| Critical thinking is a term that has become the | | | | because it involves a particular way in which |
| newest buzz word. In reviewing the American | | | | information is sought and treated; 2) the mere |
| Heritage Dictionary definition of 'think, thinking'--one | | | | possession of skills, because it involves the |
| finds a broad in-depth definition--one that includes | | | | continual use of them; and 3) the mere use of |
| the definition of 'critical thinking.' Why then have | | | | those skills ("as an exercise") without acceptance |
| we coined the term 'critical thinking' as if it has a | | | | of their results. |
| new meaning and those who aren't in the 'know' | | | | Thinking varies according to the motivation |
| about what critical thinking is--well, they just aren't | | | | underlying it and the habits or indoctrination since |
| as smart or astute as those who use the term | | | | childhood. When grounded in selfish motives, it is |
| 'critical thinking.' | | | | often manifested in the skillful manipulation of |
| In my 'thinking' and understanding of the word | | | | ideas in service of one's own, or one's groups', |
| 'think'--think means using discipline to focus on a | | | | vested interest. As such it is typically intellectually |
| particular subject; to effectively and actively | | | | flawed, however pragmatically successful it might |
| process; skillfully conceptualize, apply | | | | be. When grounded in fair mindedness and |
| understanding, analyze, synthesize and/or evaluate | | | | intellectual integrity, it is typically of a higher order |
| all information gathered; consider the source; | | | | intellectually, though subject to the charge of |
| observe, experience, reflect, reason, | | | | "idealism" by those habituated to its selfish use. |
| communicate. In its most exemplary construct, | | | | Thinking is unique to any individual; everyone is |
| 'thinking' is based on intellectual values that | | | | subject to episodes of undisciplined or irrational |
| transcend subject matter divisions: clarity, | | | | thought. Thinking quality is therefore typically a |
| accuracy, precision, consistency, relevance, sound | | | | matter of degree and dependent on, among |
| evidence, good reasons, depth, breadth, and | | | | other things, the quality and depth of experience |
| fairness are incorporated into the 'thinking' | | | | in a given domain of thinking or with respect to a |
| process. | | | | particular class of questions. No one is a fully deep |
| To fully complete the 'thinking' process on any | | | | thinker through-and-through, but only to a degree, |
| subject entails the examination of all precepts, | | | | with various insights and blind spots, subject to |
| notions, and the very structures or elements of | | | | various tendencies towards self-delusion. For this |
| thought implicit in all reasoning: purpose, problem | | | | reason, the development of thinking skills and |
| or question-at-issue; assumptions, concepts; | | | | dispositions is a life-long endeavor. |
| empirical grounding; reasoning leading to | | | | Albeit primitive thinking begins in utero--it isn't until |
| conclusions; implications and consequences; | | | | a child begins to talk is it generally accepted that |
| objections from other viewpoints; and frame of | | | | the person has cognition--this is tragically limiting to |
| reference. Using thinking to the fullest | | | | the child's experience of confirming their ability to |
| extent--a.k.a. 'critical thinking--one is being | | | | think and reason. Unfortunately, as soon as the |
| responsive to variable subject matter, issues, and | | | | child begins to verbalize their ability of in depth |
| purposes--incorporating everything in an | | | | thinking they are told such things as: 'Children are |
| interwoven mode, including: scientific thinking, | | | | to be seen and not heard'--albeit that phase has |
| mathematical thinking, historical thinking, | | | | to some degree become obsolete, but the |
| anthropological thinking, economic thinking, moral | | | | message is still conveyed in many |
| thinking, ethical thinking and philosophical thinking. | | | | ways--'Because, I said so.' 'Don't talk back.' This |
| Human Thinking begins as soon as the brain is | | | | later prohibition to 'in-depth thinking' is frequently |
| formed--in utero. The connection between sound | | | | followed by a smack/slap for being sassy or |
| music and prenatal memory/learning have been | | | | disrespectful. My mother's favorite phrase to 'shut |
| revealed in parental observations, formal | | | | me up' when she didn't want to hear what I knew |
| experiments, clinical records, and first person | | | | or wanted her to look at was, "Now, Dorothy, |
| reports. Chamberlain (1998) using Howard | | | | don't get carried away." Thus, superficial thinking is |
| Gardner's concept of multiple intelligences, has | | | | established. |
| presented evidence for musical intelligence before | | | | We, then, arrive into adulthood couching our |
| birth. Peter Hepper (1991) discovered that | | | | thinking so that we don't offend or get |
| prenates exposed to TV soap opera music during | | | | reprimanded for saying something unacceptable to |
| pregnancy responded with focused and rapt | | | | the person(s) involved. Not surprising then, the |
| attention to this music after birth--evidence of | | | | biggest deterrent to exercising the full spectrum |
| long-term memory. On hearing the music after | | | | of 'thinking' or 'critical thinking' is the fear of |
| birth, these newborns had a significant decrease in | | | | appearing stupid when asking questions in order to |
| heart rate and movements, and shifted into a | | | | fully complete thein-depth 'thinking' process. |
| more alert state. Shetler (1989) reported that | | | | Those who didn't experience or weren't deterred |
| 33% of fetal subjects in his study demonstrated | | | | by these parental prohibitions create various and |
| contrasting reactions to tempo variations between | | | | sundry ways to compensate for others' |
| faster and slower selections of music. | | | | conditioned superficial communication style--such |
| Thinking has two components: 1) a framework of | | | | as: coining phases and buzz words--brain storm, |
| information and belief generating and processing | | | | critical thinking, think tank, etc. While these coined |
| skills, and 2) the habit, based on intellectual | | | | phases/buzz words serve the purpose--it is |
| commitment, of using those skills to guide | | | | merely a new name for a birthright, which was |
| behavior. It is contrasted with: 1) the mere | | | | unwittingly usurped. |
| acquisition and retention of information alone, | | | | |