{"id":209,"date":"2010-06-10T17:00:55","date_gmt":"2010-06-10T17:00:55","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=209"},"modified":"2010-06-10T17:00:55","modified_gmt":"2010-06-10T17:00:55","slug":"60-research-paper-the-role-of-critical-and-creative-thinking-in-tesl-context-by-dr-paritosh-chandra-dugar","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=209","title":{"rendered":"#60, Research Paper: ‘The Role of Critical and Creative Thinking in TESL Context’ by Dr. Paritosh Chandra Dugar"},"content":{"rendered":"

The Role of Critical and Creative Thinking in TESL Context<\/strong><\/p>\n

by Dr. Paritosh Chandra Dugar,\u00a0Vice-Principal,\u00a0SMB Govt. P.G. College,\u00a0Nathdwara(Rajasthan)<\/p>\n

The paper is an endeavour to study the role of critical and creative thinking driven especially by questioning in enhancing the efficacy of TESL and learning of L2 in India.<\/p>\n

If we as teachers of English asked our students to tell which questions naturally occurred to them at first on looking at the title of the paper, we would, most likely, receive the following responses:<\/p>\n

(1) What is critical thinking?
\n(2) What is creative thinking?
\n(3) What is TESL context?
\n(4) What is the connection between critical thinking and creative thinking?<\/p>\n

Though these questions are different from each other, they symptomatize the onset of a common cognitive phenomenon , that is, thinking. Questions stimulate thinking.<\/p>\n

Since these questions are posed by students, they need to be answered. Let us consider the first one: What is critical thinking?<\/p>\n

The term critical thinking is variously defined. Some regard it as the \u201cability to think for one\u2019s self and reliably and responsibly make those decisions that affect one\u2019s life\u201d; some consider it as \u201creasonable, reflective, and skillful thinking that is focused on deciding what to believe or do\u201d; and a few think it to be a method of \u201chow to think\u201d rather than \u201cwhat to think.\u201d The following are some of the most widely-accepted definitions of critical thinking:<\/p>\n

(1) According to Keeley and Browne, \u201cCritical thinking consists of an awareness\u00a0of a set of interrelated critical questions, plus the ability and willingness to ask\u00a0and answer them at appropriate times.\u201d<\/p>\n

(2) Richard Paul defines critical thinking as \u201cthat mode of thinking\u2014about any\u00a0subject, content or program\u2014in which the thinker improves the quality of his or
\nher thinking by skillfully taking charge of the structures inherent in thinking\u00a0and imposing intellectual standards upon them.\u201d<\/p>\n

(3) Fisher calls critical thinking \u201cskilled and active interpretation and evaluation of\u00a0observations and communications, information and argumentation.\u201d<\/p>\n

(4) Moore and Parker define it more narrowly as \u201cthe careful, deliberate determination\u00a0of whether one should accept, reject, or suspend judgment about a claim and the\u00a0degree of confidence with which one accepts and rejects it\u201d(Moore & Parker 72).<\/p>\n

(5) As defined by Halpern, critical thinking is \u201cthe use of cognitive skills or strategies\u00a0that increase the probability of a desirable outcome\u201d(Halpern 5).<\/p>\n

(6) In P. Chane\u2019s view, \u201ccritical thinking is the ability to analyze facts, generate and\u00a0organize ideas, defend opinions, make comparisons, draw inferences, evaluate
\narguments and solve problems\u201d(Chane 6).<\/p>\n

(7) Wikipedia states that \u201ccritical thinking employs not only logic(either formal or,\u00a0much more, informal) but broad intellectual criteria such as clarity, credibility,\u00a0accuracy, precision, relevance, depth, breadth, significance.\u201d<\/p>\n

(8) According to Kurfiss, \u201ccritical thinking is an investigation whose purpose is to\u00a0explore a situation, phenomenon, question or problem to arrive at a hypothesis\u00a0or conclusion about it\u201d(Kurfiss 2).<\/p>\n

(9) Paul and Binker hold, \u201ccritical thinking is disciplined, self-directed thinking. It\u00a0requires thinking about your thinking while you are thinking in order to make
\nyour thinking more clear, more accurate and more defensible.\u201d<\/p>\n

