Pakistan: The Road Not Taken

 

Critical Thinking

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Teaching critical thinking is a valuable and complex process that involves developing the skills necessary to analyze, evaluate, and interpret information effectively. Here's a detailed step-by-step guide to help you teach critical thinking:

1. Understand Critical Thinking: Before teaching others, ensure you have a clear understanding of what critical thinking is. It involves actively and objectively analyzing information, considering various perspectives, and making reasoned judgments.

2. Define Objectives: Determine what specific critical thinking skills you want to teach. These could include analyzing arguments, evaluating evidence, problem-solving, logical reasoning, and decision-making.

3. Create a Supportive Environment: Foster an open and respectful classroom or learning environment where students feel comfortable expressing their ideas and challenging assumptions.

4. Introduce Concepts: Start by introducing foundational concepts like logic, reasoning, evidence, bias, and fallacies. Use real-world examples to demonstrate these concepts in action.

5. Encourage Questioning: Teach students to question information, assumptions, and conclusions. Ask open-ended questions that encourage them to think deeper and explore different viewpoints.

6. Teach Analytical Skills: Provide exercises that require students to break down complex ideas into their component parts. Analyze different elements of an argument or issue to understand how they relate to each other.

7. Evaluate Evidence: Guide students in assessing the credibility and relevance of sources and evidence. Teach them how to differentiate between reliable sources and unreliable ones.

8. Discuss Bias and Assumptions: Explore the concept of bias and how it can influence thinking. Encourage students to identify their own biases and consider how they might affect their analysis.

9. Practice Problem-Solving: Present real-world problems that require critical thinking to solve. Encourage students to explore multiple solutions, weigh their pros and cons, and justify their choices.

10. Explore Counterarguments: Teach students to engage with counterarguments. This helps them understand opposing viewpoints and strengthens their ability to construct more persuasive arguments.

11. Foster Creative Thinking: Critical thinking also involves creativity. Encourage students to think outside the box, generate innovative solutions, and consider unconventional perspectives.

12. Teach Decision-Making: Guide students through the process of making informed decisions. Discuss factors like risks, benefits, ethical considerations, and long-term consequences.

13. Engage in Socratic Dialogue: Use the Socratic method, where you ask probing questions to guide students to discover answers themselves. This approach promotes active thinking and discussion.

14. Collaborative Learning: Encourage group discussions and debates. Collaborative learning helps students learn from each other's perspectives and enhances critical thinking through interaction.

15. Provide Feedback: Offer constructive feedback on students' arguments and analyses. Emphasize both strengths and areas for improvement.

16. Practice, Practice, Practice: Critical thinking is a skill that improves with practice. Assign regular assignments, case studies, debates, and projects that require students to apply critical thinking.

17. Reflect and Discuss: Periodically have reflective discussions where students share how their critical thinking skills have developed and how they've applied them outside the classroom.

18. Model Critical Thinking: Demonstrate critical thinking in your own discussions, lectures, and interactions. Be open to adjusting your views based on evidence and logical reasoning.

19. Provide Resources: Share books, articles, videos, and online resources that explore critical thinking and its applications.

20. Assess Progress: Use quizzes, exams, presentations, and projects to assess students' critical thinking skills. These assessments should reflect real-world problem-solving scenarios.

Here are some examples for each of the 20 points mentioned earlier:

1. Understand Critical Thinking:

• Example: Explain to students that critical thinking involves examining information from various angles before forming an opinion. Use a news article as an example and discuss how different people might interpret the same story differently based on their perspectives.

2. Define Objectives:

• Example: State that the objective is for students to be able to identify logical fallacies in arguments. Provide a list of common fallacies and ask them to find examples in advertisements or political speeches.

3. Create a Supportive Environment:

• Example: Establish a classroom rule that everyone's opinions will be respected and valued, even if they differ from the majority.

4. Introduce Concepts:

• Example: Teach students the concept of deductive reasoning using the classic example: "All humans are mortal. Socrates is a human. Therefore, Socrates is mortal."

5. Encourage Questioning:

• Example: Present a controversial statement like "Social media is beneficial for society." Ask students to write down reasons supporting and opposing this statement.

6. Teach Analytical Skills:

• Example: Provide a complex argument about climate change and ask students to break it down into its main premises and conclusions.

