critical thinking why it is so hard to teach

Critical Thinking: Why Is It So Hard to Teach?

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• Logging Songs of the Pacific Northwest: a Study of Three Contemporary Artists Leslie A Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2007 Logging Songs of the Pacific Northwest: A Study of Three Contemporary Artists Leslie A. Johnson Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC LOGGING SONGS OF THE PACIFIC NORTHWEST: A STUDY OF THREE CONTEMPORARY ARTISTS By LESLIE A. JOHNSON A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music Degree Awarded: Spring Semester, 2007 The members of the Committee approve the Thesis of Leslie A. Johnson defended on March 28, 2007. _____________________________ Charles E. Brewer Professor Directing Thesis _____________________________ Denise Von Glahn Committee Member ` _____________________________ Karyl Louwenaar-Lueck Committee Member The Office of Graduate Studies has verified and approved the above named committee members. ii ACKNOWLEDGEMENTS I would like to thank those who have helped me with this manuscript and my academic career: my parents, grandparents, other family members and friends for their support; a handful of really good teachers from every educational and professional venture thus far, including my committee members at The Florida State University; a variety of resources for the project, including Dr. Jens Lund from Olympia, Washington; and the subjects themselves and their associates. iii TABLE OF CONTENTS ABSTRACT ................................................................................................................. [Show full text]
• Flowers for Algernon.Pdf SHORT STORY FFlowerslowers fforor AAlgernonlgernon by Daniel Keyes When is knowledge power? When is ignorance bliss? QuickWrite Why might a person hesitate to tell a friend something upsetting? Write down your thoughts. 52 Unit 1 • Collection 1 SKILLS FOCUS Literary Skills Understand subplots and Reader/Writer parallel episodes. Reading Skills Track story events. Notebook Use your RWN to complete the activities for this selection. Vocabulary Subplots and Parallel Episodes A long short story, like the misled (mihs LEHD) v.: fooled; led to believe one that follows, sometimes has a complex plot, a plot that con- something wrong. Joe and Frank misled sists of intertwined stories. A complex plot may include Charlie into believing they were his friends. • subplots—less important plots that are part of the larger story regression (rih GREHSH uhn) n.: return to an earlier or less advanced condition. • parallel episodes—deliberately repeated plot events After its regression, the mouse could no As you read “Flowers for Algernon,” watch for new settings, charac- longer fi nd its way through a maze. ters, or confl icts that are introduced into the story. These may sig- obscure (uhb SKYOOR) v.: hide. He wanted nal that a subplot is beginning. To identify parallel episodes, take to obscure the fact that he was losing his note of similar situations or events that occur in the story. intelligence. Literary Perspectives Apply the literary perspective described deterioration (dih tihr ee uh RAY shuhn) on page 55 as you read this story. n. used as an adj: worsening; declining. Charlie could predict mental deterioration syndromes by using his formula. [Show full text]
• Straight from the Source — What Works Straight from the Source What Works for First-Generation College Students THE PELL INSTITUTE FOR THE STUDY OF OPPORTUNITY IN HIGHER EDUCATION The Pell Institute for the Study of Opportunity in Higher Education The Pell Institute, sponsored by Senior Scholars the Council for Opportunity Adolfo Bermeo in Education, conducts and Marshall Grigsby disseminates research and Thomas Mortenson policy analysis to encourage Lana Muraskin policymakers, educators, and the Congressman Louis Stokes public to improve educational Vincent Tinto opportunities and outcomes of Wayne Upshaw low-income, first-generation, and disabled college students. Advisory Committee The Pell Institute is the first Sonya Anderson, research institute to specifically The Oprah Winfrey Foundation examine the issues affecting educational opportunity