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Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions
Download Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions
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From the Inside Flap
While notions of what constitutes critical thinking vary, educators, politicians, and employers all agree that critical thinking skills are necessary for well-educated citizens and a key capacity for successful employees. In Teaching for Critical Thinking, Stephen Brookfield explores how students learn to think critically and what methods teachers can use to help. In his engaging, conversational style, Brookfield establishes a basic protocol of critical thinking that focuses on students uncovering and checking assumptions, exploring alternative perspectives, and taking informed actions. The book fosters a shared understanding of critical thinking and helps all faculty adapt general principles to specific disciplinary contexts. Drawing on thousands of student testimonies, the book identifies the teaching methods and approaches that are most successful when teaching students to think, read, and write critically. Brookfield explains when to make critical thinking the classroom focus, how to encourage critical discussions, and ways to reach skeptical students. He outlines the basic components required when reviewing a text critically and shows how to give highly specific feedback. The book also addresses how to foster critical thinking across an institution, beginning with how it can be explained in syllabi and even integrated into strategic plans and institu-tional missions. Brookfield stresses the importance of teachers modeling critical thinking and demonstrates himself how to do this. Crammed with activities and techniques, this how-to guide is applicable in face-to-face, online, and hybrid classrooms of all sizes. Each exercise includes detailed instructions, examples from different academic disciplines, and guidance for when and how to best use each activity. Any reader will come away with a pedagogic tool kit of new ideas for classroom exercises, new approaches to designing course assignments, and new ways to assess students' ability to practice critical analysis.
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From the Back Cover
praise for previous books by stephen d. brookfield"Award-winning author Stephen Brookfield offers insight, inspiration, and down-to-earth advice to all teachers in settings as diverse as college, adult education, and secondary schools?on how to thrive on the unpredictability of classroom life."?Better Teaching"The author [relates] some of his own personal experiences as an educator in encouraging critical thinking. His insight and honesty in relating these experiences is valuable and interesting."?CBE Report"Brookfield's book will serve as an effective focus that can facilitate faculty in thinking critically about their work, their community, their relationships, not only individually but collaboratively."?Teaching Sociology"He offers clear, jargon-free, and unpretentious guidance." ?Reference & Research Book News"The author is so darned good at finding and highlighting the key research." ?Training"Brookfield illustrates practically his major scholarly interest in this readable, innovative, and perceptive book on college teaching."?Choice
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Product details
Hardcover: 304 pages
Publisher: Jossey-Bass; 1 edition (November 15, 2011)
Language: English
ISBN-10: 0470889349
ISBN-13: 978-0470889343
Product Dimensions:
6.2 x 1.2 x 9.1 inches
Shipping Weight: 1 pounds (View shipping rates and policies)
Average Customer Review:
4.4 out of 5 stars
17 customer reviews
Amazon Best Sellers Rank:
#132,201 in Books (See Top 100 in Books)
An initial warning about this review, apart from that it is very long.I started reading the book but eventually put it aside because I didn't find much of practical value in it. But because the book was paid for by my employer I felt a moral obligation to finish it, which I did. Having read the whole book confirmed my initial feeling that there wasn't much of use for teachers in mathematics and the sciences.Brookfield is a big name in critical thinking and its seems somewhatcurlish for me to criticise a book by such an illustrious author. That said,I think it would be of much greater value to people teaching the areasof law or literature rather than mathematics or science. There was a lotwithin the book which I found confusing and I had to re-read some paragraphsseveral times to try to figure out what Brookfield was trying to say. Thefirst of these was because of the way he used the word ``assumption''.A dictionary definition of assumption is ``a thing that is accepted as trueor as certain to happen, without proof''. Brookfield uses the word assumptionto mean both things that really are assumptions and things which I wouldcall evidence-based conclusions. For example, on P19-20 he describeshow he creates a list of songs for a performance with his ``punk-rockabilly''band. He says that the creation of the list is based on a set of aassumptions whereas it is actually based on his own experience and learningfrom that. Later he talks about increasing your commitment to your assumptionsafter thinking critically about them. Initially I found this confusingbecause of the unusual way he is defines the word assumption. An example ofthis (mine, not his) is that you may assume that if you held this book outand dropped it that it would fall to the floor, but if you studied generalrelativity you might increase your commitment to the assumptionn aboutwhich way the book would fall.Another example is on P160-163 in which he quotes Willingham who says,``it makes no sense to teach critical thinking devoid of factual content''.Brookfield then says he disagrees and proceeds to try to argue that Willinghamis wrong. Initially I was quite confused about his arguments until I realisedthat his arguments were actually supporting the quote from Willingham.What Brookfield did was to define ``factual content'' in such a way asto exclude life experience. This review is rather long and I won't go intomuch further detail on this except to say that there is a school of thoughtwhich devalues factual knowledge in education. Brookfield seems to sitin that camp.I think this book would be of a considerable interest to those who get excitedabout discussing hegemony, who's voice is priviledged, who's voice is not,who's advantaged and disadvantaged, deconstructing texts and so on. Theseare rare concerns among scientists and mathematicians.He goes in for some strong stereotyping. For example, on p4,5 he writes``Patriarchy says that a `real' man has no need for drugs to fight depressionand, moreover, that a real man doesn't suffer from depression in the firstplace.'' Hmmm, an interesting view. He