Further to this the importance of background knowledge in a subject is central in providing a student with the awareness necessary to be an effective critical thinker. Ennis (1989) identifies a range of assumptions regarding domain specificity held by various theorists. Proponents of domain specificity include Willingham (2007), who argues that it is easier to learn to think critically within a given domain than it is to learn to think critically in a generic sense. Similarly, Bailin (2002) argues that domain-specific knowledge is necessary for CT because what constitutes valid evidence, arguments, and standards tends to vary across domains. Facione (2000) designed the California Critical Thinking Skills Test as a general test of critical thinking rather than one embedded within the context of a specific domain. Yet Facione (1990) also notes the importance of domain-specific knowledge in any application of critical thinking skills and abilities. Thus, Facione also falls into the category of researchers who acknowledge both general and domain specific elements of CT.
These students have had a lot of time to develop their own personal theories about how the world works and most are quite satisfied with the results. They often pride themselves on how good they are with people as well as how astute they are in understanding and explaining the motives of others. And they think they know what psychology is. Many are surprised- and sometimes disappointed- to discover that psychology is a science, and the rigor of psychological research is a shock. The breadth and depth of psychology feel daunting. Regardless of their sophistication in the discipline, students often are armed with a single strategy to survive the experience: Memorize the book and hope it works out on the exam. In many cases, this strategy will serve them well. Unfortunately, student exposure to critical thinking skill development may be more accidental than planful on the part of most teachers. Collaboration in my department and with other colleagues over the years has persuaded me that we need to approach critical thinking skills in a purposeful, systematic, and developmental manner from the introductory course through the capstone experience, propose that we need to teach critical thinking skills in three domains of psychology: practical (the “jerk avoidance” function), theoretical (developing scientific explanations for behavior), and methodological (testing scientific ideas). I will explore each of these areas and then offer some general suggestions about how psychology teachers can improve their purposeful pursuit of critical thinking objectives.
Critical Thinking in Psychology - Olympic College
Critical thinking requires a confidence in ones own awareness and knowledge; this is the keystone to freeing a learner to approach research with a critical and questioning mind. Overcoming the initial leap of faith for the learner to move away from rote learning evaluation and analysis from textbooks is a challenge that teachers will have to address through the development of activities that allow learners to make this transition and gain confidence in their own questions. Intrinsically these activities will engage the learner, taking them back to their childhood days where it way okay to ask ‘’ It seems that, in this ability we regress, as we age we loose this ability; the ability to question things that we do not understand. Through teaching CT skills one can hope to recapture some of this creative thought and embed it within a psychology curriculum.
Standards of Critical Thinking | Psychology Today
Within psychology being able to ‘think critically’ is intrinsically linked to a solid understanding of research methods as many (if not all) issues linked to evaluation of others work will, at least in some way, fall back to the methods employed, design of research, or participants tested to make conclusions about behaviour. It is therefore necessary to ensure that students have this foundation of knowledge of psychological methods to have the toolbox of issues that can then be used to analyse arguments, theories and research presented to them critically.
Free critical Essays and Papers - Free Essays, Term …
Many college assignments require you to support a thesis. The concept of a critical thinking essay is that you start without an end in mind. You don't necessarily know how you feel about a subject or what you want to say about the subject … you allow the research and your own thinking to determine the outcome. This is writing to learn rather than writing to prove what you know.
Free College Essay Critical Thinking
The critical thinking essay has you look at and contribute to a range of arguments rather than just one at a time. Critical thinking essays consider the strengths and weaknesses of various solutions to a problem or various answers to a question. It requires thinking ... not information reporting.