An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings
Abstract
:1. Introduction
2. Barriers to Critical Thinking
2.1. Inadequate Skills and Dispositions
2.2. Epistemological (Mis)Understanding
2.3. Intuitive Judgment
2.4. Bias and Emotion
3. Discussion
3.1. Interpretations
3.2. Further Implications and Future Research
4. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
1 | Notably, though inadequacies in cognitive resources (apart from those explicitly set within the conceptualisations of CT discussed; e.g., see Section 2.1) are acknowledged as impediments to one’s ability to apply CT (e.g., a lack of relevant background knowledge, as well as broader cognitive abilities and resources (Dwyer 2017; Halpern 2014; Stanovich and Stanovich 2010)), these will not be discussed as focus is largely restricted to issues of cognitive processes that ‘naturally’ act as barriers in their functioning. Moreover, such inadequacies may more so be issues of individual differences than ongoing issues that everyone, regardless of ability, would face in CT (e.g., the impact of emotion and bias). Nevertheless, it is recommended that future research further investigates the influence of such inadequacies in cognitive resources on CT. |
2 | There is also some research that suggests that emotion may mediate enhanced cognition (Dolcos et al. 2011, 2012). However, this discrepancy in findings may result from the types of emotion studied—such as task-relevant emotion and task-irrelevant emotion. The distinction between the two is important to consider in terms of, for example, the distinction between one’s general mood and feelings specific unto the topic under consideration. Though mood may play a role in the manner in which CT is conducted (e.g., making judgments about a topic one is passionate about may elicit positive or negative emotions that affect the thinker’s mood in some way), notably, this discussion focuses on task-relevant emotion and associated biases that negatively impact the CT process. This is also an important distinction because an individual may generally think critically about ‘important’ topics, but may fail to do so when faced with a cognitive task that requires CT with which the individual has a strong, emotional perspective (e.g., in terms of passion, as described above). |
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Dwyer, C.P. An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings. J. Intell. 2023, 11, 105. https://doi.org/10.3390/jintelligence11060105
Dwyer CP. An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings. Journal of Intelligence. 2023; 11(6):105. https://doi.org/10.3390/jintelligence11060105
Chicago/Turabian StyleDwyer, Christopher P. 2023. "An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings" Journal of Intelligence 11, no. 6: 105. https://doi.org/10.3390/jintelligence11060105