Critical Thinking

& A ; Life-long Learning Essay, Research Paper

Critical Thinking 1

Runing caput: Critical Thinking Components of Adult Learning

Critical Thinking Components of Adult Learning

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Abstraction

This essay examines the effects of critical thought on life-long acquisition. Critical thought is

an activity that inquiries the premises underlying our personal ways of thought and

playing and so prepares us to believe and move otherwise. This essay describes the key

ingredients of critical thought and identifies ways these thoughts may be in grownup acquisition.

Critical Thinking 3

Critical Thinking Components of Adult Learning

Much of the research information that examined critical thought and grownup acquisition

points to theories developed by Malcolm Knowles. Mr. Knowles popularized the theory of

andragogy which uses four basic premises that distinguishes grownup scholars from

kids. These four theories are self-concept, experience, preparedness to larn and

orientation to larn. ( Lee,1998, p. 50 ) . The work of Stephen Brookfield besides dominates

much of the literature of grownup acquisition. Brookfield & # 8217 ; s chief research activities have been in

the field of grownup acquisition ( peculiarly self-directed acquisition ) , community instruction,

comparative grownup instruction, the application of qualitative research attacks to

analyzing grownup acquisition and instruction, and political and philosophical facets of grownup and

go oning instruction ( Galbraith 1990 ) .

Critical thought is defined by many noteworthy beginnings as the ability to travel beyond

what is obvious ; to look at things in a greater context and do rational premises. Part

of learning critical believing needfully involves disputing pupils? implicit and instruction

them new positions for reading ( Myers 1988 ) . How big scholars see things are

important. They must analyse the topic, the state of affairs, the people involved, and most

significantly, themselves. If they believe everything they see or hear, so they will shortly

be unable what is true and non true in their eyes. What this addresses is critical thought.

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Learning is a cumulative procedure. The more cognition and skills an

single requires, the more likely it becomes that his new acquisition will be

shaped by his past experiences and activities. An grownup seldom, if of all time, learns

anything wholly new ; nevertheless unfamiliar the undertaking that confronts him,

the information and wont he has built up in the yesteryear will be his point of

going. ( Postman, 1972 ) .

There is no existent mark that any of the accomplishments of critical thought learned in

schools and colleges can be used in big life. In maturity, we are believing critically

whenever we question why we, or our spouses, behave in certain ways within

relationships.

Alice Lee? s essay in Life Long Learning: Policies, Practice and Programs describes

life-long acquisition as a wide conceptual term which is used to depict the procedure of

uninterrupted acquisition, personal enrichment and extension of a cognition that takes topographic point

over the class of the human life-span. This procedure can besides be defined as grownup acquisition.

There are several rules of grownup larning that Knowles popularized in the term of

andragogy. The first is self construct. Adults see themselves being capable of autonomy.

The second is life experience. In add-on to the first two constructs, grownups bring old

life experiences with them as a resource to the acquisition activity at manus. Adults need to

participate in puting their acquisition ends and they need to make up one’s mind what and how they will

learn based on the challenges they face in every twenty-four hours life.

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Critical thought is indispensable to successful life long acquisition. Harmonizing to Lee ( 1997 )

there are four major functions critical thought dramas in grownup acquisition. In this subdivision, the

writer describes the indispensable constituents of critical thought and identifies ways these

constituents might be recognized in people & # 8217 ; s behaviour. These functions provide chances

that are cardinal to most grownups & # 8217 ; lives: in their intimate relationships, at their workplace, a

s

portion of their political engagement, and their perceptual experiences of the universe as shaped by society.

It is besides an activity that inquiries underlying ways of thought and playing and so

prepares grownups to believe and move otherwise.

Life-long acquisition plays an of import function in grownup acquisition. It gives grownups the

chance to utilize their accomplishments of tax write-off based on anterior experiences. Adults thrive in

categories that value their life experience and leave room for geographic expedition ; instead than strict

attachment to class agendas and reading lists ( Lawrence 1998 ) . Contrary to childhood

instruction, grownups bring information from their ain experience. This parallels one of the

chief rules that Malcolm Knowles made popular called andragogy. This assumes that

grownups have become used to larning by associating new stuff to past experiences.

Andragogy besides assumes that grownups are extremely motivated, autonomous, and have become

used to larning by work outing jobs. ( Lawrence 1998 ) .

Harmonizing to Galbraith ( 1991 ) inquiring critical inquiries about our antecedently

recognized values, thoughts, and behaviours produces anxiousness. Resistance, bitterness, and

confusion become clear during many phases in the procedure. This can be good to life

long acquisition. When grownups think critically they gain an consciousness that others in the universe

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have the same sense of anxiousness about new thoughts, values, and actions that are wholly

contrary to their ain. The anxiousness that may be felt by grownups shows uninterrupted acquisition.

by disputing old held belief systems.

Peterson ( 1977 ) submits that in the past major grounds for deficiency of engagement by

grownups in go oning instruction is that plans or classs have non been specifically

designed for them. Their demands have non been met adequately. New plans or classs

covering with problem-solving state of affairss on the one manus and typical educational classs

on the other manus must be offered. Adults are turning to colleges or other beginnings for

specific developing that can assist them in their occupations. There are a host of larning enterprises

which are marked innovatively from the traditional educational constitution ( Lawrence

1998 ) .Distance acquisition, or the Internet, for illustration provides many grownup scholars with

alone, time-solving ways to larn at an accelerated gait which can besides heighten

chances for life-long acquisition.

No individual profile can stand for the grownup scholar or critical mind but the common

denominator among big scholars is that virtually all their behaviour is learned or otherwise

influenced by experience. In add-on to the reading, authorship, and arithmetic that was

learned in school, many academic beginnings province that a 4th topic should be added. The

topic is concluding or rational idea, which may besides be called: critical thought.

Ultimately, it boils down to is doing sound determinations. Adults now consider instruction a

womb-to-tomb procedure, critical to assisting them acquire in front in their occupations and lives in general. Once

grownups add the critical thought procedure to their bing cognition base they will so hold

a procedure that will take to higher quality decision-making.

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Mentions

Galbraith, Michael W. ( Ed. ) . ( 1991 ) . Adult larning methods. Malabar, Florida:

Krieger Publishing Company.

Hatton, Michael J. ( Ed. ) . ( 1997 ) . Life long acquisition: policies, patterns, and advancement.

Toronto, Canada: School of Media Studies at Humber College.

Lawrence, Lee. ( 1998, July 14 ) . Adult larning marks life experience. Christian

Science Monitor, pp. B8.

Lee, Chris. ( 1998 ) . The grownup scholar: neglected no more. Training Volume 35 Issue

3, 47-52.

Myers, Chet. ( 1988 ) . Teaching pupils to believe critically: a usher for module in all

subjects. San Francisco: Josey-Bass Publishers.

Peterson, D.A. 1977. The function of geriatrics in big instruction. In R.A. Kalish

( Ed. ) , The ulterior old ages: socialapplications of geriatrics ( pp 121-141 ) . California: Brooks

Cole.

Postman, L. ( 1972 ) . Transportation, intervention, and burying. Third Edition. New York:

Holt, Rinehart and Winston.