Summary of Article 2:
When we fail to understand why some people behave in strange way or why do they think in some other way, we have to focus on certain aspects of that behavior or that thinking. Basically, the present article reflects what the thinking is, distinguishing points between thinking and reflective thinking, role of both the teacher and the learner and various aspects of thinking.
Dewey ( 1933 ), in his book “ How We Think “, has given overviews of different senses in which the term thinking is used. Some of them are as follow:
• Thinking as a stream of consciousness
• Thinking as an imagination which is restricted to the things which we do not perceive directly
• Reflective thinking as a chain of thought leading, through enquiry to a conclusion.
Dewey attempts to define and recommend reflective thinking as the basis of both rationality and action.
In educational reference, thinking is a goal-directed process that involves remembering, forming concepts, reasoning, solving problems, considering opinions, making decisions and judgments and generating new perspectives. When we want to achieve something but we get fuss whether we will be able to achieve it or not, thinking becomes much more important at that time.
According to Dewey, reflective thinking enables us to take control of and responsibility for our own thinking in order to be an effective participant of democratic society. But the only contradiction is that the teacher has to develop reflective thinking for various frameworks for thinking. S/he has to ensure more effective planning and assessment of the curriculum without engaging learners actively. In this assessment or delivery of curriculum, learners are in center place. For thinking, meta-cognition is essential because unless and until we do not recognize the things, we cannot think. Flavell ( 1976 ) points out that meat-cogniton is one’s knowledge concerning one’s own cognitive processes and products or anything related to them…
Three perspectives of Thinking are as follow:
• Psychological Perspectives
• Sociological Perspectives
• Philosophical Perspectives
Psychological Perspectives include prime work of Bloom and his associates. The work was about cognitive process as a means of teaching, learning and assessment. But it was only during the past decade that the huge interest in the teaching of thinking has seen such work growing rapidly in everyday education practices. Interest in cognitive enhancement has become a worldwide phenomenon. South Africa sees the teaching of thinking as a valuable means of raising educational levels and developing social inclusion. China and Singapore believe that such approaches may address students’ limited creative and problem solving abilities in order to develop better productivity in the global economy. Cognitive psychologist Thegard draws an analogy between mind and computer program where the mental representations in the mind are like the organization of the stored data and the algorithms that are then executed by the software correspond to the thinking procedures in the mind. When we are thinking, we are not aware of the thinking process itself.
Sociological Perspectives say, thinking takes place in a context that has social influence and interaction.
Philosophical Perspectives talks about issues that have become a bearing aspects of thinking and learning. Educational philosophy has tended to view these issues in terms of learning to know. Contemporary educational philosophy general aspects of thinking are identified in different contexts. Ennis argued that thinking can be applied across different contexts whereas Mcpeck argued that thinking is always context specific.
When we fail to understand why some people behave in strange way or why do they think in some other way, we have to focus on certain aspects of that behavior or that thinking. Basically, the present article reflects what the thinking is, distinguishing points between thinking and reflective thinking, role of both the teacher and the learner and various aspects of thinking.
Dewey ( 1933 ), in his book “ How We Think “, has given overviews of different senses in which the term thinking is used. Some of them are as follow:
• Thinking as a stream of consciousness
• Thinking as an imagination which is restricted to the things which we do not perceive directly
• Reflective thinking as a chain of thought leading, through enquiry to a conclusion.
Dewey attempts to define and recommend reflective thinking as the basis of both rationality and action.
In educational reference, thinking is a goal-directed process that involves remembering, forming concepts, reasoning, solving problems, considering opinions, making decisions and judgments and generating new perspectives. When we want to achieve something but we get fuss whether we will be able to achieve it or not, thinking becomes much more important at that time.
According to Dewey, reflective thinking enables us to take control of and responsibility for our own thinking in order to be an effective participant of democratic society. But the only contradiction is that the teacher has to develop reflective thinking for various frameworks for thinking. S/he has to ensure more effective planning and assessment of the curriculum without engaging learners actively. In this assessment or delivery of curriculum, learners are in center place. For thinking, meta-cognition is essential because unless and until we do not recognize the things, we cannot think. Flavell ( 1976 ) points out that meat-cogniton is one’s knowledge concerning one’s own cognitive processes and products or anything related to them…
Three perspectives of Thinking are as follow:
• Psychological Perspectives
• Sociological Perspectives
• Philosophical Perspectives
Psychological Perspectives include prime work of Bloom and his associates. The work was about cognitive process as a means of teaching, learning and assessment. But it was only during the past decade that the huge interest in the teaching of thinking has seen such work growing rapidly in everyday education practices. Interest in cognitive enhancement has become a worldwide phenomenon. South Africa sees the teaching of thinking as a valuable means of raising educational levels and developing social inclusion. China and Singapore believe that such approaches may address students’ limited creative and problem solving abilities in order to develop better productivity in the global economy. Cognitive psychologist Thegard draws an analogy between mind and computer program where the mental representations in the mind are like the organization of the stored data and the algorithms that are then executed by the software correspond to the thinking procedures in the mind. When we are thinking, we are not aware of the thinking process itself.
Sociological Perspectives say, thinking takes place in a context that has social influence and interaction.
Philosophical Perspectives talks about issues that have become a bearing aspects of thinking and learning. Educational philosophy has tended to view these issues in terms of learning to know. Contemporary educational philosophy general aspects of thinking are identified in different contexts. Ennis argued that thinking can be applied across different contexts whereas Mcpeck argued that thinking is always context specific.
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