PENYELESAIAN MASALAH
Konklusinya.. setiap orang perlulah berusaha untuk menyelesaikan masalah yang dihadapinya dengan berfikir secara rasional dan kreatif supaya masalah dapat diselesaikan dengan mudah..
Saturday 17 December 2011
BAB 2 PEMIKIRAN KRITIS, PENYELESAIAN MASALAH DAN PEMIKIRAN SAINTIFIK BY HOO AY TING A136258
Problem Solving Skills – Start Here!
"Problems are only opportunities in work clothes."
– Henry Kaiser
(American industrialist)
Problem solving is a key skill, and it's one that can make a huge difference to your career. At work, problems are at the center of what many people do every day. You're either solving a problem for a client (internal or external), supporting those who are solving problems, or discovering new problems to solve.
The problems you face can be large or small, simple or complex, and easy or difficult to solve. Regardless of the nature of the problems, a fundamental part of every manager's role is finding ways to solve them. So, being a confident problem solver is really important to your success.
Much of that confidence comes from having a good process to use when approaching a problem. With one, you can solve problems quickly and effectively. Without one, your solutions may be ineffective, or you'll get stuck and do nothing, with sometimes painful consequences.
There are four basic steps in problem solving:
Defining the problem.
Generating alternatives.
Evaluating and selecting alternatives.
Implementing solutions.
Steps 2 to 4 of this process are covered in depth in other areas of Mind Tools. For these, see our sections on Creativity for step 2 (generating alternatives); Decision Making for step 3 (evaluating and selecting alternatives); and Project Managementfor step 4 (implementing solutions).
The articles in this "Problem Solving" section of Mind Tools therefore focus on helping you make a success of the first of these steps – defining the problem. A very significant part of this involves making sense of the complex situation in which the problem occurs, so that you can pinpoint exactly what the problem is. Many of the tools in this section help you do just that. We look at these, and then review some useful, well-established problem-solving frameworks.
Defining the Problem
The key to a good problem definition is ensuring that you deal with the real problem – not its symptoms. For example, if performance in your department is substandard, you might think the problem is with the individuals submitting work. However, if you look a bit deeper, the real problem might be a lack of training, or an unreasonable workload.
Tools like 5 Whys, Appreciation and Root Cause Analysis help you ask the right questions, and work through the layers of a problem to uncover what's really going on.
At this stage, it's also important to ensure that you look at the issue from a variety of perspectives. If you commit yourself too early, you can end up with a problem statement that's really a solution instead. For example, consider this problem statement: "We have to find a way of disciplining of people who do substandard work." This doesn't allow you the opportunity of discovering the real reasons for under-performance. The CATWOE checklist provides a powerful reminder to look at many elements that may contribute to the problem, and to expand your thinking around it.
Understanding Complexity
When your problem is simple, the solution is usually obvious, and you don't need to follow the four steps we outlined earlier. So it follows that when you're taking this more formal approach, your problem is likely to be complex and difficult to understand, because there's a web of interrelated issues.
The good news is that there are numerous tools you can use to make sense of this tangled mess! Many of these help you create a clear visual representation of the situation, so that you can better understand what's going on.
Affinity Diagrams are great for organizing many different pieces of information into common themes, and for discovering relationships between these.
Another popular tool is the Cause-and-Effect Diagram. To generate viable solutions, you must have a solid understanding of what's causing the problem. Using our example of substandard work, Cause-and-Effect diagrams would highlight that a lack of training could contribute to the problem, and they could also highlight possible causes such as work overload and problems with technology.
When your problem occurs within a business process, creating a Flow Chart, Swim Lane Diagram or a Systems Diagram will help you see how various activities and inputs fit together. This will often help you identify a missing element or bottleneckthat's causing your problem.
Quite often, what may seem to be a single problem turns out to be a whole series of problems. Going back to our example, substandard work could be caused by insufficient skills, but excessive workloads could also be contributing, as could excessively short lead times and poor motivation. The Drill Down technique will help you split your problem into smaller parts, each of which can then be solved appropriately.
Problem-Solving Processes
The four-step approach to problem solving that we mentioned at the beginning of this article will serve you well in many situations. However, for a more comprehensive process, you can use Simplex, Appreciative Inquiry or Soft Systems Methodology (SSM). These provide detailed steps that you can use to solve a problem effectively.
Simplex involves an eight-stage process: problem finding, fact finding, defining the problem, idea finding, selecting and evaluating, planning, selling the idea, and acting. These steps build upon the basic process described earlier, and they create a cycle of problem finding and solving that will continually improve your organization.
Appreciative Inquiry takes a uniquely positive approach by helping you solve problems by examining what's working well in the areas surrounding them.
Soft Systems Methodology is designed to help you understand complex problems so that you can start the process of problem solving. It uses four stages to help you uncover more details about what's creating the problem, and then define actions that will improve the situation.
Using these tools – and others on our Problem Solving menu – will help you improve your approach to solving the problems that your team and your organization face. You'll be more successful at solving problems and, because of this, more successful at what you do. What's more, you'll begin to build a reputation as someone who can handle tough situations, in a wise and positive way.
Taken from website : http://www.mindtools.com/pages/article/newTMC_00.htm
Ulasan :Enjoy these articles, and welcome to enjoyable problem solving!
"Problems are only opportunities in work clothes."
– Henry Kaiser
(American industrialist)
Problem solving is a key skill, and it's one that can make a huge difference to your career. At work, problems are at the center of what many people do every day. You're either solving a problem for a client (internal or external), supporting those who are solving problems, or discovering new problems to solve.
The problems you face can be large or small, simple or complex, and easy or difficult to solve. Regardless of the nature of the problems, a fundamental part of every manager's role is finding ways to solve them. So, being a confident problem solver is really important to your success.
Much of that confidence comes from having a good process to use when approaching a problem. With one, you can solve problems quickly and effectively. Without one, your solutions may be ineffective, or you'll get stuck and do nothing, with sometimes painful consequences.
There are four basic steps in problem solving:
Defining the problem.
Generating alternatives.
Evaluating and selecting alternatives.
Implementing solutions.
Steps 2 to 4 of this process are covered in depth in other areas of Mind Tools. For these, see our sections on Creativity for step 2 (generating alternatives); Decision Making for step 3 (evaluating and selecting alternatives); and Project Managementfor step 4 (implementing solutions).
The articles in this "Problem Solving" section of Mind Tools therefore focus on helping you make a success of the first of these steps – defining the problem. A very significant part of this involves making sense of the complex situation in which the problem occurs, so that you can pinpoint exactly what the problem is. Many of the tools in this section help you do just that. We look at these, and then review some useful, well-established problem-solving frameworks.
Defining the Problem
The key to a good problem definition is ensuring that you deal with the real problem – not its symptoms. For example, if performance in your department is substandard, you might think the problem is with the individuals submitting work. However, if you look a bit deeper, the real problem might be a lack of training, or an unreasonable workload.
Tools like 5 Whys, Appreciation and Root Cause Analysis help you ask the right questions, and work through the layers of a problem to uncover what's really going on.
At this stage, it's also important to ensure that you look at the issue from a variety of perspectives. If you commit yourself too early, you can end up with a problem statement that's really a solution instead. For example, consider this problem statement: "We have to find a way of disciplining of people who do substandard work." This doesn't allow you the opportunity of discovering the real reasons for under-performance. The CATWOE checklist provides a powerful reminder to look at many elements that may contribute to the problem, and to expand your thinking around it.
