The First Dimension of HOTS: Critical Thinking
Understanding Critical Thinking
Higher-order thinking Skills (HOTS) are crucial in modern education as they empower learners to analyze, evaluate, and create rather than just remember and understand. Critical Thinking (CT) is the first dimension of HOTS and is widely regarded as a fundamental skill for academic success, personal decision-making, and professional growth. This essay explores the nature of CT, its role in education, its implications for foreign language learning, and its significance in teacher education.
Critical Thinking (CT) is defined as a purposeful, self-regulatory cognitive process that includes analysis, evaluation, and inference. According to Facione et al. (1995), CT is not merely a set of skills but also a disposition, meaning that an individual's willingness to think critically is as important as their ability to do so.
CT is often contrasted with uncritical thinking, which relies on heuristics and biases rather than rational evaluation. Schafersman (1991) argues that critical or scientific thinking results in reliable knowledge, while uncritical thinking leads to unjustified beliefs.
Critical Thinking in General Education
CT plays a pivotal role in educational systems worldwide. As John Dewey (1933) emphasized, nurturing thinking skills should be a primary goal of education. Brookfield (1987) supported this by arguing that schools should actively "awaken, prompt, nurture, and encourage" students to think critically and reflectively.
However, despite its importance, CT is not always effectively integrated into curricula. Many traditional educational approaches focus on rote memorization rather than encouraging analytical and evaluative thinking. To foster CT, educators must design learning activities that require students to engage in deep reasoning, question assumptions, and consider multiple perspectives.
Critical Thinking in Foreign Language Education
CT is particularly significant in foreign language (FL) learning as it enhances learners' ability to interpret, analyze, and synthesize information in a new language. Effective language learning goes beyond grammar and vocabulary---it requires the ability to understand meaning, context, and cultural nuances.
Meyers (1986) suggests that teachers can promote CT in language classrooms by designing interactive activities that encourage students to engage with texts critically, compare different viewpoints, and defend their interpretations.
