In his newly-published article, Professor Willingham discusses how educators can think about teaching critical thinking for their students. He first explains that critical thinking involves three components (novel, self-directed, and effective); then, he answers the questions, such that: Can critical thinking be taught? (Yes, but a qualified yes, if taking transfer of learning into account). Then, what is the nature of critical thinking? (Both domain-specific - i.e. history and engineering involve different ways of “analyzing, synthesizing, and evaluating” the problems, and universal - i.e. law of large number is largely useful, straw-man arguments are weak). So, how can we be better at critical thinking? In the long term, raft of practice, that is, practice to recognize problems and link it to the source problem solved before). But is there a way to be better faster? Yes, to teach problem comparison explicitly (i.e. labelling steps with generic goals in solving math works).
But most critical thinking situations are unique and not clearly defined problems, how do we foster transfer of learning here? The key is extensive knowledge pertained to the domain of interest. Knowledge frees up space in limited working memory so other complicated thinking and novel connections occur more efficiently and effectively. Knowledge also facilitates deployment of thinkings strategies learnt in class. Here, psychology students (or any other majors) must learn the perennial lesson of why you should not shy away from foundational (aka. theory) modules in favor of the glossy “pragmatic” modules).
So, finally, how to teach students to think critically? Professor Willingham suggests a four-step plan. First, identify what critical thinking is in your domain. Second, identify what domain-specific content that students must know. Third, sequence of learning matters. And lastly, decide the skills to be revisited (continued educating) years later into the career (some skills less cardinal for that profession are allowed not to be sharpened).
Last but not least, some pragmatic matters need to be considered. First, it can be both taught in a separate module and can be taught by individual educators in their own course. Young age students are possible and encouraged. All students, regardless of socio-economic status, should have equal access. Lastly, assessment is challenging but would be more straightforward if the 04-stage plan above is implemented.
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Reading this article makes me think about how important it is for psychology students to be able to master the critical thinking skills. Many bachelors will not work in a clearly-defined context (i.e. counseling or therapy) and will have to enter the industry choosing from a wide-ranging pool of jobs which are not necessarily have anything directly to do with designing an experiment or setting up a counseling session.
