“An Army leader is any one who by virtue of assumed role or assigned responsibility inspires and influences peoples to accomplish organizational goals. She or He motivates people both inside and outside the chain of command to pursue actions, focus thinking, and shape decisions for the greater good of the organization.1” But for him to do that effectively and efficiently , he has to be prepared, shaped and refined. There are few institutions to prepare such leaders and CGSC is one of those institutions which are mandated, organized and equipped to prepare such leaders. In implementing its mandate, CGSC has programmed ILE common core C 100 to provide foundations for effective leadership development. The lessons covered in this block of instructions are important pillars of leadership development and impact on officers differently depending on the fields/specialties and the level of positions held. This paper therefore attempts to discuss the relevance of critical thinking and problem solving, group decision making, overcoming biases, planning and order production lessons on my future assignment as a logistics staff officer. Critical thinking is an important problem solving tool and the higher you go as leader; the more are the problems to be solved. In his effort to analyze the relationship between critical thinking and problem solving, Paul remarked; “I need to think critically, but I have no problems that I need to solve; that problem solving is a major use of critical thinking and critical thinking is a major tool of problem solving and therefore the two are best treated in conjunction rather than in disjunction2 “ Preceding from this understanding and being a logistics staff officer, my carrier is full of logistics proble... ... middle of paper ... ...earlier that leaders are made, I strongly believe that C120 block of instructions is a step in the right direction to preparing efficient and effective leaders, ready to meet challenges of the 21st century. Works Cited Notes 1. FM 6-22 Army Leadership, Washington 2006. P1 2. Richard, Paul “Critical Thinking: Basic Theory and Instructions Structures,” Foundations for Critical Thinking. 1977. P 3. Irvin, Janis. And L. Man Decision: A psychological analysis of conflicts, choice, and commitment (New York: Free Press, 1977). p Bibliography FM 6-22 Army Leadership, Washington 2006 Janis Irvin. And L. Man Decision: A psychological analysis of conflicts, choice, and commitment (New York: Free Press, 1977). Paul, Richard. “Critical Thinking: Basic Theory and Instructions Structures,” Foundations for Critical Thinking. 1977.
Paul, R. and Elder, L., (2008). The Miniature Guide to Critical Thinking-Concepts and Tools, 5th. Ed., Foundation for Critical Thinking Press: Dillon Beach, CA
Browne, M. N., & Keeley, S.M. (2010). Asking the right questions: A guide to critical thinking (9th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
Critical thinking is a mode of thinking about any content or problem in which the thinker improves the quality of their thinking by thoroughly analyzing, assessing, and reconstructing it. Critical thinking is essential in college because it is a time where we are receiving so many new experiences. We have to adapt to these new changes and also assess our comfortability with our
Critical thinking is often described as sets of competencies (Pithers & Soden, 2000). For example, Ennis (1987,1993) offers a taxonomy of critical thinking skills and dispositions to be applied in identifying a problem and its assumptions, and making inferences. Broad dispositions such as a spirit of inquiry, open-mindedness and weighing the credibility of evidence are also very important (Ennis, 1993; Perkins, Jay, & Tishman, 1993) and considered transferable over various domains.
Critical thinking can be defined as "learning to think better by improving one 's thinking skills." Individuals who are critical thinkers use the thinking process to analyze (consider and reflect) and synthesize (piece together) what they have learned or are currently learning. Unfortunately, much
The concepts of critical thinking and creative thinking are both gaining increasing importance in the world today. Critical thinking allows people to understand difficult concepts in a manner that is clearer and more defined. They can more readily understand those concepts if they employ critical thinking. In all portions of everyday life, a person is expected to make independent judgments. Those judgments are based on experience and knowledge. Without the ability to think critically, every situation that a person comes across would have to be considered in isolation from all other situations. When a person encounters a problem that is a new one, he or she may be able to use critical thinking to solve those problems.
Lipman, M. (1995). Critical thinking - what can it be? In A. Ornstein & L. Behar (Eds.) Contemporary issues in curriculum,pp. 145-152.
Paul, R. & Elder, L. (2004). Critical Thinking: Nine Strategies for Everyday Life, Part I.
I have been faced by various life experiences that have forced me to a corner of applying critical thinking techniques. An outstanding example is in my career tenure of teaching. In my first year of teaching a local college I was faced in a dilemma and had to critically think. I had to make a decision whether to pass a learner who didn’t attend my classes as well as failing to do the necessary assignments and place him in a graduation list. A pair of we... ...
Critical thinking involves the ability to weigh evidence, examine arguments, and construct rational bases for generally accepted beliefs. In order to establish a theoretical basis for studying critical thinking, a great quantity of research has been done. Critical thinking is not only the ability to reason and construct arguments, but also the ability to examine the reasoning processes involved and being able to evaluate their appropriateness and effectiveness. This “judgment” aspect is what makes critical thinking more than just problem solving. It is not sufficient to be able to apply problem-solving strategies to a particular problem; a true critical thinker must be able to choose appropriate strategies and even create new ones when necessary.
Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.
Critical and creative thinking are fundamental to human intellectual progress and artifacts thereof (Dewey, Elder, Csikszentmihalyi, Rosenman, & Gero, 2012). Critical and creative thinking are considered higher levels of thought because while it is believed that critical thinker primarily uses the left-brain and a creative thinker primarily uses the right-brain, both types of thinkers tend to think outside the box, but in different ways. There is no direct link between critical and creative thinking, but they each have different dimensions of thought that are used. Critical thinking is convergent thinking, creative thinking is divergent thinking.
As the world and technology evolves rapidly, it is becoming more and more essential to obtain critical thinking skills to bring about readiness to meet the impeding challenges. Within Yang and Chung experimental study they cite several articles on the teaching of critical thinking. They begin by defining the definition of Critical Thinking; Ennis (1998) defines critical thinking as a ‘reasonable reflective thinking that is focused on deciding what to believe or do’ (Yang, 2009). Kuhn (1991) provides a more global concept in his definitions which deems CT as a ‘form of reasoned argument’ which helps to emphasize both metacognitive and reflective skills that are
Critical thinking is a rational response to questions that cannot be answered definitively and for which all the relevant information may not be available. It is defined here as an investigation whose purpose is to explore a situation, phenomenon, question, or problem to arrive at a hypothesis or conclusion about it that integrates all available information and that can therefore be convincingly justified. In critical thinking, all assumptions are open to question, divergent views are aggressively sought, and the inquiry is not biased in favour of a particular outcome. The outcomes of a critical inquiry are twofold: a conclusion (or hypothesis) and the justification offered in support of it. These outcomes are usually set forth in the form of an argument, defined as "the sequence of interlinked claims and reasons that, between them, establish the content and force of the position for which a particular speaker is arguing" (Toulmin, Rieke, and Janik 1979).
Rudd, R. (2007). Defining critical thinking. Techniques: Connecting Education & Careers, 82(7) 46-49. Retrieved December 9, 2007, from EBSCOhost database.