Филологические науки\1. Методика преподавания языка и литературы

Абайкенова Н.Т.

Евразийский Национальный Университет им. Л.Н. Гумилева, Астана, Казахстан

Defining critical thinking and teaching CT

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness[1].

Critical thinking varies according to the motivation underlying it. When grounded in selfish motives, it is often manifested in the skillful manipulation of ideas in service of one’s own, or one's groups’, vested interest. As such it is typically intellectually flawed, however pragmatically successful it might be. When grounded in fairmindedness and intellectual integrity, it is typically of a higher order intellectually, though subject to the charge of "idealism" by those habituated to its selfish use[1].

Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor.

Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. People who think critically consistently attempt to live rationally, reasonably, empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking. They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason. They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest. They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society. At the same time, they recognize the complexities often inherent in doing so. They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others. They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement. They embody the Socratic principle: The unexamined life is not worth living , because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world[2].

Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and

imposing intellectual standards upon them.

A well cultivated critical thinker: raises vital questions and problems, formulating them clearly and precisely; gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems[2].

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentris [3].

The school should prepare the child for life, to form a proactive stance. Therefore, every teacher, planning their activities, must make a choice and clearly answer the question of how he sees the child - a person who carries out, without hesitation, the requirements of senior or thinking personality able to make independent decisions, responsible for their actions. All teachers want to be in the classroom reigned creative atmosphere, so that students can compare and associate, think about the problematic situations and offer a way out of them, being able to defend their own opinions. To do this, of course, you need to think creatively [4, 122].

Scientists note that in our rapidly changing times, which is associated with the rapid growth of information, a high rate is an increase in volume of human knowledge in the structure of thinking.

But in terms of mastering the logical laws of thought process is usually spontaneous. The productivity of mental activity of schoolchildren, unfortunately, is still far behind their capabilities and not fully meet the challenges of modern education.

 Development of intellectual activity of younger schoolboys - it is an urgent problem that must be addressed. Working with children of primary school age, I was looking for such methods, and methods of work that would have improved the cognitive abilities of students and allow to think more productively and creatively.

Can we teach creative thinking? Definitely can not answer, as the creative possibilities of the child are laid in early childhood. Create conditions for the development of those who are open to creativity - this is a big deal. And those who were not burdened by the intellectual and creative development at preschool age, we can learn to think critically through search.

One of the innovative methods to achieve positive results in the formation of cogitative activity of younger schoolboys, is a technology development of critical thinking.

Teaching focused on the development of critical thinking skills, provides not only an active search for students of information to digest, but something more: to relate what they have learned from their own experiences, as well as a comparison assimilated with other studies in this field of knowledge. Students have the right to question the accuracy or credibility of the information received, check the logic of evidence, draw conclusions, to construct new examples for the use of it, to consider the possibility of solving the problem, etc[5, 59].

The purpose of this technology - the development of thinking skills of students needed not only academically, but also in everyday life (the ability to make informed decisions, to work with the information to analyze various aspects of the phenomena, etc.).

Methodical aspects of formation of critical thinking is that this technology is a system of strategies, combining techniques of academic work by type of learning activity. This technology involves the use of a lesson three stages (stages): stage call, meaning the stage and the stage of reflection, each of which has its own problems.

Thus, critical thinking development technology helps to build a joint activity with the students so that the search and creativity allowed to be realized every student. The discoveries made in the classroom as a result of the search, imperceptibly become a habit for children. The main thing is that the students are willing to cooperate with the teacher in understanding the world of knowledge.

References:

1. Critical Thinking as Defined by the National Council for Excellence in Critical Thinking, 1987

2. Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008

3. Edward M. Glaser, An Experiment in the Development of Critical Thinking, Teacher’s College, Columbia University, 1941

4. Заир-Бек С.И., Муштавинская И.В. Развитие критического мышления на уроке / С.И. Заир-Бек., И.В. Муштавинская. – М.: Просвещение, 2011. – 223 с.

5. Муштавинская И.В. Технология развития критического мышления на уроке и в системе подготовки учителя / И.В. Муштавинская. – СПб.: КАРО, 2009. – 144 с.