Free Essay: Critical Thinking

Comley, N.R. (1989). Review: Critical thinking /critical teaching. College English, 51 (6), 623-627.

In this article, Nancy R. Comley reviews five books on critical thinking and theapplication of the same in a classroom setting to improve learners' abilities to apply problem-solving skills to everyday social and political issues. Among these are the worksof Stephen D. Brookfield, Jeff Golub, Chet Meyers, Ira Shor, and James R. Squire.Deriving from these books, Comley (1989) argues that since reports on Americaneducation have recently indicated that there is a need for better training on critical thinking for students, there is a need for an interdisciplinary curriculum to facilitate this.

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According to this author, critical thinking cannot be properly developed through the assignment ofproblem-solving exercises or isolated critical thinking courses but rather through a multifaceted curriculum that teaches a combination of skills. It must also be done by teachers with the ability to effectively coordinate and promote discussion, writing, and reading among students.

Moreover, Comley (1989) observes that teaching learners critical thinking enable them tobe active participants in a democratic society since it liberates or emancipates their view of various societal issues. Thus, a general approach to critical thinking that onlyconsiders problem-solving skills is an ineffective strategy as it assumes that critical thinking only involves problems and solutions. It ignores other important aspects such as the aesthetic components such as play that help stimulate learners' critical thoughts. Teachers in interactive critical thinking classrooms should thus not only guidestudents but also challenge them to think critically.

The main strength of this article is that it provides a critical review of critical thinking and how best it should be applied in teaching for the benefit of learners. Additionally, it takes an analytical perspective on critical thinking by challenging teachers to be proactive in theirapproaches. However, its weakness is that it has no new ideas since it is based on a review of previous works on critical thinking. Nevertheless, this work is important as it provides an incredible analysis of critical thinking and its classroom application.

Morris. L.V. (2017). Movin beyond critical thinking to critical dialogue. Innovation HigherEducation, 42, 377-378. DOI: 10.1007/s10755-017-9413-z.

In his article, Libby V. Morris makes various claims about critical thinking, chief among them being the argument that there is a need to move from critical thinking to dialogue tobetter respond to recent events in American schools involving clashes of beliefs, violence, and public demonstrations.

According to Morris (2017), many university and college faculty members agree that themost essential competency that students acquire from undergraduate education is critical thinking, an important workforce, and life skill. Morris (2017) also observes that critical thinking is necessary for cognitive development and that critical dialogue should be beyond normal communication to a chance for faculty members and learners to acquire skills that will enable them to engage in conversations that are difficult but respectful and civil. Post-secondary education ought to focus on teaching students on ways of actin with civility, speaking respectfully, and thinking critically by enabling them to share differences inviewpoints in a more civilized manner.

One of the strengths of this source is that it elevates critical thinking much higher by suggesting a move from mere theory to actual critical dialogue among members of faculties and students. Moreover, the author uses simple, straightforward language in conveying hismessage besides using real-world examples such as the public demonstrations in Charlottesville, Virginia to justify his position. However, its major weakness is that it does not explore some of the challenges that might impede critical dialogues in society today. Be that as it may, this source is necessary for enabling learners to take a different approach to critical thinking that involves more civilized, respectful, and critical engagement on issues afflicting their communities.

Rich, A. (1979). Claiming an education. In A. Rich, On lies, secrets, and silence (pp. 94-98). Norton.

In this book chapter, the author introduces the life story and works of Adrienne Rich, one of the most prolific 20th-century poets who talked and wrote a lot on issues facing women in American society. While speaking to students -most of whom were women - at Douglass College in 1977, she called on learners to be more engaged, active, andresponsible who do not allow anyone to impose any views on them who think independently.

Rich's message to students was to always think critically. The book chapter also attemptsto answer questions such as how people would like to learn, what they get to learn, andwho gets to learn. According to Rich (1979), students are there to claim rather than receivean education. She argues that one weakness of varsity education has been that for long women, particularly Black and other minority women, have been excluded from being the academic community's members.

Women should thus be responsible for themselves by not letting others think of them if they are to reclaim their place in higher education and learning. According to Rich (1979), part of the contract that a student has with a faculty is for the latter to respect theformer's right to be taken seriously as this is a right rather than a privilege.

The key strength of this source is that it provides a new perspective particularly for femalelearners on how they can apply critical thinking to redefine their place and role in society. Further, this work is necessary for understanding the struggles that women face in terms of equal opportunity in education. However, the only weakness of this article is that its ideas may not represent the contemporary realities of women's education. Despite this, Rich's (1979) piece is important for research on early writings on critical thinking and its applications in classroom settings.

References

Comley, N.R. (1989). Review: Critical thinking /critical teaching. College English, 51 (6), 623-627

Morris. L.V. (2017). Movin beyond critical thinking to critical dialogue. Innovating HigherEducation, 42, 377-378. DOI: 10.1007/s10755-017-9413-z

Rich, A. (1979). Claiming an education. In A. Rich, On lies, secrets, and silence (pp. 94-98).Norton.