The Critical Thinking Path to Controlling Cognitive Biases

Autor/in	Atwood, Phyllis
Titel	The Critical Thinking Path to Controlling Cognitive Biases
Quelle	In: COABE Journal: The Resource for Adult Education, 11 (2022) 1, S.81-90 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Adult Students; Adult Educators; Critical Thinking; Cognitive Processes; Bias; Thinking Skills; Heuristics; Decision Making; Misconceptions; Psychological Patterns; Expectation; Teacher Attitudes; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Kritisches Denken; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Heuristik; Decision-making; Entscheidungsfindung; Missverständnis; Expectancy; Erwartung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Cognitive biases restrict and even prevent the acceptance of new information, but the introduction of critical thinking may help control bias. The subject is a case study of how educators with adult students use critical thinking to control cognitive bias. The topic of cognitive bias is well researched, with over 150 different types of bias identified and insights into how instructors' biases might affect student success in the literature review. Hopefully, this addition to the field will reveal how we design curriculum, invite students to join, and share our knowledge about how we know what we know. The recognition and understanding of why we think the way we do is perhaps the first step to acquiring knowledge and program success. (As Provided).
Anmerkungen	Coalition on Adult Basic Education. PO Box 1820 Cicero, NY 13039. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: https://coabe.org/coabe-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01