Slow to Act: Reacting vs. Critical Thinking
Date
2021-04-28
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Abstract
In composition courses students often rely on their reactions to controversies to guide their arguments. Reactions often have some validity, and generally students can find sources to support them. However, by encouraging students to argue for an opinion they disagree with, we create opportunities for them to move beyond reaction and develop critical thinking skills. This presentation draws from three sources to explore how students can develop and strengthen their critical thinking skills by slowing down their reactions, and employing research and rhetorical strategies. First, Charles Kivunja’s (2015) definition of critical thinking lays the foundation for the outcome: “Critical thinking is the cognitive process that creates the ability to interpret, analyze and evaluate information, arguments or experiences with a set of reflective attitudes, skills and abilities to guide our thoughts, beliefs and actions.” Second, Dimitris Pnevmatikos’s (2019) interpretation lays a values-driven aspect to students’ experiences with research: “[Students] can make decisions on controversial issues exercising their argumentation skills, reasoning, critical thinking and decision-making to solve real problems with ethical and moral facets.” Third, my own experience uses a pedagogical approach that asks students to argue for an idea they disagree with—a process that incorporates writing essays to ground students in understanding a topic, challenging preconceived ideas by opening them to alternate perspectives, and reconciling these various viewpoints when stating their argumentative claim. This reconciliation embodies critical thinking. As they write about and harmonize differing views, they learn to reevaluate their original reactions, which, when looked at through a lens of values or morals, engages them in analyzing and reflecting on alternate perspectives to support their theses.
Description
Overview of course pedagogy that explores a three-essay structure to enhance students' critical thinking skills.
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Keywords
Critical thinking, English composition, general education, argument essay, research, thesis