How do we teach young people the rigorous critical thinking and research skills to distinguish news from propaganda? How do we ensure the next generation is one which communicates civically, values honesty, and recognizes reality?
First, we have to have courses for young people to take that are centered on critical thinking. Most college campuses have an introductory course that stands alone or coincides with a writing class, but until college, most students do not have intensive critical thinking instruction.
In the critical thinking class I teach at GBCC, we read about and practice observation skills, word precision, facts and inferences, assumptions, opinions, viewpoints (and their filters), arguments, logical fallacies, and inductive and deductive reasoning. The most important part of this course is not the tests students take, but the discussions we have as we explore the concepts and share our experiences with critical thinking or the lack there of. What students learn is that they need to read, ask questions, be willing to say “I don’t know, but I’ll research it,” and then actually do it. They learn to spot those logical fallacies and not be duped by them. I tell them never to just believe anyone, not even me. They cannot trust the majority of sources, including mainstream media, because everyone has an agenda.
However, within the constructs of my high school English classroom, I still made sure students received some critical thinking lessons. During research projects, I showed students how to distinguish between legitimate and illegitimate sources, where to find those legitimate sources, and how to use them ethically. We also had a number of shared inquiry sessions during classes on the most controversial subjects that didn’t have easy answers. Here are a few questions I would ask during these sessions: Did George do the right thing when he shot Lennie? Who demonstrated the worst behavior in Romeo and Juliet? Who is responsible for the destruction of freedom and equality on Animal Farm? Through these discussions, students learned to listen to each other (regardless of whether they agreed with each other or not), go beyond their own experiences and care about people and/or characters outside of their own bubble, and look back at text support for their responses—all critical thinking skills.
Which brings me to me next point: Students need to read more, and not just for pleasure, but also for exposure to the human condition. Reading diverse texts will arm them with knowledge outside of their limited perspectives. People cannot be critical thinkers when they have limited knowledge and limited experiences.
Finally, it’s not just young people who need to learn these skills. We have far too many adults who are role models for these young people that do not have critical thinking skills. I’ve said it before and will say it again: We cannot expect our children to learn skills the adults in their lives are not demonstrating on a daily basis.