Understanding Complexity
When your problem is simple, the solution is usually obvious, and you don't need to follow the four steps we outlined earlier. So it follows that when you're taking this more formal approach, your problem is likely to be complex and difficult to understand, because there's a web of interrelated issues.
The good news is that there are numerous tools you can use to make sense of this tangled mess! Many of these help you create a clear visual representation of the situation, so that you can better understand what's going on.
Affinity Diagrams are great for organizing many different pieces of information into common themes, and for discovering relationships between these.
Another popular tool is the Cause-and-Effect Diagram. To generate viable solutions, you must have a solid understanding of what's causing the problem. Using our example of substandard work, Cause-and-Effect diagrams would highlight that a lack of training could contribute to the problem, and they could also highlight possible causes such as work overload and problems with technology.
When your problem occurs within a business process, creating a Flow Chart, Swim Lane Diagram or a Systems Diagram will help you see how various activities and inputs fit together. This will often help you identify a missing element or bottleneckthat's causing your problem.
Quite often, what may seem to be a single problem turns out to be a whole series of problems. Going back to our example, substandard work could be caused by insufficient skills, but excessive workloads could also be contributing, as could excessively short lead times and poor motivation. The Drill Down technique will help you split your problem into smaller parts, each of which can then be solved appropriately.
Problem-Solving Processes
The four-step approach to problem solving that we mentioned at the beginning of this article will serve you well in many situations. However, for a more comprehensive process, you can use Simplex, Appreciative Inquiry or Soft Systems Methodology (SSM). These provide detailed steps that you can use to solve a problem effectively.
Simplex involves an eight-stage process: problem finding, fact finding, defining the problem, idea finding, selecting and evaluating, planning, selling the idea, and acting. These steps build upon the basic process described earlier, and they create a cycle of problem finding and solving that will continually improve your organization.
Appreciative Inquiry takes a uniquely positive approach by helping you solve problems by examining what's working well in the areas surrounding them.
Soft Systems Methodology is designed to help you understand complex problems so that you can start the process of problem solving. It uses four stages to help you uncover more details about what's creating the problem, and then define actions that will improve the situation.
Using these tools – and others on our Problem Solving menu – will help you improve your approach to solving the problems that your team and your organization face. You'll be more successful at solving problems and, because of this, more successful at what you do. What's more, you'll begin to build a reputation as someone who can handle tough situations, in a wise and positive way.
Taken from website : http://www.mindtools.com/pages/article/newTMC_00.htm
Ulasan :Enjoy these articles, and welcome to enjoyable problem solving!
BAB 2 : PEMIKIRAN KRITIS (A 135859)
Menjadi seorang mahasiswa institusi pengajian tinggi memerlukan kita untuk sentiasa berfikiran secara kritis!!!
OTAK MANUSIA:
OTAK MANUSIA:
Kedua-dua bahagian otak mempunyai fungsi berfikir yang tertentu:
Otak kiri: kemahiran berfikir secara logik,analitik berurutan atau susunan bahasa fakta, matematik dan ingatan
Otak kanan: kemahiran berfikir dalam bidang yang melibatkan kreativiti,sintesis,warna,reka bentuk,perasaan,irama,muzik dan imaginasi.
PEMIKIRAN KRITIS :
“ Berfikir adalah suatu kemahiran. Ia boleh dikembangkan dan diperbaiki jika seseorang itu tahu caranya.”
The important moral values that can be obtain from this video are, instead of what to think,it is supposedly, how to think.. :) Besides that, instead of memorizing facts, we must understanding the facts and how to process the information.. :)
APA ITU PEMIKIRAN KRITIS ??
Pemikiran adalah aktiviti yang dilakukan oleh manusia hampir setiap masa. Pemikiran secara
mudah boleh difahami sebagai apa saja yang berlaku dalam minda kita. Kritis membawa banyak
pengertian yang sederhana seperti sangat mendalam, terperinci, mengamati dan sebagainya.Ia
juga dimaksudkan sebagai pemahaman secara mendalam dan kritikal bagi mempertingkatkan
pemahaman.Pemikiran ini membantu individu menganalisis pernyataan dengan berhati-hati dan
mencari bukti yang sah sebelum membuat keputusan.
KEMAHIRAN BERFIKIR SECARA KRITIS:
Boleh juga didefinisikan sebagai: kecekapan dan keupayaan menggunakan minda untuk menilai kemunasabahan atau kewajaran sesuatu idea, meneliti kebernasan, kebaikan dan kelemahan sesuatu hujah dan membuat pertimbangan yang wajar dengan menggunakan alasan dan bukti yang munasabah
contoh :
- banding beza
- membuat kategori
- teliti bahagian kecil dan keseluruhan
- membuat sekuens
- menerang sebab
- membuat ramalan
- usul periksa andaian
- membuat inferens
- mengesahkan sumber maklumat
Konsep Pemikiran Kritis :
i Tidak begitu mudah menerima sahaja atau mempersetujui sesuatu; menimbang baik buruknya dahulu.
i Memikir mendalam dan memberi pertimbangan yang serius tentang sesuatu idea.
i Ianya melibatkan tiga jenis aktiviti mental; analisis, sintesis dan penilaian.
i Penilaian adalah asas pemikiran kritis; menilai idea, bukti, cadangan, tindakan dan penyelesaian.
i Penghujahan adalah aspek yang diutamakan dalam pemikiran kritis; cara memberi alasan untuk menyokong atau menentang sesuatu pendapat.
Ciri-Ciri Pemikiran Kritis :
i Reaktif; reaksi atau gerak balas terhadap idea-idea yang sedia ada dengan yakin, munasabah dan bernas.
i Penilaian; menentukan samada sesuatu idea itu patut dipercayai ataupun diterima berdasarkan keaslian, kebenaran, kejituan, kemunasabahan dan nilai idea berkenaan.
i Analisis; melibatkan penggunaan operasi dan kemahiran berfikir yang asas untuk menganalisis sesuatu hujah secara terperinci, objektif dan gigih supaya ianya difahami dengan jelas.
i Logik; merangkumi kaedah menaakul secara logik dan bersepadu dengan menimbangkan andaian yang dibuat serta sedar tentang hujah yang berat sebelah.
A. Kemahiran menganalisis secara kritis
i meningkatkan pemahaman dan menjelaskan idea tentang maklumat yang ditemui.
i Terbahagi kepada 2 kategori;
1. Menganalisis sesuatu perkara atau idea
i Pengelasan; mengenalpasti ciri-ciri utama dan implikasi ciri-ciri itu.
i Membanding dan membeza; membandingkan dengan perkara lain untuk mengenalpasti persamaan dan perbezaan.
i Meneliti bahagian-bahagian kecil dan keseluruhan; memisahkan sesuatu perkara kepada bahagian-bahagian kecil untuk menentukan bagaimana setiap bahagian itu berfungsi dengan merujuk kepada keseluruhan perkara.
2. Menganalisis Hujah
i Menerangkan sebab; mencari sebab-sebab yang digunakan dalam hujah seseorang bagi menyokong idea-idea yang bertujuan menyakinkan pihak lain.
i Mengusul periksa andaian; mengesan andaian yang diambil dalam tindakan dan kepercayaan seseorang.
B. Kemahiran Menilai Secara Kritis
i Untuk memastikan kata putus atau kesimpulan yang dibuat berkemungkinan lebih betul daripada kemungkinan salah.
i Terbahagi kepada 2 kategori;
1. Menilai maklumat
i Menentukan sumber yang diperolehi; kemahiran yang berkaitan dengan punca maklumat asas seperti media massa, buku atau pendapat orang lain.
