Principles Of Critical Thinking Research Articles

An online programme in teaching and assessing critical thinking for medical faculty

Introduction: For all clinical providers in healthcare, decision-making is a critical feature of everything they do. Every day physicians engage in clinical decision-making where knowledge, evidence, experience, and interpretation of clinical data are used to produce decisions, yet, it is fair to say that most do not have an explicit insight or understanding of this complex process. In particular, few will have training in teaching and assessing the cognitive and affective factors that underlie clinical decision-making. Methods: To foster an increased awareness and understanding of these factors, the Dalhousie Critical Thinking Program was established with the mandate to develop and deliver curriculum for critical thinking in the 4-year undergraduate program. To assist teaching faculty with the goal and objectives of the program, the Teaching and Assessing Critical Thinking Program (TACT) was introduced. Results: Using the dual process model as a platform for decision-making, this program introduces general principles of critical thinking and provides tools to teach learners how to strengthen their critical thinking skills. To offer flexible learning, an online approach was chosen for delivery of the program. Conclusion: To date, we have offered eleven iterations of Part 1 to a total of 261 participants and six iterations of Part 2 to a total of 89 participants. Evaluations show the online approach to content delivery was well received and the content to be of practical use.

АДАПТАЦИЯ К НОВЫМ УСЛОВИЯМ

The article considers some problems of teaching mathematical disciplines at the initial courses of a technical university that have appeared in the background of schoolchildren's long-term quarantine distance learning. The ways of improving lecture teaching in the format of distance and classroom learning disciplines of the mathematical cycle are considered. A solution option of this problem through familiar methodological learning technologies based on the principles of critical thinking is proposed. The psychological aspects of problem solving that nowadays students and teachers face to are also touched upon.

Апология человеческого бытия vs «идеальное человекоубийство»: антропологический проект С.Л. Франка

The emergence of S. L. Frank’s philosophy cannot be understood without clarifying his attitude to Immanuel Kant. Following the early representatives of the theory of cognition of his time who undertook to understand Kant in order to go beyond him (W. Windelband) and their warning against turning Kant’s philosophy into a dogma and allowing for diverse interpretations of Kant (P. Natorp), Frank saw Kant not as a critic and “destroyer” of metaphysics, but as a thinker who laid the foundations of a new metaphysical synthesis. He set himself the task of “transforming” the Kantian philosophy into a new metaphysical system proceeding from the foundational principles of critical thinking. As a result, he managed to overcome the abstract concept of the human being characteristic of Neo-Kantians to put the concrete human in the absolute horizon of being at the focus of philosophical investigations. In his metaphysics anthropology begins to play a system-forming and meaning-forming role, and onto-epistemological reasoning is used as a methodology for revealing the specificities of the human being. Here, too, Frank follows Kant who in his Logic defined the question “What is man?” as the fundamental question of philosophy. Frank’s three books, The Object of Knowledge (1915), Man’s Soul (1915), and The Spiritual Foundations of Society (1930) demonstrate that a metaphysical interpretation of Kantian critique is possible and may turn out to be the foundation of raising and solving topical philosophical problems.

ТЕОРІЯ ТА МЕТОДИКА ВИКЛАДАННЯ ОСНОВ АКАДЕМІЧНОГО ПИСЬМА В КОНТЕКСТІ РЕАЛІЗАЦІЇ НОВІТНІХ ОСВІТНІХ ІНІЦІАТИВ

The article substantiates the expediency of introducing the educational component «The Basics of Academic Writing» in the educational process of higher education institutions of Ukraine in the context of the implementation of the latest educational initiatives and advanced world trends in the development of a civilized society focused on the education of a citizen with a sense of national consciousness and human values. The author shares his own experience of working on the educational component and analyzes the main reasons and objectives of its implementation in educational programs, considers the basic principles and concepts of the course, its tasks and functions. The author focuses on the main task of «The Basics of Academic Writing» as an educational component, which is designed to form an academic culture in higher education students, to instill practical skills of oral and written language, academic and information literacy, all the necessary skills for writing qualified academic texts. As part of the teaching of this course, higher education students should develop and practically test the basic principles of critical thinking, which in the future will make them qualified specialists of such a level to be competitive in the market of educational services, able to respond quickly and professionally to the challenges of scientific and technological progress, have a non-standard type of thinking, be able to deepen and systematize the acquired knowledge to solve the tasks, be ready for continuous lifelong self-development and self-improvement. The author also points to the interdisciplinary direction of «The Basics of Academic Writing» as a course that practices the use of integrated activities, which makes it possible to comprehensively develop the skills of future specialists, in particular, the discussion of the principles of academic integrity and issues related to the eradication of plagiarism, study of educational and special terms, work with texts of different types and styles, development of speech culture, writing essays, abstracts, reports, resumes, motivation letters, annotations, abstracts, important for the implementation of academic mobility of students and their successful participation in grant activities.

