Critical Thinking Why Bother Summary

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Critical Thinking, Why Bother? Ian Wright (2002)

‘Critical Thinking, Why Bother?’ is a chapter from ‘Is That Right? Critical Thinking and the Social World of the Young Learner’. I selected this work due to its practical nature and applicability to my profession, primary school teaching. Wright outlines a fair discussion about critical thinking intending to guide the teacher to help children to ‘think through situations where the answer is in doubt’ (2002, p.9). Throughout this chapter Wright pioneers critical thinking has a ‘practical value’ for social education, that it could help children grasp subject content in a profound and meaningful way.
Examples of how to teach critical thinking are included throughout this chapter however, the lessons overlook other views of critical thinking as a process of developing skills and sub-skills. Wright (2011) generalises that critical thinking involves questioning from the higher end of the cognitive domain according to Blooms Taxonomy; ‘analyses, synthesis and evaluation’ (2002, p51). Meanwhile, Facione (2011, p. 6), who also supports critical thinking for social education, suggests skills such as: interpretation, analysis, evaluation, inference, explanation and self-regulation are developed as a process when teaching critical thinking. From my experience a concept should be developed in a step by step procedure in order to give the student a good foundation for understanding. Additionally, Mulnix supports idea of critical thinking

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