<HTML>While I think that the development of critical thinking is extremely
important in terms of all education, Jewish and otherwise, I do not
approach the concept in the same manner that David Bernstein does. From my
perspective, critical thinking is defined as developing the ability to
analyze, to see differences in emphasis and approach, rather than to find
flaws and inconsistencies.
While analysis does have the potential to be destructive and ultimately to
devalue that which is being analyzed, I believe that one can
simultaneously promote the postulate, "Eilu VaEilu Divrei Elokim Chayim"
and also force students to engage in higher-order thinking. To this end,
whenever I teach anything, I am sure to provide more than one approach to
the issue, i.e., more than one commentary, more than one means for
understanding the commentary, more than one reason for a particular issue,
etc., and then proceed to challenge the students to articulate why each
position developed, what the pros and cons of the relative positions may
be, and even which they personally prefer and why.
The latter demand is designed to attempt to have students endow what they
are learning with personal meaning, rather than treat all ideas and
concepts at arms length. The Shakla VeTarya that results among the
students discussing their various ideas, then combine with the statements
of the Meforshim or Manei D'Amar being considered, allowing the students
to participate in the "Great Conversation" that the enterprise of learning
constitutes.
Jack Bieler
Hebrew Academy of Greater Washington</HTML>
