Is Critical Thinking of an Art College Student Different from a Science College Student - Coursework Example

Is Critical Thinking of an Art College Different from a Science College Critical thinking is among the most important skills that are indispensable for both art and science college students and this is mainly because it allows students to develop the skills necessary to assess, understand, and record their experiences as well as facts concerning the issues under study. Critical thinking is an essential skill for both science and art student because it helps them to have the necessary knowledge to conduct their studies as well as be able to become successful in the world outside college. Therefore, critical thinking of an art college student is not different from a science college student because it is a skill that makes possible their excellence when conducting their studies. One of the most fundamental critical thinking skills that have to be developed in college is interpretation (Le Cornu, 2009). All college students, whether in the sciences or arts, should develop skills in interpretation because this is an essential part of their learning process. By having this skill, they can be able to understand the meanings of the information that they are presented with and through this understanding, they can pass on the information to others. In the process of studying, having interpretation skills is indispensable in ensuring that they thoroughly understand the information that they have at hand, especially that information that can be considered new, and through this understanding are able to present it in their own words. The development and application of concepts are aided through having interpretative skills because they make possible new knowledge that can be used to further broaden information within the field of study. The ability of students to interpret any new knowledge or information that they encounter is essential in making sure that create new ideas that are useful in their studies since it is these new ideas that will help them become better scholars while at the same time aiding in the expansion of their knowledge. Another critical thinking skill that all college students should possess it that of analysis because this is a skill that enables them to ensure that they are able to collect information from different sources and connect them in such a way that they find out what it is meant to represent (Le Cornu, 2009). Through finding out what information is meant to represent, students can read in between the lines and find out whether the information that they have been studying is applicable or not. The applicability of information is an essential part of the learning process and analysis ensures that students find out the consequences of the information that they have at hand so that they can know whether to make use of it. It is through making analyses that students can better understand the reasons behind certain information is being presented in different ways and how they can improve upon or take advantage of it to further their knowledge in their field of study. Moreover, through making analyses, students become proficient in thinking on their feet and this provides them with an opportunity to ask and answer any pertinent questions that might be brought their way at any given time. In this way, students become independent of their tutors in a positive manner where they can analyze information for themselves and come up with their own conclusions without being overly influenced by others. Inference is another aspect of critical thinking that is important for both sciences and arts students because it allows them to determine whether they have all information that they need. Collecting information is one of the most fundamental procedures in a college situation because it is through it that students are able to gain a better understanding of what they have learned (Kompf and Bond, 2001). However, there are instances where students make conclusions without necessarily having all the information at hand and this creates a situation where these students are not able to have an understanding of the whole scenario under study. However, through inference, students are able to recognize those circumstances where they do not have all the information that they need and consequently will seek out the missing information so that they can develop a better understanding of what they are studying. Inference allows students to make a critical assessment of subjects under study, find out what information is missing, add the missing information, and develop an understanding of it in such a manner that they are able to use it to further their academic goals. It is through this process that students are able to find the best solutions to the problems that they encounter in the duration of their studies and this allows them to not only develop research skills, but also problem solving skills which are critical even in life after college. Evaluation is an essential part of critical thinking and this is mainly because it allows students to gauge whether the information that they have at hand is credible. This is an important aspect because it ensures that students are able to evaluate critically all information that they have in order to make certain that it is not based on falsehood but fact (Reynolds, 2011). The ability to evaluate different sources as well as to ensure that there is an understanding of the motivations behind why an author came up with some information is essential in ensuring that students can express their knowledge. Evaluation allows for the development of accurate knowledge that ensures that there is continued credibility in the students’ learning process since they are able to determine the best information that they can use in their studies. Furthermore, students are also able to make their own opinions concerning different sources of information and this is normally a first step in ensuring that they develop independent thinking from a scholarly perspective. Independent thinking through the evaluation of different sources makes it possible for students to develop those attributes that are essential in the development of more knowledge rather than the recycling of the same. In both sciences and arts, critical thinking is necessary in developing self-regulation among students because this allows them to know their limits. The ability of students to gauge their thinking abilities allows them to develop the skills that they do not have and work on their strengths to ensure that they are able to lead successful lives both in college and in their work lives (Paul, 1982). The awareness of their thinking process helps students become proficient in their studies since they are able to make use of their strengths in order to come up with better results. In this way, students are able to recognize their weakness and know when to put their pride aside and seek the help that they need in order to get a better understanding of different issues that they are studying. In conclusion, the discussion above has attempted to show that critical thinking is a universal concept that applies to both sciences and arts students in college and the skills involved within it are not different for either of these subject categories. This is because critical thinking allows college students to develop skills in interpretation, analysis, inference, evaluation and self-regulation, which make it possible for them to become successful in their studies. Through critical thinking, college students can be able to develop the skills that they need to solve problems once they begin their careers, especially in the highly competitive atmosphere that has developed in the workplaces of the world today. Thus, critical thinking is not so different for sciences and arts students in college and it has to be appreciated that they all need it in order to achieve success. References Kompf, M. & Bond, R. (2001). “Critical reflection in adult education.” In T. Barer-Stein and M. Kompf (eds.). The craft of teaching adults. Toronto, ON: Irwin. Le Cornu, A. (2009). Meaning, Internalization and Externalization: Towards a fuller understanding of the process of reflection and its role in the construction of the self. Adult Education Quarterly 59(4), 279–297. Paul, R. (1982). Teaching critical thinking in the strong sense: A focus on self-deception, world views and a dialectical mode of analysis. Informal Logic Newsletter 4(2), 2-7. Reynolds, M. (2011). Critical thinking and systems thinking: towards a critical literacy for systems thinking in practice. In: Horvath , Christopher P. and Forte, James M. eds. Critical Thinking. New York: Nova Science Publishers. Read More