As we look at these definitions, we may gather that critical thinking encompasses a broad range of skills and sub-skills which Benjamin Bloom tried to describe theoretically through his Taxonomy of Critical Thinking skills: \u201cKnowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Apart from this, experts like C. Wade have identified eight characteristics of critical thinking:<\/p>\n

Critical thinking involves asking questions, defining\u00a0a problem, examining evidence, analyzing assumptions\u00a0and biases, avoiding emotional reasoning, avoiding
\nover-simplification, considering other interpretations\u00a0and tolerating ambiguity(Wade 26).<\/p>\n

Besides, B.K. Beyer has emphasized two essential aspects of critical thinking: Dispositions and Criteria. According to him, \u201ccritical thinkers are skeptical, open-minded, value fairmindedness, respect evidence and reasoning, respect clarity and precision, look at different points of view and will change positions when reason leads them to do so\u201d(Beyer 12). About criteria, he says that to think critically, criteria must be applied. \u201cThe critical thinker,\u201d he argues, \u201cneeds to have conditions that must be met for something to be judged as believable\u201d(Beyer 12).<\/p>\n

The next question from students is: What is creative thinking?<\/p>\n

In contrast to critical thinking, creative thinking is, however, not so diversely defined. The one given by Kathleen Cotton is generally considered as the most acceptable definition of creative thinking:<\/p>\n

[Creative thinking is a ] novel way of seeing and doing things\u00a0that is characterized by four components: (a) Fluency(generating\u00a0ideas), (b) Flexibility(shifting perspectives easily), (c) Originality\u00a0(consisting of something new), and (d) Elaboration(building on\u00a0existing ideas). (Quoted in Suvarna 42)<\/p>\n

However, functionally, the two\u2014critical and creative thinking\u2014do not stand in contrast to each other. Rather, they are \u201cinterrelated and complimentary aspects of thinking.\u201d In The Nature and Functions of Critical and Creative Thinking, Richard Paul argues: \u201cWhen engaged in high-quality thought, the mind must simultaneously produce and assess, both generate and judge the products it fabricates. In short, sound thinking requires both imagination and intellectual standards\u201d(Paul & Elder 6).<\/p>\n

However, the diversity with regard to the definition of critical thinking does create an ambiguity, and the students might pose the question: which of these definitions is the most relevant to our purpose? Here we need to think of the criteria by which to choose the most suitable definition . And here we need to come to the third question: What is TESL context?<\/p>\n

The full form of TESL is Teaching English as a Second Language. To be precise, we\u00a0are referring here to TESL context with regard to India, especially Rajasthan. The TESL context is built up by several aspects such as culture, level, curriculum, pedagogy, resources, teacher\u2019s role, learner\u2019s role, and evaluation. Our understanding of critical and creative thinking enables us to see that the aspect we should be most concerned with here is Pedagogy. No doubt, the question of pedagogy does not stand in isolation. It inevitably warrants a consideration of culture, level, teacher\u2019s role, and learner\u2019s role. A precise, critical consideration of these aspects demands answers to questions such as:<\/p>\n

(1) Who are we concerned with here? Native speakers or non-native speakers of English?
\n(2) What is the educational level and age of students we are concerned with?
\n(3) What is the most prevalent teaching methodology in India?
\n(4) Is this methodology bringing about the desired results?<\/p>\n

In the TESL context with reference to India we are concerned with non-native speakers between 16 to 20 years of age as students of Higher Secondary at school and undergraduate courses at college. It is generally observed that the most prevalent teaching methodology is teacher-centric which encourages learning of L2 through rote-memorization rather than through thinking and understanding. It does not encourage questioning on the part of teachers as well as students. It involves imparting of knowledge about the language rather than the use of the language. In most ESL classes in India, English is taught as a subject and not as a tool for communication. R. Joseph Ponniah points out that here \u201cteaching is focused on to meet the requirements of examinations and to hone the communication skills of students. In most of the schools and colleges, particularly in rural and semi-urban areas, the bilingual or the translation method of teaching is adopted.\u201d As a result, students fail to acquire fluency in the target language. They fail to develop the ability to write and speak English on their own.<\/p>\n

