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Black hat
Critical thinking in certain way is about acquiring habits of mind and behavior that have been shaped by others. Some students might be influenced by other’s thoughts and behaviors. Critical thinking has to be personal and developed in an individual way; a person has his or her way to see the world; therefore, his or her thoughts will differ from each single student. As critical thinkers, the students are able to identify and clarify all doubts they have about certain topics. In this way, they will create their own assumptions rather than getting them from other people. Sometimes teachers do not give students the necessary tasks that will help them become real critical thinkers; that situation leads not to trust their own thoughts and not to believe in their dreams. Many times, students do not reason on the tasks they have to develop. However, it is the job of the teacher to be aware of his or her students’ needs by creating critical thinking on them.
Blue hat
At the end, critical thinking can be described as a form of questioning by their moral knowledge of what is right to do or to believe. The knowledge which they have relied on to find their way around the social world from their childhood. The purpose it may serve it to initiate reflection by asking the justificatory reason of what they do. Critical thinking develops the reasoning of the learning process; it also leads the autonomy for students’ learning. If students are autonomous, of course, they will be able o judge their own progress so that they become critical thinkers.
Yellow hat
Critical thinking can be described as a form of questioning their knowledge of what it is right to do or believe; the knowledge which they have relied on to find their way around the social world from their childhood. The purpose it may serve is to initiate reflection by asking the justificatory reason of the practice so that students might imagine possibilities beyond their current set of commitments or moral beliefs.
It is about acquiring habits of mind and behavior that have been shaped by others. Learning by reasoning is learning in which the pupil works out what to do and what to think for himself or herself.
This book empower EFL/ESL practitioner because learning by reasoning is based on the pupil working out what to think and what to do; it is fundamentally a critical one. This includes a critical evaluation of the learned activities and sort of reasoned desion to adopt them. In learning by reasoning, the pupil takes some responsibility for what she learns.
Red hat
There is much evidence that human reasoning is not normatively appropriate. However, once we move beyond small scale reasoning experiments, it becomes harder to specify with the same precision what counts or normatively appropriate cognition.
In moral education, the fostering of critical thinking is usually expected to lead students to struggle against the uncritical acceptance of the moral habits and opinions that have formed their character from early on their childhood.
If education is to address the kind of person that we are to become, we need a curriculum that relishes and makes full recognition of the richness and primacy of sense, perception and embodied personal thinking. All these features cannot to subsume into critical thought. Instead, we require education to be connected with this fundamental sentient-base of how we exist and become persons. There is not space here to elaborate fully to educational implications of a shift towards personal thinking as the book has introduced it, but to educate a thinking person cannot be just about educating him or her to think critically. In this way, we show respect for the whole person, and not just for the person who has developed the capacity for rationally based critical thought.
White hat
It is fact that students need to have a clear understanding of the necessity of empowering their own critical thinking. One important thing that is missed in the book is to develop students’ critical thinking is necessary that we, as teachers, have already developed ours.
This book will empower our teaching skill a lot because we learn how o utilize both subject-specific and subject neutral (logical) principles governing the assessment of reason.
If teachers and students are able to develop their thinking skill that is to adopt a particular view of thinking, they will learn how to learn. At the end, both teachers and students will think as ratiocination: developing a chain of premises leading to a valid conclusion of everything they read, hear, or everything they learn as well so that they will have a clear reasoning of that.
Green hat
Possibilities and alternatives, overcoming black hat problems
In black hat, we can find some problems that students rely on the repetition of behaviors, or they adapt the thoughts; as a result, they do not develop their own critical thinking. As teachers, we must provoke critical thinking in students and not to give personal opinions because if we do so, students will not give their own opinion, and they will need their teacher to help them all the time.
Some alternatives and possibilities that teachers have are the ones in which they promote active rather than passive learning. That is to say, we encourage students to be active, creative, and critical workers who are “life-long” and “life-wide” learners.
To sum up, we just can say that critical thinking and learning examine the different perspectives and provides insights into critical thinking by posing new questions in order to make students think out of the box.
