Critical Thinking Summary And Analysis

One of concept people are usually concentrating in this time is “Critical thinking”. It is a fundamental idea of learning for any field of knowledge. It also changes the old path of learning completely. Even if this is the new way of learning, many schools and universities are highlighting with critical thinking for both in classes and outside. They also look the importance of critical thinking within student’s learning. Especially, I have to challenge the huge barrier of this learning style as international student because of language and different learning. Hence, this paper represents my personal perspective of critical thinking applying to Environment& Society class in University of Colorado Boulder by focusing on the definition, how critical

I am one student in University of Colorado Boulder where is still looking the importance of critical thinking for student’s learning. This led to Critical thinking became one of university’s aims in this time (Y. Min, personal communication, January 12, 2016). Also, many professors assist each other to construct the idea of critical thinking in every class because they have realized that critical thinking is very crucial for learning in academic skills such as reading and writing (Grafton & Grossman, 2015). One of critical thinking perspective of University of Colorado Boulder is shown in main book. In the book “Knowing Words, A Guide to First-Year Writing and Rhetoric (2015)”, the authors define “critical thinking” as the basic concept to find, ask, and answer questions effectively. It also concentrates how students think by asking more and more questions that relate to that issue. In other words, critical thinking is the process of infinite inquiry to understand deeply. Even though it corresponds to many expert’s perspectives, this may not be the only exact definition. While other sources present distinct definitions, critical thinking is also personal strategies to find reasons beyond that issue to get deep meaning (Weissberg, 2013). However, other studies might define critical thinking in the deeper concepts by asserting [critical thinking] is

The professor Althea Godfrey (2016) always requires us to do both academic activities and social activities relating to environmental sociology. She said “social activities can help students be familiar with how to bring knowledge of environmental sociology to solve any problem in current society”. Students in new generation do not know the usage of their learning in class and outside (A. Godfrey, personal communication, January 29, 2016). In other words, they just know how to remember what they are studying, but it is not applied to other skills and problems. Likewise, many experts point to the problem of student’s learning that the class might be taught in terms of remembering to answer questions so that they can meet the main requirement for passing score (Y. Min, personal communication, January 12, 2016). Students eventually lose the process of thinking and using. For reasons above, we have no midterm and final test for this class because we always agree that midterm and final test basically create the feeling of satisfaction. We have no necessary to prepare much knowledge, then we, on the other hand, just remember what the test might be. These ideas are not only destructing student’s learning but also changing perspective for long term. Hence, Godfrey often tries to find other beneficial strategies that are useful for students to