Essay on Critical Thinking/Reflection

1382 Words Jan 13th, 2011 6 Pages
Assessing both critical thinking and the reflection process in learning, these aspects are both intertwined. Without one, you cannot have the other. With the use of critical thinking and reflection this thought process allows us to analyse, assess, evaluate, learn and develop arguments. However this can have a twofold affect in the learning process. The learning process means taking many aspects and perspectives into account to establish an argument. Critical thinking draws on questions such as: how, what, when, why and who to determine the quality of an argument and also the credibility. Although without critical thinking a conclusion cannot be drawn. Barriers to critical thinking must also be questioned, whether these are: doubt, …show more content…
This is valid and justifiable as this is all part of the learning process. When questioning an argument this is not always written or viewed in black and white. Sometimes a medium is needed to be found to determine how, what, when, why and who for an argument to be credible. (Pavlovich, 2007) describes this “through an inner dialogue, a ‘method’ of self-awareness can emerge.” Asking these questions can draw clearer clarity to an argument and the learning process as a whole. Critical thinking in essence is a mode of thinking which helps to develop and argument or position on a particular topic. As cited from (The critical thinking community, Dwyer Judith, 2009) critical thinking “improves the quality of his or her thinking by skilfully analysing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.” Both reflection and critical thinking in turn play are part in the learning process. Described (Locke, K., & Brazelton, J. Povlovich, 2007) “The act of writing facilitates deeper analysis of the experience through assessing and articulating it.”

Therefore, through the use of both critical thinking and reflection they both play a vital part in the learning process and evaluating or developing arguments. It is also evident that the four dimensions: experience, mental activity, emotional discomfort and changes in behaviour as consequence of experience all play a pivotal role in evaluating,

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