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Critical thinking: Difference between revisions
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I[http://info.iesis.org/papers/Journal V156_web_secure.pdf nventing a bionic hand] (page 39) | I[http://info.iesis.org/papers/Journal V156_web_secure.pdf nventing a bionic hand] (page 39) | ||
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[[File:Athena.png|left|thumb|Athena, godess of wisdom]] | [[File:Athena-2.png|alt=|left|thumb|160x160px|Athena, godess of wisdom]] | ||
[[File:Thinker-2.png|left|alt=|thumb|Rodin's thinker]]Critical thinking implies the use of principles and processes that are used when addressing situations of complex uncertainty, i.e. that may involve: competing goals; high levels of risk; technical, environmental and societal issues. | [[File:Thinker-2.png|left|alt=|thumb|Rodin's thinker]]Critical thinking implies the use of principles and processes that are used when addressing situations of complex uncertainty, i.e. that may involve: competing goals; high levels of risk; technical, environmental and societal issues. | ||
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'''Actions''' | '''Actions''' | ||
*Test proposals, critique, review. | *Test proposals, critique, review. | ||
*Use, where appropriate the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]] | *Use, where appropriate the Engineer-it [[Chapter 1:Strategies for engineered outcomes|strategies]] | ||
*Reflect: question, consult, challenge, be challenged, expect to be challenged. | *Reflect: question, consult, challenge, be challenged, expect to be challenged. | ||
*Submit to reason. Use logic and evidence to the limits of their potential before making informed judgements. | * Submit to reason. Use logic and evidence to the limits of their potential before making informed judgements. | ||
*Think for yourself but not by yourself. | *Think for yourself but not by yourself. | ||
*Adopt a system approach: consider the system as a whole as well as its parts | *Adopt a system approach: consider the system as a whole as well as its parts | ||
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*deferential | *deferential | ||
=== Learning for critical thinking=== | ===Learning for critical thinking=== | ||
The development of good habits should start as early as practical in your life. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper. | The development of good habits should start as early as practical in your life. That learning for critial thinking should start in primary school and be addressed continuously in education is becoming recognised. Critical thinking should be treated as a discipline in education i.e. as a branch of learning - see Section 4 (page 10) of the [https://www.engineers.scot/office/resources/publications/discipline-ct.pdf Discipline for critical thinking] paper. | ||
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*Identify the reasons for people to be unsuccessful. Actively avoid copying them. | *Identify the reasons for people to be unsuccessful. Actively avoid copying them. | ||
*Remember that some guiding princples are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies. | *Remember that some guiding princples are context specific. You are not using a set of fixed rules that result in success. You need to use critical thinking about your critical thinking strategies. | ||
*If you have a leadership role, tell your colleagues about the principles that you intend to use and expect them to use. | *If you have a leadership role, tell your colleagues about the principles that you intend to use and expect them to use. | ||
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