Chapter 11: Critical Thinking and Critical Perspectives (First Reader)

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Critical thinking is a skill that is essential for adult learners. It is the ability of a person to objectively analyze and evaluate an issue in order to form a conclusion or a judgement on a topic or issue. According to Merriam and Bierema (2013), critical thinkers have a skill set that sets them apart from individuals that do not have critical thinking skills. Critical thinkers have the ability to, according to the textbook, reflect on assumptions and beliefs, critique self-thought and action, and connect individual experience to broader social conditions (Merriam and Bierema, 2013). A huge part of adult learning focuses on the ability to think critically about something. The adult learner must be able to critically think about topics and how to apply them in their work life and in their everyday setting. They cannot rely on someone to tell them what to do, the adult learner must figure out the process themselves. According to the text, it is important that the adult learner do more than engage in critical thinking, they must also be able to use it to inform actions. This means that the adult learner must have the ability to take an informed action and be able to modify and themselves and to justify the actions that come out of that thinking.

How do we teach critical thinking?

In order to get adult learners where they need to be with regard to critical thinking, we must create situations in which we can foster critical thinking skills in the classroom and in the workplace. Ideally, the adult learner would have some form of critical thinking skills they have developed through life experiences, but in many cases this is not the case. Critical thinking is best learned when the adult learner is learning, according to the text, in a "social learning context". This means that adult learners need to have social experiences and group learning processes where their critical thinking skills can be challenged and processed. It is also important that instructors and facilitators model the process for the learner. Sometimes, the process of critical thinking needs to be explained as well as demonstrated in order for someone to see how it is done and what is required for their thinking process. According to the text, there are several ways that instructors can foster critical thinking:

1. Fostering Critical Thinking

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Adult learners must be able to examine their assumptions. Merriam and Bierema (2013) explain that adult learners need to reflect on personal experiences, previous actions, or learning topics. The text suggests giving students short writing assignments where the students are asked to write about an assumption they disagree with or a question they want to raise and then share it with others (in a classroom or a training at work). This can help adult learners think about different ideas and work toward defending their choices.

2. Building a Learning Community

It is also essential that a trainer or an educator be able to create a learning environment where an adult learner has the room to critically think about an idea. Making sure that trainers and instructors are asking open-ended questions where the adult learner can explain their reasoning can help foster critical thinking. It is essential that the adult learner be able to talk to other individuals and discuss the ideas they are developing and responding to in the learning setting.

Check out this short video on what critical thinking is and why it is important...

Critical thinking, according to Merriam and Bierema (2013), can be taught and developed if we take care in teaching the skill. We must be able to 1) Engage in activities that allow bonding between people, 2) practice empathy, 3) practice care, 4) diversify from our own experiences, 5) network, and 6) practice new skills (p. 233). In essence, we must make sure we are teaching critical thinking skills and foster those skills in every place we can. This can be in the academic setting or in the workforce. It is a skill that is essential for adults to make decisions and we should make sure we are challenging our adult learners so that they can make sound decisions in the work place.



Resources:
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons.