Critical Thinking:
Junior Core, 2009-2010
While critical thinking is not a skill that is discussed often, it is overwhelmingly important and ceases to get enough recognition. I believe that if a student were to graduate from Western Washington University or any other university for that matter, regardless of the amount of knowledge they may have gained, without the ability to think critically about such knowledge they have gained nothing. If a person or student is unable to think critically about their learning, then they are merely parroting whatever information their professor may have given them – it is effortless and useless. Learning to think critically is learning how to improve the quality of our thoughts. As a student of the human services program I have been given so many opportunities to think critically about the knowledge I have gained, experiences I have participated in and skills I have learned. A few indicators of being a critical thinker include the ability to discuss information and ideas in depth, with clarity, accuracy, precision, breadth, logic, fairness, and relevance, according to the Foundation for Critical Thinking (2010). In the Human Services Program specifically we have been challenged to use critical thinking in the areas of seeking out and evaluating evidence, questioning assumptions, being clear and precise in your position, and examining issues in depth and across multiple points of view. Critical thinking skills are especially important in the field of human services because in order to be agents of change we must first be able to see the world, analyze the potential needs and then create solutions; this process requires critical thinking.
One of the first opportunities I had to practice my critical thinking skills was in HSP 301, Personal Systems, when we wrote our Standpoint Essays. The purpose of this assignment was not to get us to questions our beliefs but to prompt us to see how other people and the other students in our class could see the same issue differently. I wrote my essay about a topic that I feel especially strong about which is abortion. My standpoint was the pro-life side of the issue. After writing these essays we randomly paired up and discussed our essays and standpoints. I was paired with a classmate who also wrote her paper on abortion but her standpoint was pro-choice. We both felt very strongly about our standpoints but through a guided discussion were able to see how, given each person’s background and experiences, the other person would see their issue the way they did. As suggested in the Universal Intellectual Standards for Critical Thinking, I was able to practice examining an issue in depth and across multiple points of view. Such learning during this assignment was indicated by our use of fairness, clarity and precision. Also, as my partner and I were each able to be clear and precise in our own position there was less opportunity for mis-communication and a greater opportunity for understanding and clarity of ideas.
Questioning assumptions along with seeking out and evaluating evidence are key parts of the human services profession. A human services professional must be able to analyze situations fairly and also point to evidence in order to support possible solutions. One false assumption that was used as an example several times during my first year in the program was the idea that people living in poverty are there because they do not work enough and are lazy. Because of some of my experiences living in poverty as I child, I realized that this was a false assumption, but it wasn’t something that I had put much thought into. In HSP 315, Case Management, I completed a Lifebook Project for a child being adopted out of foster care and wrote a Lifebook Reaction Paper as well as several Case Studies (1, 2, & 3) that forced me to questions my assumptions intellectually and also consider evidence that disproved my assumptions. Understanding ideas about self-determination, systems and the ecological model helped me consider the complexities of people’s situations and thus my inability to assume anything about a client or their situation. I vividly remember another class discussion that took place in HSP 302, Interpersonal Systems, which forced me to see assumptions at work. During this discussion we were discussing the bystander effect and several of my classmates were shocked to think that they would fall victim to such an effect. I remember becoming very upset during this conversation and sharing with the class that I thought we were all guilty of the bystander effect in some way or another. Children are starving in Africa, genocide is occurring in the Congo, and young girls are being trafficked into sex-slavery in Thailand while we sit here and let it happen. I understood then and still understand now that we cannot save the entire world. But that so many of my classmates would quickly assume that they would not fall victim to the effect was surprising. I think when we are able to questions our assumptions, thinking about scenarios critically by evaluating evidence and consider other points of view we are more equipped to step into change action.
In HSP 385, Applied Research Methods, I had the opportunity to think critically about an idea and assumption that is very close to my heart. I wrote a literature review about the Income Effects on Child Development. I felt like people unfairly assumed that children from low-income homes usually developed more poorly than children from higher-income households. I decided to evaluate evidence regarding the subject through peer-reviewed articles to ensure accuracy. While my literature review may not have been conclusive in regards to whether or not such an assumption is valid, I was able to filter accurate information, analyze the information and then create a research proposal based on possible future studies to increase the amount of available information on the subject. Since I already held some ideas about this subject prior to this assignment I was especially challenged to think critically about the issue and analyze the existing evidence rather than just my own ideas based on experience.
In HSP 435, Management, and HSP 485, Program Planning and Evaluation, I had several opportunities to enhance my critical thinking skills especially in regards to breadth, depth, logic and relevance. In my Organizational Assessment of the Whatcom Literacy Council a partner and I evaluated the WLC and all of its processes towards meeting its mission based on information presented in HSP 435 and Nonprofit Management: Principles and Practice by M. J. Worth (2009) such as staffing, programs, financials and marketing to name a few. In HSP 485 I developed my own program plan based on my understanding of various world needs such as Human Trafficking as outlined in my Needs Assessment for Human Trafficking, Funding and Awareness. As a part of this program plan I developed a logic model to outline the resources, activities, outputs, outcomes and impact of such a program. The use of the logic model is a skill set that has greatly enhanced my critical thinking skills and has become a tool that I will continue to utilize throughout my career. The logic model (Figure 1.1) is a model that forces an individual and program planner to consider their program in depth and breadth, but also logically in order to ensure efficiency and effectiveness. A logic model helps a program coordinator and executive director see whether or not their resources are being used to meet their impact or vision.
