28th Conference on Critical Thinking Keynote - 4 of 4

Summary

The speaker critiques the portrayal of universities, particularly UCLA, as bastions of critical thinking, suggesting that their self-promotion is often at odds with reality. They present findings from a study on 38 universities, revealing that while faculty claim to prioritize critical thinking, their methods are often vague and ineffective. The speaker emphasizes the need for a realistic assessment of educational practices to bridge the gap between ideal and reality, advocating for an integrated approach to teaching that fosters critical thinking across disciplines.

Takeaways

• 📢 The speaker critiques the idea that universities, including prestigious ones like UCLA, are immune to promoting their own interests through propaganda.
• 🎓 UCLA's advertisement in the New York Times is used as an example of how universities can present an idealized image of critical thinking and intellectual engagement.
• 🧐 The speaker challenges the notion that students at universities like UCLA are automatically engaged in critical thinking from their first day on campus.
• 🔍 A study sponsored by the California Legislature was conducted to assess how well universities foster critical thinking, including UCLA.
• 📊 The study's findings suggest that while faculty claim critical thinking is a primary goal, the methods of teaching for it are often vague or partial.
• 🤔 Faculty members were found to be less effective in teaching students how to assess information critically compared to fostering social standards.
• 🏫 The speaker emphasizes the gap between the ideal of critical thinking in higher education and the reality, urging for a more honest appraisal.
• 🌟 The importance of being both idealistic (having a vision), realistic (assessing current reality), and practical (taking action) in education is highlighted.
• 🛠️ The speaker advocates for an integrated approach to teaching that is practical and moves towards the ideal, rather than relying on disconnected strategies.
• 🌐 The necessity for students to learn to think critically within the context of their disciplines and to see the world from multiple perspectives is underscored.

Q & A

What is the main concern raised by the speaker about universities?

The speaker is concerned that universities, including prestigious ones like UCLA, may generate propaganda to advance their vested interests rather than focusing on critical thinking and objectivity.

What does the speaker claim about UCLA's portrayal in their New York Times ad?

The speaker claims that UCLA's ad in the New York Times presents an idealized image of the university as a place where critical thinking is a primary goal, which the speaker questions based on their research.

What was the scope of the research conducted by the speaker?

The research was conducted over three years, studying 38 universities, including 28 private ones, to determine the extent to which critical thinking is fostered in university instruction.

What was the primary finding of the research regarding the role of critical thinking in university instruction?

The primary finding was that the overwhelming response from faculty members across the curriculum was that critical thinking was considered a primary goal of their instruction.

How did the faculty members describe their approach to teaching critical thinking?

Faculty members described their approach in very partial and vague terms, often mentioning teaching students to recognize assumptions or highlighting questionable information sources.

What was the faculty's response when asked if students come to them with intellectual standards?

The overwhelming answer from the faculty was 'no,' indicating that students do not come to them with established intellectual standards for assessing beliefs.

What was the general response from faculty when asked about fostering social standards in their classes?

The universal answer was 'yes,' faculty believed they were fostering social standards, but when asked to name and describe these standards, they struggled to provide clear examples.

What are the three modes of thinking the speaker suggests we should develop?

The speaker suggests developing idealism for vision, realism for assessing current situations, and practicality for moving towards the ideal.

What does the speaker emphasize as necessary for effective teaching and learning?

The speaker emphasizes the need for an integrated, well-conceived approach to thinking and learning that is grounded in critical understanding and not just a collection of disconnected strategies.

What is the speaker's advice for educators in terms of teaching their respective disciplines?

The speaker advises educators to teach their disciplines in a way that encourages students to raise questions, come to their own conclusions, utilize concepts, and see the world from multiple perspectives.

What does the speaker hope the audience will gain from the conference?

The speaker hopes that the audience will acquire practical tools and strategies for moving from the real toward the ideal in their teaching and learning, ensuring that these strategies are grounded in a solid, comprehensive conception of critical thinking.