ConversationswithCriticalThinkers

EditedbyJohnEsterleandDanClurman

Introduction Moreandmoreleadersineducation,business,andotherfieldsaresaying thatourabilitytothinkcriticallyiskeytomeetingthedemandsofmodern life.Theycitetherapidpaceoftechnologicalchange,aglobaleconomy, increasingculturaldiversity,andthecomplexitiesoftodaysworldas compellingreasonswhycriticalthinkingmustbeplacedatthetopofthe nationseducationandtrainingagenda. Whatiscriticalthinking?Asyouread,youllseethateachperson interviewedoffersadifferentdefinition.Takentogether,however,these conversationsofferrich,multifacetedglimpsesintoaprocesswhich,once learned,candeepenourunderstandingofourselvesandtheworld,improve ourabilitytocommunicatewithfriendsandadversaries,andenrichthe qualityofourindividualandcollectivelives. Althoughthephilosophicalunderpinningsofcriticalthinkinggobackto SocratesandancientGreece,itwasntuntilthe1980sthatanational movementtolinkthisprocesswitheducationalreformandmarketdemands begantopickupsteam.Today,publications,workshops,andconferences oncriticalthinkingabound,centersandinstitutesdevotedtothestudyof criticalthinkingareoperatingacrossthecountry,andmanycollegesand universitiesrequirecriticalthinkingcoursesaspartofthecorecurriculum. Oncetheexclusiveprovinceofphilosophydepartments,criticalthinking coursestypicallyfocusedontherulesoflogic,modesofreasoning,and argumentanalysis.Today,leadersinotherfieldspsychology,economics, computersciences,English,adulteducation areincorporatingthe principlesofcriticalthinkingintotheirwork.CarolTavrissays,Tomany philosophers,thinkingandreasoningprocessesexistinanelegantlittle bubble,uncontaminatedbyreallifebutanypsychologistknowsthatwhat peoplethinktheyshoulddoandwhattheyactuallydoareentirelydifferent things.MichaelScrivenputsitanotherway.Criticalthinkingcanget stuckinthemudwhenitistaughtinphilosophydepartmentsbecausethey dontemphasizethepayoffend,thepracticalaspectsofcriticalthinking.

Theproblemisbiggerthanthat:formanystudents,criticalthinkingisseen asanacademicexerciselimitedtotheclassroom.StuartKeeleysays, Studentsneedsomethingtolinktheirexperienceinourcriticalthinking classwiththeirexperienceinothercomponentsoftheirlives.RichardPaul goesastepfurther.Anyoneclassinschoolisbutaverysmallpartofalife Thatiswhyweneedtochangethewholeeducationalsystem.Thatis whyweneedtobringcriticalthinkingintoindustryandeverydaylife. How,then,topromotecriticalthinkingoutsideoftheclassroom?That question,saysMarlysMayfield,provokessomethinkingwereallyneedto do.Ithinktheworldsneedforcriticalthinkingissourgentthatthoseofus whoaretrainedteachersshouldoffertorollupoursleeves,findsomehuge warehouse,andadvertisefreecommunityclasses.Asformovingcritical thinkingintothemainstream,NeilBrowneposesthequestion,Whenwe recognizethatcriticalthinkingissomethingthatisnotbroadlypracticed,we havesomeobligationtothinkintermsofWhyisntit? Ifthevoicescapturedheresoundacommonthemethatitwilltake interdisciplinaryapproachestomovecriticalthinkingintothemainstream akeyconcernofTheWhitmanInstitutetheyalsospeakasonein recognizingthemanyobstaclesthatstandintheway.Amajorsourceof resistanceisourveryculture,whichnotonlyfailstopromotecritical thinkingbutinmanywaystacitlydiscouragesit.Besidesthesocial, political,andeconomicpressurestowhichmostofusunwittinglysuccumb, onanother,morepersonal,levelisthefactthatthinkingcriticallyfrequently demandsthatweconfrontourselvesinwaysthatarenotcomfortable,and thatwegiveuppatternsofthinkingandbehaviorleftoverfromchildhood. Improvinghowcriticalthinkingistaughtisacentralconcernofallofthe educatorsweinterviewed.CaroleWadeadvocatesthatinstructorsnotjust focusonteachingreasoningbutthattheywarnpeopleabouthowthemind works,thetricksitplays.Weknowthatcriticalthinkingconfrontsthe studentbutweforgetthatitalsoconfrontstheteacher.JohnChaffeesays, WhenIexplainwhyIbelievethatteachingpeoplehowtothinkcritically involvesbecomingengagedwithpeoplesmindsandemotions,Ithinkthats averypersonallythreateningproposaltosomefaculty.StephenBrookfield seemstoconcur.Commentingthat,whilemostcriticalthinkingcourses mayteachpeoplehowtoreadbooksandanalyzearguments,whattheyfail todoisnotpresentcriticalthinking,asadeeplyfeltprocesswithalotof implicationsforhowwebehaveinourpersonalandpoliticallives.

Wehopethisvolumeisastepinthatdirection.Educatingthepublicabout thevalueandbenefitsof criticalthinkingrequirespresentingitinlivelyand compellingways.Aboveall,itrequiresbuildingnumerousbridgesbetween academiaandthebroaderpublic.TheWhitmanInstituteseesthis publicationasonesuchbridge.