Theory Of Critical Thinking Research Articles

FORMATION AND DEVELOPMENT OF THE PROFESSIONAL THINKING IN FUTURE GRAPHIC DESIGNERS WITH THE USE OF TIPS/TRIZ METHODS

Purpose: the present article is highlighting the experience of the Theory of Inventive Problems Solving use for the formation and development of professional thinking in students studying graphic design at the “Ion Creanga” State Pedagogical University of Chisinau. 
 Меthodology. The research used the methods of contradictions solving TIPS/TRIZ, as well as the semiotic, hermeneutic, systemic, structural, morphological and interdisciplinary approaches. The authors also used the the Theory of critical thinking (Ch. Temple, D. Steel, K. Meredith) and the Project method. 
 Results. The article describes the experience and results of the implementation of the curriculum "Fundamentals of artistic literacy using TRIZ methods" for students of graphic design. The methods of teaching the basics of artistic literacy through the prism of TRIZ methods are analyzed and systematized, stimulating the development of critical and creative thinking of future graphic designers. The application of TRIZ methods had a positive impact on the process of formation and development of students' professional artistic thinking.
 Scientific novelty. The scientific novelty consists in the fact that the authors used the TRIZ methods structure for the study and understanding of the modern visual language for the creation of design objects, and afterwards for the formation and development of the professional artistic thinking of the graphic design students. 
 Practical significance. The practical significance of the research consists in the elaboration of the author course “The Fundamentals of the Artistic Literacy with the Use of TRIZ Methods” for the graphic design students from the “Ion Creanga” State Pedagogical University of Chisinau.

The Role of Critical Thinking in Enhancing Military Professionals’ Leadership Skills Through Training in Foreign Language and Economics

Abstract The aim of the paper is to research the role of critical thinking in enhancing the leadership skills of military specialists during their foreign language and economics training. The authors explain the theory of critical thinking and its application in the acquisition of foreign language (English) and economics knowledge- subjects that are not a main part of the specialities but are inextricably linked with good quality education of the modern military leader.

Critical thinking technology in prospective doctors training

Introduction. The transition to new forms of learning, namely distance learning, calls into question the relevanceof those principles, forms and technologies of learning that were previously effective in meeting educationalneeds. For a detailed analysis, it is necessary to turn to the technology of critical thinking, which will effectivelyexplore all the disadvantages and advantages of training medical students. Purpose. The article examinesthe technology of critical thinking and analyzes the impact of critical thinking on the training of medical studentsat foreign language classes. Methods. The study of the theory of critical thinking includes both theoretical andempirical methods, namely: philosophical methodology, systems approach, method of pedagogical observation,system-structural analysis and comparative analysis. Results. Critical thinking theory has been identifiedas an important and integral aspect of the learning process. It has been found that a critical assessment of one'sknowledge, skills and abilities is an important stage in the formation of any personality. It is revealed that the basicprinciples of critical thinking are observation, interpretation, analysis, conclusion and assessment of the situation.The technology of critical thinking consists of seven stages in student learning, namely: encouragement tocreativity, motivation for self-knowledge, brainstorming, systematization and analysis, comparison, situationality and grouping. Conclusion. It is noted that the technology of critical thinking occupies an important placein the training of prospective doctors. The study of critical thinking technology proves that a critical assessmentof their knowledge, skills and abilities is an important stage in the formation of any individual.

English

The media violence is the important problem for education. Based on of Len Masterman‟s media education theory of critical thinking and the methods of Umbeto Eco, the author of this article selected the following significant items for the analysis of media texts: author's ideology; socio-cultural, market and political environment, the process of creating a media text, audience perceptions, structure and narrative techniques. This approach is quite corresponds to the method of media texts analysis, building on media literacy education aspects such as media agencies, media / media text categories, media technologies, media languages, media representations and media audiences, because all these concepts are directly related to the ideological, socio-cultural and structural aspects.

Development And Motivation In/For Critical Thinking

An explicit link between the issues of development and critical thinking is provided by Elder and Paul (1996). In their stage theory of critical thinking, Elder and Paul argued that the first stage beyond unreflective thinking is that of the challenged thinker. The challenged thinker is one who has become aware of the actual role of thinking in life and of significant problems caused by unreflective thinking. This is in accord with our experience, which we will describe and analyze in this article. History and contemporary society are saturated with and driven by thinking, much of which is developmentally immature and disastrous. Scriven and Paul (1987) made the crucial point that shoddy thinking is costly. Our approach to fostering critical thinking deals with the issue of motivation to think critically by focusing on the costs of not doing so. We agree with McPeck (1994) that some course content areas are more suitable than others for fostering critical thinking. In the courses we will describe here, we are able to challenge students to think about issues that have significant impact in the social world. Our goal is to move students to recognize that they can, and should, become critical thinkers and that recognizing meaningful challenges is the first developmental step.

