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Citation Abstract Citation # I.1 Wokabi, F.G. (?). Critical thinking triad as a model for enhancing the quality and relevance of higher education in Kenya. (Paper). Kenyatta University, Department of Philosophy, Nairobi, Kenya. 1-11. [PDF+] URL http://www.daad.de/de/download/alumni/veranstaltungen/06_11_06/Presented%20papers/Copy%20of%20Francis%20Gikonyo.pdf Abstract Introduction: The purpose of this paper is to show the significance of the Critical Thinking Triad in enhancing the quality and relevance of higher education in Kenya. In order to pursue this goal, it is necessary to clarify the key concepts that inform this paper namely: Education, Quality, Relevance, Critical Thinking, and Critical Thinking Triad. The analytical dimension of critical thinking involves identifying the fundamental structures or elements of any form of thinking. Thought comprises of parts namely: purposes, questions, points of view, information, inferences, concepts, implications, and assumptions. (Paul and Elder, 2001: 50). The evaluative dimension of critical thinking comprises of universal intellectual standards that are useful in assessing the quality of thought. They include: clarity, accuracy, precision, relevance, depth, breadth, logicalness, significance, and adequacy among others (Paul and Elder, 2002:98). Quotes -The conceptual framework that informs the paper is Paul and Elder’s (2002) conception of Critical Thinking. Referenced From Paul, R. 1995. Critical Thinking: How to Prepare Students for a Rapidly Changing World. California: Foundation for Critical Thinking. Paul, R. and Elder, L. 2001. Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Upper Saddle River, N.J.: Prentice Hall. Paul, R. and Elder, L.2002. Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. Upper Saddle River, N.J.: Financial Times Prentice Hall. Citation # I.2 Simon, J. (2011, August). Evaluation of a structured model to assist business school students develop critical thinking skills, based upon Kolb’s experiential learning cycle and Paul’s elements of thinking: Final Report. Teaching Research and Development Projects: The Higher Education Academy Business, Management, Accountancy and Finance Network. 1-21. [PDF+] URL http://www.heacademy.ac.uk/assets/bmaf/documents/projects/TRDG_projects/trdg_1011/r11-simon-final-report.pdf Abstract The purpose of this study is to show how business school students can be encouraged to develop critical thinking skills. A model is constructed integrating Kolb’s experiential learning cycle with Paul’s eight critical thinking elements to serve two important purposes. Firstly, Kolb’s learning cycle is enhanced as students are provided with explicit guidance as to how they might transform experience using reflection into concepts, and how they might transform concepts using experimentation into new experiences. Secondly, Paul’s eight critical thinking elements are given an overall structure by being located around Kolb’s learning cycle familiar to many business school educators and students. The Critical Thinking Model was used by over 150 second-year undergraduate accounting students who were enrolled on a financial reporting module. The students were required to use the Model to assist in constructing an argumentative essay. Both qualitative and quantitative data was collected describing their experiences of using the Model. Whilst, some students particularly liked its clear and concise structure, others thought it too complex and highly structured. Additional attributes of the Model students liked included its usefulness in helping them study a topic in depth, visualising their thinking and assisting in researching the topic. Some students liked using concepts and theory to help them make sense of experiences, whilst other students found it difficult and time consuming to think of relevant concepts. The elements of the Model most liked by students were purpose, reasons, focus questions, implications/consequences and experiences. Whilst, elements of the Model most disliked by students were assertions and assumptions. Thinking and understanding skills were considered to be most important supported by the ability to argue logically. The Model also proved useful in helping students plan, start, identify relevant information and generally organise their assignment. However, many students felt the Model was time consuming to learn how to use, so it is recommended that the Model may be more appropriately introduced in an introductory study skills module complex and highly structured. Additional attributes of the Model students liked included its usefulness in helping them study a topic in depth, visualising their thinking and assisting in researching the topic. Some students liked using concepts and theory