also later claims that all White(capitalization his) people are racists. Another rather interesting view.Similarly, in Ch9 when responding to challenges to critical thinking heseems to accept that the stereotyping of critical thinking as (1) Masculinedoubting, (2) Eurocentric Rationality, (3) a Modernist Illusion, has somevalidity and needs a considered response.But it has been a very rare experience for me to encounter a scientistwho cares about these things. For example, if you are going to take a highresolution spectrum of a star to determine if it is moving towards oraway from us, the fact that the telescope, spectrograph, Doppler theory,the quantum theory of emission and absorption lines were all created byDead White Males doesn't seem to be a fact that should bother us. Who'svoice is priviledged doesn't seem worth worrying about and who is disadvantagedby measuring a spectrum doesn't seem worth a moment's thought.I think that one of the weaknesses of the book is that it tries too hardto be all inclusive when it would be much better restricting itselfto critical thinking about your life. In order to be inclusive of otherdisciplines he mentions things like theorems and proofs in mathematicsand sciences like astronomy. But he certainly gives no indication that hehas any real idea about what a theorem or a proof is. He also seems to haveaccepted the ``science is socially constructed'' idea. The problem with thisis the implied (and sometimes explicitly stated, though Brookfield doesn'tdo this) criticism that a different social system would have created adifferent set of scientific facts. In one sense you can't show thatthat isn't true but when you are actually doing science that whole ideajust feels completely wrong.The book is 280 pages in length, has a preface, a section about the author,ten chapters, a set of references and an index. The section about the authorlists a set of qualification -- Bachelor and Master of Arts, PhD in adulteducation, diplomas in social and cultural studies and adult educationand plenty of prestigous awards.Of the 10 chapters, it was chapter2 ``Critical Thinking Across the Disciplines'' which I found the mostuseful. Within this chapter he discusses five ``Critical Traditions''.Often when critical thinking is discussed as something that teachersshould somehow foster in their students it is common to find that teachersfrom different subject areas have very different ideas about what criticalthinking is. Knowing a little bit about these different ``traditions''helps to avoid the deadlock of incomprehension which seems to plaguethese types of discussions.There were eight pages of references. I didn't have an occasion to makeuse of this list. The index was 12 pages in length and I found it very useful.The quality of the editing was excellent, the typeface was easily readableand was printed on non-reflective paper.Overall I give it three stars. The second section of the book about the authorclearly places him in the social sciences and his lack of knowledge aboutthe physical sciences and mathematics is evident. Had he confined his bookto the subject areas in which he possesses real expertise I think the book wouldhave been stronger. Worth reading if you teach in those areas, not much here forteachers of mathematics and science.
I found Brookfield's book to be the best survey resource yet available on "critical thinking." Early in the book, the author takes us on a quick tour of the various "traditions" of "critical thinking." I found this extremely valuable. When one sees these arranged together, it is easy to see why each of these "traditions" in itself furnishes an incomplete development of higher-level reasoning if adhered to in a doctrinaire way. Such is the case in many schools.A more comprehensive design in general education to teach the ways of knowing/frameworks of reasoning of the metadisciplines of arts, humanities, sciences, social sciences, mathematics and technology offers a way to bring the best parts of each of these "traditions" to students. If done across curricula rather than confined to a (God forbid) one-term "critical thinking course," students can achieve higher-level reasoning skills.Currently, disciplines teach content and skills and assume that higher level reasoning will result without explicit instruction about the frameworks of reasoning and how to employ them. It will not. This book serves as a nice guide to reflecting on our own assumptions about critical thinking. As we read it, articulating the central concepts of our own metadisciplinary frameworks of reasoning, reflecting on how we teach these, if at all, as we teach our content and skills and how we might do better by making the implicit ways of knowing more explicit makes this read a valuable exercise.
I am a fan of Stephen Brookfield's other books so I was looking forward to reading his latest on critical thinking. The book does a great job offering tips on how to design courses and assignments for critical thinking within an interdisciplinary theoretical framework.Brookfield claims that all critical thinking starts with the questioning of assumptions that can be placed into one of three categories - paradigmatic, prescriptive, and causal. The next step is to verify the truth of each assumption using the disciplinary methods appropriate for the assumption being questioned. The final step is to figure out what action to take based on one's analysis.We used this book for a discussion among college faculty and most of the participants stayed longer than the time allotted. The only "criticism" of the book that emerged from the discussion is that we questioned whether most colleges and universities really want students who think critically. While those of us who read the book would love to have students who are able to think critically, we wondered whether such a student body would be considered by many administrators as too disruptive to the status quo.
Great book for educators, or anyone interested in self-reflection and critical thinking. I have designed some classroom assignments around the assumptions discussed in this book.
It helps me to set my ideas to make the necessary changes in my teaching method to make my student to think critically, and at the end I was able to check they really learn how to start this kind of "thinking" Great book
important information and worth keeping as reference, only wish the publisher would allow text-to-speech.
For those who want to understand the practicalities of teaching critical thinking, while understanding the concept and how to apply it to reading and writing, this work is instrumental.A wonderful book and a masterpiece for teachers and facilitators ... and human thinkers in general ... who are all of us!
Purchased for a class, so I didn't have a choice but to read it. It was a good book nonetheless.
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