Journal of Intelligence

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21 pages, 1297 KiB

Open AccessArticle

Breaking Down the Concept of Students’ Thinking and Reasoning Skills for Implementation in the Classroom

by Liena Hačatrjana and Dace Namsone

J. Intell. 2024, 12(11), 109; https://doi.org/10.3390/jintelligence12110109 - 1 Nov 2024

Viewed by 1284

Abstract

Various skills related to critical thinking, reasoning, and scientific reasoning are defined as essential for students in policy documents and curricula around the world as essential both in school and in everyday life. However, these concepts are often too vaguely defined and explained [...] Read more.

Various skills related to critical thinking, reasoning, and scientific reasoning are defined as essential for students in policy documents and curricula around the world as essential both in school and in everyday life. However, these concepts are often too vaguely defined and explained for a clear implementation in the classroom. In this conceptual article, the authors propose the following questions: (1) How are the concepts of thinking and reasoning as defined in policy documents reflected in curriculum descriptions across different disciplines? (2) To what extent do reasoning activities and processes overlap across different disciplines? (3) How can reasoning skills (particularly: analysis, evaluation, and creation) be described based on reasoning activities or processes and the outputs or products? Based on the literature review, it is concluded that researchers in various science disciplines have defined the aspects of reasoning that are typical for their respective disciplines, considering content, procedural knowledge, and epistemic knowledge. Meanwhile, looking from the perspective of cognitive psychology, it is concluded that reasoning processes (deductive, inductive, and analogical reasoning) are activated in the mind while students engage in reasoning activities (such as analysis, evaluation, and synthesis). Thus, similar cognitive processes occur in the mind, despite a student working in different disciplines. A conceptual framework is offered in this article showing (1) how reasoning processes and activities manifest themselves in different study domains both from a theoretical perspective and in everyday classroom work; and (2) what kind of outputs could be expected from students based on various reasoning activities. The importance of interdisciplinary collaboration is justified so that students develop their reasoning skills holistically, not fragmentarily. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

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17 pages, 293 KiB

Open AccessArticle

Assessing Students’ Critical Thinking in Dialogue

by Ruiguo Cui and Lili Zhao

J. Intell. 2024, 12(11), 106; https://doi.org/10.3390/jintelligence12110106 - 26 Oct 2024

Viewed by 671

Abstract

Critical thinking has been widely considered an important skill in the 21st century. In view of the value attached to critical thinking, various quantitative instruments have been developed to assess critical thinking, which only provide a product of critical thinking and cannot reveal [...] Read more.

Critical thinking has been widely considered an important skill in the 21st century. In view of the value attached to critical thinking, various quantitative instruments have been developed to assess critical thinking, which only provide a product of critical thinking and cannot reveal the critical thinking process of test takers. Hence, this paper proposes a coding scheme facilitating a qualitative analysis of critical thinking exhibited in interaction. The coding scheme consists of five categories of critical thinking skills, i.e., analysis, comparison, evaluation, inference, and synthesis, each of which is coded at low, medium, and high levels. The use of this coding scheme is then illustrated by applying it to authentic classroom dialogue. This coding scheme is hopefully conducive to the assessment of critical thinking in educational settings. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

18 pages, 380 KiB

Open AccessArticle

Critical Thinking: The ARDESOS-DIAPROVE Program in Dialogue with the Inference to the Best and Only Explanation

by Miguel H. Guamanga, Fabián A. González, Carlos Saiz and Silvia F. Rivas

J. Intell. 2023, 11(12), 226; https://doi.org/10.3390/jintelligence11120226 - 16 Dec 2023

Cited by 2 | Viewed by 2577

Abstract

In our daily lives, we are often faced with the need to explain various phenomena, but we do not always select the most accurate explanation. For example, let us consider a “toxic” relationship with physical and psychological abuse, where one of the partners [...] Read more.

