Transforming and Redescribing Critical Thinking

Thayer‐Bacon, Barbara J.

doi:10.5840/inquiryctnews200019417

Cited by 47 publications

(58 citation statements)

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“…Logical skills are essential functions of good thinking, but so are non-analytic ones such as imagination and intuition, and the good thinker knows how to utilize both types.' ' (1994, p. 2) It has also been said that that incompleteness or insufficiency derives, at least partly, from a lack of acknowledgement of the role of emotions in thinking and in action, not merely as a source of bias (Phelan 2001;Thayer-Bacon 1998; as well as from a failure in being sensitive towards context (Bailin 1998). My own argument is one about incompleteness and insufficiency.…”

Section: Substantiveness and Other Criticisms Of Bias And Incompletenessmentioning

confidence: 95%

In Just What Sense Should I be Critical? An Exploration into the Notion of ‘Assumption’ and Some Implications for Assessment

Mejía

2009

Stud Philos Educ

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The current dominant approach on the assessment of critical thinking takes as a starting point a conception of criticality that does not commit to any substantive view or context of meaning concerning what issues are relevant to be critical about in society or in life. Nevertheless, as a detailed examination of the identification of assumptions shows, when going from the theory of critical thinking to the praxis of producing and evaluating arguments, the critical person will inevitably make such commitments from particular perspectives, using particular contexts of meaning. But then she may fail to take notice of relevant ones and may end up using her critical powers in a mercenary way. It is then proposed, in the context of assessment of critical thinking, to choose and use some privileged contexts of meaning, while making them available for critical scrutiny and allowing for the possibility that new ones be brought up by those being assessed.

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Section: Substantiveness and Other Criticisms Of Bias And Incompletenessmentioning

confidence: 95%

In Just What Sense Should I be Critical? An Exploration into the Notion of ‘Assumption’ and Some Implications for Assessment

Mejía

2009

Stud Philos Educ

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“…In mathematics, discussion of the learner's experience of mathematics rarely includes an epistemological critique. Indeed, it is a Western European perspective that "objective" knowledge of mathematics is independent of the knower and/or their culture but accessible through the power of clear reason (for a critique see Thayer-Bacon, 2000). One consequence of this is that learning is understood, mistakenly in my view, as a product only of pedagogical transmission.…”

Section: Setting the Scenementioning

confidence: 96%

University Science and Mathematics Education in Transition

Skovsmose¹,

Valero²,

Christensen³

2009

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“…According to Walters and other thinkers in the ''second wave'' of critical thinking theory, good thinking requires logical skills but is not exclusively defined by them; creative imagination, empathy, and self-reflective awareness of one's own presuppositions are equally important (cf., for example, Mezirow 1977;Brookfield 1987;King and Kitchener 1994;Thayer-Bacon 2000;the contributions in Walters 1994b;Brodin 2007, Chap. 3).…”

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confidence: 98%

Perspective-dependence and Critical Thinking

Bohlin

2008

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Recent theories of critical thinking have stressed the importance of taking into consideration in critical enquiry the perspectives, or presuppositions, of both the speaker whose statements are under scrutiny and the critic himself. The purpose of the paper is to explore this idea from an epistemological (rather than a pedagogical or psychological) point of view. The problem is first placed within the general context of critical thinking theory. Three types of perspective-dependence are then described, and the consequences of each for the possibility of critical discussion discussed. It is concluded that although it is essential in critical discussion to take the other's perspective into consideration, perspective-dependence does not exclude the possibility of criticism.

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Transforming and Redescribing Critical Thinking

Cited by 47 publications

References 0 publications

In Just What Sense Should I be Critical? An Exploration into the Notion of ‘Assumption’ and Some Implications for Assessment

In Just What Sense Should I be Critical? An Exploration into the Notion of ‘Assumption’ and Some Implications for Assessment

University Science and Mathematics Education in Transition

Perspective-dependence and Critical Thinking

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