As a former law review editor, where our job was to analyze judgments, and as a former reporter, who quizzed innumerable sources on their and others' judgments, and now as a teacher who tries to make the pressure of the Socratic method fun but intense enough to serve as meaningful practice, I appreciate this post. Poor judgment is the mere expression of opinions about others; good judgment combines facts and background knowledge to support actions that benefit everyone.
Really loved this. I’ve been thinking a lot about how we actually teach thinking, and totally agree that “critical thinking” has become this vague catch-all. I approach it from a behavioral and instructional design lens, examining how feedback and experience influence students' ability to think critically and make informed decisions.
As a former law review editor, where our job was to analyze judgments, and as a former reporter, who quizzed innumerable sources on their and others' judgments, and now as a teacher who tries to make the pressure of the Socratic method fun but intense enough to serve as meaningful practice, I appreciate this post. Poor judgment is the mere expression of opinions about others; good judgment combines facts and background knowledge to support actions that benefit everyone.
Really loved this. I’ve been thinking a lot about how we actually teach thinking, and totally agree that “critical thinking” has become this vague catch-all. I approach it from a behavioral and instructional design lens, examining how feedback and experience influence students' ability to think critically and make informed decisions.