Theories of Critical Thinking
Attributed to Albert Einstein is the quote, “It’s not that
I’m so smart, it’s just that I stay with the problems longer (Calaprice, 2011, p. 481).” While there is no direct context for the
saying, it gets to the heart of critical thinking. Ever used the speed control
on a car? Once it’s on, our focus often drops about how fast we’re going, and
if we have adaptive speed control, where our vehicle adjusts its speed based on
the distance we are from the car in front of us, judgement and response
relative to our distance also drops. Many of the decisions we make in our everyday
lives often mimic this. We depend on the information and analysis someone else
has done to guide how we act. Recipes, hotels, restaurants, books, movies, a
new CD, or countless other services or purchases are often made based on the
information from a friend, relative, a review by a critic, or advertisement. The
actions taken reflect the analysis of someone else, or as in our opening
example, a machine. We passively accept someone else’s conclusion and act. What
happens, or should happen, when we are responsible and accountable for drawing
a conclusion?
Einstein’s quote about “…staying with problems longer”
reflects the intellectual investment required when we think critically. We, alone,
or with others, are responsible for conducting research, where data is collected
and analyzed, options are considered, and finally, after thoughtful reasoning
has been conducted, a conclusion is drawn and a decision is made. For this
short blog post, we will look at a few theories central to critical thinking,
and then briefly discuss their importance as we apply them to our work.
Deep Learning
How we educate; the pedagogy, technology, and the relationship
between educator and student has undergone a massive shift in the last several
decades, and while far from maturation, has altered the depth of learning and
our expectations for how what we learn will be used (Fullan & Langworthy, 2014). The old pedagogy, as described by Fullan
and Langworthy, provided content to
learners, with some leverage of technology by the instructor, who then
evaluated students on their mastery of it. Students learned content, but were
limited both in how they learned and opportunities to apply, analyze, and
innovate using it. New pedagogies, leveraging the emergence of ubiquitous technology,
now provide the opportunity, when educators and students have access to it,
to create a seamless partnership where together they discover and master
existing content, and then create and use new knowledge benefiting themselves
and the organizations they belong, and will belong, to in the future (Fullan & Langworthy, 2014). Why is this concept of benefit
important?
My life, as far as I can remember, long before I understood
the terminology used to describe it, was to innovate and then to implement and
leverage the changes required to leverage the innovation for the benefit of
myself and whatever organization I belonged to. An example: As a boy scout, leading my troop as the senior
patrol leader, I was tasked with setting up camp whatever the weather or time
of day for over 140 members, using 35 plus tents. The first time I did it was a
disaster, taking several hours, at night, in the rain, with the expectation
that all the tents would line up within a foot like something resembling the
camp of a Roman legion. We were a military-sponsored troop during the Vietnam era.
I was chewed out and advised I better come up with something. Quickly. Now. How?
The troop chairman told me, remember the Romans, and think.
I went back to my tent, grabbed a pad of graph paper, and
the light bulb went on. I drew on the grid where everything should go, and then, the next morning, asked the troop chairman to go out and buy 1,000 feet of clothesline. He smiled,
did not ask why, went and returned, then gathering the troop, we took the lines
to a large field, and then using one of the lengths of rope, tied it into 10-foot
lengths, positioned the scouts into squares feet ten feet apart, took the
ropes, and created a large grid that mimicked my graph paper. Some torn pieces
of cloth, along with some permanent markers, tied on to the grid indicated what
would go where. When done, we carefully rolled up the rope grid. That evening,
when dark, we unrolled it again on the field, and taking each corner, pulled it
taught, and using my graph paper map and the pieces of cloth tied to the grid,
find where they would put up their tent in the future. After a few practices
rounds, we could unroll the rope, pull it taught into a grid, and have the boys
find their spots in less than ten minutes. The trick: Remembering how the
Romans had done it and updating it for our situation. Content, problem,
solution, benefit, and value achieved. The key: Partnership between a trusted mentor(teacher) and myself.
Deep learning, and the technology required to enable it,
are still works in progress, as the attempt to rapidly deploy distance and
blended learning during the COVID pandemic has demonstrated. Applying “old”
pedagogical collateral to “new” pedagogy is reminiscent of trying to cook
turkeys in microwave ovens when they first appeared. Cooked yes, well, no. Educators
and students both have roles to play in the design, development, deployment,
and use of technology to meet the expectations of all stakeholders, including
those of parents and administrators. Demonstrated value provides the “fuel” to
achieve the “velocity” required for deep learning to achieve effective “lift-off.”
Partnership, between educator and student, mutual trust, their
“new” relationship as co-creators and beneficiaries of the potential value of knowledge
creation, application, utility, and benefit form, with technology, a triad that
can result in deep learning (Fullan & Langworthy, 2014). I use the word can, because as in all
things in our world today, economics dictates what will be funded. Fullan and
Langworthy place a heavier burden on teachers as “activators” of learning in their new relationships with their students
than they have historically had. My experience in business informs me that funding,
a clear roadmap, education, program and change management, support and engagement
by staff and leadership, and realized value, are all critical to success.
Teachers as front-line troops must embrace authentically the “new” pedagogy.
Bloom’s Taxonomy & Technology
Bloom’s Taxonomy, published in 1956, provided a four-level hierarchical structure
for stratifying the objectives of what educators want students to know from the
least complex objective to the highest (Huitt, 2011). Subsequently, as
additional research was conducted, the model was revised adding two more elements,
that combined, resulted in a five-level model of increasing rigor:
- Knowledge
- Comprehension.