Truth as social practice in a digital era: iteration as persuasion

This article reflects on the problem of false belief produced by the integrated psychological and algorithmic landscape humans now inhabit. Following the work of scholars such as Lee McIntyre (Post-Truth, MIT Press, 2018) or Cailin O’Connor and James Weatherall (The Misinformation Age: How False Beliefs Spread, Yale University Press, 2019) it combines recent discussions of fake news, post-truth, and science denialism across the disciplines of political science, computer science, sociology, psychology, and the history and philosophy of science that variously address the ineffectiveness, in a digital era, of countering individual falsehoods with facts. Truth and falsehood, it argues, rather than being seen as properties or conditions attached to individual instances of content, should now be seen as collective, performative, and above all persuasive phenomena. They should be practically evaluated as networked systems and mechanisms of sharing in which individually targeted actions are combining with structural tendencies (both human and mechanical) in unprecedented ways. For example, the persuasive agency of apparent consensus (clicks, likes, bots, trolls) is newly important in a fractured environment that only appears to be, but is no longer ‘public’; the control of narratives, labels, and associations is a live, time-sensitive issue, a continuous contest, or ongoing cusp. Taking a social approach to truth yields observations of new relevance; from how current strategies of negative cohesion, blame, and enemy-creation depend crucially on binary ways of constructing the world, to how the offer of identity/community powerfully cooperates with the structural tendencies of algorithm-driven advertiser platforms towards polarisation. Remedies for these machine-learned and psychological tendencies lie in end-user education. So the Arts and Humanities, whether via comparisons with previous historical periods, or via principles of critical thinking and active reading, offer crucial resources to help counter what since 1997 silicon valley executives and scholars have called ‘persuasive technology’ (Fogg in Persuasive Technology: Using Computers to Change What we Think and Do, Morgan Kaufmann, 2003; Hamari et al. (eds) in Persuasive Technology, Springer International Publishing, 2014; Harris in How a Handful of Tech Companies Control Billions of Minds Every Day, 2017; Lanier in Who Owns the Future? Simon & Schuster, 2014 and Ten Arguments for Deleting your Social Media Accounts Right Now, Picador, 2019). The article proposes a paradigm shift in public understandings of this new social environment: from a culture of discovery, where what matters is what exists or is in fact the case, to a culture of iteration, where what matters is what gets repeated.

DEISM AS A DEFINITIVE PRINCIPLE FOR THE FORMATION OF THE PHILOSOPHY HISTORY OF WOLTER’S

Voltaire’s creativity ismultifaceted, covering the problems of philosophical knowledge, the assertion of a deistic worldview, the implementation of the principles of human free will, a comprehensive critique of religion and the church, the beginning of the political concept of “educated absolutism.” The thinker became one of the greatest authorities of the French Enlightenment, being highly gifted, universally educated, owning the principles of critical thinking. The aimof this article is to determine the basic principles of the philosophical principle of deism in Voltaire’s creativity and its influence on the formation of the philosophical-historical concept. The tasks of this article are perform an analysis the formation of the deistic worldview of the French thinker, the influences of the philosophy of sensualism and rationalism on the formation of the general foundations of social philosophy of the enlightener. Research methods are principles of unity of historical and logical, dialectical unity of analysis and synthesis, convergence from abstract to concrete, principles of objectivity and systematization. Research results: philosophical worldview of the XVII ‒ early XVIII centuries. had a one-sided character: on the one hand ‒ the philosophy of empiricism, based on knowledge of scientific facts using experimental methods of scientific research, and on the other ‒ rationalist philosophy, which took as primary the original theoretical generalizations. The integral system of philosophical knowledge in the first half of the eighteenth century was absent. Conclusion. The deistic foundations of Voltaire’s philosophical worldview determine not only the ontological and epistemological aspects, but undoubtedly forming the general principles of his philosophy of history, which have an abstract, mostly narrative character. However, the possibilities of a deistic worldview direct the thinker to search for an objective pattern of development of historical knowledge. They usually have a general theoretical value, as well as their practical implementation

