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Enhancing Critical Thinking Across Disciplines: Strategies and Insights by Stephen Brookfield

In "Teaching Critical Thinking Across the Disciplines," Stephen Brookfield emphasizes the importance of critical thinking in education. He outlines methods for identifying assumptions, analyzing perspectives, and taking informed action. Utilizing strategies like the Circle of Voices and Chalk Talk, educators can foster a collaborative learning environment. Brookfield stresses that modeling critical thinking is essential for student engagement and understanding. The integration of real-world examples and honest discussions can transform teaching practices and enhance student learning outcomes.

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Enhancing Critical Thinking Across Disciplines: Strategies and Insights by Stephen Brookfield

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  1. TEACHING CRITICAL THINKING ACROSS THE DISCIPLINES Stephen Brookfield University of St. Thomas Minneapolis-St. Paul www.stephenbrookfield.com

  2. Someone Who Thinks Critically Can … • Identify Assumptions Informing Thoughts & Actions • Check Assumptions for Accuracy & Validity • View Ideas & Actions from Alternative Perspectives • Take Informed Action

  3. ASSUMPTIONS • CAUSAL - purport to explain a sequence of events • PRESCRIPTIVE - assumptions about how things should happen • PARADIGMATIC - framing, structuring assumptions viewed as obvious / taken for granted

  4. TRADITIONS • ANALYTIC PHILOSOPHY – logical fallacies, argument analysis – inductive, deductive, analogical, inferential • NATURAL SCIENCE – hypothetical-deductive method, principle of falsifiability • CRITICAL THEORY – uncovering power dynamics & ideological manipulation • PRAGMATISM – experimental pursuit of beautiful consequences (democracy)

  5. CIRCLE OF VOICES • Individuals reflect on the discussion topic (1-3 minutes) • Participants go round the circle in order - each person has up to 1 minute of uninterrupted air time to give their viewpoint on the topic. No interruptions are allowed • Move into free discussion with the ground rule that every comment offered must somehow refer back to a comment made by someone else in the opening circle of voices. This need NOT be agreement - it can be a disagreement, a question, an elaboration or extension, an illustration, and so on

  6. QUESTION… • What most helps your students to think critically?

  7. How is Critical Thinking Learned? What Students Say … • By Instructors MODELING, MODELING & MODELING via:- • Critical Incident Questionnaire • Assumption Inventories • Ending Practicum, Lectures & Seminars with Questions, not Conclusions

  8. Critical Incident Questionnaire (CIQ) • MOMENT MOST ENGAGED AS LEARNER • MOMENT MOST DISTANCED • ACTION MOST HELPFUL • ACTION MOST CONFUSING • WHAT SURPRISED YOU MOST

  9. HOW ADMINISTERED? • Last 5 minutes of Class • Anonymous • Frequency Analysis of Main Themes • Reported Out at Start of Next Class • Negotiation NOT Capitulation

  10. How Is It Learned?What Students’ say • Instructor Point - Counterpoint / Structured Devil’s Advocacy / Speaking in Tongues • Best When Grounded in Real World Examples, Specific Experiences, Case Studies • Incremental - Begin With Basic Mental Protocol /Inquiry Applied to Topics Well Away From Students’ Experiences then Gradually Move Closer to Home (c.f. Vigorous Exercise)

  11. CHALK TALK • Instructor writes a question in the middle of the board • 5-10 minutes of silence is declared • Students write responses to the question on the board whenever they feel ready • Students & instructor draw lines between similar comments & add reactions

  12. SNOWBALLING • Instructor poses a question • Students individually make notes & then share responses in pairs • Pairs then join other pairs to share responses in quartets • Quartets then join other quartets to share responses in octets … & so on • When groups merge they share only QUESTIONS or DIFFERENCES

  13. QUESTION • When Critical Thinking Happens in Your Class, What Does It … • LOOK LIKE • SOUND LIKE • FEEL LIKE

  14. CIRCULAR RESPONSE • Groups of 8-12 • Go round the circle: each person has up to a minute to talk - NO INTERRUPTIONS • What you say must respond to the previous speaker’s comments (can be a disagreement or expression of confusion) • Once all have spoken move into open conversation with no ground rules

  15. Question … • HOW DO YOU MODEL CRITICAL THINKING FOR YOUR STUDENTS?

  16. RESOURCES • Teaching for Critical Thinking (2011) • The Skillful Teacher (2006 2nd. Ed.) • Discussion as a Way of Teaching (2005 2nd Ed.) with Stephen Preskill • All published by Jossey-Bass/Wiley • www.stephenbrookfield.com

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