A History of Critical Thinking as an Educational Goal in Graduate Theological Schools

Florence, Doe

doi:10.1080/15363759.2014.949164

Cited by 4 publications

(3 citation statements)

References 13 publications

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“…A parallel to this phenomenon in Orthodox Jewish schools can be found in Christian institutions, as CT education has been resisted due to fear that it could lead to criticism of the Scriptures, religious questioning and eventually, rebellion against the Church (Florence, 2014).…”

Section: Journal Of Education and Trainingmentioning

confidence: 99%

Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Weinstein¹,

Preiss²

2017

JET

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This study explored the use of a scaffolding technique in order to develop critical thinking skills and dispositions while using the infusion method of teaching critical thinking within the context of specific subject matter. Two specific skills were examined: the students were asked to compare and contrast Biblical textual stories (analysis) and then to generate abstract categories to describe the elements they had compared (evaluation). The disposition examined was the self confidence to reason independently, without teacher direction, in order to encourage learner autonomy. The study developed as action research in a teachers college Bible class, after pre-service education students complained that they were unable to compare and contrast texts on their own. In an attempt to solve this problem, the study began with a preliminary non-textual exercise involving analyzing and evaluating two everyday leisure activities. It then continued by transferring these skills to Biblical text comparisons. Findings showed that beginning the study with the scaffolding step of a non-textual exercise before moving on to text comparisons was an effective method of helping students overcome their former reluctance to autonomously compare texts without teacher intervention.

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Section: Journal Of Education and Trainingmentioning

confidence: 99%

Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Weinstein¹,

Preiss²

2017

JET

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“…According to Socrates, the unexamined life is not worth living. This principle of Socrates creates a philosophical framework that makes it possible to question the assumptions that strengthen the life of individuals (Coney, 2015; Florence, 2014; Lamont, 2020; Wang et al, 2008). Plato was a philosopher who stated that people should find their lives in the world of thought.…”

Section: Introductionmentioning

confidence: 99%

“…According to Socrates, philosophers' willingness to explore the unknown and unspoken is a necessity for the practice of critical thinking. Plato's rationalism is seen as a thinking technique that requires critical thinking (Florence, 2014).…”

Section: Introductionmentioning

confidence: 99%

Higher education students' perceptions on their barriers to critical thinking

Semerci,

Ünal

et al. 2024

Psychology in the Schools

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This study aimed at identifying undergraduate students' barriers to critical thinking. This descriptive study adopted a cross‐sectional research method. Data were collected from 3rd and 4th grade students in a state university in the Black Sea Region of Turkey. Data were collected via the critical thinking barriers scale. The data obtained in the study were analyzed using SPSS 22. The mean scores, t‐test, and analysis of variance were employed in data analysis. The results of the study revealed that students slightly agree that they are unable to reason, are egocentric, overconfident, and rely on authority. Also, students slightly agree that they have some barriers to critical thinking. The study also demonstrated that grade slightly affects students' barriers to critical thinking, whereas gender and faculty have relatively deeper effects. This study concluded that students don't have significant barriers to critical thinking.

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Operationalizing the Concept of Critical Thinking for Student Learning Outcome Development

Cooke¹,

Stroup²,

Harrington³

2019

J Nurs Educ

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Background: Creating a curriculum that can effectively develop critical thinking skills is an elusive outcome for undergraduate nursing programs. Despite the best efforts of faculty, employers continue to note an inability of new graduates to apply critical thinking concepts that improve patient outcomes. The lack of an operational definition of critical thinking appears to be a key contributor to this issue. Method: A concept analysis was developed to identify a definition of critical thinking that allows for clear, measurable learning outcomes. Results: Despite extensive discussion within the literature, a consistent definition of critical thinking is lacking; instead, a rather extensive list exists of the attributes and antecedents consistently found in individuals who think critically. Conclusion: Curricular student learning outcomes framed around operational attributes can promote the development of critical thinking skills and improve patient outcomes. [ J Nurs Educ. 2019;58(4):214–220.]

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A History of Critical Thinking as an Educational Goal in Graduate Theological Schools

Cited by 4 publications

References 13 publications

Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Higher education students' perceptions on their barriers to critical thinking

Operationalizing the Concept of Critical Thinking for Student Learning Outcome Development

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