Voici quelques pistes de réflexion. Extrait de l'article:
Most tertiary institutions have listed among their graduate attributes the ability to think critically. This seems a desirable outcome, but what exactly does it mean to think critically and how do you get students to do it?
The problem is that critical thinking is the Cheshire Cat of educational curricula – it is hinted at in all disciplines but appears fully formed in none. As soon as you push to see it in focus, it slips away.
If you ask curriculum designers exactly how critical thinking skills are developed, the answers are often vague and unhelpful for those wanting to teach it.
This is partly because of a lack of clarity about the term itself and because there are some who believe that critical thinking cannot be taught in isolation, that it can only be developed in a discipline context – after all, you have think critically about something.
So what should any mandatory first year course in critical thinking look like? There is no single answer to that, but let me suggest a structure with four key areas:
(...) Arguing, as opposed to simply disagreeing, is the process of intellectual engagement with an issue and an opponent with the intention of developing a position justified by rational analysis and inference.
Arguments have premises, those things that we take to be true for the purposes of the argument, and conclusions or end points that are arrived at by inferring from the premises.
Understanding this structure allows us to analyse the strength of an argument by assessing the likelihood that the premises are true or by examining how the conclusion follows from them.
(...) Using logic in a flawed way leads to the committing of the fallacies of reasoning, which famously contain such logical errors as circular reasoning, the false cause fallacy or appeal to popular opinion. Learning about this cognitive landscape is central to the development of effective thinking.
The messy business of our psychology – how our minds actuality work – is another necessary component of a solid critical thinking course.
One of the great insights of psychology over the past few decades is the realisation that thinking is not so much something we do, as something that happens to us. We are not as in control of our decision-making as we think we are.
4. The Nature Of Science
It is useful to equip students with some understanding of the general tools of evaluating information that have become ubiquitous in our society. Two that come to mind are the nature of science and statistics.
Learning about what the differences are between hypotheses, theories and laws, for example, can help people understand why science has credibility without having to teach them what a molecule is, or about Newton’s laws of motion.
Understanding some basic statistics also goes a long way to making students feel more empowered to tackle difficult or complex issues. It’s not about mastering the content, but about understanding the process.
The Language Of Thinking
Embedded within all of this is the language of our thinking. The cognitive skills – such as inferring, analysing, evaluating, justifying, categorising and decoding – are all the things that we do with knowledge.
If we can talk to students using these terms, with a full understanding of what they mean and how they are used, then teaching thinking becomes like teaching a physical process such as a sport, in which each element can be identified, polished, refined and optimised.