The Academic and Behavioral Benefits of Philosophy: Critical Thinking
Philosophy with Children's 20th-century pioneer, Matthew Lipman, draws from Dewey and Vygotsky when he defines critical thinking as "a complex process that is integrated into a utilitarian design for the improvement of personal and social experience. With regard to the development of such thinking, it is a process (versus a product) that occurs through peer interrelations and especially through philosophical dialogue within a community of inquiry" (120). Steps 1-4 emphasize the process of developing the "personal and social experience" of thinking, reading, writing and discussing. Step 3, philosophical discussion, centers on "peer interrelations" and developing a community of inquiry.
Facione, in the definitive Delphi Report on Critical Thinking sponsored by the American Philososphical Association, defines critical thinking as a specific set of skills and self-reflective dispositions that enable students to evaluate their own thinking alongside the perspectives of others. Here is the commonly accepted definition of critical thinking:
"We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based…. The ideal critical thinking is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as the subject and the circumstances of inquiry permit" (Facione qtd. in Pritchard; emphasis added).
The philosophy-enriched unit plans and method of doing philosophy with young people outlined in this site provide ample opportunity to develop the practice of critical thinking as defined above. Georing reports great behavioral benefits when students learn that "you can converse with your peers, listen to them carefully, take them seriously, and disagree with them without fighting or feeling hurt by the disagreement." This is a huge behavioral skill absolutely essential for civic democratic discourse which also dovetails with the critical thinking standards outlined in the Philosophical Literacy, Philosophical Inquiry, Philosophical Discussion, and Philosophical Writing pages.
Thankfully, these critical thinking skills are also embedded within the Colorado Common Core Standards for the Language Arts, the next and final page dedicated to doing philosophy with young adults.
For further training and practice in developing critical thinking for yourself and your students, read and consider Paul and Linda Elder's Learning the Art of Critical Thinking. Paul and Linda Elder provide a real wealth of complementary critical thinking resources for teachers at any grade level. Elder provides information largely consistent with the American Philosophical Associations Delphi report (see Facione).
Facione, in the definitive Delphi Report on Critical Thinking sponsored by the American Philososphical Association, defines critical thinking as a specific set of skills and self-reflective dispositions that enable students to evaluate their own thinking alongside the perspectives of others. Here is the commonly accepted definition of critical thinking:
"We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based…. The ideal critical thinking is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as the subject and the circumstances of inquiry permit" (Facione qtd. in Pritchard; emphasis added).
The philosophy-enriched unit plans and method of doing philosophy with young people outlined in this site provide ample opportunity to develop the practice of critical thinking as defined above. Georing reports great behavioral benefits when students learn that "you can converse with your peers, listen to them carefully, take them seriously, and disagree with them without fighting or feeling hurt by the disagreement." This is a huge behavioral skill absolutely essential for civic democratic discourse which also dovetails with the critical thinking standards outlined in the Philosophical Literacy, Philosophical Inquiry, Philosophical Discussion, and Philosophical Writing pages.
Thankfully, these critical thinking skills are also embedded within the Colorado Common Core Standards for the Language Arts, the next and final page dedicated to doing philosophy with young adults.
For further training and practice in developing critical thinking for yourself and your students, read and consider Paul and Linda Elder's Learning the Art of Critical Thinking. Paul and Linda Elder provide a real wealth of complementary critical thinking resources for teachers at any grade level. Elder provides information largely consistent with the American Philosophical Associations Delphi report (see Facione).