Critical Thinking as Disciplinary Practice

Abstract

Critical thinking in psychology has traditionally focused on method-centered tasks such as the assessment of method use, data analysis, and research evidence. Although helpful in some ways, this form of critical thinking fails to provide resources for critically examining the scientific analytic foundation on which it rests and, when used exclusively, prohibits sufficiently critical analysis of theory and research. An alternative view of critical thinking—that emphasizes the identification and evaluation of implicit theoretical assumptions—is advocated. It is suggested that this alternative approach improves on method-centered approaches by addressing not only implicit assumptions but also rule-following concerns. This approach is intended to facilitate innovation and the production of scholarly work in ways that incorporate relational values such as dialogue, care, and respect. Finally, this alternative form of critical thinking is described as a theoretically situated, open, and evolving conception of critique that should itself be continually reanalyzed and refined, particularly in response to the evolving nature and needs of the field.

In Search of Critical Thinking in Psychology: An Exploration of Student and Lecturer Understandings in Higher Education

“…In the discipline of psychology, there is a rather similar debate about whether critical thinking instruction should focus on generic skills related to reasoning and research (Bensley, 1997;Meltzoff, 1998), or whether it can only be understood in the context of psychological theory and practice (Yanchar, Slife, & Warne (2008). The present study aimed to inform strategies to improve shared understandings of critical thinking in psychology and incorporate critical thinking in a more explicit way in the Psychology curriculum.…”

An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

“…Critical reflection, in this analysis, may impart and/or associate with achievement-related attributes (e.g., deep cognitive processing) that could, in turn, result in the enhancement of academic learning [13,76]. This cognitive process construct, of course, reflects a high-order level of reflection [13,28,77], requiring personal experience, effort, and motivation. Some students in classroom situations may embrace in superficial thinking and habitual practices [e.g., "If I follow what the lecturer says, I do not have to think too much on this course": 28], given their limited knowledge and experiences, lack of confidence, and/or motivation.…”

Critical Thinking in Social and Psychological Inquiry

“…But this approach does seriously mean to free us from dogmatism and domination in order to improve and enrich human life. Yanchar, et al"s (2008) notion of critical activity as itself culturally-embedded, "perspectival, relational, and interpretive" may receive its fullest expression in hermeneutic philosophy (Gadamer, 1989;Taylor, 1989) and related philosophies of dialogue (Bakhtin, 1981;MacIntyre, 1984). For these approaches, critique or critique of ideology means open-minded and open-ended participation in the search for understanding and ethical orientation that lies at the heart of the human struggle itself.…”

“…. Part of their conclusion is that psychology has been admirably committed to "scientific analytic reasoning" or "methodcentered critical thinking" involving "the assiduous use of logical and methodological rules in the evaluation of evidence, arguments, and knowledge claims" (Yanchar, Slife, & Warne, 2008, pp. 1-2).…”