Stephen brookfield critical thinking
How to get every student talking | a conversation with
Professor Stephen Brookfield’s world-renowned and massive contributions to Higher Education and Adult Education are explored in detail in this wide-ranging interview. Though Brookfield’s work demonstrates remarkable continuity in terms of multi-angle perspectives on critical thinking and democratisation, there are also some notable changes over time, such as a shift to self-directed learning (in the 1980s), a focus on power dynamics (in the 1990s), a theoretical turn (heavily influenced by Critical Theory, at the turn of the century), and a shift towards participatory democracy (at the turn of the century) (in the noughties). Brookfield’s four lenses (students’ eyes, colleagues’ perceptions, theory, and personal experience) are discussed, as well as the power of failure, credibility and authenticity as key criteria for becoming a good teacher, the inevitable omnipresence of power, and an accessible, pragmatic approach to learning and teaching methods; the importance of feedback and assessment’s key role as a l
Introduction to brookfield’s lenses
Stephen D. Brookfield has received a lot of acclaim for his previous books. “Award-winning author Stephen Brookfield provides perspective, motivation, and practical guidance to all teachers in a variety of environments, including college, adult education, and secondary schools, on how to succeed in the unpredictability of classroom life.” —Better Education “In order to encourage critical thought, the author [relates] some of his own personal experiences as a teacher. His candor and wisdom in recounting these events is both important and fascinating.” —Source: CBE Report “Brookfield’s book will serve as a useful focus for faculty in critically thinking about their jobs, their culture, and their relationships, not just individually but collaboratively.” —I’m a Sociology professor. “He provides straightforward, jargon-free, and unpretentious advice.” —News from the Reference and Research Book Industry “The author is incredibly skilled at locating and illustrating key research.” —Training “In this readable, imaginative, and perceptive book on college teaching, Brookfield practically demonstrates his major scholarly interest.” —Decision
Dr. Stephen Brookfield is a Distinguished University Professor at Minneapolis-St. Paul’s University of St. Thomas. He is the author of twelve books on adult learning, teaching, critical thought, discussion techniques, and critical theory, four of which have received the Cyril O. Houle World Award for Adult Education Literature (in 1986, 1989, 1996 and 2005). Visit stephenbrookfield.com for more information.
Dr. Brookfield will hold two seminars on teaching critical thinking on Thursday, February 4 at Belknap Campus for UofL faculty and staff as part of his visit to the university.
We will discuss the links between critical thinking and active learning methods in this workshop, as well as different teaching strategies for engaging students in the critical thinking process. Small and large group activities requiring students to consider a variety of concepts, such as chalk talk, circular answer, and snowballing, will be the emphasis. Participants will learn how to use the logical thinking questionnaire (CIQ) to illuminate their students’ learning processes and will experiment with various constructive learning strategies.
Critical thinking – here, there, everywhere!
The way critical thought is formulated affects how it is taught. Analytic philosophy and logic, natural science, pragmatism, psychoanalysis and psychotherapy, and critical theory are all important traditions of critical thought. If your philosophical frame of reference is the hypothetico-deductive approach, the types of student actions you consider to be examples of logical thought would be vastly different from those viewed as language game analysis by a colleague. Regardless of the discipline in which one teaches—from mathematics to theology, physics to romance languages—there is a popular intellectual project involving logical thinking. The aim of teaching students to think critically is to help them understand and challenge the assumptions that decide how expertise in a given discipline is accepted as true. Often the focus is on recognizing the assumptions that drive experts’ claims, while other times it is on students articulating their own assumptions. Regardless of the discipline, however, all fields of scholarly research are built on assumptions about what scholars in those disciplines consider to be valid knowledge. Critical Thinking is a term used to describe the process of thinking critically. Language Game of Critical Theory Transformative Critical Race Theory Educate yourself