Brookfield opens with evidence from contemporary journals and reports, of a growing appreciation for the importance of critical thinking to society. He points to practical outcomes of this which is evident in the case studies of education for critical thinking - research grants, conferences and the movement for teaching "critical literacy" in schools.
He points out that the activity of critical thinking is not something new, it is something that can be observed in many facets of adult life. He goes on further that there is no clear evidence that the critical thinking skills taught in schools are transferable to the contexts of adult life.
Recognising Critical Thinking
- Critical thinkers actively engaged in life: when we think critically we become aware of the diversity in the world and the potential for change and development. Critical thinking is a productive and positive activity.
- A continual questioning of assumptions: one of the central tenets of critical thinking is that we are skeptical of any claims of universal truth or certainty. Critical thinking is a process, not an outcome.
- The indicators that reveal whether people are thinking critically can be internal or external; manifestations of critical thinking vary according to the context in which it occurs.
- In any circumstance of change we begin to re-interpret our past actions and ideas from a different vantage point. Critical thinking is triggered by positive as well as negative events.
- The process of critical thinking produces emotions which should not be ignored. Critical thinking is emotive as well as rational.
Components of Critical Thinking
- Critical thinkers identify assumptions and examine their accuracy and validity, search for new assumptions that fit more closely their experience of the world. Identifying and challenging assumptions is central to critical thinking.
- Hidden and uncritically assimilated assumptions are important to shaping our habitual perceptions, understandings and interpretations of the world. Challenging the importance of context is crucial to critical thinking.
- Realising that so many ideas and actions spring from assumptions that might be inappropriate for their lives, critical thinkers look for new ways of thinking about aspects of their lives. Critical thinkers try to imagine and explore alternatives.
- When we realise alternatives always exist we become reflectively skeptical of claims to universal truth or ultimate explanations. People who are reflectively skeptical do not take things as read. Imagining and exploring alternatives leads to reflective skepticism.
How others contribute to critical thinking
Practically all adults function in some way as critical thinkers. In times of change, thinking at the past and future and discussing this with a "helper" (could be a therapist, or a friend) is helpful and provides opportunity for reflection and analysis - in short assists people to become critical thinkers.
Concepts of Critical Thinking
Central to developing critical thinkers must be some minimum level of consent on the part of those involved - otherwise just about any action could be justified by claiming it assists the process of critical thinking.
The concept of critical thinking has been interpreted in a number of ways, but it is generally conceptualised as an intellectual skill to be developed by those involved in higher education. However, this is but one of the settings in which it is practised, particularly in adult life. The ability to imagine alternatives to the way one currently thinks and lives one's life often entails a deliberate break with rational modes of thought (identifying and challenging assumptions.)
- Emancipatory learning -Â evident in any learner becoming aware of the forces/influences that have brought them to their present situations and taking action to change some aspect of these.
- Dialectical thinking - thinkers engaged in continual process of making judgements about aspects of their lives, identifying the general rules implicit in these judgements, modifying the judgements in light of the appropriateness of these general rules.
- Reflective learning - compare, test, project justification for our thoughts and beliefs to a range of varying interpretations and perspectives
Brookfield writes "Critical thinking is a lived activity, not an abstract academic pastime. It is something we all do, though its frequency, and the credibility we grant it, vary from person to person".
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