The teachers treat their students as \u201cempty vessels which need to be filled.\u201d They focus more on drilling them to memorize notes or readymade answers given by them. The individuality of the student is often ignored . As a result , the thinking abilities of students are never fully developed. As a result, they sit in the class silently with a silent mind. This approach of teaching is squarely denounced by Paulo Friere who calls it \u201cbanking approach.\u201d Friere, instead, advocates \u201cdialogical approach\u201d of teaching.<\/p>\n

In the absence of thinking(self-directed or critical and creative thinking) most students are unable to do anything on their own in a language class. Thinking is crucial to learning a language. Thinking implies involvement of the entire personality in the learning process. As Kabilan rightly observes, \u201cTo become proficient in a language learners need to use creative and critical thinking through the target language.\u201d Teaching students \u201chow to think\u201d rather than \u201cwhat to think\u201d is a way of recognizing their individuality and their potential for thinking and learning on their own and demanding accountability from them and thereby motivating them to learn the application of their knowledge.<\/p>\n

If our understanding of TESL context makes us recognize the importance of thinking in TESL, it must provide us the criteria by which to choose the definition(s) of critical thinking most relevant to our purpose. Do not the following criteria seem most plausible here?:<\/p>\n

(1) The definition should encompass the commonest aspects\/characteristics of critical
\nthinking.
\n(2) The definition should be pragmatically applicable to the specific TESL context.<\/p>\n

By these criteria the following definitions turn out to be the most suitable:<\/p>\n

(1) Critical thinking is the ability to analyze facts, generate and organize ideas, defend opinion, make comparisons, draw inferences, evaluate arguments and solve problems.<\/p>\n

(2) Critical thinking is disciplined, self-directed thinking. It requires thinking about your thinking while you are thinking in order to make your thinking more clear, more accurate, and more defensible.<\/p>\n

Now, if we recognize the importance of critical and creative thinking in learning a language, we should equally recognize the importance of questioning in developing and using the former. For if we look at the definitions including the chosen ones, we find questioning to be one of the commonest aspects and requirements of thinking. The reason being, thinking is best driven by questions and not by answers. In the Critical<\/p>\n

Thinking Handbook, Basic Theory and Instructional Structures, it is argued that \u201cQuestions define tasks , express problems and delineate issues. Answers, on the other hand, often signal a full stop in thought\u2026only students who have questions are really thinking and learning. Students need question to turn on their intellectual engines and they need to generate questions to get their thinking to go somewhere.\u201d True, questions provide direction to vague, confused, and chaotic thinking which tends to degenerate into daydreaming and fantasizing\u2014purposeless thinking. Questions create cognitive pressure on students to think in a precise and clear manner, to look for the right expression, to defrost their vocabulary, and to apply the grammatical knowledge of the target language.<\/p>\n

Prominent scholars like Paul Friere and Benjamin Bloom have acknowledged and emphasized the vital role of questioning in the students\u2019 construction of knowledge in any subject as well as in learning a language by both native and non-native speakers. If Bloom has created a Taxonomy of Questions based on his Taxonomy of Critical Thinking Skills, Friere has gone to the extent of introducing the \u201cPedagogy of Questions\u201d and Richard Paul has come up with his idea of Socratic Questioning. Friere considers questioning as crucial and integral to his dialogical approach of teaching. This approach, in direct contrast to \u201cbanking approach\u201d and \u201cdidactic approach\u201d, recognizes the individuality of students and stimulates their active learning. Friere\u2019s concept of the \u201cPedagogy of Questions,\u2019 as M.K. Kabilan explains, \u201crequires posing questions to learners and listening to learners\u2019 questions. This is a practice which forces and challenges the learners to think creatively and critically, and to adopt a critical attitude to the world.\u201d<\/p>\n

Looked at from the teacher\u2019s perspective, questioning as a method of critical and creative thinking may prove both diagnostic and curative. Seen from the student\u2019s angle, questioning is both the cause and the effect, the process and the product of thinking.<\/p>\n