for Estela Bensimon, University of Southern this growing population. California For further information contact: Betsy Brand, American Youth Colleen O’Brien, Director Policy Forum THE PELL INSTITUTE Alberto Cabrera, for the Study of Opportunity University of Maryland, in Higher Education College Park 1025 Vermont Avenue, NW Heather Eggins, Suite 1020 Staffordshire University (UK) Washington, DC 20005 David Evans, Tel: 202-638-2887 Educational Policy Consultant Fax: 202-638-3808 Donald Heller, www.pellinstitute.org Pennsylvania State University Scott Miller, Pennsylvania Higher Education Assistance Agency Barmak Nassirian, American Association of Collegiate Registrars and Admissions Officers Raymund Paredes, Texas Higher Education Coordinating Board Thomas Wolanin, Institute for Higher Education Policy Straight from the Source What Works for First-Generation College Students DECEMBER 2006 THE PELL INSTITUTE FOR THE STUDY OF OPPORTUNITY IN HIGHER EDUCATION by Jennifer Engle, Adolfo Bermeo, and Colleen O’Brien Acknowledgements This report was written by Jennifer Engle, Research Analyst; Adolfo Bermeo, Senior Scholar; and Colleen O’Brien, Director, at the Pell Institute. [Show full text]
• “Being an Asian American Male Is Really Hard Actually”: Cultural Psychology of Asian American Masculinities and Psychological Well-Being “BEING AN ASIAN AMERICAN MALE IS REALLY HARD ACTUALLY”: CULTURAL PSYCHOLOGY OF ASIAN AMERICAN MASCULINITIES AND PSYCHOLOGICAL WELL-BEING by Jennifer Young Yim A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Psychology and Women’s Studies) in The University of Michigan 2009 Doctoral Committee: Associate Professor Ramaswami Mahalingam, Chair Associate Professor Edward C. Chang Associate Professor Anthony S. Chen Associate Professor Elizabeth R. Cole © Jennifer Young Yim 2009 This dissertation is dedicated to my parents, my ancestors, and my teachers. ii ACKNOWLEDGMENTS I would like to offer gratitude and thanks to my mentor, advisor, and committee chair, Dr. Ramaswami Mahalingam, for his unconditional mentorship. I would also like to thank the members of my committee, Drs. Edward Chang, Elizabeth Cole, and Anthony Chen, for their generous support in this project. I also give thanks to the members of the Immigrant Psychology Research Lab for sharing their perspectives on the use of intersectionality and social marginality in different contexts. And I would like to thank the Program on Intergroup Relations for their unflagging support and enthusiasm. I would like to acknowledge the grants that funded this research from the University of Michigan Psychology Department, Women’s Studies Program, and Rackham School of Graduate Studies, which made this project possible. I would also like to acknowledge Apple for allowing me to use iTunes gift cards to promote this study and reach a wider population. Thank you also to Tyler Dancer and Madi Wachman for their assistance with data maintenance and proofreading. And thank you to my students who have all challenged me to think differently about what masculinity means to college students and for pursuing their dreams to be forces of positive change. [Show full text]
• Pet Shop Boys Albums Including Release Pet Shop Boys Album Very Album Bilingual Album Nigh PET SHOP BOYS ALBUMS INCLUDING RELEASE PET SHOP BOYS ALBUM VERY ALBUM BILINGUAL ALBUM NIGH PSBAIRPSBAVABANPDF-306 | 90 Page | File Size 4,737 KB | 28 Jun, 2020 TABLE OF CONTENT Introduction Brief Description Main Topic Technical Note Appendix Glossary PDF File: Pet Shop Boys Albums Including Release Pet Shop Boys Album Very Album Bilingual Album 1/2 Nigh - PSBAIRPSBAVABANPDF-306 Pet Shop Boys Albums Including Release Pet Shop Boys Album Very Album Bilingual Album Nigh Read Pet Shop Boys Albums Including Release Pet Shop Boys Album Very Album Bilingual Album Nigh PDF on our digital library. You can read Pet Shop Boys Albums Including Release Pet Shop Boys Album Very Album Bilingual Album Nigh PDF direct on your mobile phones or PC. As per our directory, this eBook is listed as PSBAIRPSBAVABANPDF-306, actually introduced on 28 Jun, 2020 and then take about 4,737 KB data size. Download or Read: PET SHOP BOYS ALBUMS INCLUDING RELEASE PET SHOP BOYS ALBUM VERY ALBUM BILINGUAL ALBUM NIGH PDF Here! The writers of Pet Shop Boys Albums Including Release Pet Shop Boys Album Very Album Bilingual Album Nigh have made all reasonable attempts to offer latest and precise information and facts for the readers of this publication. The creators will not be held accountable for any unintentional flaws or omissions that may be found. PDF File: Pet Shop Boys Albums Including Release Pet Shop Boys Album Very Album Bilingual Album 2/2 Nigh - PSBAIRPSBAVABANPDF-306. [Show full text]
