Steps of Critical Thinking and Use of Intelligence Student`s

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CRITICAL THINKING. 1

Steps of Critical Thinking and Use of Intelligence

Steps of Critical Thinking and Use of Intelligence

According toHalonen (2015), critical thinking is the skills and propensity toengage in a situation or activity with reflective skepticism that isfocused on determining what to do or believe. To think critically andbe able to apply the critical skills, the following steps areessential knowledge, comprehension, application, analysis,synthesis, and taking action.

The first step is knowledge. To solvea problem, one needs a clear vision of the issues. Strength iscritical at this stage (McKenzie, 1999). This step is important as ithelps to identify the argument or the problem that need to beresolved. One must ask questions to be able to get to the root of theproblem. Here, you need to apply your interpersonal strength to beable to identify the problem. The second step of critical thinking iscomprehension. This stage seeks to understand the problem andidentify all the facts aligned with it. Data collection is conductedto get full details about the issue.

The application is the third step,which offers a complete understanding of the resources and facts thatare needed to solve the problem. The best way to handle the problemis provided at this stage. The fourth step is analysis. After thedata is collected and the proper linkages were done, the situation isthen analyzed. The study seeks to identify the situation, weakpoints, high points, and also the challenges that may be encounteredwhile trying to solve the problem.

The fifth step is synthesis thisarrives after the problem has been thoroughly analyzed inconsideration of all necessary information. Additionally, this phaseinvolves making a decision that will be used to solve the problem andalso the best ways to follow in actualizing the decision. The laststep is taking action. A plan of implementation is established andthe decision that was chosen is put into action (Elmansy, n.d.).

Broom and Catherine (2011)conceptualize acute thinking to the critical existence and haspresented various models that human beings should use to applyintelligence in their lives. The intellectual strength will determinethe success of each of the above steps of critical thinking that onehas to various things. For instance, to identify a problem, you needto have obvious and logical strength. Interpersonal strengths, on theother hand, will enable one to come up with the best way to solve theproblem critically.

Reference

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Burbules, Nicholas, and Rupert Berk. (1999). Critical thinking andcritical pedagogy: Relations, differences, and limits. In Criticalterrains of knowledge and politics, edited by Thomas Popkewitz andLynn Fendler. London: Routledge.

Broom &amp Catharine. (2010). Exploring “connected knowing.”Paper presented at the CSSE Conference, Montreal, Canada.

The case, D., Roland, W. (2005). Moving critical thinking to the mainstage. Education Canada4 (2). Available online athttp://web.ubc.ca/okanagan/ctl/__shared/assets/ct-mainstage595.pdf

Darling, C., Linda, E and Wright, I. (2004). Critical thinking andthe “social” in social studies. In Challenges and prospects forCanadian social studies, edited by Alan Sears and I. Wright.

Vancouver: Pacific Educational Press.

Elmansy, R. 6 Steps for Effective Critical Thinking. Designate.Retrieved fromhttp://www.designorate.com/steps-effective-critical-thinking/

Gardner, H. (1999). Intelligence reframed: Multiple bits ofintelligence for the 21st century. New York: Basic Books.

Halonen, J. (2015). On Critical Thinking. psychologicalscience.org.Retrieved fromhttp://www.psychologicalscience.org/observer/on-critical-thinking#.WLF0mhIbg1I

Lipman, M. (2003). Thinking about education. Cambridge: CambridgeUniversity Press

McKenzie, W. (1999). Multiple Intelligences Survey. The One andOnly Surf aquarium. Retrieved from:http://surfaquarium.com/MI/inventory.htm