Introduction
Critical thinking has been available at AS level since 1999 and as an advanced extension award (AEA) since 2002, both from OCR. Owing to the success of these qualifications, an A level was developed and teaching started from September 2005. This meant some changes to the existing AS specification and more than one awarding body offers the subject. This guidance is based on the current AS specification, it is also applicable to the new specifications.
What is critical thinking?
Critical thinking is a form of reflective reasoning that analyses and evaluates information and arguments by applying a range of intellectual skills in order to reach clear, logical and coherent judgements within a given context. Teaching it helps students consciously to develop those skills and to use the language and concepts of the subject. Students must understand the language of reasoning and use different patterns of reasoning, as well as different standards for evaluating arguments
AS and A level specifications in critical thinking encourage students to:
- understand the importance of examining knowledge and beliefs critically
- recognise, analyse and evaluate their own and others’ beliefs and knowledge claims in a variety of contexts
- recognise and evaluate assumptions
- evaluate reasoning of different kinds, including common and important species of reasoning
- make connections and synthesise information and arguments
- generate their own arguments and express them clearly.
Introducing critical thinking into the curriculum
Rationale for teaching critical thinking
The increased focus on thinking skills and different learning styles at key stages 3 and 4 has led some schools to look for a way to provide progression and a qualification in this skill area.
Whether or not they lead to a qualification, critical thinking skills are valuable in themselves and contribute to success in other subjects. They are also a means of engaging and stretching able students across the 14–19 phase. Students’ ability to deal with analysis and evaluation in A level subjects could be enhanced by developing critical thinking skills before beginning their A level studies.
The emphasis not only on ‘rationality’ but also on ‘reasonableness’ could also enhance students’ responses and behaviour within and beyond schools and colleges.
Time allocation
As an AS/A level subject, critical thinking needs an adequate time allocation. Students need to develop high-level skills and benefit from regular practice. Time allocations vary according to:
- the approach taken by different schools and colleges
- the students taking the course
- expectations about time spent on private study
- the demands of the rest of the curriculum.
Where there is a policy to develop critical thinking skills across all subjects, specific timetabled lessons for critical thinking could be fewer.
Staffing
Teachers from a range of disciplines are successfully teaching critical thinking, as is exemplified in the case studies. Teachers with a background in philosophy and/or the theoretical underpinning of the subject may be at an advantage, however. In some cases, schools and colleges are collaborating in teaching, developing their own skills and sharing resources. As with any subject, critical thinking requires teachers who themselves have the skills they are teaching to others, commitment to the value of the subject, and confidence in the use and development of resources.
Student groups
Centres have offered critical thinking as a qualification to students across the age and ability range. Some ask for prior attainment such as grade C in English; others consider other relevant prior attainments, for example in national curriculum tests and CATs scores. Some centres require all A level students to take the subject; others see it as an alternative to general studies. Critical thinking does require a level of literacy to understand and respond to textual material and this should be taken into account when offering it to students. Some centres are introducing the AS at key stage 4, starting the course in year 10 for examination in year 11, or completing the course within one year or the other.
Effective teaching and learning
Links with other subjects
Critical thinking should be mutually beneficial with other subjects. Students’ skills in evaluating an argument in critical thinking should transfer to their ability to understand arguments in other subjects. For example, in looking at the court scene in The Merchant of Venice, it would be appropriate to consider which character has the better argument. In looking at historical evidence, the skills of critical thinking are highly relevant. Where students are encouraged to take material from their other subjects into the critical thinking class, teachers can emphasise the point that the skills apply in a range of contexts.
Resources
Resources fall into four categories:
- textbooks, which introduce the language and skills and provide opportunities for self-directed study and class-based activities
- past examination papers, which give students opportunities to work not only with material relevant to assessment, but also to practise their skills in analysis of structure and evaluation of reasoning
- media sources - newspapers, magazines, radio, television, and advertising material, which emphasise that critical thinking is a subject with significance beyond the classroom into everyday life
- software, which can develop skills in reasoning. Some schools and colleges are developing their own software for use in direct-teaching situations or as part of an independent learning programme to introduce or to practise skills.
Private study
The requirement for private study time for this subject is linked with how it fits within the curriculum. Where students develop critical thinking across the curriculum, there may be less need for a significant amount of work outside critical skills lessons. Centres that have a longer time allocation can make fewer demands on private study time while a shorter course would make it difficult to develop skills without some practice beyond the classroom. Private study in this subject can take a variety of forms, including finding argumentation (or just attempts at persuasion) in the media.
Dialogue and debate
Teachers need to consider that students may come up with answers (to questions of evaluation rather than structure of argument) that the teacher may well not have thought of. This emphasises the importance of dialogue in the teaching of the subject.
Debates are often valuable in teaching the subject. They encourage students to develop skills in producing their own arguments and evaluating those of others. Debates need to keep an emphasis on the rigour and creativity that characterise good critical thinking.
Use of topical issues
Because the skills of critical thinking can be applied to a range of issues and material, teachers will be able to incorporate topical issues as they appear. They do not always have to be major international or national issues such as abortion or drugs, but can include local issues such as traffic-calming measures, cases of child or animal cruelty, or building houses in green belt areas.
Also see
> Case studies on using AS in critical thinking
QCA weblinks
> AEA test specification for critical thinking
Other weblinks
> OCR website
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Page updated: 12 June 2008