Critical Thinking in Health and Social Care by Stella Jones-Devitt

By Stella Jones-Devitt

Critical pondering in future health & Social Care is designed to equip practitioners with the information and instruments they should seriously study perform of their personal office. The booklet offers more than a few various approaches, each of that is defined and level-headed in perform utilizing case experiences, problem-solving situations and place of work examples. the sensible instruments which shape the middle of the e-book are contextualised by means of an exploration of what constitutes wisdom and proof and the categories of assumptions that are generally held and that have a pertaining to perform.

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Emergence of learning organisations This strand explores the place of learning and continuous innovation within organisations. It assesses why some companies appear to be particularly successful at knowledge production and transfer and the resonance for the wider market economy. A further layer of complexity is added when assessing the characteristics of knowledge, per se. Curry (1997) defines two principal types of knowledge: 1 Imaginary or fantastical knowledge which is accepted as part of the historical knowledge base of society, yet has no direct relationship to material reality 2 Practical knowledge which is directly relevant to the material world.

As an avid Enlightenment thinker, de Tracy suggested that it referred to an emerging science of ideas which would eventually enjoy the same status as established sciences like physics and biology. Ideology, in this context, would play a keen role in determining the boundaries of acceptable knowledge. Heywood (1998) suggests that ideology influences contemporary society in a number of ways: it provides an overarching framework through which the world is understood; it helps to set goals and inspires activity towards meeting these defined targets; ideology shapes political systems and governance; ideology provides what Gramsci (1935, cited in Heywood, 1998) defined as the ‘commonsense’ of the age, in which ideas and knowledge provide social and cultural cohesion and unification.

12 ...................................................................................................................................................................................................... qxd 14/6/07 10:30 AM Page 13 THINKING CRITICALLY ABOUT CRITICAL THINKING a paradox in teaching critical thinking skills known as ‘Authoritative Democracy’. Given the need for critical thinking to inculcate thinking for one’s self, the more directive a content-based curriculum becomes, then the less likely is the development of individual thinking skills.

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