to help them make sense of experiences, whilst other students found it difficult and time consuming to think of relevant concepts. The elements of the Model most liked by students were purpose, reasons, focus questions, implications/consequences and experiences. Quotes (Many More Quotes…) -The Model uses Richard Paul’s eight elements of thinking, largely unknown in business, management, accounting and finance education. -The approach is innovative, as it combines the two approaches of Kolb and Paul, to provide students and educators with a structure that facilitates critical thinking in any subject area. The approach captures such issues as: Tensions between thinking from real life experience and thinking using concepts to understand such experiences. Tensions between thinking using reflective observation and thinking using experimentation with ideas. -Students were then asked to consider series of statements regarding the Critical Thinking Model and respond on a 5=-point Likert scale ranging from strongly agree through to strongly disagree. The statements were derived from the literature, mainly the attributes Kolb (1984) and Paul (Paul & Elder, 2001) use to judge the quality of thinking. -Students found the Model useful in helping them develop logical skills by using the eight elements to better organizing their thoughts and so structuring their essay in a logical manner. These views support Paul & Elder’s (2001, p. 88) recognition of logicalness as one of their 9 standards of critical thinking. -Similarly, some students valued the Model in helping them develop their written communication skills, particularly in respect of helping them to organize their thoughts. Paul & Elder (2001, p. 85) identify clarity as the gateway standards for critical thinking as if ‘a statement is unclear, we cannot determine whether it is accurate or relevant.’ Referenced From Paul, R. (1990) Critical thinking, Binker, A.J.A. (Eds.), Rohnert Park, CA: Centre for Critical Thinking and Moral Critique, Sonoma State University. Paul, R. and Elder, L. (2001) Critical thinking: Tools for taking charge of your learning and life (New Jersey: Prentice Hall). Citation # I.3 Gambrell, K.M., Matkin, G.S. & Burbach, M.E. (2011, April ). Cultivating leadership: The need for renovating models to higher epistemic cognition. Journal of Leadership & Organizational Studies. (18.3) 308-319. [NO PDF] URL http://jlo.sagepub.com/content/18/3/308.short Abstract More than ever before, people are reevaluating their lives and work as they search for deeper meaning. This “self-actualization” has only superficially appeared in leadership theory and research. This essay will discuss why adult development and higher levels of critical thinking in leadership is essential to effective leadership. The authors hypothesize that a “cultivated” aspect of leadership is currently lacking in leadership theory and research and is essential to leader and follower development. Additionally, the authors envision that impending organizations will necessitate more leaders with the ability to facilitate follower growth and development along these constructs. Quotes (Unavailable) Referenced From Paul, R. and Elder, L. (2001) Critical thinking: Tool for taking charge of your learning and life (New Jersey: Prentice Hall. Citation # I.4 Hobaugh, C. (2010, October-December). Critical thinking skills: Do we have any? Critical thinking skills of faculty teaching medical subjects in a military environment. The United States Army Medical Department Journal: The Education Mission of the Army Medical Department. 48-62. [PDF+] URL http://www.cs.amedd.army.mil/AMEDDJournal/2010octdec.pdf#page=50 Abstract Countless course introductions and administrative will not teach you what to think; rather you will be taught how to think.” It may be declared so often as to become cliché, however, that goal is not necessarily realized for any number of reasons. Two major issues related to the definition and to the teaching of critical thinking were addressed in 2 important studies that informed my own doctoral research*: 1. Expert Consensus on Critical Thinking: The American Philosophical Association (APA) Delphi Report (1990) and 2. California Teacher Preparation for Instruction in Critical Thinking (1997). Quotes -The compelling study, commissioned by the California Commission on Teacher Credentialing, determined that faculty subjects were indeed confident that they understood the critical thinking concepts and were also successful in teaching. Paul states unequivocally that they were also wrong; fewer than 10% of the teachers actually taught critical thinking, could enumerate critical thinking criteria or standards required of students, or provide clear conceptions of critical thinking.
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