identifying factors from
a
number of
Thebenefits gained by
students whouse
withthe hallmarks ofcritical thinking.
graphic
orga-
to sensual
pleasure,
courses that contribute to or affect perceived sensual plea-
nizers are coincident
or environment. Further, it has
As noted, graphic organizers help
students (a) to integrate,
sure offered
the
that
by
product
classroom materials based upon stu-
organize, andsynthesizeideas, (b)
to see
relationships
among
infor-
been
dents’
argued
using
vocabularies can help instructors to foster
concepts, (c) to apply concepts,
and
(d)
to
generalize
existing
withintheirstudents critical thinkingskills (Brookfield, 1987).
mation fromonecontext to another (see Griffin, Malone,
&
Asthe student
his/her program, terminol-
Kameenui, 1995; Mealy
&
Nist, 1989; Robinson
&
Kiewra,
progresses through
that is
and
used in the classroom
1995). Indeed, eachoftheseskills is importantto processes
ogy
consistently
repeatedly
will become
into this
associated with critical thinking andproblem-solving. For
integrated
&dquo;existing&dquo; vocabulary.
instance, to consider
the role ofcontext (Brookfield, 1987),
Critical
in the Classroom
students must identify and synthesize information about
Thinking
Astextiles and
educators, webelievethat our
amongcontexts andoutcomesassociated with
clothing
relationships
to students is twofold. First, we must
contexts. Similarly, to imagine or explore alternative ex-
responsibility
pre-
coop-
students tobe
flexible, and
or solutions (Brookfield, 1987), students must
planations
pare
visionary, discerning,
erative
musttake with them
and how its
in the Graduates of
ourprograms
ofthe indus-
and
or
to new
players
industry.
holistic
integrate
applypertinentknowledge
concepts
a
situations,
information from one context to
understanding
generalizing
work
to meet desired ends
another, newcontext. As such, the use of
graphic organiz-
try
parts
together
and to achieve
Second, wehave an
ers can foster within students
cognitive skills
central to the
sustainability.
obliga-
tion to
our students
skills, such as critical
critical
help
and
their
develop
thinking process.
that will serve themwell in
but also in their
Thus, we
that the
one-the
usedin educational
described
thinking
problem solving,
suggest
andin
graphic organizers
not
in this
modeland the
only
professional pursuits,
per-
of
paper
part
integrative
sonal lives. In
textiles and
a
recent
of 143
to
survey
the
collegeprofessors
taxonomy-be
experiencesdesigned
ofcritical
students
help
and hone critical
and
clothing,
development
mentioned
thinking
competen-
(Laughlin
acquire
thinking
prob-
skills wasoneofthe most
lem
skills. These
should in some
way
frequently
for student success
solving
experiences
cies
thought to
be
involve students in decision
similar to
important
making processes
&
Kean, 1995). Students must be
to
to
those which
will face in the
not all
equipped
adapt
they
industry. Although
economicandsocial structures in the
and
oftheeducationalmaterials
decision
forthis
thetexts
addressed
fash-
changing
industry
analyzed
study
addressing
in their
everyday lives.
professional
making(e.g.,
Critical
has been addressed and defined
ion
and consumerbehavior), webelieve that
thinking
by
theory
profes-
of tex-
component any
education scholars.
the most well known
sional decision
should be
a
multiple
Among
making
ofthese writers is
Brookfield (1987). Brookfield
thinking as being characterized by
tiles and
course. This is not to
vocational focus for
that weendorse
Stephen
clothing
say
education in textiles
has described critical
a
myopic,
higher
four
and
Rather, we
cognitive
that the
ofthe
qualities:
clothing.
order
argue
development
1
.
.
.
and
the
skills
for critical
identifying
recognizing
challenging assumptions,
higher
and
necessary
thinking
participa-
similar to
2
3
of context,
importance
can be fostered via
complexproblemsolving
and
reflective
alternatives, and
or
tion in activities
imagining
practicing
exploring
focusing upon decision-making
4
.
that which our students will face as
skepticism,
questioning
industry professionals.
claims of universal or ultimate truths.
For
instructors
use
a
combination of
example,
might
Embedded in Brookfield’s characterization of critical
role
and case studies to immerse students within
a
playing
is the belief that critical
is
a
in
simulated
environment
1987). Ourmodeland
taxonomy
board for such activities. Students
1991; Brookfield,
thinking
thinking
process
industry
(Apps,
which students learn to be
open to
try
new ideas, to call into
couldbeusedas the
spring-
question previous beliefs,
to
to
new
ways
of
thinking
and
and
may assume (i.e.,
&dquo;role
new
in
doing so. Apps (1991)
various
to solve
understand the role of each
and consumer roles and work to-
forge
meanings
play&dquo;)
industry
Brookfield
have offered
for instructors
a
outlined in acase
Tobetter
(1987)
suggestions
gether
problem
study.
trying to help
their students
critical
skills.
and consumer
develop
thinking
industry
player
their recommendations are activities such as case
and the
them, students could refer to
relationships among
Among
studies, debates, group discussions, role playing, and con-
our integrative model. Here, then, students would be re-
tent
such exercises, students learn to
to
the context of the textiles and
analyses. Through
and
quired
(a) acknowledge
alternative
and use cre-
well as the contexts ofits various com-
imagine
explore
perspectives
clothingindustry (as
ative and
to better understand these
various
and the con-
imaginative thinking
ponent parts), (b) identify
flicting agendas, (c) recognize
challenges
others’
In addition, Brookfield (1987) has noted that
and
perspectives.
perspectives
alternatives to solve and
the best
ofcritical
are those who take on
teachers
thinking
needs, (d) explore
practice negotiation
problems,
(e)
our
the
of their students,
classroom
and
skills.
be used to
in
a
related
perspectives
developing
Or,
exercise,
exercises that draw
students’
critical
students understand how
upon
Finally,
past experiences
taxonomy might
help
vocabularies.
existing
scholars have
diverseconsumerneeds andwants
benefits
can
thinking
(i.e.,
sought)
that instructors who teach critical
be met with
a
emphasized
thinking
single product.
the outcomesassociatedwiththeuse
should model critical
behaviors in the classroom
thinking
Findingsregarding
thinking
tive. Critical
Apps, 1991; Brookfield, 1987); Meyers (1986)
has noted
of critical
skills have been
(
overwhelmingly posi-
has been found to foster autonomous
that
reflective
in lectures anddiscus-
sion, teachers can domuchto encouragethis frame ofmind
&dquo;by modeling
thought
thinking
thinking (Chaffee, 1992; McPeck, 1990), creative
imagina-
in their students&dquo;
47).
tion
1990), and
to
(p.
(Walters,
adaptability
frequent change
87
Courtois