7. Evaluate Evidence:

• Example: Show students two articles about a scientific discovery, one from a reputable source and another from an unreliable blog. Discuss the differences in evidence and credibility.

8. Discuss Bias and Assumptions:

• Example: Show a news article covering a political event and discuss how the author's bias might have influenced the language used and the information included.

9. Practice Problem-Solving:

• Example: Present a scenario where a town is facing an environmental crisis. Ask students to brainstorm possible solutions, considering short-term and long-term consequences.

10. Explore Counterarguments:

• Example: Assign students a debate on a controversial topic like genetically modified organisms (GMOs) and require them to argue both in favor and against GMOs.

11. Foster Creative Thinking:

• Example: Ask students to imagine an alternative ending to a historical event and explain how it might have impacted the course of history.

12. Teach Decision-Making:

• Example: Present a scenario where a character has to choose between two job offers. Guide students through a decision-making process considering factors like salary, work-life balance, and career growth.

13. Engage in Socratic Dialogue:

• Example: Use the Socratic method to explore the concept of justice by asking a series of questions like "What is justice?" and "Can an unjust action ever be justified?"

14. Collaborative Learning:

• Example: Divide the class into groups to analyze a case study involving a complex ethical dilemma. Each group presents their analysis, and the class discusses different viewpoints.

15. Provide Feedback:

• Example: After a debate, give feedback to each student on their argumentation skills, acknowledging strengths like effective use of evidence and suggesting areas for improvement.

16. Practice, Practice, Practice:

• Example: Assign a weekly "critical thinking challenge" where students analyze a real-world news article, identifying logical fallacies and evaluating the evidence.

17. Reflect and Discuss:

• Example: Hold a class discussion at the end of the semester where students share instances when they applied critical thinking skills outside of the classroom.

18. Model Critical Thinking:

• Example: During a lecture, demonstrate your willingness to change your viewpoint based on strong evidence or compelling arguments from students.

19. Provide Resources:

• Example: Share a TED Talk or an article discussing cognitive biases and how they affect decision-making.

20. Assess Progress:

• Example: Create a final project where students have to analyze a complex issue, present their findings, and defend their conclusions using critical thinking skills.

Expecting Sehwag to do the unexpected

Siddhartha Vaidyanathan in Cricinfo

Opposition captains always feared: what if Sehwag gets going? Everyone else just learned to accept that he would forever surprise


Going up: Sehwag constantly turned traditional batting concepts on their head © AFP



The heart wishes Virender Sehwag had retired after a rousing Test, his team-mates chairing him off the ground, the crowd bidding him adieu with a standing ovation. The mind understands that this was never going to come to pass, that Sehwag's days as an international cricketer were long past, and that he would tweet the news of his exit (as he had promised late last year) and be off without a fuss.

The end was as abrupt as it was apt. Not for him a press conference bathed in emotion, or a speech that tugged at heartstrings. There was no grand felicitation, there were no teary goodbyes. Instead he went his own way, wrapping up with a tweet that started "I hereby… " and a statement that began, "To paraphrase Mark Twain…"

None of this should come as a surprise; to have experienced Sehwag's career is to have come to expect the unexpected. During times when conventional wisdom advised circumspection, he would blast off. Where other batsmen shut shop a few overs before stumps, he saw it as an opportunity to pick off boundaries. When opposition captains pushed mid-off and mid-on back, he didn't look at it as a chance for singles; instead he was determined to launch the ball over the fielders' heads. Where team-mates used the services of a nightwatchman, he deemed it an insult ("If I can't play for 25 minutes, I'm not much of a batsman.")

Stories of Sehwag's counter-intuition are legion. He once charged a medium-pace bowler in a Ranji Trophy game, swished wildly, and missed by more than a foot. That in itself should come as no surprise, except, as his former team-mate Aakash Chopra wrote on this website, it was little but an act. On "one of the worst pitches", Sehwag was actually trying to mess with the bowler's length. Sure enough, the trick rattled the opponent. The next two balls pitched short. And Sehwag smashed two fours.



