No site www.turtletrader.com encontram-se muitos textos que considero de valor. Sinto-me bastante identificado com este portanto resolvi partilhar.
Um outro site que acho interessante é este (tb sobre a vertente psicológica) http://www.seykota.com/tribe/
Tanto num como no outro site não se encontram "fórmulas mágicas" para nada, mas a meu ver, indicam um caminho.
Dispositions: Critical thinkers have dispositions that are skeptical and open-minded. They value fair-mindedness, 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.
Criteria: To think critically, you must apply criteria. This means you need to set conditions that must be met for you to judge something as believable.
Argument: Is a statement or proposition with supporting evidence. Critical thinking involves identifying, evaluating, and constructing arguments.
Reasoning: You have the ability to infer a conclusion from one or multiple premises. To do so requires examining logical relationships among statements or data.
Point of View: POV is the way you view the world, which shapes your construction of meaning. In a search for understanding, critical thinkers view phenomena from many different points of view.
Procedures for Applying Criteria: Other types of thinking use a general procedure. Critical thinking makes use of many procedures. These procedures include asking questions, making judgments, and identifying assumptions.
Force Feeding the Students
Mindless memorization: Like fattening a goose before slaughter, force feeding students endless content in the form of declarative sentences and then asking them to remember the content is mindless teaching at its best, and mental torture at its worst.
The art of the question: We need questions to jumpstart our intellectual engines. Questions generate more questions until the student takes ownership of the material and focuses thinking on a process to gain the answer. The questions we ask determine where our thinking goes. When learners are asked to memorize facts, it’s as if they were told to repeatedly step on the brakes in a vehicle that is parked. Their mind goes nowhere.
Go below the surface: Deep questions drive our thoughts below the surface of things and force us to deal with the complexity of what is real.
Define the task: Purposeful questions force us to define our task. We must begin to evaluate information instead of mindlessly accepting it as truth. We begin to look at our sources of information as well as the quality.
Find Meaning: Questions of interpretation force us to examine how we are organizing or giving meaning to information.
Discover the facts: Questions of assumption force us to examine what we are taking for granted.
Show Direction: Questions of implication force us to follow through on where our thinking is going.
Find Context: Questions of point of view force us to examine our point of view and to consider other relevant points of view.
Focus: Questions of relevance force us to discriminate what does and what does not bear on a question.
Look for truth: Questions of accuracy force us to evaluate and test for truth and correctness.
Look for detail: Questions of precision force us to define details and be precise.
Self examine: Questions of consistency force us to examine our thinking for contradictions.
Put it all together: Questions of logic force us to consider how we are putting the whole of our thought together, to make sure that it all adds up and makes sense within a reasonable system.
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