Re/Thinking Critical Thinking: The Seductions of Everyday Life

The way that critical thinking has been framed as aneducational objective has led, on the one hand, to itssuccessful saturation of educational discourse and, onthe other, to an equation of critical thinking withdemonstrable rhetorical skills. This essay suggeststhat both critical thinking and obstacles tosuccessful critical thinking are most commonly foundin the activities of everyday life. Humans deploycritical thinking in expressions of socialimagination, illuminations of our selves andrelationship, and in ethical choices and publicengagements. By reframing critical thinking,educators may find ways to enrich its exercise both inand out of the classroom.     

用批判性思维方法解决烧伤护理实践中的问题

批判性思维是护理界越来越注重培养并予运用的思维方法。在烧伤护理实践中用批判性思维方法解决临床护理实际问题,护理人员应正确理解批判性思维的概念并培养批判性思维能力、应具备良好的职业道德和敬业精神,最终能将批判性思维正确运用于护理程序的每一个步骤中。     

护理实践中的辩证思维

用辩证思维方法分析护理实践中存在的问题,从事物的异同性、矛盾的对立统一性、护理工作的两重性、主从性等方面探讨辩证思维在护理实践中的运用,有利于培养护士的人文素养和哲学思维能力,能在工作中缕出头绪、抓住问题的根本,提高护理工作效率和质量,收到事半功倍的效果。     

重症医学科临床思维几点探讨

重症医学科危重病患者病情变化的错综复杂和诊治方法的特殊性对重症医学科医生的临床思维提出了新的要求,哲学的思维方法显得非常重要;本文对重症医学科医生临床思维中需经常面临的系统与局部、循证与经验、多学科协作、临床与人文之间的关系等重要问题进行初步的哲学思考。     

应用批判性思维法探讨内分泌学临床思维的建立

应用内分泌学中常见的肾上腺皮质腺瘤所致原发性醛固酮增多症,甲状腺功能减退所致垂体腺瘤样增生等。典型病例探讨批判性思维法做为一种重要的思维方式,在内分泌学复杂的临床诊疗过程中的应用,力争做到思维与客观实际相一致,逐渐培养科学的内分泌学临床思维模式。     

Teaching Critical Thinking without (Much) Writing: Multiple‐Choice and Metacognition

In this essay, I explore an exam format that pairs multiple‐choice questions with required rationales. In a space adjacent to each multiple‐choice question, students explain why or how they arrived at the answer they selected. This exercise builds the critical thinking skill known as metacognition, thinking about thinking, into an exam that also engages students in the methods of the academic study of religion by asking them to compare familiar excerpts and images. As a form of assessment, the exam provides a record of students' knowledge and their thought processes, and as a learning strategy, it encourages students to examine the thought processes they use to understand religion(s) and its many manifestations.     

Constructive Thinking and Burnout among Secondary School Teachers

The present study investigated the relationship between Epstein’s (1998, Constructive thinking: The key to emotional intelligence. London: Praeger publisher.) components of constructive thinking and burnout as experienced by a sample of Dutch secondary school teachers. A postal questionnaire was sent to teachers from randomly selected secondary schools. The response rate was 54.1% (N=433). Four components of constructive thinking significantly contributed to the explained variance in emotional exhaustion (17%), depersonalization (21%), and personal accomplishment (20%). The results of the study suggest that secondary school teachers’ maladaptive thinking processes prevent them from rational thinking during their work, which significantly contributes to the onset of burnout. Burnout intervention programs for teachers are likely to be more effective when the participator’s maladaptive thinking system is taken into consideration. This stems from the idea that personality factors are a probably easier point of departure to tackle burnout symptoms than organizational factors.     

Perspective-dependence and Critical Thinking

Recent theories of critical thinking have stressed the importance of taking into consideration in critical enquiry the perspectives, or presuppositions, of both the speaker whose statements are under scrutiny and the critic himself. The purpose of the paper is to explore this idea from an epistemological (rather than a pedagogical or psychological) point of view. The problem is first placed within the general context of critical thinking theory. Three types of perspective-dependence are then described, and the consequences of each for the possibility of critical discussion discussed. It is concluded that although it is essential in critical discussion to take the other’s perspective into consideration, perspective-dependence does not exclude the possibility of criticism.     

Critical thinking: A Socratic model

A concept of critical thinking is developed based on the Socratic method and called accordingly a Socratic model. First the features of critical thinking stressed in this model are stated and illustrated. The Socratic method is presented and interpreted, then taken to yield a model of critical thinking. The process of internalization by which the Socratic model helps us to become critical thinkers is described. Argument analysis is considered as a widely used instructional strategy adaptable for teaching critical thinking on the Socratic model. This Socratic model is advanced as one helpful way of organizing our ideas about critical thinking, helpful in unifying disparate factors and anchoring them in the humanist tradition.     

