Critical Thinking Curriculum For Lence

Critical Thinking Curriculum For Lence-33
Put briefly, the formal education system in the United States is designed for people to study (generally) four primary categories of knowledge (math, science, social studies, and language arts) for thirteen years.These content areas tend to become more complex but are only intermittently specialized (‘science’ becoming ‘chemistry,’ for example even though chemistry is still a science; for the record, I’m not sure why we don’t show at least a little vision and wed science and the humanities into ‘new content areas‘ that aren’t content areas at all but realize that this is crazy talk to most and will save my breath).This is simple for kitchen utensils and challenging for art and affection and people: To clarify an education and what it ‘should be’ is to impart what ideally is a very personal and ‘local’ philosophy on everyone else. In 1993, George Ritzer wrote a book–which owes itself in large part to previous work by many, including Max Weber–called The Mc Donaldization of Society.

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Another is to create learners who have the appetite the appetite to think analytically and critically, to use what they know to enhance their own lives and also to contribute to their society, culture and civilization.

These two aims for education as a vehicle to promote critical thinking are based on certain assumptions.

The point is, education–as it is–is about content and mastery of content is about points and grades that either does or does not result in certificates (e.g., diplomas) that allow increasingly specialized study (business, law, medicine, etc.) in post-secondary education (like college/university) for the purpose of ‘career prep’ (which, I’ve offered, should not be the purpose of school).

Three of the most visible components of most modern K-12 public education systems: teachers, content, and letter grades, with the two former components often merged (e.g., ‘math teacher’ or ‘art teacher.’) Also hugely visible education components: students, tests, computers, books, walls, desks, hallways, groups, bells, calendars, front-of-the-room chalkboards and whiteboards, etc.

George Ritzer has taken central elements of the work of Max Weber, expanded and updated them, and produced a critical analysis of the impact of social structural change on human interaction and identity.

The central theme in Weber’s analysis of modern society was the process of Rationalization; a far-reaching process whereby traditional modes of thinking were being replaced by an ends/means analysis concerned with efficiency and formalized social control.

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It may involve inductive and deductive reasoning, analysis and problem-solving as well as creative, innovative and complex approaches to the resolution of issues and challenges.

Critical Thinking and Education One of the significant aims of education is to produce learners who are well informed, that is to say, learners should understand ideas that are important, useful, beautiful and powerful.

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