Some Thoughts on How to Teach for the Intellectual Virtues
To teach for the intellectual virtues, one must recognize the significant differences between the higher order critical thinking of a fair-minded critical thinker and that of a self-serving critical thinker. Though both share a certain command of the micro-skills of critical thinking and hence would, for example, score well on tests such as the Watson-Glaser Critical Thinking Appraisal or the Cornell Critical Thinking Tests, they are not equally good at tasks, which presuppose the intellectual virtues. The self-serving (weak sense) critical thinker would lack the insights that underlie and support these virtues.
Watson-Glaser Critical Thinking Test
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CRITICAL THINKING IN NURSING AND LEARNING STYLES
Thinking styles are positive habits that contribute to better critical thinking, problem-solving and decision-making. While no one thinking style is better than another, a balance of the various types results in better decision-making. The five-minute online assessment, available at http:///mythinkingstyles , measures how test-takers use seven different approaches to thinking:
This entails that students become explicitly aware of the logic of experience. All experiences have three elements, each of which may require some special scrutiny in the analytic process: 6) something to be experienced (some actual situation or other) 7) an experiencing subject (with a point of view, framework of beliefs, attitudes, desires, and values) and 8) some interpretation or conceptualization of the situation. To take any experience apart, then, students must be sensitive to three distinctive sets of questions:
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Going in the other direction, it will be difficult to maintain a double standard between us if I feel a distinct responsibility to be fair to your point of view, understand this responsibility to entail that I must view things from your perspective in an empathic fashion, and conduct this inner inquiry with some humility regarding the possibility of my being wrong and your being right. The more I dislike you personally or feel wronged in the past by you or by others who share your way of thinking, the more pronounced in my character must be the trait of intellectual integrity in order to provide the countervailing impetus to think my way to a fair conclusion.
EVALUATE ARGUMENTS
Arguments are assertions that are intended to persuade someone to believe or act a certain way. Evaluating arguments is the ability to analyse such assertions objectively and accurately. Analysing arguments helps in determining whether to believe them or act accordingly. It includes the ability to overcome a confirmation bias - the tendency to look for and agree with information that confirms prior beliefs. Emotion plays a key role in evaluating arguments as well. A high level of emotion can cloud objectivity and the ability to accurately evaluate arguments.
In addition, we run three insight events each year for first-year students. Taking part in one will help you understand life in a global law firm and give you a head start when it comes to applying for one of our vacation schemes or training contracts.
A business of the global leader in education and assessments, Pearson TalentLens has more than 85 years of experience in talent assessment and publishes many of the most popular assessment and training programs used by companies large and small to make hiring decisions and develop their 76st century workforce. Other resources featured on , named for the company's Watson-Glaser™ Critical Thinking Appraisal , the industry standard in critical thinking assessment, include thought-provoking blogs and information about Pearson's RED Critical Thinking Model - Recognize Assumptions, Evaluate Arguments and Draw Conclusions.
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