How to Teach Critical Thinking Skills to Adults
Critical thinking skills are beneficial to both young and old students. They help both in and outside of the classroom. While young students can often approach the learning of critical thinking in a more theoretical manner, many adult students appreciate a more hands-on and realistic approach to learning critical thinking skills. Teaching critical thinking skills to adults should be grounded in reality and should illustrate the benefits of critical thinking in everyday life.
1 Establish a set
Establish a set of common critical thinking and logical concepts. Include terms such as value assumption, descriptive assumption, fallacy, argument, premises, conclusion, validity, soundness and other such concepts. Define each concept and provide clear examples.
2 Introduce common and accessible problems
Introduce common and accessible problems for discussion that require your students to either pick a side or make a decision. For example, should men and women receive equal treatment in the military? The issue or problem should be divisive and lend itself to a discussion which can be propelled by continuous introduction of subtler variations of the initial problem. For example, if men and women should receive equal treatment, does that mean they should also be required to complete the same physical challenges?
Challenge every assertion your students make by asking them how they reached their conclusions. While doing this, be respectful of your adult audience and tell them that the purpose of your questioning is not to belittle or diminish them or their ideas but rather to challenge them to generate support for their ideas.
4 Ask your students
Ask your students to write down a step-by-step description of their position on the divisive issue. Insist that they include any outside knowledge or research that does not fall within the realm of logical or critical analysis. This can be done either in class or as homework.
Challenge your students to analyze their writing. Have them highlight examples of the common critical thinking and logic concepts you outlined at the beginning of the course. They should write marginal comments on their writing that explains why each highlighted portion represents the logical concept they identify it as.
6 Instruct your students
Instruct your students to share their writing with a classmate, and ask each pair to read through their peer’s work with the same eye towards identifying the critical thinking and logic concepts.
7 Instruct your students-2
Instruct your students to share their comments with the authors of the writing they read.
8 To correct any logical errors or assumptions in the step-by-step description of their position
Challenge your students to correct any logical errors or assumptions in the step-by-step description of their position.
9 To write down a step-by-step description
Challenge your students to write down a step-by-step description on the antithesis of their position on the divisive issue.
Jinsi ya Kuwafundisha Watu Wazima Kufikiria kwa Njia ya Kutofautiana Wao husaidia ndani na nje ya darasa. Wakati wanafunzi wadogo wanaweza mara nyingi kukaribia kujifunza kufikiri muhimu kwa njia ya nadharia zaidi, wanafunzi wengi wazima wanathamini mbinu ya vitendo zaidi na ya kweli ya kujifunza ujuzi wa kufikiri muhimu. Kufundisha watu wazima uwezo wa kufikiri kwa njia ya kukosoa inapaswa kuwa na msingi wa kweli na inapaswa kuonyesha faida za kufikiri kwa njia ya kukosoa katika maisha ya kila siku. 1 Kuanzisha seti Kuanzisha seti ya kufikiri muhimu ya kawaida na dhana za mantiki. Ni pamoja na maneno kama vile dhana ya thamani, dhana ya ufafanuzi, makosa, hoja, premises, hitimisho, uhalali, uadilifu na dhana nyingine kama hizo. Eleza kila dhana na utoe mifano iliyo wazi. Kuanzisha matatizo ya kawaida na ya kupatikana kwa ajili ya majadiliano ambayo inahitaji wanafunzi wako ama kuchagua upande au kufanya uamuzi. Kwa mfano, je, wanaume na wanawake wapaswa kutendewa kwa usawa katika jeshi? Suala au tatizo linapaswa kuwa la kugawanya na kujipa nafasi ya majadiliano ambayo yanaweza kuendelezwa kwa kuanzishwa kwa mara kwa mara kwa tofauti ndogo za tatizo la awali. Kwa mfano, ikiwa wanaume na wanawake wanapaswa kupokea matibabu sawa, je, hiyo inamaanisha kwamba wanapaswa pia kuhitajika kukamilisha changamoto sawa za kimwili? Pinga kila jambo ambalo wanafunzi wako wanasema kwa kuwauliza jinsi walivyofikia mkataa wao. Wakati wa kufanya hivyo, kuwa na heshima kwa wasikilizaji wako wa watu wazima na kuwaambia kwamba kusudi la maswali yako si kuwapunguza au kupunguza wao au mawazo yao, lakini badala yake kuwa changamoto ya kupata msaada kwa mawazo yao. Waulize wanafunzi wako waandike hatua kwa hatua msimamo wao kuhusu suala hilo. Weka mkazo kwamba wajumuishe maarifa yoyote ya nje au utafiti ambao haufanyi kazi katika uwanja wa uchambuzi wa kimantiki au wa kukosoa. Hilo laweza kufanywa darasani au kama kazi ya nyumbani. Waulize wanafunzi wako wachunguze jinsi wanavyoandika. Waulize wakazia mifano ya mawazo ya kawaida ya ukosoaji na dhana za mantiki ulizoelezea mwanzoni mwa kozi. "Wanaweza kuandika maelezo ya pembeni ya maandishi yao ambayo yanaelezea kwa nini kila sehemu iliyoangaziwa inawakilisha dhana ya mantiki wanayoiita. """ Waulize wanafunzi wako kushiriki maandishi yao na mwanafunzi mwenzako, na uulize kila jozi kusoma kupitia kazi ya wenzao kwa jicho moja kuelekea kutambua dhana za kufikiri muhimu na mantiki. 7 Wafundishe wanafunzi wako kuwaambia waandishi wa maandishi wanayosoma. 8 Ili kurekebisha makosa yoyote ya mantiki au dhana katika maelezo ya hatua kwa hatua ya nafasi yao, waulize wanafunzi wako kurekebisha makosa yoyote ya mantiki au dhana katika maelezo ya hatua kwa hatua ya nafasi yao. "Kuchora maelezo ya hatua kwa hatua: ""Wajaribu kuandika maelezo ya hatua kwa hatua juu ya kinyume cha msimamo wao juu ya suala la mgawanyiko."