2. Menilai Inferens
i Membuat ramalan; satu bentuk kemahiran menjangka tentang sesuatu perkara yang akan berlaku.
i Membuat inferens; satu bentuk kemahiran membuat kesimpulan awal berdasarkan maklumat-maklumat pemerhatian yang talah dikumpul.
Sikap Pemikir Kritis Yang Baik
i Berfikiran rasional; mampu meneliti pengalamannya, menilai dan menimbang pelbagai pendapat dan idea sebelum membuat keputusan. Dan juga dikatakan mampu mempertimbangkan dan memutuskan kesahihan penyataan yang dikemukakan oleh pihak lain.
i Ingin tahu dan minda terbuka.
i Mengutamakan kejituan, objetiviti dan inginkan kejelasan serta ketepatan; sentiasa mempunyai maklumat yang cukup.
i Sentiasa mencari alternatif.
i Sensitif terhadap perasaan orang lain.
In this video,we know that we can evaluate information and also our thought in a disciplined way. This can help us refined our thought processes to think and assess information more comprehensively. Besides that, we will be more able to identify or reject false ideas or ideology..
Critical thinking isn't just "thinking a lot" :)
Kuasa PEMIKIRAN KRITIS :
Pelbagai kes-kes hangat yang terpampang di akhbar-akhbar tempatan mahupun antarabangsa mengenai pelbagai kes. Antaranya adalah kes pembunuhan kejam, penculikan, rogol dan pelbagai lagi jenayah berat. Apa kaitannya perihal ‘Pemikiran Kritis‘ ini dalam perkara-perkara yang disebutkan.
Untuk pengetahuan, pemikiran secara kritis berdasarkan hujahan dan logikal berkait rapat dalam intitusi perundangan mahupun seharian. Dalam institusi perundangan ianyanya diguna pakai oleh pihak peguambela dalam mempertahankan anak guamnya manakala pihak pendakwa selaku yang memfailkan kes serta mengaitkan pihak defendan terhadap kes tersebut.
Ianya memain peranan yang sangat hebat di dalam institusi tersebut. Bagi yang sangat mahir dalam bidang pemikiran secara kritis mampu mempengaruhi sekeliling serta mempertahankan hak seseorang. Contohnya seorang peguam yang cuba menimbulkan sesuatu keraguan terhadap bukti sesuatu kes di mahkamah. Andainya dia berjaya menimbulkan sesuatu yang bertentangan mahupun menimbulkan suatu keraguan walaupun satu perkara terhadap bahan bukti tersebut, kes tersebut boleh diklasifikasikan sebagai tidak munasabah dan boleh digugurkan.
Namun yang demikian, dari pemahaman saya berkenaan pemikiran kritis, ada beberapa kes terkini yang menarik perhatian saya. Mengapa saya berpendapat begitu? Ini kerana pada peringkat siasatan dan proses pengumpulan bahan bukti telah mula timbulkan keraguan ke atas fakta pengakuan saksi utama yang juga antara tertuduh kes tersebut. Ianya akan dipertikaikan oleh pihak ‘defendan’ di mahkamah bahawa saksi berbohong dan sebagainya.
Sebagai contoh, Ali dituduh mencuri motosikal. Dalang utamanya adalah Abu. Ali yang mula-mula ditahan pihak berkuasa telah membuat pengakuan sepenuhnya dan menunjukkan lokasi kecurian berlaku. Motosikal yang dicuri telah dimusnahkan dengan tujuan untuk menutup bahan bukti. Bukti penemuan motosikal yang telah dimusnahkan itu disahkan dan diumum kepada media serta direkod sebagai bahan bukti. Pada masa yang sama Abu juga telah ditahan tetapi tidak membuat sebarang pengakuan bersalah dicatatkan. Fakta hujahan Ali telah direkodkan dan boleh diguna sebagai fakta dimahkamah. Tidak seberapa lama pihak berkuasa menjalankan siasatan, motosikal yang sebenarnya tidak dimusnahkan hanya disorokkan disuatu tempat namun Ali tetap mengaku bahawa telah memusnahkan motosikal tersebut.
Dengan terjadinya perkara sebegini, fakta dari hasil keterangan Ali tadi boleh menimbulkan keraguan dan ianya akan bertambah lebih rumit apabila pihak defendan mempertikaikan kesahihan keterangan saksi serta bahan bukti tersebut yang mana dikemukan oleh pihak pendakwa. Kesudahannya, jelas ternyata bahawa kes sedemikian tidak releven serta menimbulkan keraguan munasabah dan kemungkinan besar kesudahannya Abu digugurkan dari kes tersebut.
Itulah hasil daripada pemikiran yang kritis yang berasaskan idealogi, hujahan yang disokong oleh fakta asal yang mana ianya mampu diguna pakai untuk menegakkan kebenaran mahupun sebaliknya.
p/s: Sesungguhnya Allah S.W.T itu Maha Adil lagi Maha Bijaksana. Hambanya akan diadili dan dihisab amalannya di akhirat kelak. Mata, mulut, tangan, telinga dan pelbagai lagi anggota tubuh manusia itulah yang akan bersuara serta menjadi saksi mengenai segala amalannya di dunia.
Based on this video, it tell us that, critical thinking need skills, active, interpretation, evaluation of observations,
communication, information and argumentation.
Critical thinking provides a checklist to check the logic of an argument or statement. :)
Teruslah berfikir secara kritis dan kreatif :)
Teruslah berfikir secara kritis dan kreatif :)
Some example of critical thinking skills :
Thinking critically and applying logical frameworks involves consciously observing, analyzing, synthesizing, evaluating, and problem solving according to well-tested standards. In this course, the basic knowledge needed for critical thinking is introduced. The results of this process are further evaluated according to standards for clarity, accuracy, relevance, reliability, and fairness. Thinking skills are then exercised through observation, analysis, and problem solving.
Given the technological and informational revolution, there are ever increasing amounts of information available in most areas of industry and business. Through this course, the student develops strategies to evaluate the sources and appropriateness of the information, develops creative alternative solutions, and chooses, implements, and evaluates alternatives. The inclusion of a collaborative report and presentation prepares students for work in teams.
Given the needs of business and industry, and of society as a whole, the skills associated with logic and critical thinking are essential. Logic and critical thinking are subjects that go well together and are generally and easily grouped together in an introductory class. The skills of logical and critical thinking are conducive to a student's ability to learn, change, and adapt to new and challenging situations.
ATTRIBUTES OF A CRITICAL THINKER !!!
- asks pertinent questions
- assesses statements and arguments
- is able to admit a lack of understanding or information
- has a sense of curiosity
- is interested in finding new solutions
- is able to clearly define a set of criteria for analyzing ideas
- is willing to examine beliefs, assumptions, and opinions and weigh them against facts
- listens carefully to others and is able to give feedback
- sees that critical thinking is a lifelong process of self-assessment
- suspends judgment until all facts have been gathered and considered
- looks for evidence to support assumption and beliefs
- is able to adjust opinions when new facts are found
- looks for proof
- examines problems closely
- is able to reject information that is incorrect or irrelevant
Ferrett, S. Peak Performance (1997).
