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1、CriticalthinkingasaneducationalidealThefollowingremarksaboutcriticalthinkingasaneducationalidealincorporateandadaptmaterialfromchapter4ofthebookEvidence-BasedPractice:LogicandCriticalThinkinginMedicine,co-authoredbyMilosJenicek,MD,andmyself,andpublishedin2005byAmericanMedicalAssociation(AM
2、A)Press(Jenicek&Hitchcock2005).IacknowledgewiththanksthepermissionofAMAPresstousethismaterial.1.Historicaldevelopmentoftheconceptofcriticalthinking1.1JohnDeweyTheconceptofcriticalthinkingwasfirstsingledoutjust100yearsago,bytheAmericanphilosopher,JohnDewey.InabookentitledHowWeThink,firstpub
3、lishedin1910,Deweypresentedwhathecalled"reflectivethinking"asanactive,persistent,andcarefulconsiderationofanybelieforsupposedformofknowledgeinthelightofthegroundsthatsupportit,andthefurtherconclusionstowhichittends(Dewey1910,p.6).ForDewey,suchthinkingarisesinresponsetoasuggestedresolutiono
4、fsomespecificallyoccasionedperplexity:Ifthesuggestionthatoccursisatonceaccepted,wehaveuncriticalthinking,theminimumofreflection.Toturnthethingoverinmind,toreflect,meanstohuntforadditionalevidence,fornewdata,thatwilldevelopthesuggestion,andwilleither,aswesay,bearitoutormakeobviousitsabsurdi
5、tyandirrelevance...Reflectivethinking,inshort,meansjudgmentsuspendedduringfurtherinquiry...(p.13)Inessence,Dewey'sreflectivethinkingisthesystematictestingofhypotheses,i.e.whatissometimescalledthescientificmethod.ReflectivethinkinginDewey’soriginalsensebeginswiththedefinitionofaproblem,ofte
6、naproblemofunderstandingwhyacertainphenomenonoccurs.Oneormorehypothesesareproposedaspossiblesolutions.Thensomemethodofsystematicobservationorexperimentisdevisedasatestofthesehypotheses,andcarriedout.Theresultsofthisinvestigationareanalyzed,qualitativelyorquantitatively,andinterpreted.Tenta
7、tiveconclusionsmaybereached,butaresubjecttotestingbyfurtherexperiments.ThustheprimaryfocusofreflectiveorcriticalthinkinginDewey’ssenseistheconsiderationofhypothesessuggestedaspossiblesolutionstoperplexitiespeopleface.Whatmanypeoplenowidentifyascriticalthinking