Inspired by the ideas and concepts of Friere and Bloom and motivated by his own experience of teaching English in various colleges of Rajasthan, the author of this paper conducted two modest experiments in the undergraduate classes of his college to find out whether a strategic employment of questioning really improves the writing skills and interpretive skills of students in qualitative and quantitative terms.<\/p>\n

In the first experiment conducted on 5.9.09 in the First Year B.A. class, the students were given simple topics (like My Friend, My Neighbour, My Face, My Teacher, My College etc.) for writing as many simple sentences as possible within the allotted time of 5 minutes. On the completion of the task each student was asked to read aloud her sentences. It was found that most students were unable to write more than 3-4 meaningful sentences. Only 2 out of 18 students could go upto 5-7 sentences. Then the author asked them to ask questions beginning with What, How, Why, Who, When, and Where related to their individual topics and try again if they could write a little more within the allotted time of 5 minutes. This time no student came up with less than 12-15 sentences.
\n6<\/p>\n

The maximum was 17. The following is an example of a student who wrote on \u201cMy Friend.\u201d The questions she posed are on the left side and her sentences are on the right:<\/p>\n

Questions beginning with \u201cWhat\u201d <\/em><\/strong>Sentences<\/em><\/strong><\/p>\n

1. \u00a0What is my friend\u2019s name?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0My friend\u2019s name is Rekha Verma.<\/em><\/p>\n

2.\u00a0 What does she do?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0She is studying in B.A. I year.<\/em><\/p>\n

3. \u00a0What does her father do?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Her father sells fruit.<\/em><\/p>\n

4.\u00a0 What is her father\u2019s name?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Her father\u2019s name is Suresh Verma.<\/em><\/p>\n

5.\u00a0 What are her hobbies?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Her hobbies are playing, reading, and talking.<\/em><\/p>\n

6.\u00a0 What does she like the most?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 She likes perfume the most.<\/em><\/p>\n

7.\u00a0 What does she do in the morning?\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0She does yoga in the morning.<\/em><\/p>\n

8.\u00a0 What does she do in the evening?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 She goes for a walk in the evening.<\/em><\/p>\n

<\/em><\/strong><\/p>\n

Questions beginning with \u201cWhere\u201d <\/em><\/strong><\/p>\n

9.\u00a0 Where does she live?\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0She lives in Hiran Magri, Sector-5.<\/em><\/p>\n

10.Where does she study?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 She studies at my college.<\/em><\/p>\n

11, Where does she go in the evening?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0She goes to a park in the evening.<\/em><\/p>\n

<\/em><\/strong><\/p>\n

Questions beginning with \u201cHow\u201d<\/em><\/strong><\/p>\n

12. How does she talk?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0She talks very loudly.<\/em><\/p>\n

13. How does she look like?\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0She looks very beautiful.<\/em><\/p>\n

<\/em><\/strong><\/p>\n

Questions beginning with \u201cWho\u201d<\/em><\/strong><\/p>\n

14. Who is my best friend?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 My best friend is Rekha Verma.<\/em><\/p>\n

15. Who is her sister?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sunita is her sister.<\/em><\/p>\n

<\/em><\/strong><\/p>\n

Yes-No type Questions<\/strong><\/em><\/p>\n

16. Is she helpful?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Yes. She is very helpful.<\/em><\/p>\n

17. Is she a good girl?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Yes. She is a good girl. <\/em><\/p>\n

This experiment involved creative thinking in its initial phase.<\/p>\n

In the second experiment, conducted on 15.9.09 in the class of Final Year B.A. students, the students were exposed to the title of a famous novel by Ernst Hemingway, The Old Man and the Sea. Then, the author began to have a dialogue with a group of 5 students by posing questions to them to elicit their intelligent guesses about the context of the novel:<\/p>\n

