The critical time for critical thinking: intellectual virtues as intrinsic motivations for critical thinking

Abstract

ABSTRACT This paper addresses the complexity of critical thinking, a multifaceted concept that includes cognitive skills, knowledge, and dispositions. We argue that existing literature has largely overlooked the vital role of dispositions, which are essential for understanding why individuals engage in critical thinking. Therefore, at the heart of our research is the challenge of motivation: how can we best encourage individuals to engage in critical thinking? To answer this question, we begin by conceptualizing critical thinking as a five-steps temporal process, thereby refining and clarifying its definition. Then, drawing on Self-Determination Theory, we argue that intrinsic regulation not only boosts engagement but also cultivates a long-term commitment to critical thinking. This insight establishes a direct link between intrinsic motivation and intellectual virtues, prompting us to propose a pedagogy focused on developing these virtues. Furthermore, we explore the challenges of initiating, sustaining, and completing the critical thinking process. We suggest that a virtue-centered pedagogy offers a holistic solution, promoting enduring intellectual engagement and completion of the critical thinking process. This approach promises to deepen intellectual inquiry and foster more robust analytical skills in educational contexts.