In our daily lives, we are often faced with the need to explain various phenomena, but we do not always select the most accurate explanation. For example, let us consider a “toxic” relationship with physical and psychological abuse, where one of the partners is reluctant to end it. Explanations for this situation can range from emotional or economic dependency to irrational hypotheses such as witchcraft. Surprisingly, some people may turn to the latter explanation and consequently seek ineffective solutions, such as visiting a witch doctor instead of a psychologist. This choice of an inappropriate explanation can lead to actions that are not only ineffective but potentially harmful. This example underscores the importance of inference to the best explanation (IBE) in everyday decision making. IBE involves selecting the hypothesis that would best explain the available body of data or evidence, a process that is crucial to making sound decisions but is also vulnerable to bias and errors of judgment. Within this context, the purpose of our article is to explore how the IBE process and the selection of appropriate explanations impact decision making and problem solving in real life. To this end, we systematically analyze the role of IBE in the ARDESOS-DIAPROVE program, evaluating how this approach can enhance the teaching and practice of critical thinking. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

26 pages, 1754 KiB

Open AccessArticle

Critical Thinking, Formation, and Change

by Carlos Saiz and Silvia F. Rivas

J. Intell. 2023, 11(12), 219; https://doi.org/10.3390/jintelligence11120219 - 28 Nov 2023

Cited by 3 | Viewed by 3343

Abstract

In this paper, we propose an application of critical thinking (CT) to real-world problems, taking into account personal well-being (PB) and lifelong formation (FO). First, we raise a substantial problem with CT, which is that causal explanation is of little importance in solving [...] Read more.

In this paper, we propose an application of critical thinking (CT) to real-world problems, taking into account personal well-being (PB) and lifelong formation (FO). First, we raise a substantial problem with CT, which is that causal explanation is of little importance in solving everyday problems. If we care about everyday problems, we must treat the identification of causal relationships as a fundamental mechanism and action as a form of solution once the origin of the problem is unequivocally known. Decision-making and problem-solving skills should be the execution of the causal explanations reached. By acting this way, we change reality and achieve our goals, which are none other than those imposed by our PB. However, to achieve changes or results, we must have these fundamental competencies in CT, and these are not innate; we must acquire and develop them, that is, we must train ourselves to have CT competencies according to the demands of today’s world. Finally, in this paper we propose a causal model that seeks to identify and test the causal relationships that exist between the different factors or variables that determine the CT-PB-FO relationship. We present some results on the relevance of causality and how to effectively form and address real-world problems from causality. However, there are still questions to be clarified that need to be investigated in future studies. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

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Review

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12 pages, 264 KiB

Open AccessReview

Predicting Everyday Critical Thinking: A Review of Critical Thinking Assessments

by Heather A. Butler

J. Intell. 2024, 12(2), 16; https://doi.org/10.3390/jintelligence12020016 - 1 Feb 2024

Cited by 5 | Viewed by 12373

Abstract

Our ability to think critically and our disposition to do so can have major implications for our everyday lives. Research across the globe has shown the impact of critical thinking on decisions about our health, politics, relationships, finances, consumer purchases, education, work, and [...] Read more.

Our ability to think critically and our disposition to do so can have major implications for our everyday lives. Research across the globe has shown the impact of critical thinking on decisions about our health, politics, relationships, finances, consumer purchases, education, work, and more. This chapter will review some of that research. Given the importance of critical thinking to our everyday lives, the fair and unbiased assessment of critical thinking is useful for guiding educators in their classrooms, for the sake of self-improvement, and in employment decisions. This chapter will also review the psychometric properties of several critical thinking assessments, with a special emphasis on the everyday behaviors predicted by these assessments. The practical challenges faced by test adopters and future directions in the assessment of critical thinking will be discussed. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

15 pages, 333 KiB

Open AccessEditor’s ChoiceReview

Critical Thinking, Intelligence, and Unsubstantiated Beliefs: An Integrative Review

by D. Alan Bensley

J. Intell. 2023, 11(11), 207; https://doi.org/10.3390/jintelligence11110207 - 30 Oct 2023

Cited by 3 | Viewed by 6922

Abstract

A review of the research shows that critical thinking is a more inclusive construct than intelligence, going beyond what general cognitive ability can account for. For instance, critical thinking can more completely account for many everyday outcomes, such as how thinkers reject false [...] Read more.

A review of the research shows that critical thinking is a more inclusive construct than intelligence, going beyond what general cognitive ability can account for. For instance, critical thinking can more completely account for many everyday outcomes, such as how thinkers reject false conspiracy theories, paranormal and pseudoscientific claims, psychological misconceptions, and other unsubstantiated claims. Deficiencies in the components of critical thinking (in specific reasoning skills, dispositions, and relevant knowledge) contribute to unsubstantiated belief endorsement in ways that go beyond what standardized intelligence tests test. Specifically, people who endorse unsubstantiated claims less tend to show better critical thinking skills, possess more relevant knowledge, and are more disposed to think critically. They tend to be more scientifically skeptical and possess a more rational–analytic cognitive style, while those who accept unsubstantiated claims more tend to be more cynical and adopt a more intuitive–experiential cognitive style. These findings suggest that for a fuller understanding of unsubstantiated beliefs, researchers and instructors should also assess specific reasoning skills, relevant knowledge, and dispositions which go beyond what intelligence tests test. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