Paul Harris ended up the loser in his contest with Sehwag in 2008 © Getty Images


The common refrain while talking about Sehwag's batting is how his approach was so simple, how the see-ball-hit-ball approach served him so well. This, of course, is partly true - he has himself acknowledged the value of clearing all clutter from the mind - but it is also somewhat reductionist. Sehwag might not have analysed ground conditions and wagon wheels with a high level of granularity (and, back in 2006, he might not have known about Pankaj Roy and Vinoo Mankad's record partnership) but he was far from unschooled. He analysed his innings and dismissals, and spoke to those he respected about technical glitches, taking on advice from openers as varied in approach as Sunil Gavaskar and Kris Srikkanth. He enjoyed chatting with psychologist Rudi Webster (he was especially curious to hear about the early struggles of Viv Richards, whom Webster likened Sehwag to) and sometimes surprised team-mates by reeling off names of bowlers he had faced in stray innings.

Most significantly he was astute enough to constantly upend traditional approaches to batting. Where Sachin Tendulkar was bogged down, padding away Ashley Giles bowling over the wicket, Sehwag backed away and slashed; charged diagonally and slashed; and, in what was little short of a tight slap across the bowler's face, reverse-swept without a care in the world. None of this was blind slogging; it was a planned assault to disrupt a bowler's rhythm, nullifying his negative tactics. Six years on, when another left-arm spinner targeted his pads, Sehwag challenged him: "Come round the wicket and first ball I'll hit you for a six." Paul Harris - with a long-off, long-on, deep midwicket and a deep point - accepted the dare. And sure enough, the first ball soared over the sightscreen.

Such provocation wasn't merely an instinctive flash of bravado. Like the smartest of bowlers, Sehwag understood when to needle the opposition and when to send out a message by shutting up. Against Australia in Chennai in 2004, he made friendly small-talk with some fielders as he walked off after the first day's play. But come the end of the fourth day, with India chasing a tricky target, he pounded a drive past Glenn McGrath and strode off, chin up, with a raging sense of purpose. "You have to show the other team that you're here to win," he would later say of that unforgettable walk-off.



Fury Road: Sehwag set up India's record chase against England in Chennai in 2008 © AFP


It has often been pointed out that Sehwag averaged slightly over 30 in the third and fourth innings of Tests with just one hundred, a stat used to demonstrate his frailty under "scoreboard pressure". What is not highlighted as much is that he averaged a mighty 65.91 in the second innings of Tests, with 12 hundreds - many of which came after the opposition had piled on massive scores. When New Zealand amassed 630 in Mohali in 2003, Sehwag responded with 130; when South Africa piled on 510 in Kanpur in 2004, he answered with 164; when Pakistan erected 679 in Lahore in 2006, he blitzed 254; and when South Africa put on 540 in Chennai in 2008, he smoked the fastest Test triple-hundred. As important as it is to celebrate Sehwag the match-winner, it's vital to hail Sehwag the match-saver: the opening batsman who drew games not by playing out time but by rollicking along at berserker pace, eliminating threats of India following on.

What this meant was that, despite his poor fourth-innings record, teams were often hesitant to declare in the third innings, the fear of "what if Sehwag gets going?" never far from their calculations. There is no stat to quantify the psychological effect that Sehwag had on fielding teams but an Ian Chappell quote from 2005 sums up the sentiment: "Sehwag can change the course of a match with the ease of Moses parting the Red Sea".

Over the years there were a number of innings when Sehwag parted the metaphorical Red Sea, but the apex of match-changeability arrived on that December afternoon in 2008 - a month after the terrorist attacks in Mumbai - when England set India 387 for victory in Chennai. The odds were grim. No team had chased more than 155 at the ground and no team had achieved a fourth-innings target of more than 276 at any Indian venue.

None of this mattered to Sehwag. He had begun the fourth day by telling Ravi Shastri, "We could easily chase 300-plus against England," and then gone on to burn the batting manual, juddering a 68-ball 83 to fire-start the chase. There were rasping upper cuts and swirling sixes; the short balls ending up in the V between point and third man, the full ones in the V between square leg and midwicket. It was a kind of innings that galvanises the team to dare to dream; an innings that sends shock waves through the fielding side; and an innings that makes ten-year-olds want to reach for their bats, getting them hooked to the game for good.

Once the win was achieved, Tendulkar was asked about Sehwag's mighty eruption. "We are quite used to that," he said with a smile. "You kind of expect something which is not expected."

He may as well have been summing up a once-in-a-lifetime career.