Critical Reading,

Writing, and Thinking

 WEEK 15
Agenda:

The Challenges and Barriers to

Critical Thinking in the 21st
Century

2
It combats the power of advertisers and capitalistic media, unmasks the
unscrupulous and pretentious, and exposes unsupported arguments.

Students enjoy learning the skill because they immediately see how it gives
them more control. They argue better in school. They persuade people around
them much easier. They build confidence to influence others.

3
In particular, people adopt false ideas for several
reasons:
◎ People believe stories because they are the ones
available (due to lack of other source)
◎ Beliefs may justify past actions (to pacify guilt and
protect pride)
◎ People may not recognize the significance of their
own perceptions (due to low self-esteem and poor
sense of self-worth)
◎ People may not want to question their beliefs (to
avoid disappointing or painful reality)

4
The Challenges and Barriers to
Critical Thinking in the 21st
Century

5
 1. EGOCENTRIC
THINKING
Egocentric thinking is a natural tendency to view
everything in relation to oneself, sometimes to a
point of having narcissistic or messianic mindsets.

6
 1. EGOCENTRIC
THINKING
As students explore themselves and their rightful places where
they can fill accepted and appreciated, egocentric thinking
may become more apparent. After all, they need experiences,
opportunities for debate, brainstorming sessions, and the
chance to ask meaningful questions in order to recognize and
understand the viewpoints of others.

7
2. GROUP THINK
Groupthink is described as a mental phenomenon
where people belonging to the same group adopt the
same manner of thinking and the same principles,
regardless of how irrational or illogical they are, for the
sake of maintaining a harmonious relationship or
reputation.

Groupthink can lead to unhealthy decision-making

patterns.

8
3. DRONE MENTALITY
This mentality is dangerous in a classroom because learners
forget how to respond to new circumstances. It also causes
them to shy away from challenges for the sake of ease and
convenience. They prefer to stay cooped up in their comfort
zones, possibly due to fear of getting rejection, getting
embarrassed in front of other people, or feeling disappointed
of themselves.

Teachers and students should be in constant connection with

each other to remove whatever barrier there is that makes
learning awkward and frightening at times.

9
4. SOCIAL
CONDITIONING
Unwanted assumptions and stereotyping lead to social
conditioning. Commercialism and capitalism do not
seem to help either as they dominate media with
information controlled by profit-based desires.

10
4. SOCIAL
CONDITIONING
The ability to think outside of the spectrum is a priceless
asset because most students do not realize they are being
conditioned to think a certain way.

Teachers can help their learners by presenting objective

information and then by subsequently providing different
interpretations, which may be used by students as examples
to create their own interpretations later on.

11
 5. BIASED
EXPERIENCES
Personal biases can prohibit critical thinking because
they prevent the thinker from being fair, inquisitive and
open-minded.

12
 6. TIME PRESSURE
It is especially important that teachers do their
best to create a learning schedule that is not
hindered by time constraints. However, since this
is not possible for all activities and quizzes due
to class scheduling concerns, students should
also adhere to set rules and instructions to avoid
experiencing any problems.

13
 7. INTOLERANCE AND
ARROGANCE

Intolerance and arrogance are never characteristics that

will match the descriptions of genuine critical thinkers.
Furthermore, finding solutions is almost impossible
while having close-mindedness. Without critical
thinking skills, people usually react thoughtlessly and
recklessly to situations.

14
 7. INTOLERANCE AND
ARROGANCE

If learners believe no better solution to a problem exists, a

teacher must have students question their logic.
• What do I think about this topic?
• What could be the reason behind this thought?
• Where and how did I know about this information?
• What does the information imply?
• Would it be more beneficial if I change my view?

15
THANK YOU!

16