Pursuing Wisdom: An Investigation of the Relationship Between Some Ancient Religious Concepts of Wisdom and Current Notions of Critical Thinking Within Information Literacy

In a recent research project, I asked first year college students if they felt they used wisdom when doing research on the Internet. Coming from faith-based contexts, they did not consider the question an unusual one. However, in my discussions of information literacy at the library school, the concept of wisdom was not as common. Following the work of Maxwell and Targowski, this article will investigate connections between current discussion on critical thinking and some ancient ideals of wisdom from the Book of Proverbs and the Analects of Confucius with the hope that such insight will inform and improve our perspective and practice of information literacy.     

转变医学思维模式看朊病毒之谜

朊病毒是一种特殊的传染性病原体,与普遍意义上的病原体不同的是,它不合生命最基本的遗传物质核酸,可引起多种传染性的中枢神经系统退行性病变,如库鲁病、牛海绵状脑病等.必须转变固有的医学思维模式来看待朊病毒之谜,并从哲学角度探讨了朊病毒病的出现.     

国内心理学文化思维问题反思

深受西方影响的非西方国家民众的文化失落感已成为根植于理智阶层心底的一种难以排遣的情结,为本民族、本地域的心理学取得合理与合法身份或地位,成为他们必须面对的现实问题.随之而来的难题在于文化思维与现代性二元对立方法论的偏狭性.破解这一难题关键在于文化思维与方法论的转向,从对心理学向本土文化寻求外在的支持转向在文化框架下对心理学本身的文化性格考察,从而辨明本土心理学与文化之间真正关联.     

Intuition and the socratic method: Two opposed ways of knowing?

Socratic method and intuition are two ways of knowing commonly thought as opposed. The author shows how both ways of knowing can be linked in an education that has philosophy as its armature.An earlier version of this paper was presented at theWays of Knowing conference at Appalachian State University, and published in the proceedings of that conference. Lee S. Shulman's helpful comments at that time led to this revised version. I would like to thank Jim Garrison for comments and conversation on this topic. Any errors remain my own.     

Classical,Critical and Constructive: Paul Hinlicky's Beloved Community

This engagement with Paul Hinlicky's systematic theology, Beloved Community, provides both analysis of his text and constructive enhancement of the wider discussion of the Trinity. The term ‘Beloved Community’ is what Hinlicky calls the Trinity, an open Trinity that invites believers into the divine life. This book, like a springboard, encourages diving into the new trinitarianism inaugurated by the two Karls, Karl Barth and Karl Rahner. I place Hinlicky into this stream of thought and then raise the critical question: is this new trinitarianism conflictual or compatible with the classical theism we find in both Christianity and Islam?     

Constructive Thought Strategies and Job Satisfaction: A Preliminary Examination

In order to examine the potential of constructive thought strategies for enhancing employee job satisfaction, an existing dispositional model of job satisfaction was expanded and tested. Structural equation modeling techniques indicated significant relationships among constructive thought strategies, dysfunctional thought processes, subjective well-being, and job satisfaction. In addition, two competing models were examined to test for the full or partial mediation of the effects of constructive thought strategies on job satisfaction. The implications of these findings for constructive thought strategy training interventions are discussed, along with directions for future research efforts.     

Critical thinking in North America: A new theory of knowledge,learning, and literacy

The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become literate, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell.     

Searching for Feminism: An Analysis of Community Psychology Literature Relevant to Women's Concerns

Articles published in both the American Journal of Community Psychology and Journal of Community Psychology, from their inception in 1973 through 1997, were content analyzed for women relevance, diversity, feminism, and historical change. Overall, 9.8% of the articles reviewed ($of1$N = 2,178) were considered women relevant, 4% recognized diversity among women, and 3% were considered feminist. There was an average yearly increase in women-relevant and feminist articles from 7.3 pre-1990 to 11.2 post-1990, and 1.6 pre-1990 to 4.6 post-1990, respectively. Overall, mental health and motherhood were the most addressed content areas. Among feminist articles, gender roles and violence against women were most salient. Race and SES were the most noted issues of diversity in both women-relevant and feminist articles. While an increase in feminist publications by both journals is promising, stereotypes of women and other oppressed groups continue to be perpetuated.     

对几种临床定势思维的思考

思维定势有权威定势、从众定势、经验定势、唯书本定势、情感定势。思维定势制约我们创新思想的发展,要更好实践临床工作,必须客观评价各种思维定势,主动进行创新思维训练。本文分别对各种思维定势在临床工作中的体现、优劣进行表述,并举例说明。     

Critical Thinking and Foundational Development

Studies in Philosophy and Education - We elaborate on Israel Scheffler's claim that principles of rationality can be rationally evaluated, focusing on foundational development, by which we mean...