Kakish

Jazmin Kakish
Professor Ogbara
English 1A
21 September 2015
Critical Thinking: How its Molded.

There are many components to what increases and decreases our opportunities to
critically think and experience the world from a natural perception, rather than one that
has been subtly, yet obviously, ingrained into us. Our major institutions and societal
functions cause us to see a world in a certain way. This appears to be subtle because we
fail to realize all the ways in which we are conditioned to view the world, but is obvious
to those who question different aspects of life. Francis Bacons Four Idols and John
Deweys Thinking in education exemplifies how societal notions and pressures influence
our own perception and strengthen our will to conform to what inevitably becomes
familiar to us through our peers and larger institutions.
The Idol of the Theater dissects the respective institutions of religion and
philosophy (Jacobus, 2013). What one religiously follows and believes in often promotes
them to have a particular way of thinking. The philosophical dogma and religious texts
have no certain foundation or evidence yet society accepts it as if it were concrete. As
Bacon puts it, the philosophy followed is shallow and lacks depth and a wide range of
evidence. John Dewey, a philosopher who was well known for his impacting voice in
American learning discusses in his essay Thinking in Education how critical thinking
has evolved due to the lack of freedom students are given to explore their personal

Kakish

interests and how they are being conditioned to receive verbal information regarding
several subjects. He believed that children should be allowed to explore their options by
experience. Thus, classrooms can exemplify this idea by doing group projects,
presentations, and hands on activities. Students will actually gather new information by
taking action rather than listening to facts. (Jacobus p.555) This can influence critical
thinking because experience can allow for more diverse contemplation.
Bacons idol the cave also conveys the erosion of critical thinking skills.
This idol suggests that we all have our own basis of understanding information.
This can be deceivingly perceived as a good thing, but is actually problematic
because we consistently look for supportive information to confirm past
knowledge (Jacobus, 2013). If we as individuals always look for facts to ensure
what we know to be true, how are we thinking critically? Our own
conceptualization can be limiting to new knowledge or new questions.
Furthermore, the cave also includes that we as people do have personal interests
and as Dewey suggested, we will gravitate towards that of our choosing. Once
again we still arent exploring other options and using new skills because feed
into our personal needs as far as interests are concerned.
Another idol posed by Bacon called The Tribe can also serve as a reason
why critical thinking is eroded in academia and other aspects of life (Jacobus,
2013). For instance, the tribe is how we basically learn what is deemed acceptable
and what is not. This idol revolves around the idea of culture and ethnic
background. Many individuals strongly uphold cultural values and any
information that may counter cultural morality is immediately rejected. Our ethnic

Kakish

group and their beliefs are generally conveyed to us from our birth and reinforced
throughout our lifetime. This is how societal pressures influence critical thinking.
If one begins to question or reconsider knowledge that is reinforced from culture
or ethnic background then it will be even harder to initiate because our own
personal tribe would most likely reject this notion. However, it may be easier for
some ethic groups than others because some groups focus less on communal
awareness. Thus, society can hinder critical thinking with the pressure to keep
thinking aligned with cultural values and morality.
The Marketplace, which revolves around social activities and language
can exemplify how our critical thinking skills are suppressed because we are
dependent on a language that was created by man and feeding into these illusions
in everyday conversations (Jacobus, 2013). The words and symbolism that
individuals use on a day -to- day basis have no merit and if it does it is only
because we say it does. Very few people question language. If any resistance
occurs it is normally towards the other institutions, rarely regarding something
that is so natural and essential to our social existence. The way people have
created language and use it to create meanings is an example of how societal
influence causes one to conform without questioning.
In conclusion Dewey and Bacon both enlighten their respective audiences
by questioning how society conforms to our institutions. Conformity can
contribute to a lack of critical thinking because we accept information from
authority figures and our peers. Thus, although critical thinking should be targeted
in the realm of academia, it is often dismissed due to the acceptance of

Kakish
information given to the listener by an instructor. These theories convey how
generation after generation readily processes and take interest in facts without
doubting what they are interoperating or allowing themselves to be uninfluenced
by society and culture.