A Chomskyan approach to responsible critical management education

PurposeThe purpose of this paper is to tackle some of the concepts and ideas that the intellectual and business community can learn from Chomsky's thinking in relation with a new global responsible management education environment. The first part of the work will present some of the key elements about Chomsky and education that the authors would like to emphasize. These are relating management education, critical thinking, and systems theory in the twenty‐first century business milieu.Design/methodology/approachAn insight on post‐colonial theory and education will, afterwards, incorporate the hermeneutical tradition into the mainframe of critical thinking theory. The paper incorporates a decentred approach to education questioning presuppositions and moral values from “fundamentalist market theory.” Cultural studies and non‐western thinkers in this field are another important contribution to back up Chomsky's ideas on business and education.FindingsWhen the paper relates social and economic performance concepts to critical thinking business education some questions arise about how to improve the responsible perception and understanding of the global environments and how the authors have to rethink education in a competitive profit‐oriented business community. The ideas of Chomsky can help them to deal with these issues departing from his political vision and his thinking on university education.Research limitations/implicationsCritical management has been questioning in the last years different management models to put forward a responsible paradigm for business organizations and educational institutions. Post‐colonial theory has been another important intellectual ground for critical thinking in the business educational environment, opening up the debate about how to reconcile performance and responsible practices.Practical implicationsChomsky's committed political views open up the way for many educational institutions and business organizations to become responsible in a technological business environment severely damaged by greed and personal interest. Management schools will have learned from his contributions and the actions of many international organizations engaged in changing for the better attitudes and material values in favour of management for globally responsible practices and the construction of new learning objectives.Originality/valueIn business studies, comparative, critical, cross‐cultural, and diversity management many scholars have been dealing with some of the subjects of serious concern by the Massachusetts Institute of Technology leftist professor presented in this study. The paper has to take into consideration a transversal approach of business education in relation to the concept of cross‐cultural performance, already developed in the work on cross‐cultural and diversity management.

Critical Thinking, Autonomy and Practical Reason

This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical reason as normatively and motivationally robust. Yet this Kantian conception openly conflicts with Siegel’s own two-component theory of critical thinking, which on close inspection turns out to be a version of the Humean conception of instrumental practical reason as normatively and motivationally powerless. It is concluded that Siegel cannot have it both ways: he cannot appeal both to means-end and to robust rationality. Siegel’s Kantian justification of the critical thinking educational ideal is, therefore, found wanting in terms of his own Humean premises.

Dangerous Dualisms or Murky Monism? A Reply to Jim Garrison

Jim Garrison’s recent criticisms of what he refers to as ‘dangerous dualisms’ in my theory of critical thinking are unsuccessful. They fail, in large part, because of misinterpretations of my view, but also because of Garrison’s systematic reliance on problematic aspects of Dewey’s terminology and philosophy.

Health education as education of the oppressed.

Paolo Freire's theory of critical thinking shows remarkable similarities to the principles supported by health education. In his capacity as Brazilian educationalist, Freire emphasized man's active participation in his own development. Without this active involvement, growth and development become quite impossible to attain. Freire's theory is therefore generally well suited for use by those supporters of the currently emphasised actions of community empowerment and community involvement. Health education, and more particularly successful health education, is nothing more than community empowerment. It enables each individual, within a community, to take control of his/her own life and well-being. The health care professional cannot assign power and control to the individual; it can only be assumed by each individual within the community. In this regard it becomes evident that passive conveyance of the health care message, albeit from health care professional to individual recipient (in this instance to the patient), is of no use to the community, whereas active involvement of the individual displays greater success. According to Paolo Freire, health education should focus on collective knowledge, the latter being the result of the group dynamics, produced by discussion on past experiences, and the analyses there-of. The professional guides these dynamic processes, not only to identify needs regarding health education, but also to assist in making decisions on health. Ultimately each individual will then experience the responsibility for his/her own health. A discussion of the use of the theory of critical thinking, as well as the implementation there-of in practice, is provided.

Evaluating the quality of learning in computer supported co-operative learning

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Cooperative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: A student questionnaire and a content-analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This article provides an overview of this work. © 1997 John Wiley & Sons, Inc.

The Concept of Egocentrism in Paul’s Theory of Critical Thinking: A Reply to Thayer-Bacon

The Concept of Egocentrism in Paul’s Theory of Critical Thinking: A Reply to Thayer-Bacon