The ‘Socratic method’ can be used in critical thinking to 3. Collect relevant concepts: theories, definitions, axioms, evaluate an argument. It uses open questions, such as the laws, principles, models; following: Conflict Resolution 4. Collect information and evidence (including data, facts, • What do you mean by … ? observations, and opinions from relevant sides of an issue); in Schools • How did you come to that conclusion? 5. Analyse and test the ‘evidence’, including any • What assumption has led you to that conclusion? assumptions and arguments and their implications: Guide for Educators in South Africa • Can you give me two sources who disagree with you presuppositions, perspectives, things taken for granted, and explain why? internal contradictions etc.; • Why is this significant? 6. Assess opposing claims, assigning relative weightings: Booklet 10 • What is the source of your information? • Give priority depending on relevance to the goal or objective; • Why do you believe that you are right? • Increase weighting when the claims have strong • What happens if you are wrong? support, especially distinct chains of reasoning or • How do I know you are telling me the truth? different sources; • What is an alternate explanation for this? • Decrease the weighting when the claims have contradictions; CRITICAL This can be used in conflict resolution. • Require sufficient support to justify any incred- See also the background information on critical and crea- ible claims, otherwise ignore these claims when tive thinking. forming a judgment. 7. Conclusions on existing situation (interpretation); Learner Worksheet – 8. Develop options – suggested solutions (ideation); and The Critical Thinking Process 9. Evaluate options (implications and consequences – you The following is a critical thinking process that can be can consult stakeholders at this stage); followed as a guide: 10. Select an option. 1. Define what you want to achieve (i.e. your goals and objectives); These stages can be changed depending on the nature of CREATIVE the problem, but this is a basic guide to the critical thinking 2. Define the problem to be addressed; process. THINKING Notes Topics in this booklet: • Creative Conflict Resolution • Lateral Thinking • The Critical Thinking Process 14 Conflict Resolution for Schools Critical Thinking Objectives • To help learners to understand and apply Guide for Educators critical thinking skills in South Africa Age/level Ages 13 years and over Booklet 10 - Critical and Creative Thinking Duration One lesson or part lesson Materials Contents • Board and chalk; • Worksheets (critical thinking process). Page Procedure as comparison, classification, listing, cause and effect, Hand out a worksheet of the critical thinking process (see patterning, reasoning, forecasting and planning. Background: ........................................................................................................................................................................ 1 below), or write a copy of this on the board. Introduce Critical Thinking ................................................................................................................................................................ 2 the lesson by explaining critical thinking and the difference Some thoughts on the problem solving exercise: between critical and creative thinking. Creative Thinking .............................................................................................................................................................. 3 1. Goal: To stop stealing in the class; Then ask the learners to use the process as a guide to 2. Problem: There is a problem with stealing in the class; Conflict Resolution .......................................................................................................................................................... 4 examine a real problem for the class, or use the following Further Resources ........................................................................................................................................................... 4 example: 3. Concepts and Theories: In broad terms, the thieves could be: needy, naughty, unaware, uncaring, etc. (men- Class Lesson: Lateral Thinking ................................................................................................................................... 5 Problem: tion the ‘nature versus nurture’ theory. That is, are they There is a problem with stealing in the class born thieves through their ‘built-in’ nature, or have they Class Lesson: Thinking Hats ....................................................................................................................................... 7 become thieves for example because of needs, friends Go through each stage of the process, but where it proves etc.); difficult (e.g. because the facts are not available), ask the Class Lesson: Creative Visualisation ........................................................................................................................ 9 learners how they would work on this given more time 4. Information and Evidence: Ask learners for (i.e. ask for the method, rather than the answers). examples of stealing that can be documented; Class Lesson: “Idea-toons” ....................................................................................................................................... 11 Some simple suggestions are given below. 5. Analyse and test the ‘evidence’: Draw out any assumptions, contradictions, things taken for granted Class Lesson: Creative Drawing ............................................................................................................................. 11 At the end of the exercise, ask the learners how it felt to use this method. etc.; Learner Worksheet: Creative Drawing ..................................................................................................................... 11 • Assess opposing claims: Here educators could Was it difficult to follow such a rigid system? list potential problems (e.g. the type or location Class Lesson: Critical Thinking ................................................................................................................................ 13 Did it help them to cover the problem from all sides? of the thefts) and rank them to show which are Learner Worksheet: The Critical Thinking Process ................................................................................................ 14 more problematic (e.g. on a scale of 1 to 5); Do they usually think of a problem in so much detail? 6. Conclusions: Conclude what are the most problem- ......................................................................................................................... Inside Back Cover If not, how do they reach decisions? Acknowledgements atic types of theft (where, what, who, etc.); What could the danger be of taking decisions in this 7. Suggested Solutions: Bring ideas, based on the way? conclusions (secure storage, secure bags, banning items Discuss how critical thinking could be used in conflict at school, monitoring, supervision, watching trouble- resolution (e.g. for analysing problems and trying to makers, follow-up, sanctions, expulsion, etc.); evaluate solutions). Introduce the Socratic method of 8. Evaluate Options: What are the implications of each? questioning given below (for older learners). (think in terms of effectiveness, viability, cost etc.); See below for ‘Issues to Explore’ in the discussion. 9. Select an Option or a Range of Options: You could write the options on the board, and ask the Issues to Explore learners to vote on them. The aim of critical thinking is to analyse and draw out the If the exercise is useful – take it further. Could the solu- logic of an existing or planned situation. It uses skills such tions be implemented? ii 13 Procedure See below for ‘Issues to Explore’ in the discussion. Critical & Creative Thinking critical thinking assesses and evaluates these solutions. In practice, both kinds of thinking operate together most of Discuss the importance of creative thinking in balanced Issues to Explore the time and are not always independent of each other. thinking processes. Background The world is in a constant state of change. Technology This is an exercise using a creative technique called crea- This type of approach can be helpful in conflict resolution. Some people use the terms ‘critical thinking’ and ‘creative It can be used to provide new perspectives and aid com- changes ever more rapidly and so does the society in which tive drawing, which is a device that lets you express, view thinking’ interchangeably but this is a mistake. Although we live. Political parties change their views and so do their and think about problems in a different light. It should help munication and understanding (especially when creative these are both methods of thinking, they are very different people are involved). voters. What seemed impossible one month becomes the learners to tap into their creative potential, beyond the in approach. feasible the next and develops into an everyday fact of usual traditional, verbal, linear patterns. If two people are in conflict, but are unable to see any Critical thinking involves logical thought and reason- life within a few years. Globalisation and increased travel Start by playing some very low, soft music in the back- shared solutions to their conflict, it may be useful to ing. It uses such skills as comparison,