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ERIC Number: ED357005
Record Type: RIE
Publication Date: 1991
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Critical Thinking as Mindful Learning. Resource Publication Series 4 No. 1.
Oxman-Michelli, Wendy
When critical thinking is conceptualized as mindful learning, the focus is on the educational experiences or actual academic tasks designed to engage students in active learning. Academic tasks are sets of specifications for learning activities that provide the framework for curricular content. The academic tasks are designed by teachers and shared with students, or designed by teachers and students together. Academic tasks differ from conventional curriculum guides that focus on subject matter scope and sequence. They also differ from conventional behavioral objectives in that academic tasks focus on the work of the student rather than on the results of teacher work. When academic tasks are associated with critical thinking, students have opportunities for critical thinking as part of the learning experience itself. Conventional conceptions of academic tasks include routine or recall tasks, opinion, formal, and skilled performance tasks. Tasks and subtasks that incorporate critical thinking as a mindful learning concept include strategic, probablistic reasoning, creative, and collaborative tasks or subtasks. Mindful learning tasks involve higher degrees of ambiguity, or uncertainty, and higher degrees of perceived risk than most conventional academic tasks. Conceptualizing critical thinking as mindful learning involves fundamental changes in the role of the teacher and in the student-teacher relationship. (IAH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Montclair State Coll., Upper Montclair, NJ. Inst. for Critical Thinking.