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Common misconceptions of critical thinking SHARON BAILIN, ROLAND CASE, JERROLD R. COOMBS and LEROI B. DANIELS In this paper, the ®rst of two, we analyse three widely-held conceptions of critical thinking: as one or more skills, as mental processes, and as sets of procedures. Each view is, we contend, wrong-headed, misleading or, at best, unhelpful. Some who write about critical thinking seem to muddle all three views in an unenlightening meÂlange. Apart from the errors or inadequacies of the conceptions themselves, they promote or abet misconceived practices for teaching critical thinking. Together, they have led to the view that critical thinking is best taught by practising it. We oÄer alternative proposals for the teaching of critical thinking. Critical thinking is a subject of considerable current interest, both in terms of theory and pedagogy. A great deal is written about critical thinking, conferences on the subject abound, and educational initiatives aimed at fostering critical thinking proliferate.1 It is our view that much of the theoretical work and many of the pedagogical endeavours in this area are misdirected because they are based on faulty conceptions of critical think- ing. Critical thinking is frequently conceptualized in terms of skills, pro- cesses, procedures and practice. Much of the educational literature either refers to cognitive or thinking skills or equates critical thinking with certain mental processes or procedural moves that can be improved through practice. In this paper we attempt to explain the misconceptions inherent in such ways of conceptualizing critical thinking. It is important to note that much of the literature contains a pervasive miasma of overlapping uses of such terms as skill, process, procedure, behaviour, mental operations, j. curriculum studies , 1999, vol. 31, no. 3, 269±283 S haron Bailin, a professor in the Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada V5A 1S6, is interested in philosophical inquiries into critical thinking, creativity and aesthetic education. Her publications include Reason and V alues: New Essays in Philosophy of Education (Calgary, AB: Detselig, 1993), co-edited with John P. Portelli. Roland Case, an associate professor in the Faculty of Education, Simon Fraser University, conducts research in social studies and legal and global education. His most recent book is The Canadian Anthology of Social S tudies: Issues and S trategies (Burnaby, BC: Faculty of Education, Simon Fraser University), co-edited with Penney Clark. Jerrold R. Coombs, a professor in the Faculty of Education, University of British Columbia, has published extensively on ethical issues in education and the development of competence in practical reasoning. His publications include Applied Ethics: A Reader (Oxford: Black- well, 1993), co-edited with Earl R. Winkler. L eRoi B. Daniels, a professor emeritus in the Faculty of Education, University of British Columbia, is ...
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(Unit 1&2) Reading The Action Research Dissertation: A Guide for Students and Faculty text 2 Action Research Traditions and Knowledge Interests As we discussed in Chapter 1, action research is a cover term for several approaches that have emerged from different traditions. Everyone who uses action research for a dissertation should be steeped in the particular tradition they are working out of and its attendant methodological, epistemological, and political dilemmas (e.g., participatory action research [PAR], teacher research, community-based participatory research, etc.). We do not pretend to provide this level of grounding in this chapter, but we do try to provide some sense of how these traditions relate to each other and where students and faculty can go for more extensive accounts. There are several historical overviews of action research, but most are told from a particular intellectual and social tradition, such as the overviews provided by Anderson et al. (2007, practitioner research); Argyris, Putnam, and Smith (1985, action science); Bullough and Pinnegar (2001, self-study); Chambers (1997, participatory rural appraisal); Cochran-Smith and Lytle (1993, teacher research); Fals Borda (2001, participatory action research); Greenwood and Levin (2006, action research); and Maguire (1987b, feminist participatory action research). In this section, we will try to be as inclusive as possible so that students consulting this book for guidance on their dissertations can find their particular tradition of action research represented. There is also a need for a participatory dialogue among these traditions, which academic departmentalization has tended to balkanize into self-contained scholarly communities and bibliographies. Historians are in the business of creating—not discovering or interpreting—historical meaning. In this chapter, we have done our best to get our “facts” straight, but the meaning one makes of them will depend on who is telling the story. To our knowledge, no attempt at a comprehensive history of action research exists, and our intent is not to provide one here. While the previous chapter attempted to offer some common elements of action research, there may be as much variation across action research traditions as there is between action research and some mainstream approaches to research. Some action research is group oriented and some is individual oriented; some is done by those within the setting and some is done by change agents from outside the organization in collaboration with insiders; and some is highly participatory and some is much less so. Similarly, some see the goal of action research as improving practice or developing individuals, whereas others see its goal as transforming practice, participants, organizations, or, in some cases, even society. Debates rage within action research around these issues. To the extent possible, our goal in this book is to present all of these perspectives in an evenhanded way. ...
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MELANIE WALKER PGR
METHODOLOGY SEMINAR 21 JUNE 2011
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