Critical Thinking Framework For Any Discipline

This paper identifies a 5-step framework that can be implemented in virtually any teaching or training setting to effectively move learners toward critical thinking. This interdisciplinary model, which is built upon existing theory and best practices in cognitive development, effective learning environments, and outcomes-based assessment, provides teachers with a useful framework. This framework can be used to move students toward a more active-learning environment which, ultimately, is more enjoyable and effective for teachers and students alike. An example of the model is applied in the context of accounting education, which represents a business discipline in which critical thinking has been consistently cited as both necessary and difficult to implement. Thinking is a natural process, but left to itself, it is often biased, distorted, partial, uninformed, and potentially prejudiced; excellence in thought must be cultivated (Scriven and Paul, 2004). Critical thinking is, very simply stated, the ability to analyze and evaluate information. Critical thinkers raise vital questions and problems, formulate them clearly, gather and assess relevant information, use abstract ideas, think open-mindedly, and communicate effectively with others. Passive thinkers suffer a limited and ego-centric view of the world; they answer questions with yes or no and view their perspective as the only sensible one and their facts as the only ones relevant. Critical thinking is an important and necessary skill because it is required in the workplace, it can help you deal with mental and spiritual questions, and it can be used to evaluate people, policies, and institutions, thereby avoiding social problems (Hatcher and Spencer, 2005). This paper identifies a 5-step framework that can be implemented in virtually any teaching or training setting to effectively move learners toward critical thinking. This interdisciplinary model, which is built upon existing theory and best practices in cognitive development, effective learning environments, and outcomes-based assessment, provides teachers with a useful framework in which to move students and lecture-based courses toward an active-learning environment.