Reasoning is an imperative resource when it comes to critical thinking. Reasoning helps us to discern that which is commonly known so as to apply that common knowledge to the teaching. Many times, what is to me common knowledge, may not be to many students. It is important to teach them reasoning in order for them to think critically.
Beverly,
This is how content becomes real for students. By using their critical thinking skills they are solving a design problem. These kinds of experiences are what will help them to be successful once they are out on their own and face these kinds of problems on a regular basis.
Gary
Gary Meers, Ed.D.
Reasoning or use of common sense to a particular situation is vital to a student applying their previous knowledge or researching the subject so that they can solve a problem.
I have students utilize reasoning in a class when we are discussing garment fitting problems (fashion design). They must apply information previously covered in class to determine how to adjust a garment to fit properly.
Reasoning is the expressions of whatever matters or ideas purpose it may be. This is a strategy of solving a problem, it could apply to any kind of thinking solutions. Each person/student that will exchange ideas, concepts and facts. And through this, they can solve a question that lead to an information that satisfied the decision.
Mike,
Right you are. This is how problem solving skill development occurs.
Gary
Gary Meers, Ed.D.
Mark,
Your last sentence says a lot about the challenges many of us face with your students today. What appears to be common sense to us may not even be close to what certain students might perceive as the most logical way to approach a problem. The lack of life experiences other than those associated with electronic games may have a lot to do with this.
Gary
Gary Meers, Ed.D.
By use of common sense, you now are invested a little and are seeking realistic solutions toa problem.
I see a lot of culinary themed responses here...I have one as well. I attempt to explain the common sense and reasoning involved in how to interpret various recipes. The (one each onion) example is a perfect case for a poorly written recipe. If I am to be a successful instructor I need to assist them with the reasoning in the case of this darn, "one each onion", and let them find other more subtle areas for reasoning, i.e., size and type of pot or pan, temperature of range top or oven. This way, the next dish the attempt will have them reasoning it out for themselves.
P.S. The ironic thing about common sense is... it's not that common.
Melissa,
Good point about reasoning. Reasoning is thought of by many folks as being common sense. Common sense is lacking in many students because they have never had to really think through a situation and come up with viable solutions to problems. The more we can help them to do such the better problem solvers they are going to be.
Gary
Gary Meers, Ed.D.
Reasoning is the delicate balance between being safe and being daring in your answer. No one wants to be wrong, but if you are right with a different answer no one has had before...oh what a feeling that is.
Reasoning should be the foundation of the critical thinking process. If an line of thought is not logically sound, it should be rejected in favor of another solution.
Melissa
Sarah,
Yes it does. The key is to be able to draw or a least see how these disparate ideas are connected or can be connected. The more skill developed in this area the better students are going to be as problem solvers.
Gary
Gary Meers, Ed.D.
Reasoning allows seemingly disparate ideas to become connected and flow in a logical sequence.
Reasoning is the connector in the thinking process, particularly with problem solving. We begin with noticing a situation and determining that it is a problem. We reach that determination by examining the impact of the situation on our well-being--finding the connections between the situation and us. (If it's not a problem, we usually pass on, but we might profit from examining the positive situations to see how we might enhance their benefits.)
Next we gather more specific data about the situation, reasoning how each connects to the problem and how they might connect to each other.
As we examine those relationships, judgement enters, and we consider what alterations we might apply to certain elements. We then reason the consequences of each of these changes and make a judgement about the efficacy of each and its impact on us personally.
When we come to a solution to the problem, we apply reasoning again as we seek to present our solution to a wider audience. The reasoning we employ here makes the connection needed to our audience.
I think you've just given me a very useful metaphor for helping students consider the overall context of a problem. What's the function of the onion (factor under discussion) in this recipe (larger context)? And which aspect of the onion is most important? Thanks!
Reasoning is a part of the critical thinking process.
Critical thinking is knowing how to learn, reason, think creatively, generate and evaluate ideas, see
things in the mind’s eye, make decisions, and solve problems.
Reasonable thinking is reasonable,reflective thinking that focuses on what to believe or do.
It's less objective and more personal.
Gary,
Reasoning is the core of critical thinking as you say. This is why it is important for students to understand what reasoning is and how they can refine it as a skill area.
Gary
Gary Meers, Ed.D.
There can be no critical thinking without reasoning. Critical thinkers must take what the perceive to be true, what they find in research, and what experience tells them will work and use reasoning to sort through and correlate to find a solution to a problem.
Robert,
I really like your approach because it helps students to develop self discipline and control in relation to problem solving. I use case studies a lot in my courses because they help students to learn how to think plus give theme examples of problems they are going to encounter when they are in the field. This sets up a win win situation for everyone.
Gary
Gary Meers, Ed.D.
Using case studies is a format we employ frequently in our training of student automotive technicians. We present the symptoms and provide the results of numerous component tests. The student then uses critical thinking skills he/she has developed through training on these testing procedures to determine which of the test results indicate a malfunction, which are a result of that malfunction, and which indicate normal operation. By reasoning then, the student can form a viable solution concerning the cause and correction. This type of critical thinking is an absolute must in diagnosing today's complex automobile.
