Towards an Operational Definition of Critical Thinking
محورهای موضوعی : language teaching
پرویز بیرجندی
1
(Department of English, Science and Research Branch. Islamic Azad University, Tehran. Iran)
محمدباقر باقری
2
(Department of English, Science and Research Branch. Islamic Azad University, Tehran. Iran)
پرویز مفتون
3
(Department of English, Science and Research Branch. Islamic Azad University, Tehran. Iran)
کلید واژه: critical thinking, Cognitive Skills, Mental Dispositions,
چکیده مقاله :
This paper offers a state-of-the-art working definition for the concept of Critical Thinking (CT hereafter) in an attempt to provide a framework for the development of an operational definition for this complex concept. Having studied various definitions and models, proposed for CT by major figures in the field, the key defining features of this rich concept were identified and classified. Based on these key descriptors, a working definition consisting of three main components namely Mind Analysis, Data Evaluation, and Thinking in Education has been proposed and then each dimension of this definition is defined and elaborated further so that the complexity of the concept could be framed in an extended model. The elaborated conception of CT proposed in this paper seeks to include the core elements of CT so that it can be expandable into an operational definition with measurable items. There are two main reasons for conducting this research: Firstly, CT has evolved into a multifaceted construct with a broad range of cognitive abilities and intellectual dispositions. Secondly, although CT has been recognized as a significant concept in education, its full potential has not been achieved yet.
ین مقاله با پیشنهاد تعریفی عملی و بروز از تفکر نقادانه زمینه لازم برای ارائه تعریفی عملیاتی از این انگاره پیچیده را فراهم می آورد. پس از بررسی دقیق تعریفها والگوهای پیشنهاد شده توسط صاحب نظران این رشته، مشخصه های اصلی این مفهوم گسترده شناسایی و دسته بندی گردید وتعریفی عملی مطابق با توصیفگرهای اصلی بدست آمده پیشنهاد شد.این تعریف دارای سه مولفه اصلی است که عبارتند از: تجزیه و تحلیل ذهن، ارزیابی داده ها و تفکردرآموزش. سپس عناصرتشکیل دهنده هر یک ازاین سه مولفه شناسایی و دسته بندی شد به گونه ای که پیچیدگی موجود دراین انگاره را بتوان درقالب یک الگو به تصویر کشید. دراین مقاله عناصر سازنده تفکر نقادانه به گونه ای صورت بندی شده است که بتوان تعریفی عملیاتی از آن ارائه کرد. دو دلیل اصلی برای انجام این پژوهش وجود داشت. نخست اینکه انگاره تفکر نقادانه درطول زمان رشد کرده وبه صورت مفهومی چند لایه درآمده که مجموعه ای از توانایی های ذهنی و خصلت های فکری را در بر می گیرد. دوم اینکه علیرغم به رسمیت شناخته شدن نقش بی بدیل تفکر نقادانه در آموزش، از قابلیت های آن برای رسیدن به اهداف آموزشی بهره لازم برده نمی شود.
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