The Limits of Knowledge in the COVID-19 Pandemic. Some Prudential Recommendations in Uncertainty Conditions

The knowledge in the context of COVID-19 pandemic must be viewed from the perspective of its purpose: the intention to limit the effects and spread of SARS-CoV-2, respectively to cancel them. In order to increase the level of knowledge we identify some of the possible classifications, based on them allowing a first outline of uncertainty. The purpose of the analysis is to contribute to the clearest possible identification of the known and the unknown, thus creating a more stable cognitive field for effective public health decisions. Given that measures to combat the COVID-19 pandemic along with its effects is one of humanity's priorities, it is useful to clear up some of the issues that are likely to have improper meanings. The identification of each situation that includes significant doses of unknown and the public recognition of the uncertainty represents the condition for the possibility of robust public policies. Indicating the place that each current aspect occupies in one of the four cognitive quadrants is an important cognitive work. The position we adopt is characteristic for cognitive skepticism, trying to indicate some of the knowledge`s limits of and the risks of pseudo-knowledge. The article is a theoretical approach, based on some epistemological principles of critical thinking, the starting point being the belief that knowing what you do not know (to shape the uncertainty as appropriate as possible) is an essential part of the knowledge.

Analysis of student’s critical thinking skills and creativity after problem-based learning with STEM integration

Problem based learning (PBL) is one of the ideal learning models to meet the goals of 21st century education. It involves the 4C principles of critical thinking, communication, collaboration, and creativity. This study aims to analyze students’ critical and creative thinking skills after the use of STEM integrated PBL. This type of study is a mix method research with sequential explanatory design. The research subjects are 100 students of class XI IPA Christian Tri Tunggal Senior High School. The research instruments were written test questions, observation, interviews, and documentation. The results of the validation of the instruments by experts show a Cronbach Alpha score of 0.79. The data analysis is conducted through quantitative descriptive accompanied by t-test and N-gain test. The results of the analysis show that students’ critical thinking skills achieve a good criteria with the highest achievement in the aspect of providing simple explanations. Students’ creative thinking skills achieve a good criteria with the highest achievement on the flexibility aspect, namely providing various interpretations of a discourse, story, or problem. Hence, STEM integrated PBL can develop students’ critical and creative thinking skills

Critical Thinking in the EFL Workshop on War: A Case Study

This article presents a small case-study of an EFL workshop class on war, organized following the basic principles of critical thinking and content-based teaching. The development of critical thinking skills is one of the priorities of higher education, especially when discussing a sensitive issue, so the workshop was organized around the topics of war and memory. The students were given individual research assignments to prepare in advance, which they presented in the workshop. The teacher was only a moderator as the students were responsible for their presentations and discussion. The outcomes of this process are presented in the article, focusing on the students’ delivery of their assignments. Based on the teacher’s observations and students’ responses to the workshop, it can be concluded that it was possible to combine some of the fundamentals of critical thinking with those of content-based teaching for this class. The article discusses how the students benefited from the class in terms of acquired knowledge, linguistic skills and motivation. It also outlines the challenges of organizing the workshop and dealing with the sensitive topic of war. The article proposes practices which could be used to improve the observed positive aspects and to remedy the negative ones.

THE FIRST PHILOSOPHY OF E. HUSSERL IN THE CONTEXT OF PHENOMENOLOGY AS A SCIENCE

The article examines the problem of the relationship between critical and dogmatic types of thinking in the context of the project of scientific philosophy created by Husserl. The point of view is expressed according to which the program of science teaching of Husserl was not completed at the end of the descriptive stage, but, on the contrary, was continued and expanded at the stage of transcendental phenomenology. Based on the material of the first part of the lectures “First Philosophy” belonging to this stage, it is demonstrated how Husserl, with the help of historical-eidetic reduction and the concept of the unity of motivation, outlines the way for the “naïve” philosopher to master the principles of critical thinking. These principles, coupled with phenomenological reduction, form a special disposition of the dogmatic and the critical in the project of phenomenology as a rigorous science, where the dogmatic and the critical merge into the fundamental requirement of the philosopher's self-reflection and responsibility.

