A Critical Approach to Critical Thinking in TESOL

Abstract

This article presents four more-or-less independent reasons why TESOL educators should be cautious about adopting critical thinking pedagogies in their classrooms: (a) Critical thinking may be more on the order of a non-overt social practice than a well-defined and teachable pedagogical set of behaviors; (b) critical thinking can be and has been criticized for its exclusive and reductive character; (c) teaching thinking to nonnative speakers may be fraught with cultural problems; and, (d) once having been taught, thinking skills do not appear to transfer effectively beyond their narrow contexts of instruction. A more recently developed model of cognitive instruction, cognitive apprenticeship, is then briefly discussed as a possible alternative to more traditional thinking skills pedagogies. This thing we call “critical thinking” or “analysis” has strong cultural components. It is more than just a set of writing and thinking techniques—it is a voice, a stance, a relationship with texts and family members, friends, teachers, the media, even the history of one's country. This is why “critical analysis” is so hard for faculty members to talk about; because it is learned intuitively it is easy to recognize, like a face or a personality, but it is not so easily defined and is not at all simple to explain to someone who has been brought up differently. (Fox, 1994, p. 125)