Bab 2 Do You Think? by A136040
With increased societal polarization, especially political, where people are bombarded with "facts" and opinions by pundits and experts, too many people choose to blindly follow their pundit of choice like rats following the Pied Pipers, without really thinking and questioning. I've felt that if more people were exposed to critical thinking principles, they might at least be able to identify when statements, opinions and actions aren't completely rational. This video is about teaching some very basic critical thinking standards with the intent to intrigue the viewer enough about critical thinking to learn more about the subject.
Bab 2 Lets learn from Steve Jobs by A136040
Here we see Steve Jobs delivering his commencement speech to the graduates of Stanford University in 2005. In it he talks about getting fired from Apple in 1985, life & death.
You need a lot of passion for what you're doing because its so hard. Without passion, any rational person would give up.
So if youre not having fun doing it, if you dont absolutely love it, youre going to give up.
And thats what happens to most people, actually.
If you look at the ones that ended up being successful in the eyes of society, often times its the ones who love what they do, so they could persevere when it got really tough.
And the ones that didnt love it, quit. Because theyre sane, right?
Who would put up with this stuff if you dont love it?
So its a lot of hard work and its a lot of worrying constantly.
If you dont love it, youre going to fail.
Bab 2 Critical Thinking in Everyday Life: 9 Strategies by A136040
Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like improvement in basketball, in ballet, or in playing the saxophone. It is unlikely to take place in the absence of a conscious commitment to learn. As long as we take our thinking for granted, we don’t do the work required for improvement.
Development in thinking requires a gradual process requiring plateaus of learning and just plain hard work. It is not possible to become an excellent thinker simply because one wills it. Changing one’s habits of thought is a long-range project, happening over years, not weeks or months. The essential traits of a critical thinker require an extended period of development.
How, then, can we develop as critical thinkers? How can we help ourselves and our students to practice better thinking in everyday life?
First, we must understand that there are stages required for development as a critical thinker:
Stage One: The Unreflective Thinker (we are unaware of significant problems in our thinking)
Stage Two: The Challenged Thinker (we become aware of problems in our thinking)
Stage Three: The Beginning Thinker (we try to improve but without regular practice)
Stage Four: The Practicing Thinker (we recognize the necessity of regular practice)
Stage Five: The Advanced Thinker (we advance in accordance with our practice)
Stage Six: The Master Thinker (skilled & insightful thinking become second nature to us)
We develop through these stages if we:
1) accept the fact that there are serious problems in our thinking (accepting the challenge to our thinking)
and
2) begin regular practice.
In this article, we will explain 9 strategies that any motivated person can use to develop as a thinker. As we explain the strategy, we will describe it as if we were talking directly to such a person. Further details to our descriptions may need to be added for those who know little about critical thinking. Here are the 9:
1. Use “Wasted” Time.
2. A Problem A Day.
3. Internalize Intellectual Standards.
4. Keep An Intellectual Journal.
5. Reshape Your Character.
6. Deal with Your Ego.
7. Redefine the Way You See Things.
8. Get in touch with your emotions.
9. Analyze group influences on your life.
There is nothing magical about our ideas. No one of them is essential. Nevertheless, each represents a plausible way to begin to do something concrete to improve thinking in a regular way. Though you probably can’t do all of these at the same time, we recommend an approach in which you experiment with all of these over an extended period of time.
First Strategy: Use “Wasted” Time. All humans waste some time; that is, fail to use all of their time productively or even pleasurably. Sometimes we jump from one diversion to another, without enjoying any of them. Sometimes we become irritated about matters beyond our control. Sometimes we fail to plan well causing us negative consequences we could easily have avoided (for example, we spend time unnecessarily trapped in traffic — though we could have left a half hour earlier and avoided the rush). Sometimes we worry unproductively. Sometimes we spend time regretting what is past. Sometimes we just stare off blankly into space.
The key is that the time is “gone” even though, if we had thought about it and considered our options, we would never have deliberately spent our time in the way we did. So why not take advantage of the time you normally waste by practicing your critical thinking during that otherwise wasted time? For example, instead of sitting in front of the TV at the end of the day flicking from channel to channel in a vain search for a program worth watching, spend that time, or at least part of it, thinking back over your day and evaluating your strengths and weaknesses. For example, you might ask yourself questions like these:
When did I do my worst thinking today? When did I do my best? What in fact did I think about today? Did I figure anything out? Did I allow any negative thinking to frustrate me unnecessarily? If I had to repeat today what would I do differently? Why? Did I do anything today to further my long-term goals? Did I act in accordance with my own expressed values? If I spent every day this way for 10 years, would I at the end have accomplished something worthy of that time?
It would be important of course to take a little time with each question. It would also be useful to record your observations so that you are forced to spell out details and be explicit in what you recognize and see. As time passes, you will notice patterns in your thinking.
Second Strategy: A Problem A Day. At the beginning of each day (perhaps driving to work or going to school) choose a problem to work on when you have free moments. Figure out the logic of the problem by identifying its elements. In other words, systematically think through the questions: What exactly is the problem? How can I put it into the form of a question. How does it relate to my goals, purposes, and needs?
1) Wherever possible take problems one by one. State the problem as clearly and precisely as you can.
2) Study the problem to make clear the “kind” of problem you are dealing with. Figure out, for example, what sorts of things you are going to have to do to solve it. Distinguish Problems over which you have some control from problems over which you have no control. Set aside the problems over which you have no control, concentrating your efforts on those problems you can potentially solve.
3) Figure out the information you need and actively seek that information.
4) Carefully analyze and interpret the information you collect, drawing what reasonable inferences you can.
5) Figure out your options for action. What can you do in the short term? In the long term? Distinguish problems under your control from problems beyond your control. Recognize explicitly your limitations as far as money, time, and power.
6) Evaluate your options, taking into account their advantages and disadvantages in the situation you are in.
7) Adopt a strategic approach to the problem and follow through on that strategy. This may involve direct action or a carefully thought-through wait-and-see strategy.
8) When you act, monitor the implications of your action as they begin to emerge. Be ready at a moment’s notice to revise your strategy if the situation requires it. Be prepared to shift your strategy or your analysis or statement of the problem, or all three, as more information about the problem becomes available to you.
Third Strategy: Internalize Intellectual Standards. Each week, develop a heightened awareness of one of the universal intellectual standards (clarity, precision, accuracy, relevance, depth, breadth, logicalness, significance). Focus one week on clarity, the next on accuracy, etc. For example, if you are focusing on clarity for the week, try to notice when you are being unclear in communicating with others. Notice when others are unclear in what they are saying.
When you are reading, notice whether you are clear about what you are reading. When you orally express or write out your views (for whatever reason), ask yourself whether you are clear about what you are trying to say. In doing this, of course, focus on four techniques of clarification : 1) Stating what you are saying explicitly and precisely (with careful consideration given to your choice of words), 2) Elaborating on your meaning in other words, 3) Giving examples of what you mean from experiences you have had, and 4) Using analogies, metaphors, pictures, or diagrams to illustrate what you mean. In other words, you will frequently STATE, ELABORATE, ILLUSTRATE, AND EXEMPLIFY your points. You will regularly ask others to do the same.
Fourth Strategy: Keep An Intellectual Journal. Each week, write out a certain number of journal entries. Use the following format (keeping each numbered stage separate):
1. Situation. Describe a situation that is, or was, emotionally significant to you (that is, that you deeply care about). Focus on one situation at a time.
2. Your Response. Describe what you did in response to that situation. Be specific and exact.
3. Analysis. Then analyze, in the light of what you have written, what precisely was going on in the situation. Dig beneath the surface.
4. Assessment. Assess the implications of your analysis. What did you learn about yourself? What would you do differently if you could re-live the situation?
