critical thinking and learning

[...]... descent into relativism, and demands an epistemological anchor for critical thinking, core reasons that are open to public scrutiny and understanding Unlike Ennis and Paul, McPeck (1981) argues that critical thinking is specific to a particular discipline, and that it depends on a thorough knowledge and understanding of the content and epistemology of the discipline For him, critical thinking cannot be taught... (2001) Re /Thinking Critical Thinking: The seductions of everyday life, Studies in Philosophy and Education, 20:1 Ennis, R (1996) Critical Thinking (Upper Saddle River, NJ, Prentice-Hall) Critical Thinking and Learning 11 Ennis, R (1992) Conflicting Views on Teaching Critical Reasoning, in: R Talaska (ed.), Critical Reasoning in Contemporary Culture (Albany, SUNY Press) Martin, J R (1992) Critical Thinking. .. dispositions associated with critical thinking, and suggests that it is motivated by and founded in moral perspectives and particular values Starting from a question about the purpose of critical thinking, she suggests Critical Thinking and Learning 5 that it should be motivated by a concern for a more humane and just world Just because someone may reach a conclusion by some brilliant critical reasoning, it... and Jane Roland Martin Ennis defends a conception of critical thinking based primarily in particular skills; Paul also emphasizes the skills associated with critical thinking McPeck argues that critical thinking is specific to a particular discipline, and that it depends on a thorough knowledge and understanding of the content and epistemology of the discipline Siegel, for whom critical thinking means... critical thinking (such as necessary and sufficient conditions), or of ᭿ A particular discipline, in which one is then capable of critical thought Most debates around critical thinking tend to stress at least the skills and dispositions associated with a sceptical, reasonable, and reflective approach Ennis and Paul, as we have seen, emphasize the skills component of critical thinking most strongly; and. .. critical thinking and learning, Michael Luntley begins his paper, Learning, Empowerment and Judgement’, with a distinction that is deeply rooted in our conceptions of learning and that is apparently simple and compelling: the distinction between learning activities that involve training and those that involve reasoning In the first, the pupil is understood as a passive recipient of habits of mind and. .. developmental psychology for a rationalist Critical Thinking and Learning 9 account of language learning as learning by reasoning, and by providing a philosophical argument against learning as training and in favour of a rationalist model of learning by reasoning He shows that, in line with the empirical data regarding first language learning, there is no such thing as learning by training In a careful reading... conception of critical thinking based primarily in particular skills, such as observing, inferring, generalizing, reasoning, evaluating reasoning, and the like For him, critical thinking is ‘the correct assessing of statements’, but Critical Thinking and Learning 3 he has also defined it more generally as ‘reasonable reflective thinking Ennis (1992) maintains that the skills associated with critical thinking. .. Doddington and by Duck-Joo Kwak, respond to these questions In response to the contemporary tendency ‘to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking which is worthwhile or educationally significant’, Michael Critical Thinking and Learning 7 Peters offers a historical and ‘pluralized’ philosophical picture of thinking. .. conception of critical thinking focuses only on skills, Ennis has more recently included in his definition a notion of a tendency to think critically Like Ennis, Paul (1982) emphasizes the skills and processes associated with critical thinking He distinguishes critical thinking in the weak sense from critical thinking in the strong sense In the weak sense it implies the ability to think critically about . 1 Critical Thinking and LearningMark Mason Critical Thinking and Learning M  M  Faculty of Education, The University of Hong Kong The goals of critical thinking and. relativism, and demands an epistemological anchor for critical thinking, core reasons that are open to public scrutiny and understanding. Unlike Ennis and Paul, McPeck (1981) argues that critical thinking. rationalist Critical Thinking and Learning 9 account of language learning as learning by reasoning, and by providing a philo- sophical argument against learning as training and in favour