- Application
- Analysis.
- Synthesis
/ evaluation (Huitt, 2011).
My experience over the last forty years in technology and
business, from university through senior leadership, paralleled the taxonomy. The
more quickly I could leverage what I learned to do and improve,
benefited me and the enterprise I worked for. The model, while representative
of what educators would like to achieve and businesses require to be competitive,
had up to the emergence of instructional technology, been challenging to
leverage in traditional classroom learning (Kuhn, 2008, p. 18). The emergence
of instructional technology, as Kuhn reports, now enables teachers to provide multiple
vectors to integrate the five levels of the taxonomy in a way to serve learners’
needs across multiple intelligences or learning styles, benefiting educators and
students and the organizations they join later in life.
The “new”
pedagogy we discussed earlier, and its success, depend in large part on educators’
ability to move from delivering knowledge and validating comprehension to partnering
with students as they both utilize technology to amplify learning through the
five levels of Bloom’s Taxonomy and using what they have learned as a springboard
for innovation and creativity.
Diffusion of Innovation
Innovation in and of itself does
not provide an advantage. It must be superior to the “what was” state
and provide an effective springboard to the next “to be” one. Rogers, in
his discussion of the innovation adoption process, highlighted the concept of
relative advantage as perceived by individuals and its impact on the rate of
adoption (1963, p.70). Advantage or the perception of it, from my experience, like beauty is
often in the eyes of the beholder, as it is sold to them by the person or group
wishing to innovate. While those passionate about innovation are eager to promote the benefits of it, programs must not be oversold. Organizations wishing to
sustain a culture of innovation, in my experience, must ensure that the process undergoing change,
and the technology enabling it, successfully achieve the goals established and
deliver the economic benefits that were forecasted.
Adopters
Adopters are classified by
Rogers into five categories using terms that are well known to technologists
and businesspersons:
- Innovators.
- Early adopters.
- Early majority.
- Late majority.
- Laggards.
Few want to be laggards because too
late, can equate with organizational decay. Equally true, is few existing
organizations, in my experience, wish to be innovators because being on the ‘leading”
edge is often perceived as being on the “bleeding” edge, with the blood being
dollars and the impact economic disaster. If the last fifty years had shown
us anything, it is that few, if any, organizations, unless saved by the government, are too
big to fail. For educators, if you substitute student achievement for dollars
the analogy may apply. If we throw out innovators and laggards, where should smart
organizations be?
Hobbs,
in her keynote, discusses the empowerment of learners with digital and media literacy
describing a continuous cycle that includes act, access, analyze &
evaluate, create, and reflect (Hobbs, 2011). Although Hobbs is targeting
educators in her keynote, the point at which organizations adopt innovation,
and their success in doing so, as my experience and those of my peers inform me
is dependent on their maturity in managing change and their level of technological
literacy, digital, and infrastructure. All too often, immature organizations
hire outside firms to do the heavy lifting only to watch the change collapse
when they depart.
Organizational and Societal Impacts
Why are these concepts important? Economic outcomes drive
investment and engagement by citizens and the decisions they make for themselves
and their families. Organizations today occupy a technological ecosystem that
is a constant state of flux, where winners adopt wisely, deploy rapidly, and deliver
value in excess of the expectations established initially. Learning by definition
is continuous, and often non-linear, requiring designer, instructor, student,
and user to partner seamlessly, quickly identifying what delivers value and
what does not. Smart innovation deployed quickly and effectively provides a competitive advantage to players at all levels, from sole proprietorships to
multinational corporations. The United States once ranked as first in the world
in innovation, today is ranked ninth on the Bloomberg Innovation Index (Damm,
2020).
Deep learning, does not just move student and teachers up through
Bloom’s Taxonomy as they master, apply and leverage content, while continuously
innovating, but enables them to move up through Abraham Maslow’s hierarchy of needs, improving
their and subsequent generations' prosperity. While changes made to how we educate
may take decades to manifest themselves in the general population, demonstrated
benefits may lead to accelerated investment and investment in education at all
levels and ages are badly needed if the United States is to remain a viable competitor
in the global economy. Innovation, and its successful adoption, is critical,
but competency should form the foundation for doing so.
References
Calaprice, A. (Ed.). (2011). The Ultimate Quotable
Einstein. Princeton University Press. doi:10.2307/j.ctt7s22s
Damm, C. (2020, January26).
These are the world's most innovative countries. The US isn't even in the top 5. Retrieved from https://www.businessinsider.com/these-are-the-10-most-innovative-countries-bloomberg-says-2020-1
Fullan, M. &
Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning.
London: Pearson. Retrieved from
https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/ARichSeamEnglish.pdf
Hobbs, R. (2011).
Empowering learners with digital and media literacy. Knowledge Quest, 39(5),
12-17. Retrieved from Academic Search Premier database.
Huitt, W. (2011).
Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology
Interactive. Valdosta, GA: Valdosta State University. Retrieved from
http://www.edpsycinteractive.org/topics/cognition/bloom.pdf
Kuhn, M. S. (2008).
Connecting depth and balance in class. Learning & Leading with
Technology, 36(1), 18-21. Retrieved from Academic Search Premier database.
Maslow, A. H. (1987). Motivation and personality (3rd ed.). Pearson Education.
Rogers, E. M. (1963).
The adoption process II. Journal of Cooperative Extension, 1(2), 69-75.
Retrieved from http://www.joe.org/joe/1963summer/1963-2-a2.pdf
.