Strategy Five: Reshape Your Character. Choose one intellectual trait---intellectual perseverance, autonomy, empathy, courage, humility, etc.--- to strive for each month, focusing on how you can develop that trait in yourself. For example, concentrating on intellectual humility, begin to notice when you admit you are wrong. Notice when you refuse to admit you are wrong, even in the face of glaring evidence that you are in fact wrong. Notice when you become defensive when another person tries to point out a deficiency in your work, or your thinking. Notice when your intellectual arrogance keeps you from learning, for example, when you say to yourself “I already know everything I need to know about this subject.” Or, “I know as much as he does. Who does he think he is forcing his opinions on me?” By owning your “ignorance,” you can begin to deal with it.
Strategy Six: Deal with Your Egocentrism. Egocentric thinking is found in the disposition in human nature to think with an automatic subconscious bias in favor of oneself. On a daily basis, you can begin to observe your egocentric thinking in action by contemplating questions like these: Under what circumstances do I think with a bias in favor of myself? Did I ever become irritable over small things? Did I do or say anything “irrational” to get my way? Did I try to impose my will upon others? Did I ever fail to speak my mind when I felt strongly about something, and then later feel resentment? Once you identify egocentric thinking in operation, you can then work to replace it with more rational thought through systematic self-reflection, thinking along the lines of: What would a rational person feel in this or that situation? What would a rational person do? How does that compare with what I want to do? (Hint: If you find that you continually conclude that a rational person would behave just as you behaved you are probably engaging in self-deception.)
Strategy Seven: Redefine the Way You See Things. We live in a world, both personal and social, in which every situation is “defined,” that is, given a meaning. How a situation is defined determines not only how we feel about it, but also how we act in it, and what implications it has for us. However, virtually every situation can be defined in more than one way. This fact carries with it tremendous opportunities. In principle, it lies within your power and mine to make our lives more happy and fulfilling than they are. Many of the negative definitions that we give to situations in our lives could in principle be transformed into positive ones. We can be happy when otherwise we would have been sad.
We can be fulfilled when otherwise we would have been frustrated. In this strategy, we practice redefining the way we see things, turning negatives into positives, dead-ends into new beginnings, mistakes into opportunities to learn. To make this strategy practical, we should create some specific guidelines for ourselves. For example, we might make ourselves a list of five to ten recurrent negative contexts in which we feel frustrated, angry, unhappy, or worried. We could then identify the definition in each case that is at the root of the negative emotion. We would then choose a plausible alternative definition for each and then plan for our new responses as well as new emotions. For example, if you tend to worry about all problems, both the ones you can do something about and those that you can’t; you can review the thinking in this nursery rhyme:
“For every problem under the sun, there is a solution or there is none. If there be one, think til you find it. If there be none, then never mind it.”
Let’s look at another example. You do not have to define your initial approach to a member of the opposite sex in terms of the definition “his/her response will determine whether or not I am an attractive person.” Alternatively, you could define it in terms of the definition “let me test to see if this person is initially drawn to me—given the way they perceive me.” With the first definition in mind, you feel personally put down if the person is not “interested” in you; with the second definition you explicitly recognize that people respond not to the way a stranger is, but the way they look to them subjectively. You therefore do not take a failure to show interest in you (on the part of another) as a “defect” in you.
Strategy Eight: Get in touch with your emotions: Whenever you feel some negative emotion, systematically ask yourself: What, exactly, is the thinking leading to this emotion? For example, if you are angry, ask yourself, what is the thinking that is making me angry? What other ways could I think about this situation? For example, can you think about the situation so as to see the humor in it and what is pitiable in it? If you can, concentrate on that thinking and your emotions will (eventually) shift to match it.
Strategy Nine: Analyze group influences on your life: Closely analyze the behavior that is encouraged, and discouraged, in the groups to which you belong. For any given group, what are you "required" to believe? What are you "forbidden" to do? Every group enforces some level of conformity. Most people live much too much within the view of themselves projected by others. Discover what pressure you are bowing to and think explicitly about whether or not to reject that pressure.
Conclusion: The key point to keep in mind when devising strategies is that you are engaged in a personal experiment. You are testing ideas in your everyday life. You are integrating them, and building on them, in the light of your actual experience. For example, suppose you find the strategy “Redefine the Way You See Things” to be intuitive to you. So you use it to begin. Pretty soon you find yourself noticing the social definitions that rule many situations in your life. You recognize how your behavior is shaped and controlled by the definitions in use:
“I’m giving a party,” (Everyone therefore knows to act in a “partying” way)
“The funeral is Tuesday,” (There are specific social behaviors expected at a funeral)
“Jack is an acquaintance, not really a friend.” (We behave very differently in the two cases)
You begin to see how important and pervasive social definitions are. You begin to redefine situations in ways that run contrary to some commonly accepted definitions. You notice then how redefining situations (and relationships) enables you to “Get in Touch With Your Emotions.” You recognize that the way you think (that is, define things) generates the emotions you experience. When you think you are threatened (i.e., define a situation as “threatening”), you feel fear. If you define a situation as a “failure,” you may feel depressed. On the other hand, if you define that same situation as a “lesson or opportunity to learn” you feel empowered to learn. When you recognize this control that you are capable of exercising, the two strategies begin to work together and reinforce each other.
Next consider how you could integrate strategy #9 (“Analyze group influences on your life”) into your practice. One of the main things that groups do is control us by controlling the definitions we are allowed to operate with. When a group defines some things as “cool” and some as “dumb, ” the members of the group try to appear “cool” and not appear “dumb.” When the boss of a business says, “That makes a lot of sense,” his subordinates know they are not to say, “No, it is ridiculous.” And they know this because defining someone as the “boss” gives him/her special privileges to define situations and relationships.
You now have three interwoven strategies: you “Redefine the Way You See Things,” “Get in touch with your emotions,” and “Analyze group influences on your life.” The three strategies are integrated into one. You can now experiment with any of the other strategies, looking for opportunities to integrate them into your thinking and your life. If you follow through on some plan analogous to what we have described, you are developing as a thinker. More precisely, you are becoming a “Practicing” Thinker. Your practice will bring advancement. And with advancement, skilled and insightful thinking may becomes more and more natural to you.
Paul, R. & Elder, L. (2001). Modified from the book by Paul, R. & Elder, L. (2001). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life.
from http://www.criticalthinking.org/pages/critical-thinking-in-everyday-life-9-strategies/512
Bab 2 critical thinking A135970
Menurut Munir Shuib et al. 2002 menyelesaikan masalah secara saintifik melibatkan 3 langkah utama:
1) mengadakan hypnosis – ramalan yang munasabah berdasarkan pemerhatian.
2) mengumpul maklumat – bertujuan untuk menguji hypnosis yang dibuat.
3) membuat kesimpulan – mengadakan interpretasi dan kesimpulan tentangkajian yang dilakukan.
Menurut Maimunah (2004) menyelesaikan masalah secara kritis memerlukan cirri-ciri pemikiran yang kritis iaitu :
1) cenderung kepada mencari dan mengenal pasti kelemahan
2) kesilapan
3) kekurangan dan kecacatan terhadap sesuatu idea atau rupa bentuk
Menurut Abdul Rahman (2002)
Penyelesaikan masalah melibatkan proses rasional –deduktif iaitu:
1) mengenal pasti dan memahami premis masalah.
2) mencari sebab dan punca masalah.
3) menilai cara menyelesaikan masalah.