• The Pragmatic Origins of Critical Thinking The Pragmatic Origins of Critical Thinking Abstract Because of the ancient origins of many aspects of critical-thinking, notably logic and language skills that can be traced to traditional rhetoric, it is easy to perceive of the concept of critical thinking itself as also being ancient, or at least pre-modern. Yet the notion that there exists a form of thinking distinct from other mental qualities such as intelligence and wisdom, one unique enough to be termed “critical,” is a twentieth-century construct, one that can be traced to a specific philosophical tradition: American Pragmatism. Pragmatism Pragmatism is considered the only major Western philosophical tradition whose geographical origin was not in Europe but the United States. Just as other schools of philosophy can be traced to a single individual (such as Phenomenology, the invention of which is generally credited to Germany’s Edmund Husserl), Pragmatism has its origin in the work of the nineteenth and early twentieth century American philosopher Charles Sanders Peirce. Son of Harvard professor of astronomy and mathematics Benjamin Peirce, Charles was trained in logic, science and mathematics at a young age in the hope that he would eventually grow to become America’s answer to Immanuel Kant. In spite of this training (or possibly because of it) Peirce grew to be a prickly and irascible adult (although some of his dispositions may have also been a result of physical ailments, as well as 1 likely depression). His choice to live with the woman who would become his second wife before legally divorcing his first cost him a teaching position at Johns Hopkins University, and the enmity of powerful academics, notably Harvard President Charles Elliot who repeatedly refused Peirce a teaching position there, kept him from the academic life that might have given him formal outlets for his prodigious work in philosophy, mathematics and science. [Show full text]
• Do Student Success Courses Actually Help Community College Students ISSN 1526-2049 COMMUNITY COLLEGE RES EARCH CENTER BRIEF NUMBER 36 JUNE 2007 careers (Derby & Smith, 2004). A wide spectrum of Do Student Success Courses students may find these courses useful. Although Actually Help Community such courses are not themselves considered to be remedial, sometimes colleges require that they be College Students Succeed? taken by students who need academic remediation. Student success courses have certainly become well- Matthew Zeidenberg, Davis Jenkins, established. Indeed, several publishers offer textbooks and Juan Carlos Calcagno for these courses, in some cases allowing colleges to Many first-time college students arrive on campus customize the course material with institution-specific unprepared to succeed in college. This is especially information such as support services available on a the case at community colleges, which pursue an given campus. Student success courses, and their effectiveness, “open door” mission of serving all students, regardless are the focus of this Brief. Despite the prevalence of of prior educational background. According to a these courses at community colleges, little research survey of degree-granting institutions by the National has been conducted on their effectiveness. Recently a Center for Education Statistics (2003), 42 percent of research team headed by Dr. Patricia Windham at the entering first-time students at public two-year colleges Florida Department of Education compared the in fall 2000 took at least one remedial course (or one outcomes of students who completed a student “developmental” course; we use these terms success course — which in Florida is known as a interchangeably), compared to 20 percent of entering “student life skills,” or “SLS,” course — with those of students at public four-year institutions. [Show full text]
