Essay topic:

Utilising the four dimensions outlined in Pavlovich (2007), discuss the importance of critical thinking in the learning process - specifically in evaluating arguments. In your answer draw on a range of relevant SSK19 unit texts.

Using relevant SSK19 readings, in particular the four dimensions of reflective practice presented in Pavlovich (2007, 283), discuss the fundamental role that critical thinking plays in evaluating arguments at university.

Each of us make thousands of decisions in a lifetime and would like to believe that the decisions we make are ample however, only a few of us practice the tool of critical thinking in order to improve our thinking process and make well reasoned decisions. As a university student, thinking critically is an essential tool as without it you are only looking at the surface. In this essay we will explore the critical thinking process using the different dimensional levels of the reflective processes when evaluating arguments.

Critical thinking and reflection methodologies are considered by many to be used interchangeably and being able to understand and possess these skills are essential for students engaged in evaluating arguments at university. Embracing such skills facilitates a student to formulate the right questions, assess the possible answers, scrutinize the credibility of information and sources, and make solid judgments based on the evidence provided.

Critical thinking plays a fundamental role in evaluating arguments as it allows

students to skilfully analyse any given subject, content or argument, evaluate the material and determine a verdict or conclusion in a neutral, unbiased, open-minded manner. It is not just what you think, it is what you think and argue.

In week one of SSK19 we were given an extract of Kathryn Pavlovich exposition, The development of reflective practise through student journals (Pavlovich 2007) to which Pavlovich makes mention of the four dimensional levels she conceives to be the best approach to the reflective practice. Pavlovich states the four dimensions of the reflective process to be describing the experience; analysis of the experience; creation of new meanings and understandings; and actions for change (Pavlovich 2007, 284).

Most people aspire to posses a critical thinking mindset but dont know the steps to take to advance these skills. Fortunately once the strategies are known, most people will develop their critical thinking skills and with practice will teach themselves to articulate and evaluate arguments and understand how factual information and evidence corroborates or contradicts a premise.

Describing an experience allows you to become active in the critical thinking and reflection process by enabling oneself to think something through, raise questions, analyse information and base a conclusion on their own without being influenced or persuaded by someone else, being passive. John Dewey defines the skill of reflection to be an active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and further conclusions to which it tends (Dewey, 1993 cited by Pavlovich 2007, page 282).

When critiquing an argument it is important to avoid making hasty ill-considered assumptions derived from past experiences or personality traits.

Analysing welcomes clarification to an experience and allows us to assess the same information from several perspectives. This process is undertaken by asking questions such as what, how, why and who (Palmer, 1998, citation by Pavlovich 2007, 282) and will further assist by eliminating any initial doubts and delivering certainty to a conclusion. Examples would be; What have I learnt from this experience? How do I feel about this experience? Why did this experience occur? Who has this experience effected?. A university student could use a reflective journal to ask and examine these questions, which will enable them to find their inner voice, provide a deeper reasoning and achieve a better understanding of their own insight and judgements. Pavlovich states, the purpose of a reflective journal in education is to develop students self-awareness and inner leadership (Pavlovich 2007, 281).

In order for a student to stay interested and committed to writing in a journal a reflective journal should be easy to use. This means; easy to carry around; a book you like to open and numbered or labelled so you can find previous entries easily and quickly (Cottrell, 2003, 187). A good way to end each reflective journal is with a personal statement, which will assist in determining what has been learnt and mapping the changes in your thinking.

Acknowledging the analysing process will see students understand an issue in its entirety whilst understanding their own mindset and perceptions. Recognising what was learnt is imperative to evaluating arguments as it enables a student to evaluate

information, defend against logical fallacies and then address other perspectives or generate multiple possible solutions.

Pavlovich fourth dimension is action. Choosing the best alternative and implementing it into action allows a person to learn from the experience and become an objective evaluator of their self. Self-awareness allows a person, including a university student evaluating arguments, to improve their emotional intelligence, well being, mental state and further transform their thinking process and learning. Self awareness of actions, then, becomes the key trigger for learning outcomes (Moon, 1999 cited by Pavlovich 2007, 284).

Possessing critical thinking skills is advantageous although being a strong critical thinker can have its drawbacks too. For example critical thinking may enable a person to clearly recognise premeditated or intentional forms of manipulation in every day life. Identifying that people in your life are deliberately trying to subtly persuade or mislead you could be a little upsetting. Critical thinking can also be a considerably lengthy process that does not always promise delivery of a clear answer however the information we extract about ourselves and the topic or argument is well worth the venture and personal experience.

I conclude that the fundamental role of the four dimensions outlined in Pavlovich material (Pavlovich 2007, 284) is crucial in evaluating arguments at university. The four dimensions described; experience, analyse, understanding and action, are interchangeable with critical thinking and reflection methodologies and are essential to learning. These methods force questions to be asked, analysis and evaluation to

take place, which ultimately leads to the thinker improving the quality and depth of their understanding and the action of change. Critical thinkers become independent, confidant, disciplined thinkers capable to think in a logical manner and reflect on the reasoning process used, to ensure better decision making.

Reference List: Pavlovich, K. 2007, The development of reflective practice through student journals. 3rd. New Zealand: Routledge. Cottrell Stella. 2003, Skills for Success. England: Palgrave MacMillan.