4) membuat kesimpulan tentang kesan pelaksaannya.
Ciri-ciri penyelesaian masalah secara kreatif atau lateral :
1) menjana idea-idea baru tanpa mempedulikan sama ada idea itu betul atau salah.
2) mencipta penyelesaian yang boleh membawa keuntungan.
3) bersifat generative dan inovatif untuk menerbitkan perubahandemi perubahan.\
Bab 2 Critical Thinking by HOO AY TING A136258
Critical thinking is the process of thinking that questions assumptions
(what is thinking)
thinking is "reasoning" is associated with cognition and intellect. Reason, like habit or intuition, is one of the ways by which thinking comes from one idea to a related idea. For example, it is the means by which rational beings understand themselves to think about cause and effect, truth and falsehood, and what is good and bad.
(what is Critical)
critical brings meaning of devastating critics.
There fore critical thinking is the process making critics of what we think. The critics will give a logical sense of the better choice . Therefore critics are important in life as it makes the critical point in life.
(what is thinking)
thinking is "reasoning" is associated with cognition and intellect. Reason, like habit or intuition, is one of the ways by which thinking comes from one idea to a related idea. For example, it is the means by which rational beings understand themselves to think about cause and effect, truth and falsehood, and what is good and bad.
(what is Critical)
critical brings meaning of devastating critics.
There fore critical thinking is the process making critics of what we think. The critics will give a logical sense of the better choice . Therefore critics are important in life as it makes the critical point in life.
Bab 2 Pemikiran Kritis by A136040
Berfikiran Kritikal
Oleh DR. SIDEK BABA
ISTILAH kritikal berasal dari perkataan Greek kritikos yang bermaksud judge atau menghakimi atau mengadili. Dalam tradisi orang-orang Greek dan Yunani, ia melahirkan pemikir-pemikir yang amat kritikal terhadap sesuatu subjek dan akhirnya menjadi ahli falsafah yang terkenal.
Barat menjadikan asas berfikir Aristotle, Plato dan Socrates sebagai landasan mengembangkan ilmu dan kehidupan. Dalam tradisi orang-orang Islam pemikiran kritikal memang menjadi landasan dalam membuat sesuatu keputusan, tafsir dan takwil . Menafsir al- Quran dan hadis dilakukan secara kritikal supaya hasil pemikiran selari dengan kebenaran. Kebenaran dalam Islam merujuk kepada sumber naqliah atau sumber wahyu. Wahyu adalah autoriti atau wibawa yang tertinggi dalam memandu manusia berfikir supaya kebenaran yang diterima tidak saja zahir tetapi memberi makna yang hakiki.
Berfikir secara kritikal membimbing pemikir ke arah kebenaran. Puncak kepada berfikir menemukan manusia mengenai kebenaran. Proses berfikir kritikal membolehkan seseorang membezakan yang benar dengan yang salah, yang buruk dengan yang baik, yang bermanfaat dan bermusibat, yang memberi faedah atau mendatangkan padah dan sebagainya. Sudah tentu asas yang memberikan kemampuan seseorang berfikir kritikal ialah ilmu, maklumat, pengalaman, pertukaran pandangan dan dalam tradisi Islam diakhiri dengan hikmah. Hikmahlah merupakan jalan terbaik membimbing manusia menemui kebenaran.
Para remaja adalah kelompok yang terbaik dilatih untuk berfikir kritikal. Kemajuan ilmu dan pemikiran atau idea bergantung kepada wujudnya suasana yang mengizinkan pemikiran kritikal berlaku. Apalagi untuk melahirkan modal insan yang berkualiti kemahiran berfikir secara kritikal adalah amat dituntut. Remaja bakal menjadi dewasa dan bakal memegang teraju kepimpinan dan pengurusan ilmu, sistem dan negara pada masa depan.
Amat penting remaja hari ini dididik dengan kemahiran berfikir yang kritikal supaya jenis cabaran yang dinamik berubah tidak menjadikan remaja gelabah untuk mencari arah diri dan arah tujuan dalam mengurus manusia dan kemanusiaan.
Di zaman pasca moden ini faham anarki (ketidakaturan) berkembang pesat dalam pemikiran, kesenian, bahasa, kebudayaan malah gaya hidup manusia. Globalisasi yang datang menjadi pemangkin terhadap jalur anarki. Kemajuan sains dan teknologi menyebabkan faham anarki semakin mengukuh dengan melebarkan jaringan komunikasi dan telekomunikasi dan akhirnya membentuk suatu budaya popular yang menghubungkan sesuatu dengan konsep realiti.
Konsep realiti sudah mula menolak jalur tradisi dan akhirnya bakal menjinjing manusia kepada kesamaran hala tuju hidup.
Untuk menjadikan remaja berfikir secara kritikal, pemahaman terhadap tradisi perlu kukuh, asas ilmu harus teguh, sikap terbuka terhadap perbezaan perlu ada, ketelitian terhadap fakta dan data perlu wujud. Kesediaan diri untuk dikritik dan mengkritik juga perlu ada. Tanpa asas ini pemikiran kritikal tidak akan berkembang. Pemikiran kritikal memandu remaja berfikir secara teliti, analitikal dan berupaya memberikan hujah-hujah yang baik dan bernas apabila fakta itu didapati tidak benar atau diolah dengan dangkal atau tidak berasaskan maklumat yang sahih dan jitu.
Perubahan
Menghadapi perubahan ruang dan waktu, para remaja tidak harus mengambil sikap menolak tradisi. Tradisi adalah mata rantai yang membangun tamadun. Kemajuan yang dicapai pada hari ini adalah hasil adanya tradisi berfikir dan berilmu yang menjadi tapak atau titik-tolak keunggulan ilmu pada masa lalu. Tidak mungkin apa yang akan berlaku pada masa depan tanpa tapaknya terbina di hari ini. Pemahaman terhadap tradisi ialah sesuatu yang berkesinambungan. Asas-asas yang baik dijadikan teladan dan mengembangkan budaya hidup yang beradab dan subur dengan nilai kemanusiaan.
Kemahiran yang perlu ada pada remaja di samping memahami dan menghargai tradisi ialah mengurus perubahan.
Dalam Islam yang berubah itu ialah bentuk atau sesuatu yang dikaitkan dengan kemajuan alat. Fitrah kehidupan tetap sama. Sejak zaman Nabi Adam sehinggalah ke zaman Nabi Nuh, Lut, Isa, Musa dan Nabi Muhammad dua perkara yang menjadi asas kecenderungan manusia iaitu sama ada manusia kekal berada dalam fitrah atau manusia yang melampaui batas fitrah. Alat yang digunakan dengan maksud yang baik bakal mengukuhkan fitrah manusia tetapi alat yang digunakan untuk maksud yang tidak baik boleh merosakkan fitrah manusia yang asalnya baik. Risalah nubuwah atau keNabian bermaksud mengajak manusia kembali dan kekal dalam keadaan fitrah. Manusia diberikan pedoman mengenai alam nyata dan alam ghaib, mengenai yang dicipta dan Pencipta, hubungan yang dicipta dengan persekitarannya supaya kebenaran yang hakiki menjadi asas membangunkan manusia dalam keadaan yang fitrah.
