Dominant, neglected, and complementing dimensions” by Luis Fernando Santos Meneses

The article “Critical thinking perspectives across contexts and curricula: Dominant, neglected, and complementing dimensions” by Luis Fernando Santos Meneses explores the different historical perspectives on critical thinking. The article focuses on how critical thinking has evolved over time and how it has been approached in different contexts. The article identifies three historical waves of critical thinking research and presents a critical thinking skills-based approach and its shortcomings. The article also discusses the importance of critical thinking as a dispositional and ethical dimension and as a civic dimension for the public good.

Thinking (6 pts.)

From the Introduction paragraph 1 of the article, three historical waves of thinking and research on critical thinking have been identified. The first wave focused on developing critical thinking skills and abilities. The second wave was concerned with the development of critical thinking dispositions, or the tendency to think critically. The third wave of critical thinking research has emphasized the integration of critical thinking into various contexts and curricula.

From the Skills Based CT Perspective paragraph 2 of the article, the “critical thinking skills-based approach” is described as a traditional method of teaching critical thinking skills and abilities. However, this approach has been criticized for its lack of emphasis on dispositional and ethical dimensions of critical thinking. This approach is limited because it does not consider the cultural and civic implications of critical thinking.

From the Dispositions and Ethical Dimension of CT paragraph 3 of the article, Paul and Elder describe “fairmindedness” as a critical thinking disposition. This refers to the ability to be objective, impartial, and open-minded in thinking about problems and issues. Paul and Elder also discuss the importance of critical thinking as an ethical dimension, as it is related to fairness, justice, and responsible decision-making.

From the Civic Dimension of CT, paragraph 4 of the article, critical thinking is involved with “the public good.” This refers to the idea that critical thinking should be used to address issues and problems that affect the community, society, and the world as a whole. This dimension of critical thinking recognizes the importance of thinking critically about public policy and the common good.

From the Cultural implications of CT, paragraph 5 of the article, the idea that critical thinking should be “culturally embedded” means that it should be incorporated into the cultural and social values of a community, society, or culture. This perspective recognizes that critical thinking is not a neutral concept but is shaped by cultural and historical context.

CT in the curriculum is related to ethical behavior in communities, societies, cultures, countries, and nations as it helps to promote responsible decision-making and fair-minded thinking. This helps to foster ethical behavior by encouraging critical thinking about the ethical implications of decisions and actions.

Conclusion (2 pts.)

It is important to teach critical thinking because it helps individuals to become more informed, responsible, and engaged citizens. It also helps to develop the ability to think critically and make informed decisions, which is important in both personal and professional contexts. By teaching critical thinking, individuals can learn to think objectively, make informed decisions, and contribute to the public good.