Due to our own restrictions on both experiences and
References: In order of appearance 1. Dewey, J. 1993. How we think. A restatement of the relation of reflective thinking to the educative process. New York: D.C. Health & Co. Page 282 2. Moon, J. A. (1999). Reflection in learning and professional development: Theory and Practise. London: Kogan Page. 286 3. Cottrell, Stella. 2005. Critical Thinking Skills: Developing Effective Analysis and Argument. 1-13. Basingstoke, England: Palgrave MacMillan Page 6 4. Cottrell, Stella. 2005. Critical Thinking Skills: Developing Effective Analysis and Argument. 1-13. Basingstoke, England: Palgrave MacMillan Page 2 5. Cottrell, Stella. 2005. Critical Thinking Skills: Developing Effective Analysis and Argument. 1-13. Basingstoke, England: Palgrave MacMillan Page 12 6. Dwyer, Judith. 2009. Communication in business; Strategies and skills. 395-411. Harlow, Essex, England: Pearson Education Ltd. Page 396 7. Pavlovich, Katherine. 2007. ‘The development of reflective practise through student journals’, Higher Education Research and Development, Page 282 8. “Our concept of critical thinking”. The critical thinking community. Last Viewed 19 February 2008. www.criticalthinking.org 9. Locke, K., & Brazelton, J. (1997). Why do we ask them to write, or whose writing is it anyway? Journal of Management Education. Page 284