Sebagai remaja Islam, asas ilmu Mengurus Diri dan asas ilmu Mengurus Sistem perlu kukuh. Serangan fahaman sekular dan liberal masa kini boleh menjerumuskan kecenderungan kritikal kepada faham anarki. Banyak masalah kehidupan yang dialami oleh orang Barat yang berkembang hasil penolakan mereka terhadap hidup yang fitrah. Isu-isu seperti hak asasi, gender, feminisme dan pandangan terhadap agama lahir kerana asas berfikir mereka tidak lagi dipedoman oleh agama. Agama bagi mereka tidak relevan dan menganggap ‘Tuhan sudah mati’.
Sebahagian remaja dan dewasa apabila terdedah dengan orientasi ilmu Barat yang menolak agama, tiba-tiba menjadi ‘orientalis baru’ yang mengkritik asas keagamaan yang dianut oleh orang-orang terdahulu mahupun orang-orang terkini. Menghubungkan sesuatu dari Barat sebagai maju dan mengaitkan sesuatu yang datang dari agama sebagai kolot tidak datang dari daya kritis yang baik. Kalau begitu apa asas yang menyebabkan tamadun Islam berkembang berabad-abad sehingga Barat terhutang ilmu kepada Islam.
Hari ini, umat Islam menjadi pengguna kepada ilmu dan teknologi Barat.
Kemunduran umat Islam pada hari ini secara kritisnya berpunca dari renggangnya hubungan umara (pemimpin) dengan ulama' atau ilmuan. Umara' atau kepimpinan kini cenderung menjadikan Barat sebagai model terbaik dalam pembangunan dan kemajuan dan kurang cenderung memperkasa tamadun sendiri. Sebahagian besar ulama memiliki keupayaan yang baik mengenai ilmu Mengurus Diri tetapi amat kurang kepakaran dalam Ilmu Mengurus Sistem. Akhirnya dikotomi umara dan ulama melahirkan konflik yang bakal memberi kesan terhadap kesatuan umat.
Kedua, ilmu yang diteroka oleh generasi muda Islam tidak sifatnya integratif. Falsafah dan etika ilmu Mengurus Sistem tersisih dengan nilai-nilai murni Ilmu Mengurus Diri. Ia menyebabkan konflik keilmuan yang berterusan dan merugikan. Ketiga, tradisi tadabbur atau penyelidikan tidak berkembang, menyebabkan tidak lahirnya penemuan-penemuan dan karya-karya besar untuk dijadikan rujukan umat. Keempat kegagalan menjambatani tradisi turath atau menghayati kitab-kitab lama dengan metodologi baru dalam karya-karya terkini yang menyebabkan karya-karya terkini lebih dominan menguasai minda remaja dan generasi baru.
Bersikap kritis terhadap ajaran dan pengajaran dalam tradisi Islam tidaklah ditolak dan bersikap kritis terhadap watak umat Islam memang dialu-alukan. Tetapi kritis terhadap kebekuan dan tidak berkembangnya ilmu Islam bukan bermakna ajaran Islam itu tidak berdaya maju. Bersikap kritis kepada amalan umat Islam adalah perlu. Tidak semua amalan yang berlaku sama ada dalam proses pengilmuan dan kehidupan selari dengan ajaran Islam.
Oleh itu para remaja hari ini harus mempunyai daya kritis yang tinggi supaya dinamika agama dan kehidupan sentiasa seiring. Mengkritik kelemahan umat Islam tidak semestinya menolak kepentingan agama dalam kehidupan. Ada sebab-sebab lain yang menyebabkannya lemah. Ajaran agama memerlukan penyegaran dan penjernihan kembali. Ia tidak bermakna remaja Islam menolak prinsip-prinsip asasi yang ada pada Islam baik akidah, ibadah, mualamal, syariah dan sebagainya. Tetapi upaya kritis itu hendaklah mampu menjadikan prinsip dan ajaran Islam sesuatu yang hidup dan terus mampu mempedoman zaman dan memacu perubahan. Inilah asas pemikiran kritis yang harus disuburkan oleh remaja.
- PROF. DR. SIDEK BABA ialah pensyarah di Universiti Islam Antarabangsa Malaysia (UIAM), Gombak, Selangor.
*Bicara Agama, Utusan Malaysia, 15 Julai 2006
dari:http://jurnalakademik.blogspot.com/2006/06/pemikiran-kritis.html
Oleh DR. SIDEK BABA
ISTILAH kritikal berasal dari perkataan Greek kritikos yang bermaksud judge atau menghakimi atau mengadili. Dalam tradisi orang-orang Greek dan Yunani, ia melahirkan pemikir-pemikir yang amat kritikal terhadap sesuatu subjek dan akhirnya menjadi ahli falsafah yang terkenal.
Barat menjadikan asas berfikir Aristotle, Plato dan Socrates sebagai landasan mengembangkan ilmu dan kehidupan. Dalam tradisi orang-orang Islam pemikiran kritikal memang menjadi landasan dalam membuat sesuatu keputusan, tafsir dan takwil . Menafsir al- Quran dan hadis dilakukan secara kritikal supaya hasil pemikiran selari dengan kebenaran. Kebenaran dalam Islam merujuk kepada sumber naqliah atau sumber wahyu. Wahyu adalah autoriti atau wibawa yang tertinggi dalam memandu manusia berfikir supaya kebenaran yang diterima tidak saja zahir tetapi memberi makna yang hakiki.
Berfikir secara kritikal membimbing pemikir ke arah kebenaran. Puncak kepada berfikir menemukan manusia mengenai kebenaran. Proses berfikir kritikal membolehkan seseorang membezakan yang benar dengan yang salah, yang buruk dengan yang baik, yang bermanfaat dan bermusibat, yang memberi faedah atau mendatangkan padah dan sebagainya. Sudah tentu asas yang memberikan kemampuan seseorang berfikir kritikal ialah ilmu, maklumat, pengalaman, pertukaran pandangan dan dalam tradisi Islam diakhiri dengan hikmah. Hikmahlah merupakan jalan terbaik membimbing manusia menemui kebenaran.
Para remaja adalah kelompok yang terbaik dilatih untuk berfikir kritikal. Kemajuan ilmu dan pemikiran atau idea bergantung kepada wujudnya suasana yang mengizinkan pemikiran kritikal berlaku. Apalagi untuk melahirkan modal insan yang berkualiti kemahiran berfikir secara kritikal adalah amat dituntut. Remaja bakal menjadi dewasa dan bakal memegang teraju kepimpinan dan pengurusan ilmu, sistem dan negara pada masa depan.
Amat penting remaja hari ini dididik dengan kemahiran berfikir yang kritikal supaya jenis cabaran yang dinamik berubah tidak menjadikan remaja gelabah untuk mencari arah diri dan arah tujuan dalam mengurus manusia dan kemanusiaan.
Di zaman pasca moden ini faham anarki (ketidakaturan) berkembang pesat dalam pemikiran, kesenian, bahasa, kebudayaan malah gaya hidup manusia. Globalisasi yang datang menjadi pemangkin terhadap jalur anarki. Kemajuan sains dan teknologi menyebabkan faham anarki semakin mengukuh dengan melebarkan jaringan komunikasi dan telekomunikasi dan akhirnya membentuk suatu budaya popular yang menghubungkan sesuatu dengan konsep realiti.
Konsep realiti sudah mula menolak jalur tradisi dan akhirnya bakal menjinjing manusia kepada kesamaran hala tuju hidup.