A: What\u2019s your guess? Where does the old man live?
\nS: I am not sure. Maybe he lives at the seashore or maybe elsewhere.
\nA: All right. Let\u2019s consider your first guess. If he lives at the seashore, what do you think should
\nhe be doing there?
\nS: Maybe he is catching the fish as a fisherman. Maybe he is doing nothing.
\nA: Why do you think he is doing nothing?
\nS: Because he is old, and old people do nothing.<\/p>\n

A: Is it true of all old people?
\nS: Oh, no. I don\u2019t mean that.
\nA: Suppose he is a fisherman, doesn\u2019t he have difficulty in catching the fish because he is old?
\nS: Yes. If he is very old, it must be very difficult.
\nA: And suppose he is alone. Then?
\nS: Then, it must be very, very difficult.
\nA: What problems do you imagine does a fisherman who is very old and alone have to face in\u00a0in catching the fish?
\nS: Old people are not physically strong. They get tired. They can\u2019t catch big fish. Going to sea is\u00a0very risky for them.
\nA: Do all old people who are physically weak are mentally and morally weak too? What about\u00a0their will power or courage?
\nS: No. I don\u2019t think so. Some of them may have strong will power.
\nA: Suppose this old man has a strong will power.
\nS: Then he will be able to catch the fish.
\nA: Good, good. Now, would you read the novel and find out for yourself if you have made\u00a0right guesses?<\/p>\n

This was an experiment that involved the earliest stages of critical thinking.<\/p>\n

The outcome of the two experiments validate the assumption that questioning does stimulate critical and creative thinking and that critical and creative thinking does enhance the efficacy of TESL and learning of L2. However, no sweeping generalizations are claimed here because of the experiments being quasi in nature and for lack of extensive empirical evidence. Nonetheless, it may be safely stated that questioning as a pedagogic device essentially aiming at stimulating critical and creative thinking in adult learners is an idea worth-exploiting in the TESL context.<\/p>\n

In a broader and perhaps more important perspective, the importance of turning students into critical and creative thinkers has to do a lot with the foundations required for a strong and healthy democracy in which citizens have the ability to discover fallacies in the political rhetoric of demagogues, to challenge the status quo, the received dogmas and doctrines and the unjust authorities. Besides, the education in critical and creative thinking provides students with tools needed for independent and life-long learning. The strong sense critical thinkers possessing the qualities of fair-mindedness, honesty, integrity, unbiased attitude, respect for other\u2019 viewpoints are more likely to work towards social justice and equality.<\/p>\n

Lastly, critical thinking in the present information-age needs to be an integral part of education for it will enable the educated people to cope with rapidly changing world. On this point the author shares the belief of Deborah Gough and many other present-day educators that \u201cspecific knowledge will not be as important to tomorrow\u2019s workers and citizens as the ability to learn and make sense of new information.\u201d<\/p>\n

References<\/strong><\/p>\n

Beyer, B.K. Critical Thinking. Bloomington, IN: Phi Delta Kappa Educational
\nFoundation,1995<\/p>\n

Bloom, Benjamin, ed. Taxonomy of Educational Objectives: The Classification of
\nEducational Goals. Susan Fauer Company, Inc., 1956<\/p>\n

Chane, P. Thinking in the Classroom: A Survey of Programs. New York: Teachers
\nCollege, Columbia University, 1986<\/p>\n

Cotton, Kathleen. \u201cClose-Up#: Teaching Thinking Skills.\u201d Northwest Regional
\nLaboratory\u2019s School Improvement Research Series. November, 1991. 20 Oct., 2008.
\nhttp:\/\/www.hwrel.org\/scpd\/sirs\/6\/cu11.html. Quoted in Lakshmi, Suvarna. \u201cCritical
\nThinking: A Methodology for Language Teaching.\u201d The Journal of English Language
\nTeaching(India). 2007. 45\/1. 42<\/p>\n

\u201cCritical Thinking.\u201d Wikipedia. 30 Oct., 2009. http:\/\/en.wikipedia.org\/wiki\/<\/p>\n

Fisher, A. Critical Thinking: An Introduction. Cambridge University Press, 2001<\/p>\n

Friere, P. Pedagogy of the Oppressed. New York: The Seabury Press, 1970<\/p>\n

\u2026\u2026\u2026…. Education for Critical Consciousness. New York: The Seabury Press, 1973<\/p>\n