The ability to think critically is a skill that I have strengthened during my time in the Human Services Program. As I look forward at my future as a human services professional I hope to always strive to think critically despite the potential challenges or difficulty of the process. When we are able to think critically we are more effective, better listeners and more equipped to create change. It is those times in history when individuals such as Martin Luther and Martin Luther King, Jr. have thought most critically and risen above the general ideas of the day that the most change has been created and sustained. I want to be one of those individuals who always considers facts and ideas from an unbiased perspective and isn’t afraid to go against the grain.
Worth, M. J. (2009). Nonprofit management: Principles and practice. Thousand Oaks, CA: Sage Publications.
One of the first opportunities I had to practice my critical thinking skills was in HSP 301, Personal Systems, when we wrote our Standpoint Essays. The purpose of this assignment was not to get us to questions our beliefs but to prompt us to see how other people and the other students in our class could see the same issue differently. I wrote my essay about a topic that I feel especially strong about which is abortion. My standpoint was the pro-life side of the issue. After writing these essays we randomly paired up and discussed our essays and standpoints. I was paired with a classmate who also wrote her paper on abortion but her standpoint was pro-choice. We both felt very strongly about our standpoints but through a guided discussion were able to see how, given each person’s background and experiences, the other person would see their issue the way they did. As suggested in the Universal Intellectual Standards for Critical Thinking, I was able to practice examining an issue in depth and across multiple points of view. Such learning during this assignment was indicated by our use of fairness, clarity and precision. Also, as my partner and I were each able to be clear and precise in our own position there was less opportunity for mis-communication and a greater opportunity for understanding and clarity of ideas.
Questioning assumptions along with seeking out and evaluating evidence are key parts of the human services profession. A human services professional must be able to analyze situations fairly and also point to evidence in order to support possible solutions. One false assumption that was used as an example several times during my first year in the program was the idea that people living in poverty are there because they do not work enough and are lazy. Because of some of my experiences living in poverty as I child, I realized that this was a false assumption, but it wasn’t something that I had put much thought into. In HSP 315, Case Management, I completed a Lifebook Project for a child being adopted out of foster care and wrote a Lifebook Reaction Paper as well as several Case Studies (1, 2, & 3) that forced me to questions my assumptions intellectually and also consider evidence that disproved my assumptions. Understanding ideas about self-determination, systems and the ecological model helped me consider the complexities of people’s situations and thus my inability to assume anything about a client or their situation. I vividly remember another class discussion that took place in HSP 302, Interpersonal Systems, which forced me to see assumptions at work. During this discussion we were discussing the bystander effect and several of my classmates were shocked to think that they would fall victim to such an effect. I remember becoming very upset during this conversation and sharing with the class that I thought we were all guilty of the bystander effect in some way or another. Children are starving in Africa, genocide is occurring in the Congo, and young girls are being trafficked into sex-slavery in Thailand while we sit here and let it happen. I understood then and still understand now that we cannot save the entire world. But that so many of my classmates would quickly assume that they would not fall victim to the effect was surprising. I think when we are able to questions our assumptions, thinking about scenarios critically by evaluating evidence and consider other points of view we are more equipped to step into change action.
In HSP 385, Applied Research Methods, I had the opportunity to think critically about an idea and assumption that is very close to my heart. I wrote a literature review about the Income Effects on Child Development. I felt like people unfairly assumed that children from low-income homes usually developed more poorly than children from higher-income households. I decided to evaluate evidence regarding the subject through peer-reviewed articles to ensure accuracy. While my literature review may not have been conclusive in regards to whether or not such an assumption is valid, I was able to filter accurate information, analyze the information and then create a research proposal based on possible future studies to increase the amount of available information on the subject. Since I already held some ideas about this subject prior to this assignment I was especially challenged to think critically about the issue and analyze the existing evidence rather than just my own ideas based on experience.
In HSP 435, Management, and HSP 485, Program Planning and Evaluation, I had several opportunities to enhance my critical thinking skills especially in regards to breadth, depth, logic and relevance. In my Organizational Assessment of the Whatcom Literacy Council a partner and I evaluated the WLC and all of its processes towards meeting its mission based on information presented in HSP 435 and Nonprofit Management: Principles and Practice by M. J. Worth (2009) such as staffing, programs, financials and marketing to name a few. In HSP 485 I developed my own program plan based on my understanding of various world needs such as Human Trafficking as outlined in my Needs Assessment for Human Trafficking, Funding and Awareness. As a part of this program plan I developed a logic model to outline the resources, activities, outputs, outcomes and impact of such a program. The use of the logic model is a skill set that has greatly enhanced my critical thinking skills and has become a tool that I will continue to utilize throughout my career. The logic model (Figure 1.1) is a model that forces an individual and program planner to consider their program in depth and breadth, but also logically in order to ensure efficiency and effectiveness. A logic model helps a program coordinator and executive director see whether or not their resources are being used to meet their impact or vision.
The ability to think critically is a skill that I have strengthened during my time in the Human Services Program. As I look forward at my future as a human services professional I hope to always strive to think critically despite the potential challenges or difficulty of the process. When we are able to think critically we are more effective, better listeners and more equipped to create change. It is those times in history when individuals such as Martin Luther and Martin Luther King, Jr. have thought most critically and risen above the general ideas of the day that the most change has been created and sustained. I want to be one of those individuals who always considers facts and ideas from an unbiased perspective and isn’t afraid to go against the grain.
Worth, M. J. (2009). Nonprofit management: Principles and practice. Thousand Oaks, CA: Sage Publications.
Figure 1.1: Logic Model