• Ep #375: Do Hard Things Full Episode Transcript Brooke Castillo Ep #375: Do Hard Things Full Episode Transcript With Your Host Brooke Castillo The Life Coach School Podcast with Brooke Castillo Ep #375: Do Hard Things You are listening to The Life Coach School Podcast with Brooke Castillo, episode number 375. Welcome to The Life Coach School Podcast, where it’s all about real clients, real problems and real coaching. And now your host, Master Coach Instructor, Brooke Castillo. Hello, my friends. Okay, I might have a little rant. I might have a little talking-to today. You telling me that things are hard doesn’t mean anything. What does it mean that things are hard? It’s an irrelevant thing to say. People say things are hard to me as if that’s a reason not to do them. That is the reason to do them. Hard things are what make us stronger. We can’t get stronger if we don’t do hard things. So, if you come to me and you say, “But it’s so hard...” I don’t know what you mean. It’s like when people say to me, “But it’s so expensive.” Of course, it’s expensive. Of course, I charge a lot for what I do. It’s so valuable. Of course, it’s hard. It’s going to make you into who you want to be. You can’t become who you want to be on easy street. You can’t make things easy and then expect yourself to grow from doing easy things. You don’t want people to go, “Oh, she always takes the easy road.” When you hear someone talk about someone else like that, it’s not impressive, my friends. [Show full text]
• Song & Music in the Movement Transcript: Song & Music in the Movement A Conversation with Candie Carawan, Charles Cobb, Bettie Mae Fikes, Worth Long, Charles Neblett, and Hollis Watkins, September 19 – 20, 2017. Tuesday, September 19, 2017 Song_2017.09.19_01TASCAM Charlie Cobb: [00:41] So the recorders are on and the levels are okay. Okay. This is a fairly simple process here and informal. What I want to get, as you all know, is conversation about music and the Movement. And what I'm going to do—I'm not giving elaborate introductions. I'm going to go around the table and name who's here for the record, for the recorded record. Beyond that, I will depend on each one of you in your first, in this first round of comments to introduce yourselves however you wish. To the extent that I feel it necessary, I will prod you if I feel you've left something out that I think is important, which is one of the prerogatives of the moderator. [Laughs] Other than that, it's pretty loose going around the table—and this will be the order in which we'll also speak—Chuck Neblett, Hollis Watkins, Worth Long, Candie Carawan, Bettie Mae Fikes. I could say things like, from Carbondale, Illinois and Mississippi and Worth Long: Atlanta. Cobb: Durham, North Carolina. Tennessee and Alabama, I'm not gonna do all of that. You all can give whatever geographical description of yourself within the context of discussing the music. What I do want in this first round is, since all of you are important voices in terms of music and culture in the Movement—to talk about how you made your way to the Freedom Singers and freedom singing. [Show full text]
• LOGIC and CRITICAL THINKING: the MISSING LINK in HIGHER EDUCATION in NIGERIA Chinweuba Gregory Emeka International Journal of History and Philosophical Research Vol.6, No.3, pp.1-13, July 2018 ___Published by European Centre for Research Training and Development UK (www.eajournals.org) LOGIC AND CRITICAL THINKING: THE MISSING LINK IN HIGHER EDUCATION IN NIGERIA Chinweuba Gregory Emeka (Ph.D) and Ezeugwu Evaristus Chukwudi (Ph.D) Philosophy Unit, General Studies Division, Enugu State University of Science and Technology, (ESUT) Enugu. ABSTRACT: Sustainable development and good living condition in the modern world are determined by people who possess more than normal reasoning abilities. The present Nigerian socio-political, economic and technological dilemma therefore results from the redundancy of mind paved by gross deficiency in logic and critical thinking competencies. This deficiency broadly stems from Nigerian poor