La positivité de la pensée critique

Beyond The Positiveness of Critical Thinking

I am a college student, and as many of my peers in class we are constantly exposed to the learning processes of mastering a high value call: critical thinking. From age zero to eighteen I have been raised in a society where thinking critically isn’t as praised as in here. In my country it is perfectly normal for an individual to not study a certain curriculum at school because of his/her parents refusals for such goals without even the knowledge of the reasons of their refusals. I have grown without the belief that I should question about the authenticity of all my surroundings and therefore of other people’s opinions and believes.

(Do not start a sentence with but) But I realize how things are different in here since I started to interact with the American society, specifically with its colleges disciplinary. (Start with this instead) Through my classes I am learning the importance of the common positive skill that critical thinking is consider being. Mastering this skill is a very important goal in modern education, which leads to the ability of persuading things outside their physical or regular aspects. Such objective occupies a relevant place in the American’s higher education curriculums, as observed by Derek Bok (2006: 67 – 68)” 90 percent of faculty consider it the most significant goal of a university education” (Clark, 326)

Through my college courses such as Psychology or English, I am constantly dealing with the learning processes of thinking critically; but unusual as it may seem, I often end up wondering the real point of being a critical thinker. I ask myself the point of seeking this truth that many scholars praised for it value of seeing the truth about us and our surrounding. Furthermore, I wonder the possible outcomes of reaching such goal.

According to Michael S. Roth “a common way to show that one has sharpened one’s critical thinking is to display an ability to see through or undermine statements made by (or belief held by) others”(Roth, 2). Critical thinking‘s commitment is supposed to help people view their pasts, and understand their future in a more abstract and clear way. However, overlapping critical thinking in a society especially in higher education such as Colleges and Universities can lead to undesirable outcomes; As illustrate by Michael S, Roth “in overdeveloping the capacity to show how texts, institutions, or people fail to accomplish what they set out to do, we may be depriving students of the capacity to learn as much as possible from what they study”. He adds that “they wind up contributing to a cultural climate that has little tolerance for finding or making meaning, whose intellectuals and cultural commentators delight in being able to show that somebody else is not to be believed”. (long quotes)

I doubt that such outcome is worth the standings of a good society.

In addition Miriam Marty Clark states that an exclusive focus on critical thinking can leave untapped the remarkable power texts have to provoke, to unnerve, to thrill, to move us to tears or thought or mirth. As she illustrates” When my daughter’s friend is asked, as she often is, about her unusual double major in chemistry and English, she explains that in English, you can’t blow things up, but chemistry doesn’t make you cry. For her, crying—that

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