The difference between critical thinking and creative
thinking can be profound but they often merge together to create something new
and practical. In the process of finding solutions creativity can build new
ideas while critical thinking can test the viability of those options.
Creativity builds something unique while critical thinking seeks to analyze information
into something that can be understood, interpreted and evaluated. Dr. David
White discusses how to use Aristotle to foster critical thinking among students
(2010).
Critical thinking of a story narrative requires recognition,
analysis, evaluation, and alternatives. It is important for students to
recognize the main issues, the main points, and be able to summarize. Analysis
requires understanding the steps the author took, prioritization, and knowing the
difference between premises and conclusion. Evaluation
includes understanding how the main points are derived, whether premises
justify the conclusion, and the separation of personal bias from the situation.
Finally, it is important to understand the potential other interpretations and
conclusions.
All critical thinking requires the establishment of
arguments and then the breaking down of those arguments for analysis until
premises and conclusions can be created. Complex ideas are broken down into its
individual components while keeping the larger conception in mind. These
individual components are reviewed and analysis to create conclusions about how
they explain the broader phenomenon.
To highlight his
point the author uses a section from Book VII of the Nicomachean Ethics by
Aristotle:
1. . . . the next subject which we shall have to discuss is friendship.
For it is some sort of excellence or virtue, or involves virtue, and it is,
moreover, most indispensable for life. No one would choose to live without
friends, even if he had all other goods.
2. Friendship also seems to hold states together, and lawgivers
apparently devote more attention to it than to justice. For concord seems to be
something similar to friendship, and concord is what they most strive to
attain, while they do their best to expel faction, the enemy of concord.
When people are friends, they have no need of justice, but when they
are just, they need friendship in addition.
3. For, it seems, we do not feel affection for everything, but only for
the lovable, and that means what is good, pleasant, or useful.
4. But it is said that we ought to wish for the good of our friend for
the friend’s sake. When people wish for our good in this way, we attribute good will to them,
if the same wish is not reciprocated by us. If the good will is on a reciprocal basis, it is
friendship. Perhaps we should add, “provided that we are aware of the good will.” For many people have
good will toward persons they have never seen, but whom they assume to be decent and useful, and
one of these persons may well reciprocate this feeling.
5. We conclude, therefore, that to be friends we must have good will
for one another, must each wish for the good of the other on the basis of one
of the three motives mentioned, andmust each be aware of one another’s good
will.
When dealing with such a complex text the student will
summarize the meaning of the text, analyze the individual forms, evaluate the
text without bias, try and understand alternative explanations. This creates a
depth of understanding when seeking to comprehend complex works and make sense
out of them. The book talks about friendship and the various meanings to that
friendship from usefulness, pleasure and virtuous friendships. It requires understanding a complex scenario
with many different parts and vantage points. The meanings are subjective but
often rooted deeply into our cultures and personal experiences. Moving through
this ambiguous analysis helps students formulate better problem solving models.
White, D. (2010). Gifted Education: Thinking (With Help From
Aristotle) About Critical Thinking. Gifted
child Today, 33 (3).
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