葉尼斯、貝爾、馬克貝刻的批判思考觀在成人批判教學上的意義

On Critical Thinking Theories and their Implications in Constructing Adult Critical Thinking Teaching Models: The Perspectives of Ennis, Beyer and McPeck.

本文旨在從葉尼斯、貝爾、馬克貝刻的批判思考觀點，分析成人批判思考的可能教學模式。結果發現葉尼斯、貝爾的批判思考取向，係採取形式邏輯推理的立場，主張批判思考包含一系列澄清、判斷、推理、評鑑等有關推理的能力、態度，因之，成人批判思考教學所謂的批判者在培育上述的邏輯推理能力及態度，具有Know How的性質；因之，批判思考教學首先需澄清批判的意義及包含的層面，再之診斷受教者的批判思考能力，繼之才是依批判思考能力的範圍及層次加以教學，最後則予以評鑑。馬克貝刻則以學科認識論的觀點，從Know How及Konw What的觀點，主張批判思考係有關學科知識成立的內涵結構及認識方法的反省，因之批判思考教學首在領域知識的「結構」分析及方法論的探究，繼之予以理性批判能力及態度的訓練。上述葉尼斯、貝爾、馬克貝刻都以微觀的心理學觀點予以處理，惟兩者最大的不同在於主張批判思考方法與批判內容是否相關，這兩種觀點在培育成人批判思考上都有其功能及適用範圍，宜適所適用。

In terms of theories of critical thinking by Beyer, Ennis, McPeck, this paper attempts to explore the possibilities of construction of teaching model for adults critical thinking. It is founded that the model of critical thinking constructed by Beyer, Ennis is valuable for fostering adults logic reasoning ability. The model is therefore benificial to adults daily life problem-solving. However the theory of critical thinking, according to McPeck, is content bound.Content-organization is hence very important in adults critical thinking.It is recommended that a reasonable model for adult critical thinking should be constructed adopting synthetically the perspectives of McPeck, Beyer, Ennis.