educational system which has neglected acquisition of reflective and critical reasoning skills in theoretical and practical terms. This hampers critical competence, and results to irrational judgments, biased policies and dishonest governance. Consequently, problem solving and critical competence in various sectors of Nigerian existence have remained a mirage resulting to unsustainable development. This paper analytically investigates the meaning, cradle, essence, relevance and state of logic and critical thinking in Nigerian higher education and existence. The research finds that logic and critical thinking has been negligently relegated to one of those optional General Studies’ courses rarely needed to make up the required credit load. As such, not every department of education in Nigeria offers logic and critical thinking. This is coupled with the fact that in some Nigerian Higher Institutions, logic and critical thinking is managed by unqualified staff. The paper as well finds that knowledge of logic and critical thinking is indispensable in the daily human expressions, decisions, right choices and actions. [Show full text]
• The Nature of Mid-Life Introspection with the Goal of Understanding the Fullness, Or Essence, of the Experience Copyright 2014, Lee DeRemer Abstract I explore the nature of mid-life introspection with the goal of understanding the fullness, or essence, of the experience. I use research from interviews with nine people who have had deeply personal, highly intentional mid-life introspection experiences. In these interviews I seek to appreciate the motivation of the individuals, the dynamics of the experience, the role of others, lessons learned, and the impact on interviewees’ approach to questions of meaning and purpose. I also interview the spouses of six of the participants to obtain additional perspective on each introspection experience. I employ a transcendental phenomenological methodology to discover whether any aspects of the mid-life introspection experience are common, regardless of differences in world view, background, gender, occupation, education level, or socioeconomic status. By learning the stories of each of these mid-life introspection experiences, I discover the nature of mid-life introspection and develop the following definition of mid-life introspection: a deeply personal quest for a fresh understanding of one’s identity, purpose, values, goals, and life direction, influenced but not necessarily constrained by one’s life history and present circumstances. This research will enable the reader to conclude, “I understand the nature of mid-life introspection and what to expect from a mid-life introspection experience.” The research also reveals a framework that depicts the mid-life introspection experience graphically and a collection of questions that can guide one’s own mid-life introspection. iii Dedication This paper is dedicated to three people. I am who I am because of them, and I am forever grateful. [Show full text]
• Leibniz on China and Christianity: the Reformation of Religion and European Ethics Through Converting China to Christianity Bard College Bard Digital Commons Senior Projects Spring 2016 Bard Undergraduate Senior Projects Spring 2016 Leibniz on China and Christianity: The Reformation of Religion and European Ethics through Converting China to Christianity Ela Megan Kaplan Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2016 Part of the European History Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Kaplan, Ela Megan, "Leibniz on China and Christianity: The Reformation of Religion and European Ethics through Converting China to Christianity" (2016). Senior Projects Spring 2016. 279. https://digitalcommons.bard.edu/senproj_s2016/279 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected] . Leibniz on China and Christianity: The Reformation of Religion and European Ethics through Converting China to Christianity Senior Project submitted to The Division of Social Studies Of Bard College by Ela Megan Kaplan Annandale-on-Hudson, New York May 2016 5 Acknowledgements I would like to thank my mother, father and omniscient advisor for tolerating me for the duration of my senior project. [Show full text]