Gough, Deborah. Thinking about Thinking. Alexandria, VA: National Association of
\nElementary School Principals, 1991. Quoted in Cotton, Kathleen. \u201cClose-Up#
\nTeaching Thinking Skills.\u201d 29 Oct., 2009. http:\/\/www.hwrel.org\/scpd\/sirs\/6\/cu11.html<\/p>\n

Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking.
\nMahwah, NJ: Lawrence Erlbaum Associates, 1996<\/p>\n

Joseph, Ponniah R. \u201cMemorization: A Constraint for Integrating Thinking Skills
\nInto Indian ESL Classrooms.\u201d Language in India: Strength for Today and Bright
\nHope for Tomorrow. Vol.7: 7 July, 2007<\/p>\n

Kabilan, M.K. \u201cCreative and Critical Thinking in Language Classrooms.\u201d The Internet
\nTESL Journal. Vol. VI, No.6, June 2000. 22 Oct., 2009.
\nhttp:\/\/iteslj.org\/Techniques\/Kabilan-CriticalThinking.html<\/p>\n

Keeley, S.M. & M.N. Browne. Asking the Right Question: a guide to critical thinking.
\n5th ed. Upper Saddle River, NJ: Prentice Hall, 1998<\/p>\n

9<\/p>\n

Kurfiss, J.G. Critical Thinking Theory, research, practice, and possibilities. Washington,
\nDC: ASHE-ERRIC Higher Educational Reports, 1988. Quoted in Bell, E.A. \u201cDebate:
\nA Strategy for Teaching Critical Thinking.\u201d Nurse Educator. 16(2): 6-7<\/p>\n

Moore, B.N. & R. Parker. Critical Thinking. California: Mayfield Publishing Company,
\n1986<\/p>\n

Paul, Richard W, A.J.A. Binker, Ken Adamson, and Douglas Martin. Critical Thinking
\nHandbook. Foundation for Critical Thinking, 1989<\/p>\n

Paul, Richard, & Linda Elder. Critical Thinking Handbook: Basic Theory and
\nInstructional Structures. Foundation for Critical Thinking, 2000. Quoted in \u201cThe Role
\nof Questions in Teaching, Thinking, and Learning.\u201d The Critical Thinking
\nCommunity, Foundation for Critical Thinking. 2009. 15 Oct., 2009.
\nhttp:\/\/www.criticalthinking.org<\/p>\n

\u2026\u2026\u2026\u2026\u2026\u2026The Miniature Guide to Critical Thinking Concepts and Tools. 4th ed.
\nThe Foundation for Critical Thinking, 2006<\/p>\n

\u2026\u2026\u2026\u2026\u2026\u2026 The Nature and Functions of Critical and Creative Thinking. Foundation
\nfor Critical Thinking, 2005<\/p>\n

Wade, C. \u201cUsing Writing to Develop and Assess Critical Thinking.\u201d Teaching of Psychology.
\n22(1), 1995. 24-28<\/p>\n

——————————————————————————————————————-<\/p>\n","protected":false},"excerpt":{"rendered":"

The Role of Critical and Creative Thinking in TESL Context by Dr. Paritosh Chandra Dugar,\u00a0Vice-Principal,\u00a0SMB Govt. P.G. College,\u00a0Nathdwara(Rajasthan) The paper is an endeavour to study the role of critical and creative thinking driven especially by questioning in enhancing the efficacy of TESL and learning of L2 in India. If we as teachers of English asked […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","omw_enable_modal_window":"enable","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"on","ocean_gallery_id":[],"footnotes":""},"categories":[121],"tags":[873],"class_list":["post-209","post","type-post","status-publish","format-standard","hentry","category-eltweekly-issue60","tag-elt-research-papers","entry"],"_links":{"self":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/209","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=209"}],"version-history":[{"count":0,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=\/wp\/v2\/posts\/209\/revisions"}],"wp:attachment":[{"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=209"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=209"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eltweekly.humbeestudio.xyz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=209"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}