Stages in the Development of Critical Thinking
The Nano Thinker, Image by Frank E. Original by Dong-Yol Yang. |
Every teacher, no matter his or her subject specialty, is responsible for teaching not only that subject, but for helping students develop as intellectuals.
One well-known model of
student development is based on the work of William Perry, Jr. At Harvard
University and Radcliffe College in 1953, Perry surveyed his students and
later identified differences in intellectual development among those college
students. Over time, Perry's model of intellectual development, because of its
similarity to key concepts related to critical thinking, became a model for the
linear development of critical thinking skills (Halpern, Stephenson &
Williams, 2012). The three stages of development that remain
part of that developmental model are Dualism, Relativism, and Commitment (Boss,
2010).
Identifying Dualistic Thinking among College Students
In the Dualism stage of
development, students tend to look to faculty, clergy, or other authorities for
"right" answers. These students accept the "truth" of what
they are taught without question. These students might look for ways to avoid
counterclaims to their own arguments and seek out only information that
supports their "black or white" answers or opinions of the world.
Sometimes, they may be uncomfortable in morally or ethically ambiguous
situations because they have not yet developed the ability to make decisions
when confronted with ambiguity.
Identifying Students in the Relativism Stage of Critical Thinking
Once students begin to
encounter ambiguity in their studies and when making personal decisions about
more adult and complicated issues, they may resort to the position of the
Sophists of Aristotle's time; that is, they might begin to skeptically question
the nature of any truth or probability. For example, these students may tend to
use persuasive definitions when making an argumentative claim and ignore
lexical or theoretical definitions. These students might be known as the "in
my opinion" students. They might truly believe they are communicating
effectively when they state their opinions, and they may look to authority
figures to approve of their behavior and opinions because they have learned it
is better to question the truth than to merely accept it.
Identifying Students Who Have Reached a Level of Commitment
After students reach the
stage of Commitment, they are better able to discern the types of information
that require additional research, evaluation, reason, and logic, and which
types are already reasonable representations of a truth. These students have
the skills necessary to complete academic research on a topic, evaluate
information using reason and logic, and apply inductive or deductive reasoning
to form an opinion or make a decision. These students can accept that there may
be multiple "right" answers to a problem or issue, no
"right" answers to a problem or issue, or many "probable"
answers to a problem or issue.
Teaching Strategies to Promote the Development of Critical Thinking
In order to help students
progress along this model of linear development, teachers should practice
strategies that help students "come to recognize that there is uncertainty
in the world and that authorities can have different positions" (Boss,
2010, pg. 6).
For example, teachers can
plan lessons that center around scenarios or case studies that present dilemmas
or issues that may have no clear right or wrong answers or solutions. They can
also ask students to write multiple drafts of argumentative essays on various
controversial topics, asking students to switch positions on an issue between
drafts. In multiple-choice assessments, teachers should opt for questions that
ask students to choose "best-possible" answers instead of answers
that are clearly right or wrong. When taught in conjunction with the hard
skills necessary to find, evaluate, and integrate information, these types of
assignments can help students recognize and become more comfortable with
accepting ambiguity.
No matter whether students
are in the Dualism, Relativism, or Commitment stage of intellectual
development, teachers can identify students’ strengths and weaknesses in
critical thinking, and then help students remediate weaknesses. It should be
the goal of every teacher to help his or her students become better thinkers. What's in it for us? The assumption that
citizens are capable of unbiased, logical, and rational critical thought is the
foundation of a working democracy.
Introducing the Syllogism by Example Example Example
Evidence: Writing Well-Supported Paragraphs
Want to read more about critical thinking? Try
Contemplative Education and the Cultivation of Diversity SkillsIntroducing the Syllogism by Example Example Example
Evidence: Writing Well-Supported Paragraphs
References
- Boss, J. A. (2010). Think; Critical Thinking and Logic Skills for Everyday Life. NY, NY; McGraw-Hill.
- Halpern, D., Stephenson, C. & Williams, P. (2012). Critical Thinking. Education.com, Inc. Retrieved from http://www.education.com/reference/article/critical-thinking/
Copyright
Amy Lynn Hess.
Contact the author to obtain permission for republication.
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