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Mark B. Woodhouse: The Role Of Critical Thinking In Education

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Throughout the course of the modernization of education, critical thinking has, figuratively, taken a backseat in regards to the content that is required to be taught. Oftentimes, attempts at thinking critically about a given topic are either hastily addressed or entirely dismissed seeing as they subvert from the status quo or do not ‘fit’ within an arbitrary time limit allotted by the curriculum. Students under the current education system are then subjugated to a routine in which their individual thoughts/opinions are replaced with facts/figures or ‘knowledge’. While students can excel within these academic disciplines, they are often at a loss in terms of critical thinking skills because it was not a focal point of their ‘education’. …show more content…
The question then becomes: “Is critical thinking sufficiently taught, valued or prioritized in the education system?” In order to answer the aforementioned question, one must understand the concept of critical thinking. According to Mark B. Woodhouse, “critical thinking is purposeful, goal-directed thinking that follows a principled, reasoned track” (42). In layman’s terms, critical thinking is a conscious effort to attain a desired answer without wandering aimlessly in a sea of thoughts. Woodhouse further defines the difference between ‘thinking’ and ‘critical thinking’ in which the term ‘thinking’ refers to “manipulating and developing beliefs from experiences” (41). Generally, the common misconception between the two terms stems from the belief that they can be used interchangeably in which they cannot. In other words, the main distinctions between the terms are …show more content…
For example, a study conducted by Tsai et al. (2013) concluded that students were able to better understand the context of a given scenario after utilizing critical thinking skills. Accordingly, further research on the subject has suggested that “a more in-depth focus on enhancing critical thinking skills in K-12 can add academic rigor and increase the scores on the standardized assessments” (Watanabe-Crockett). The studies in question result in evidence for the implementation of critical thinking in the curriculum. With this in mind, the federal government has attempted to integrate aspects of critical thinking into the curriculum via educational standards such as ‘Common Core’. On the contrary, “a close reading of the Common Core State Standards…reveals that nowhere in the sixty-six page document do the literacy standards define or address what “critical thinking” is, or what a “skill” is.” (Anderson, pp. 83). The previous example signifies a further issue that ‘trickles down’ into the educational system: Inconsistency. As per the law of non-contradiction, one cannot emphasize and minimize a concept simultaneously. In essence, a policy that intended to highlight critical thinking instead trivializes the concept altogether, thereby contradicting itself in the

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