CRITICAL THINKING -2

What are the dispositions that enhance critical thinking?

Now, let us look at some of the dispositions in the mind of the thinker that can add to the strength of critical thinking. As Fitzgibbons (1981) states, a disposition is a tendency to do something. According to a Fitzgibbons, there are three kind of dispositions, namely (1) disposition of thought, (2)disposition of behavior, and (3) disposition of emotional attachment. A disposition of thought is a tendency to think in a certain way. Disposition of behavior is a tendency to behave in a certain way. It may exhibit itself in some form of overt behavior under certain  emotions concerning certain things. He may have , for example, the tendency of deriving pleasure from watching cricket.

   Langrehr (2001) makes use of the acronym “COOL” to help us recall the various dispositions that a critical thinker needs in order to be effective. COOL represents the four dispositions namely (i) clear. (ii) open minded (iii) objective (iv) loose.

(i) Clear: Anyone who wishes to think critically about any issue should have clarity about the issue. To get a clear view, he may ask a few questions of himself, like: What am I debating here? What do I already know about the Issue? What are the different dimensions of this issue? What is the core point? Could it be explained further? Questions such as these would help clarify the issue on hand.

(ii) Open minded: A strong critical thinker thinks dialogically rather than mono-logically. He tries to consider an issue from the other person s point of view. On the other hand, a weak critical thinker is egocentric. He would keep saying: "I'm right, you're wrong!" On the other hand, a person who is "open minded world ask such questions as, What IS your point of view? "Why have you taken this stance? What is it you like about my viewpoint?

(iii) Objective: A critical thinker, what is strong, makes his decisions only after having gathered and studied all necessary data. Conversely, a thinker who is weak and critical makes decisions from the heart. He simply relies on feelings and emotions instead of relying on objective evidence.

(iv) Loose: A genuine critical thinker, when he comes to know that he has been functioning from a false assumption, would immediately acknowledge his error. He immediately changes his views on the basis of the evidence. He is so flexible that he would refrain from harping on the strings when he realizes he is wrong.

If an individual tries to cultivate these dispositions, as time passes, he would turn out to be a strong critical thinker.

What are the Obstacles that stand in the way of developing critical thinking skills?

(i) Use of single textbooks

In teaching various subjects, our classrooms generally depend on the single textbook. This total dependence on single textbooks is one of the greatest deterrents of the development of critical thinking skills. When pupils are exposed to one selection of facts and their interpretation, they inevitably stand the risk of accepting them as true. Had the students got the opportunity of an exposure to more than on~ source, III )y would have had the chance of comparing facts, opinions and information written by different individuals. This in turn could have afforded them chances to arrive at their own conclusions. In the absence of such facility, fostering critical thinking skills becomes all the more difficult.

(ii) The halo effect

I he one faulty notion many individuals have is that anything that is printed is unquestionably true. They give undue importance to the printed word. This effectively prevents them from approaching printed matter with a sceptical and questioning attitude, which In turn prevents them from locating devices of propaganda and identifying errors in logic, etc. which otherwise would be quite explicit. Their illusion makes them insist on their foregone conclusion and desist from passing judgements on their accuracy.

(iii) Desire for avoidance of controversy

I 'sues that are open to controversy are fine means for developing critical thinking ability. Every  society has several issues pertaining to ethnicity, race, religion, right social class, etc., that are highly controversial in nature. Administrators and teachers generally avoid l king up such issues as topics for discussion In the classroom as these tend to generate a lot of heat and I provoke unpleasantness. Nevertheless, there is no gainsaying the fact that if such issues are taken up and discussed exhaustively, they can throw a lot of light and understanding which, in turn, can create the atmosphere of peace and tolerance needed for harmonious co-existence. Instead of turning a blind eye to such issues, if those concerned are willing to take up issues concerning the political and social problems facing society today, it will not only make them better in terms of critical thinking but also individuals of greater awareness and understanding.

(iv) Emphasis on conformity

People generally feel comfortable when the working on familiar territory. Similarly, they have an affinity for things that are traditional. There is the fear of the unfamiliar and the unknown, a lack of readiness to think and act differently. They would rather choose to travel down the oft-beaten track than the one less traveled. Such an attitude can stand in the way of developing critical thinking skills.

(v) Emotional involvement and response

There is hardly any person who is not under the influence of some prejudice, bias or emotion or the other. When he is under the Influence of strong feelings, he cannot give himself to clear thinking.

As we have seen, several are the block development of critical thinking. We need to maintain awareness about the possibilities of such blockages and strive to build up a climate that is conducive to the development of critical thinking skills.

ACTIVITIES

1) Debates: Arrive at topics for debates. How to prepare topics for debates: a clear issue, two perspectives, contemporary, relevant (Self Financed Education vs Govt-supported education: In the opinion of this House in a country like India where only a small percentage of population study beyond high school, higher education should be the responsibility of Govt). Analyse. Prepare points.

2) Book Reviews with comments in terms of the theme, depth of penetration, discussion and evidence/illustration/arguments, feasibility/practicability, style of presentation, etc.

3) Critical thinking also is a part of decision-making and problem-solving. It is necessary while considering the pros and cons of an issue/situation. (Classroom attendance, delinquent behavior, sexual assault, ragging, etc. Take some genuine suggestions and problems from the CREATE). Open Forum

Conclusion

Critical thinking, as we have noted, is not merely finding fault with the information we encounter in our day-to-day life. On the contrary, it is the process of evaluating statements, people, ideas, events, data, arguments, as well as experiences and problems humans face in life. It is the type of thinking that evaluates reason. It is not a destructive but constructive process.