Integrating Critical Thinking Skills into American Literature Classes/INTEGRER LES COMPETENCES DE PENSEE CRITIQUE DANS LES CLASSES DE LITTERATURE AMERICAINE

Article excerpt

Abstract

It is argued that the need for critical thinking in university education is accentuated in response to the rapidly changing world and the complexity of today's world where people are required to comprehend, judge, and participate in generating new knowledge and processes. It is also argued that integrating critical thinking skills into American literature classes is a prerequisite for learning and succeeding not only at school but also in the workplace and personal life. The discussion shows the manner in which critical thinking skills are promoted and employed in the classroom to enhance learning and equip learners with skills that prepare them for their future careers. It has been demonstrated that critical thinking skills are indispensable, advantageous, and necessary. Without these skills, learners won't be able to function well and actively participate in social and political spheres.

Key Words: Critical thinking; Integrate; Function; Equip; Complexity; Prepare; Indispensible; Learners; Replete with; Outcome; Strategies

Résumé

II est fait valoir que la nécessité pour la pensée critique dans l'enseignement universitaire est accentuée en réponse à l'évolution rapide et la complexité du monde d'aujourd'hui où les gens sont tenus de comprendre, juge, et participer à la création de nouvelles connaissances et les processus. Il est également fait valoir que l'intégration des compétences de pensée critique dans les classes de littérature américaines est une condition préalable pour l'apprentissage et de réussir non seulement à l'école maïs aussi dans le Heu de travail et la vie personnelle. La discussion montre la manière dont la pensée critique sont et utilisés en classe pour améliorer l'apprentissage et aux apprenants des compétences qui les préparent à leur future carrière. Il a été démontré que les compétences de pensée critique sont indispensables, avantageuse, et nécessaire. Sans ces compétences, les apprenants ne sera pas en mesure de bien fonctionner et de participer activement à la vie sociale et politique.

Mots clés: La pensée critique; Intégration; Fonction; Complexité; préparer; Indispensable; Apprenants; de résultats; Stratégies de croissance

Critical thinking is an asset. It is something of a weapon that we equip learners with to enable them to cope with changing realities. By virtue of this weapon, students can easily become successful individuals in their countries. They can contribute to the development of these countries because they can effectively deal with social, scientific, and practical problems, and solve all of them. They can also apply their knowledge to real life situations. Individuals armed with skills are in great demand in today's society that is replete with problems whose number keeps going up. The reason underlying this increase is that education which is mainly based on transmitting information to learners has not been doing people any good. This education has been focusing on giving rather than investigating information. Therefore, it has been disregarding the social responsibility towards learners, which justifies its disappearance and its being replaced by another variety which emphasizes critical thinking and which all educators dream of its being the outcome of the learning process. To fulfill this dream, critical thinking should be integrated into the learning process to help students with realizing their full potential. This critical thinking is not a method to be learned. Rather, it is a process that concentrates on analyzing arguments, making inferences, evaluating, and making decisions.

Critical thinking has been defined in various ways. To Logan(1976), for instance, it is simply "rational method" (31). To Stauffer (1980), it is "démystification and clarification," a "transcending of common sense culture" (254). To Klooster (2001), critical thinking is independent thinking that uses information as the starting point (36-37). …

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