DIDACTIC MODEL BASED ON PRINCIPLES OF CRITICAL THINKING

In Rīga Stradiņš University chemistry study process is developed by researching different pedagogical approaches and didactic models and their application methods in order to filter out the least effective ones. The aim of this research is the development of a didactic model of the medical chemistry course. As a result of this research, it was concluded that the most suitable didactic model is the one based on principles of critical thinking. Critical thinking principles behind this didactic model are purposefulness, information selection and analysis, critical reading and note-making, fundamental regularity spotting and awareness of one's own knowledge limitations. These principles raise their level of individual work culture by emphasizing responsibility for their choices and decisions are taken and also develop dialogue culture and tolerant attitude towards others. Suitability of methods based on critical thinking principles and their combinations depend on reachable goals. Reading, lectures, and the use of online resources are effective for obtaining knowledge, solving problems and involving students in the cognition process but are less suitable for developing skills and gaining experience. Discussions and practical exercises, on the other hand, are suitable for gaining study experience and developing skills and reflection. By mastering critical thinking principles, students learn to understand the specific situation from different aspects, to generalize and to carry over understanding from familiar situations to new.

Using the ‘New Age Atlantis’ Case Study for Global Education Components of Geography Lessons Across Lower Secondary Schools in Czechia

A case study entitled ‘New Age Atlantis or Mysterious Seventh Continent’ was developed as an exemplar model to show how the teaching methods and themes of Global Education (GE) can be used in geography lessons. The main intent of this article is to share an example of good practice about the use of this case study in geography lessons in Czechia. The aim of the study was twofold: to develop an understanding about how plastics contribute to ocean pollution, as a serious and current ecological topic in Global Education; as well as to show how the characteristics and movement of ocean water are related to the topic of ocean pollution. The main research goal was to study how pupils were able to put their skills and knowledge in practice by fulfilling the objective of the teaching activity – to understand global ocean pollution. The teaching activity is based on methods which develop principles of critical thinking, learning by living, brainstorming, discussion, and group teaching. The teaching activity also allows for cross-curricular links to occur between school geography and other subjects including biology, physics, civic education, ecological education, and personal and social education. The teaching activities for the ‘New Age Atlantis’ case study is aimed at pupils aged between 12 to 15 years. The case study results confirm that as pupils collaborate and communicate with their peers and teachers, they learn to critically accept the opinions of others and, at the same time, to defend their own opinions. All of the pupils were able to understand and recognize the problem at hand.

The design classroom as a scenario of exploration between visual literacy and critical thinking

Some of the results obtained in the research project Photography as a medium for the development of visual literacy, in which different strategies were analyzed to enhance the development of visual literacy and critical thinking in students of the graphic design program of the Universidad Autonoma de Aguascalientes (Mexico), are shared in this article. Visual literacy refers to the ability people have for interpreting and generating images from the study of the components that constitute visual language, a competence that is a fundamental input in the practices within the design classrooms thus becoming a relevant item for the research and the qualification of design professionals. The article shows one of the laboratories implemented where the third-year students of the Graphic Design program, after reading the chapter The Medium is the Message by Marshall McLuhan, visualized one of the concepts of the text. The image that was hosted on a virtual platform for discussion in class. Among the findings, the reader will know the synthesis of the analysis of four of the 27 images made which allows appreciating, among other things, that students need to develop argumentative skills related to the principles of critical thinking. In addition, in their projective exercise, the interpretation of concepts must be consistent with the active values of their environment, which enables the generation of products that meet the contextual requirements. As a conclusion, it is established that reflective decoding proper to visual literacy and procedures of interpretation and representation of knowledge, inherent in critical thinking, should be assumed as teaching-learning strategies in the courses that form the curriculum of the Graphic Design Bachelor's degree.

Education within Sustainable Development: Critical Thinking Formation on ESL Class

The article is devoted to consideration of the critical thinking formation in course of foreign language teaching within the education for sustainable development as a crucial skill of perspective employee and a future leader of Russian employment market. The necessity to include the component of problem education and critical thinking methodology in course of the foreign language class is justified along with analysis of the basic principles of critical thinking and certain strategies that can be implied in class. This model targets communicative language competences of students as well as critical thinking due to interconnection of various types of cognitive activities in class. The role in personality development of the students is considered along with the formation and enhancing of critical thinking skills within the modern personality-oriented approach.