Critical thinking in certain way is about acquiring habits of mind and behavior that have been shaped by others. Some students might be influenced by other’s thoughts and behaviors. Critical thinking has to be personal and developed in an individual way; a person has his or her way to see the world; therefore, his or her thoughts will differ from each single student. As critical thinkers, the students are able to identify and clarify all doubts they have about certain topics. In this way, they will create their own assumptions rather than getting them from other people. Sometimes teachers do not give students the necessary tasks that will help them become real critical thinkers; that situation leads not to trust their own thoughts and not to believe in their dreams. Many times, students do not reason on the tasks they have to develop. However, it is the job of the teacher to be aware of his or her students’ needs by creating critical thinking on them.
Blue hat
At the end, critical thinking can be described as a form of questioning by their moral knowledge of what is right to do or to believe. The knowledge which they have relied on to find their way around the social world from their childhood. The purpose it may serve it to initiate reflection by asking the justificatory reason of what they do. Critical thinking develops the reasoning of the learning process; it also leads the autonomy for students’ learning. If students are autonomous, of course, they will be able o judge their own progress so that they become critical thinkers.
Yellow hat
Critical thinking can be described as a form of questioning their knowledge of what it is right to do or believe; the knowledge which they have relied on to find their way around the social world from their childhood. The purpose it may serve is to initiate reflection by asking the justificatory reason of the practice so that students might imagine possibilities beyond their current set of commitments or moral beliefs.
It is about acquiring habits of mind and behavior that have been shaped by others. Learning by reasoning is learning in which the pupil works out what to do and what to think for himself or herself.
This book empower EFL/ESL practitioner because learning by reasoning is based on the pupil working out what to think and what to do; it is fundamentally a critical one. This includes a critical evaluation of the learned activities and sort of reasoned desion to adopt them. In learning by reasoning, the pupil takes some responsibility for what she learns.
Red hat
There is much evidence that human reasoning is not normatively appropriate. However, once we move beyond small scale reasoning experiments, it becomes harder to specify with the same precision what counts or normatively appropriate cognition.
In moral education, the fostering of critical thinking is usually expected to lead students to struggle against the uncritical acceptance of the moral habits and opinions that have formed their character from early on their childhood.
If education is to address the kind of person that we are to become, we need a curriculum that relishes and makes full recognition of the richness and primacy of sense, perception and embodied personal thinking. All these features cannot to subsume into critical thought. Instead, we require education to be connected with this fundamental sentient-base of how we exist and become persons. There is not space here to elaborate fully to educational implications of a shift towards personal thinking as the book has introduced it, but to educate a thinking person cannot be just about educating him or her to think critically. In this way, we show respect for the whole person, and not just for the person who has developed the capacity for rationally based critical thought.
White hat
It is fact that students need to have a clear understanding of the necessity of empowering their own critical thinking. One important thing that is missed in the book is to develop students’ critical thinking is necessary that we, as teachers, have already developed ours.
This book will empower our teaching skill a lot because we learn how o utilize both subject-specific and subject neutral (logical) principles governing the assessment of reason.
If teachers and students are able to develop their thinking skill that is to adopt a particular view of thinking, they will learn how to learn. At the end, both teachers and students will think as ratiocination: developing a chain of premises leading to a valid conclusion of everything they read, hear, or everything they learn as well so that they will have a clear reasoning of that.
Green hat
Possibilities and alternatives, overcoming black hat problems
In black hat, we can find some problems that students rely on the repetition of behaviors, or they adapt the thoughts; as a result, they do not develop their own critical thinking. As teachers, we must provoke critical thinking in students and not to give personal opinions because if we do so, students will not give their own opinion, and they will need their teacher to help them all the time.
Some alternatives and possibilities that teachers have are the ones in which they promote active rather than passive learning. That is to say, we encourage students to be active, creative, and critical workers who are “life-long” and “life-wide” learners.
To sum up, we just can say that critical thinking and learning examine the different perspectives and provides insights into critical thinking by posing new questions in order to make students think out of the box.
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