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Critical thinking – Why is it so hard to teach?

Critical thinking is not a set of skills that can be deployed at any time, in any context. It is a type of thought that even 3-year-olds can engage in – and even trained scientists can fail in.

Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach? Arts Education Policy Review, 109 (4), 21–32. https://doi.org/10.3200/AEPR.109.4.21-32

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Why is critical thinking so hard?

…and how we can teach it.

Hello! Welcome to the 8th edition of Things in Education, the fortnightly newsletter through which we hope to share the latest in education research and developments in the form of accessible summaries and stories to help you in the classroom and at home.

Let’s be frank. Thinking critically is hard. It’s so hard that most adults struggle to think critically. Take the example of the millions who are convinced that world leaders and award-winning actors are actually power-hungry aliens, or that the COVID-19 vaccines contain microchips so that the government can track every second of our every day…

And so, education boards all over the world have made the teaching of critical thinking skills compulsory in school. But if learning how to think critically is hard, teaching it is a hundred times harder. After all, there is no set definition of critical thinking. And unlike the steps of long division, there is no set process to teach critical thinking either.

Though all is not lost. With some understanding of how the mind likes to think and what thinking critically really requires, we can begin to build these skills in ourselves and in our students. What better day to begin than today?

Surface Structure and Deep Structure

So let’s begin by exercising our own critical thinking skills.

In 1980, researchers Mary Gick and Keith Holyoke conducted an experiment. In this experiment, they gave some college students a story to read:

The students were asked to memorise this story. Then, they were asked to solve a problem:

Here’s the solution: Just like the army general broke up his soldiers into small groups to converge on the fortress at the same time, the doctor can send several low-intensity rays towards the tumour. These rays won’t destroy healthy tissue, but when they all converge on the tumour, their intensity will be high enough to destroy it.

In the experiment, only 20% of the students were able to solve the problem, in spite of memorising the first story. Why do you think most of them were not able to see the similarities in the structures of the two problems?

Here’s why: Our mind tends to prefer the surface structure of new information – the specific, concrete details and particulars. In this case, these concrete details were the fortress and the general and the roads in the first problem, and the tumour and the tissue and the rays in the second problem.

In order to think critically, we must also understand the deep structure of new information – the general underlying principle. In this case, the underlying principle was “the dispersal and regathering of strength” – of the soldiers and of the rays!

So what does this look like in the classroom? Let’s take an example from English. Ask your middle- or high-school students the following question: Why will Grade 7 students not enjoy the story of the lion and the mouse as much as a mystery set on Mars?

Students will most likely begin by thinking about the surface structures of the stories: Mars is more exciting; lions and mice cannot talk; and so on. However, students have not thought critically in giving these responses – they have not gone down to the deep structure.

Thinking about the deep structure in this case begins with thinking about the genres of the two stories – one is a fable, and the other is science fiction. Fables are written keeping the developmental stage of young children in mind; science fiction is for teenagers and young adults. Fables have simple storylines; the plotline of science fiction is much more complicated. Fables present everything as black and white, good and bad; while science fiction usually poses moral dilemmas that teenagers are beginning to grapple with… The deep structures of stories give us a much more critical understanding of the question posed!

Background Knowledge

Here’s another task for you: Do you agree with the following tweet by Web3 Coin? Support your opinion with 2 pieces of evidence.

Here were my thoughts when I first read this: 543 retweets? And 525 people liked this tweet? I don’t even know what it means… What is web3 in the first place? Is web3 something we can “have”? Huh? What does it have to do with crypto? I’m not intelligent enough for this…

Does this mean that I have no critical thinking skills? Absolutely not. What it does mean is that background knowledge is the first and most important requirement for critical thinking. I can’t think critically about something I don’t know enough about. A doctor can think critically about the oxygen requirements of her patients, but that does not mean that she can think critically about the construction of an oxygen cylinder. A lawyer can think critically about the legal nuances of a mental harassment lawsuit, but that does not mean that she can think critically about the medical requirements of mental health. Background knowledge is the foundation of critical thinking.

So what does this mean for the classroom? One of the best ways to build students’ background knowledge is to adopt a multi-disciplinary approach. A multi-disciplinary approach analyses a concept or a topic through the lens of various disciplines. For example:

Such an approach would require teachers of different subjects to plan well in advance and collaborate on the progress of the curriculum. At the same time, individual subject teachers can also implement the multi-disciplinary approach in simpler ways by incorporating one other subject into their curriculum, like asking students to use their knowledge of language to break down and understand new scientific terms, or having students research the history of the place in which a famous author lived. Slowly but surely, teachers will see students begin to think critically in these subjects.

There is no set definition of critical thinking because different areas of life and different problems require different types of thinking skills. “Critical thinking skills” is an umbrella term for many different skills. What we do know, however, is that going beyond the surface structure of information and to the deep structure as well as building background knowledge are important steps towards developing critical thinking skills. Let’s start there!

Useful Links:

Multi-disciplinary learning : In this blog, we explain how multi-disciplinary learning leads to deep understanding by increasing and strengthening connections in the brain.

Critical thinking : In this periodical, cognitive psychologist Daniel Willingham explains why critical thinking is so hard to teach.

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