Assessment of the needs of student nurses regarding critical thinking in nursing practice

This study involved a quantitative, quasi-experimental and contextual design. The target population for this phase was senior student nurses registered at the University of Namibia, in their fourth year of nursing studies in the training hospitals of Windhoek and Oshakati. A total of 46 fourth-year nursing students, registered at the Faculty of Medical and Health Sciences in the Department of Nursing, were included for phase 1 except for the two students who took part in the pilot study. The students were from both campuses, namely the Windhoek and Oshakati campuses, doing the four-year Diploma in Comprehensive Nursing curriculum, which incorporates the principles of critical thinking. An imaginary case scenario was developed for students to analyse and answer some relevant questions to enable the researcher to determine the level of understanding and integration of critical thinking. In this study each student’s answers were deductively analysed by calculating central values, more specifically the mean for each question, to determine their application of critical thinking skills in the management of a nursing problemThe researcher has, with literature support, arrived at “umbrella” concepts, namely the most important concepts that nurses in Namibia need and without which they cannot practice. These umbrella concepts are to be included in the educational programme.

The Foundation and Principles of Critical Thinking

The Foundation and Principles of Critical Thinking

The Foundation and Principles of Critical Thinking

This article explains the currently dominant paradigm of criticalthinking, which is considered universally applicable, in terms ofapplying various skills, techniques, standards, and procedures.However, it also contends that emphasizing the technical aspectsdoes not make it critical thinking, for that depends mainly upon itsown metaphysics – a view that is never discussed. I contend thatthe metaphysical premise is more important than the skills andtechniques, as it is intimately related to the technical dimensionsof critical thinking. I argue that without a true and realistic metaphysicalfoundation, critical thinking cannot produce good results.

The use of critical thinking in higher education in relation to the international student: Shifting policy and practice

Academic staff working within Western higher education institutions (HEIs), have a responsibility to encourage the continuous critique of knowledge and values, expressed both within the curriculum that they deliver and within society more widely. Critical thinking is often regarded as the hallmark of a good education. Atkinson however raised concerns, that such practices may possess an exclusive (and reductive) character, fraught with cultural issues. Consequently, international students may be at a disadvantage in understanding the underpinning principles of critical thinking. This article draws upon data from a small case‐study sample of international Masters level students, as a means to examine and refine notions of critical thinking in relation to practices within one United Kingdom university. We suggest that these data indicate that it is time to re‐evaluate and reconsider the ways in which we understand and promote critical thinking within academic work.

Just do it: Action Learning as a Catalyst for Reflective Practice on an Mba Programme

This paper examines the experience and outcomes associated with an applied Change Management Module, completed as part of an executive MBA programme, built on the principles of critical thinking and reflective practice, with a distinct action learning approach to curriculum delivery and assignment completion. The action learning ethos seeks to facilitate executive skill development based on the integration of knowledge gained from experience and that gained from scholarship, and underlined by critical reflection among students engaged in the action learning cycle applied through a year-long project applied in the student/executive's work environment. Each programme participant is either a senior executive or business owner, tasked with completing a change project in his or her own organisation. The programme ethos is to help these students to improve their professional and business performance through a premeditated intervention, designed and implemented under the tutelage of a research tutor, supported by a tutor panel, and the programme management team. Findings suggest deeper more thoughtful engagement in the research process when of immediate value to the participant's workplace.

Picking the Nutrition Facts from the Fads: An Internet-based Tutorial

The ability to discern between fact and misinformation related to healthful food choices has become more difficult as the variety of media available has increased. Analysis of nutrition news reported in media aimed at the general consumer makes it clear that there is no agreement on the meaning of “being healthy” and how to achieve that goal. An increasing demand for information and guidance on achieving optimal health has been met with an even larger amount of misinformation, quackery, and fraud. Advertising, news articles, and testimonials entice consumers of all ages with claims of wondrous transformations seen without making changes in lifestyle. Most introductory nutrition courses attempt to help students distinguish valid nutrition information from nutrition misinformation. However, this process is usually restricted by time constraints in the classroom. Litchfield et al have reported that computerassisted instruction (CAI) using principles of critical thinking and evidencebased nutrition information can prepare consumers of all ages to become active problem solvers seeking to replace nutrition misinformation and confusion with a healthful lifestyle. An Internetbased module using fictitious video, audio, and printed advertisements was created to help the consumer better assess whether a given claim might be valid or might be false information. Using CAI to demonstrate the process of scientific thinking can provide students with a stronger background for assessing both scientific and popular literature focused on nutrition.