1. Thinking all criticism is negative. Criticism can be constructive and useful, even essential.
2. Over-estimating our own reasoning abilities.
3. Lack of methods, strategies or practice. Exposure to rote learning, for example, does not encourage critical thinking.
4. Reluctance to question the opinions of experts, or so-called experts.
5. Affective or emotional reasons e.g. if a theory challenges deeply-held beliefs and/or long-held assumptions, it can be difficult to accept.
6. Mistaking information for understanding e.g.
Student: ‘I want you the teacher, the expert, to give me the answers to questions. I want to know the right answer’.
Teacher: ‘I want you to become critical thinkers i.e. I want you to challenge experts’ answers andproduce your own answers through active questioning’.
2. Over-estimating our own reasoning abilities.
3. Lack of methods, strategies or practice. Exposure to rote learning, for example, does not encourage critical thinking.
4. Reluctance to question the opinions of experts, or so-called experts.
5. Affective or emotional reasons e.g. if a theory challenges deeply-held beliefs and/or long-held assumptions, it can be difficult to accept.
6. Mistaking information for understanding e.g.
Student: ‘I want you the teacher, the expert, to give me the answers to questions. I want to know the right answer’.
Teacher: ‘I want you to become critical thinkers i.e. I want you to challenge experts’ answers andproduce your own answers through active questioning’.
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