Critical Thinking Students

A detailed bookman is unitary who does not accept teaching withtaboo first examining it from antithetic angles or perspectives. Discuss this commentary in semblance to the unfavorable idea expected of university scholarly persons in audition makeup. Incorporate germane(predicate) readings in your coverion. In the changing landscape of the Australian bringing up system, it chamberpot be difficult to as indisputable what is expected of university students in strive writing. thusly expectations digest vary from institution to institution and even tutor to tutor, tho the one commonality is the expectation of unfavorable intellection in students.In this essay, I bequeath palisade that in universities, decisive idea is not nevertheless encouraged of university students in essay writing, only when is also expected. I will explore what it means to be critical in ones thinking, discuss the expectations of students in essay writing and will provide alternative train ing methods to illustrate other viewpoints. In order to achieve this, I will draw upon relevant readings to support my thesis. The word critical is to describe that which is urgent, serious, of import or of fundamental importance (Craig 1994, 54).In relation to essay writing, to be critical in ones thinking is to motion the phenomenon of study rather than exclusively accept and repeat the facts (Craig 1994, 54). Warren (1995) provides both(prenominal) context to these definitions in her essay The critical self. She defines critical thinking as a thoughtful and reasonable thought plow that dictates our decisions on what we do or recollect (2). She refers to her teaching experiences and at the lack of the critical thinking abilities in her students at that time.Through these experiences and subsequent teachings on philosophy and specifically critical thinking, she draws conclusions that students friction match to think in this way and consequently their self-esteem improves a s they atomic subroutine 18 able to develop these skills (1). Her strong conviction that critical thinking is two necessary and vital to learning itself is a powerful statement to her beliefs in this area (Warren 1995, 1). In order to evaluate Warrens claims, we must discuss what is actually expected of university students in relation to essay writing. match to Krause (2005), the Australian higher education has significantly evolved in recent years and as such student and university staff expectations put on also changed (1). She points out that students now spend less time on campus than in the agone and discusses how technology has influenced an increase in a more diverse set off of students engaging in study (3). This has directed in a larger number of students studying via correspondence and an increase in mature age and world-wide students when compared with ten years ago (4).Given this changing landscape in university learning, it is clear why there is sometimes disc onnect in the midst of what students believe is expected of them and what a university actually expects, specifically in relation to essay writing. This disconnect becomes more evident when distance is a factor. Warren (1995) provides an interesting utilisation on the poor performance of her students in relation to essay writing. According to Warren, her students were attentive in class, actively participated and consecrate the required amount of study.Her evaluation of the poor performance was that her students lacked critical thinking skills (1). To properly assess the expectations laid on students, it is necessary to look at the wording of an essay topic. In all essay topics, one is asked to argue a thesis or debate a claim. The ability to look arguments in a manner that influences or persuades others is central to critical thinking (Marshall and Rowland 2006, 43). The very nature of how essay topics are structured and assessed can only lead to the conclusion that critical t hinking is expected in essay writing.Without debating and negotiating positions, resolving conflict, reflecting and dealing with opposition, all of which are acts of critical thinking, the essay is not fulfilling the basic requirement of arguing a position (Marshall & Rowland 2006, 43). If part of critical thinking is reflection, as stated by Warren (1995), than it is important to substantiate the reflection process. Pavlovich (2007) suggests the reflection process begins with asking questions and states it is as much a state of mind as it is a set of activities (284).She argues the end result of reflection is a deeper understanding of all matters (284). Self -reflection is the ability to critique oneself, to ask questions like What is my goal in life? What am I striving for? What is my purpose? (Rogers 1697, 164). These are questions that some are unable to dissolve through their entire lives and yet within the context of university learning and specifically essay writing, th ere is an expectation that students are able to self- reflect, to see ten-fold facets of an argument, to question and to be critical.Warren (1995) also talks about the self-reflection process and argues that critical thinking is an aspect of reflective thinking (2). She asserts that only when critical thinking, creative thinking and content knowledge what she describes as the 3 Cs overlap, does one has all the components of reflective thinking (2). She further argues that one can only be critical in the context of their environment or circumstances, such as gender or race and without the willingness to rate with and use background knowledge one is not a critical thinker (3).In the context of being a university student and writing essays, to think critically is to learn to process information and to form reason opinions, evaluate beliefs, construct positions (and) articulate a thesis (Warren 1995, 4). Critical thinking in this context is to realise ones full potential as to au thentically learn anything at all one must engage the critical self (Warren 1995, 4). Of course, there are many other methods to learning and it can be argued that one size does not fit all.In certain disciplines, it can be assumed that critical thinking is not necessary, for example in complex technical environments where x must always equal y. In many cases, there is a mismatch between personal learning styles and learning demands of opposite disciplines (Kolb 1981, 233). Kolb (1981) explores various learning styles and his treatment can lead one to believe that critical thinking is not central to the acquisition of knowledge (233).One could argue that in some fields it is imperative to memorise information and follow set book of instructions and not to look at information from various viewpoints. For example, there would be an expectation that a surgeon follows strict protocol when performing a complex operation. I would argue however, that some of the greatest advances in ge ntleman history have been a result of those who are willing to question the way things are done and to explore alternatives options.Whilst it is important to recognise incompatible learning styles suit different individuals and to adjust expectations accordingly, the basis of a student not accepting information without examining it from different angles and perspectives (Craig 1994, 54) is central to learning and is a key expectation of students in essay writing at university. The expectations lay upon students in relation to essay writing at university may vary, but the common denominator is the expectancy on students to be able to think critically and to articulate this in written form.I have provided a definition of critical thinking and have discussed how the changing landscape of the Australian education system can cause some confusion around expectations placed on students. I have offered alternative learning methods to demonstrate the fatality for some flexibility and adap tability around the expectations placed on students to cater for different learning style. Throughout this essay, I have maintained that regardless of these different learning styles, there is a universal expectation placed on university students to think critically, particularly in relation to essay writing and have used examples to argue this thesis.