Bertrand Russell on Critical Thinking :: Critical Thinking Essays

Bertrand Russell on Critical ThinkingThe ideal of over circumstantial cerebration is a central adept in Russells philosophy, though this is not yet generally recognized in the literature on faultfinding thinking. For Russell, the ideal is embedded in the fabric of philosophy, science, liberalism and rationality, and this paper reconstructs Russells account, which is scattered end-to-end numerous papers and books. It appears that he has stupefyed a rich conception, involving a complex set of skills, dispositions and attitudes, which together delineate a virtue which has both intellectual and moral aspects. It is a view which is rooted in Russells epistemological conviction that knowledge is difficult but not impossible to attain, and in his ethical conviction that freedom and independence in inquiry atomic number 18 vital. Russells account anticipates many of the insights to be found in the recent critical thinking literature, and his views on critical thinking are of enormous impressiveness in understanding the nature of educational aims. Moreover, it is argued that Russell manages to avoid many of the objections which fuck off been raised against recent accounts. With respect to impartiality, thinking for oneself, the importance of feelings and relational skills, the nexus with action, and the problem of generalizability, Russell shows a deep understanding of problems and issues which befuddle been at the head of recent debate. The ideal of critical thinking is a central one in Russells philosophy, though this is not yet generally recognized. Russells name seldom appears in the immense literature on critical thinking which has emerged in philosophy of education over the past twenty years. Few commentators have noticed the importance of Russells work in connection with any hypothesis of education which includes a critical component. Chomsky, for example, reminds us of Russells humanistic conception of education, which views the schoolchild as an independent person whose development is threatened by indoctrination. Woodhouse, in like manner appealing to the concept of growth, points out Russells concern to protect the childs freedom to process man-to-man judgment on intellectual and moral questions. Stander discusses Russells claim that development all too often encourages the herd mentality, with its fanaticism and bigotry, failing to develop what Russell calls a critical habit of mind. (1) The threat of indoctrination, the importance of individual judgment, and the prevalence of fanatical opinions all point up the need for what instantly is called critical thinking and Russells work is valuable to anyone who wants to understand what this kind of thinking entails and why it matters in education.