Other

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9 pages, 268 KiB

Open AccessEssay

Mindware: Critical Thinking in Everyday Life

by John Eigenauer

J. Intell. 2024, 12(2), 17; https://doi.org/10.3390/jintelligence12020017 - 2 Feb 2024

Viewed by 3046

Abstract

Humans make many decisions in everyday life, some of which require careful use of evidence. Because emotional and heuristic mental processes dominate human cognition, it is common to suggest that there is little hope that critical thinking tools will be widely used. However, [...] Read more.

Humans make many decisions in everyday life, some of which require careful use of evidence. Because emotional and heuristic mental processes dominate human cognition, it is common to suggest that there is little hope that critical thinking tools will be widely used. However, the concept of “mindware” gives hope to the idea that critical thinking skills may be more widely deployed than they currently are. This article reflects on some impediments to critical thinking, assesses some future challenges to critical thinking being more widely used, and suggests that “mindware” modules can be used widely both in and out of educational settings to significantly enhance critical thinking in everyday life. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

14 pages, 331 KiB

Open AccessEssay

Critical Thinking: Creating Job-Proof Skills for the Future of Work

by Daniela Dumitru and Diane F. Halpern

J. Intell. 2023, 11(10), 194; https://doi.org/10.3390/jintelligence11100194 - 9 Oct 2023

Cited by 8 | Viewed by 7427

Abstract

In this study, we explore the transformative impact of artificial intelligence (AI) on the job market and argue for the growing importance of critical thinking skills in the face of job automation and changing work dynamics. Advancements in AI have the potential to [...] Read more.

In this study, we explore the transformative impact of artificial intelligence (AI) on the job market and argue for the growing importance of critical thinking skills in the face of job automation and changing work dynamics. Advancements in AI have the potential to disrupt various professions, including, for example, programming, legal work, and radiology. However, solely relying on AI systems can lead to errors and misjudgments, emphasizing the need for human oversight. The concept of “job-proof skills” is introduced, highlighting the importance of critical thinking, problem-solving, empathy, ethics, and other human attributes that machines cannot replicate with the same standards and agility. We maintain that critical thinking can be taught and learned through appropriate classroom instruction and transfer-focused approaches. The need for critical thinking skills is further reinforced by the influx of information and the spread of misinformation in the age of social media. Moreover, employers increasingly value critical thinking skills in their workforce, yet there exists a gap between the demand for these skills and the preparedness of college graduates. Critical thinking is not only essential for the future of work, but also for informed citizenship in an increasingly complex world. The potential impact of AI on job disruption, wages, and employment polarization is discussed, highlighting the correlation between jobs requiring critical thinking skills and their resistance to automation. We conclude by discussing collaborative efforts between universities and labor market organizations to adapt curricula and promote the development of critical thinking skills, drawing on examples from European initiatives. The need to prioritize critical thinking skills in education and address the evolving demands of the labor market is emphasized as a crucial step for navigating the future of work and opportunities for workers. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

17 pages, 440 KiB

Open AccessPerspective

An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings

by Christopher P. Dwyer

J. Intell. 2023, 11(6), 105; https://doi.org/10.3390/jintelligence11060105 - 31 May 2023

Cited by 8 | Viewed by 7501

Abstract

Though a wide array of definitions and conceptualisations of critical thinking have been offered in the past, further elaboration on some concepts is required, particularly with respect to various factors that may impede an individual’s application of critical thinking, such as in the [...] Read more.

Though a wide array of definitions and conceptualisations of critical thinking have been offered in the past, further elaboration on some concepts is required, particularly with respect to various factors that may impede an individual’s application of critical thinking, such as in the case of reflective judgment. These barriers include varying levels of epistemological engagement or understanding, issues pertaining to heuristic-based thinking and intuitive judgment, as well as emotional and biased thinking. The aim of this review is to discuss such barriers and evaluate their impact on critical thinking in light of perspectives from research in an effort to reinforce the ‘completeness’ of extant critical thinking frameworks and to enhance the potential benefits of implementation in real-world settings. Recommendations and implications for overcoming such barriers are also discussed and evaluated. Full article

(This article belongs to the Special Issue Critical Thinking in Everyday Life)

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