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.
This is an important conversation every educator needs to be having right now. Thank you for posting your insights here.
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.