Untuk menjadikan remaja berfikir secara kritikal, pemahaman terhadap tradisi perlu kukuh, asas ilmu harus teguh, sikap terbuka terhadap perbezaan perlu ada, ketelitian terhadap fakta dan data perlu wujud. Kesediaan diri untuk dikritik dan mengkritik juga perlu ada. Tanpa asas ini pemikiran kritikal tidak akan berkembang. Pemikiran kritikal memandu remaja berfikir secara teliti, analitikal dan berupaya memberikan hujah-hujah yang baik dan bernas apabila fakta itu didapati tidak benar atau diolah dengan dangkal atau tidak berasaskan maklumat yang sahih dan jitu.
Perubahan
Menghadapi perubahan ruang dan waktu, para remaja tidak harus mengambil sikap menolak tradisi. Tradisi adalah mata rantai yang membangun tamadun. Kemajuan yang dicapai pada hari ini adalah hasil adanya tradisi berfikir dan berilmu yang menjadi tapak atau titik-tolak keunggulan ilmu pada masa lalu. Tidak mungkin apa yang akan berlaku pada masa depan tanpa tapaknya terbina di hari ini. Pemahaman terhadap tradisi ialah sesuatu yang berkesinambungan. Asas-asas yang baik dijadikan teladan dan mengembangkan budaya hidup yang beradab dan subur dengan nilai kemanusiaan.
Kemahiran yang perlu ada pada remaja di samping memahami dan menghargai tradisi ialah mengurus perubahan.
Dalam Islam yang berubah itu ialah bentuk atau sesuatu yang dikaitkan dengan kemajuan alat. Fitrah kehidupan tetap sama. Sejak zaman Nabi Adam sehinggalah ke zaman Nabi Nuh, Lut, Isa, Musa dan Nabi Muhammad dua perkara yang menjadi asas kecenderungan manusia iaitu sama ada manusia kekal berada dalam fitrah atau manusia yang melampaui batas fitrah. Alat yang digunakan dengan maksud yang baik bakal mengukuhkan fitrah manusia tetapi alat yang digunakan untuk maksud yang tidak baik boleh merosakkan fitrah manusia yang asalnya baik. Risalah nubuwah atau keNabian bermaksud mengajak manusia kembali dan kekal dalam keadaan fitrah. Manusia diberikan pedoman mengenai alam nyata dan alam ghaib, mengenai yang dicipta dan Pencipta, hubungan yang dicipta dengan persekitarannya supaya kebenaran yang hakiki menjadi asas membangunkan manusia dalam keadaan yang fitrah.
Sebagai remaja Islam, asas ilmu Mengurus Diri dan asas ilmu Mengurus Sistem perlu kukuh. Serangan fahaman sekular dan liberal masa kini boleh menjerumuskan kecenderungan kritikal kepada faham anarki. Banyak masalah kehidupan yang dialami oleh orang Barat yang berkembang hasil penolakan mereka terhadap hidup yang fitrah. Isu-isu seperti hak asasi, gender, feminisme dan pandangan terhadap agama lahir kerana asas berfikir mereka tidak lagi dipedoman oleh agama. Agama bagi mereka tidak relevan dan menganggap ‘Tuhan sudah mati’.
Sebahagian remaja dan dewasa apabila terdedah dengan orientasi ilmu Barat yang menolak agama, tiba-tiba menjadi ‘orientalis baru’ yang mengkritik asas keagamaan yang dianut oleh orang-orang terdahulu mahupun orang-orang terkini. Menghubungkan sesuatu dari Barat sebagai maju dan mengaitkan sesuatu yang datang dari agama sebagai kolot tidak datang dari daya kritis yang baik. Kalau begitu apa asas yang menyebabkan tamadun Islam berkembang berabad-abad sehingga Barat terhutang ilmu kepada Islam.
Hari ini, umat Islam menjadi pengguna kepada ilmu dan teknologi Barat.
Kemunduran umat Islam pada hari ini secara kritisnya berpunca dari renggangnya hubungan umara (pemimpin) dengan ulama' atau ilmuan. Umara' atau kepimpinan kini cenderung menjadikan Barat sebagai model terbaik dalam pembangunan dan kemajuan dan kurang cenderung memperkasa tamadun sendiri. Sebahagian besar ulama memiliki keupayaan yang baik mengenai ilmu Mengurus Diri tetapi amat kurang kepakaran dalam Ilmu Mengurus Sistem. Akhirnya dikotomi umara dan ulama melahirkan konflik yang bakal memberi kesan terhadap kesatuan umat.
Kedua, ilmu yang diteroka oleh generasi muda Islam tidak sifatnya integratif. Falsafah dan etika ilmu Mengurus Sistem tersisih dengan nilai-nilai murni Ilmu Mengurus Diri. Ia menyebabkan konflik keilmuan yang berterusan dan merugikan. Ketiga, tradisi tadabbur atau penyelidikan tidak berkembang, menyebabkan tidak lahirnya penemuan-penemuan dan karya-karya besar untuk dijadikan rujukan umat. Keempat kegagalan menjambatani tradisi turath atau menghayati kitab-kitab lama dengan metodologi baru dalam karya-karya terkini yang menyebabkan karya-karya terkini lebih dominan menguasai minda remaja dan generasi baru.
Bersikap kritis terhadap ajaran dan pengajaran dalam tradisi Islam tidaklah ditolak dan bersikap kritis terhadap watak umat Islam memang dialu-alukan. Tetapi kritis terhadap kebekuan dan tidak berkembangnya ilmu Islam bukan bermakna ajaran Islam itu tidak berdaya maju. Bersikap kritis kepada amalan umat Islam adalah perlu. Tidak semua amalan yang berlaku sama ada dalam proses pengilmuan dan kehidupan selari dengan ajaran Islam.
Oleh itu para remaja hari ini harus mempunyai daya kritis yang tinggi supaya dinamika agama dan kehidupan sentiasa seiring. Mengkritik kelemahan umat Islam tidak semestinya menolak kepentingan agama dalam kehidupan. Ada sebab-sebab lain yang menyebabkannya lemah. Ajaran agama memerlukan penyegaran dan penjernihan kembali. Ia tidak bermakna remaja Islam menolak prinsip-prinsip asasi yang ada pada Islam baik akidah, ibadah, mualamal, syariah dan sebagainya. Tetapi upaya kritis itu hendaklah mampu menjadikan prinsip dan ajaran Islam sesuatu yang hidup dan terus mampu mempedoman zaman dan memacu perubahan. Inilah asas pemikiran kritis yang harus disuburkan oleh remaja.
- PROF. DR. SIDEK BABA ialah pensyarah di Universiti Islam Antarabangsa Malaysia (UIAM), Gombak, Selangor.
*Bicara Agama, Utusan Malaysia, 15 Julai 2006
dari:http://jurnalakademik.blogspot.com/2006/06/pemikiran-kritis.html
Bab 2 (Pemikiran Kritis) (A136099) (Tan Leong Seng)
a
I got too busy this past month. That ever happen to you? 50 weeks a year, huh? Because I’m assume you take two weeks off for vacay. At least I hope you do.
Being busy is a good thing. It’s better than the alternative, right? Well, it is better than one alternative, which is not having a job at all. But being too busy can be a negative for a lot of different reasons. Of course, there are the obvious ones like lack of sleep, not getting to spend as much time with your family, stress.
But I want to talk about one I think is less obvious and has only become clear to me in the past few weeks — less time to think critically.
See, I got into PR because I like to think. We sell ideas after all. Lots of people can be given a task, do some thinking and execute. That’s not what I’m talking about. I’m talking about strategic thinking. Hearing about a problem and figuring out a way to solve it. Getting into the mind of customers and trying to see things they way they do…and more importantly, the way they will.
Very few people can do that kind of thinking on the run. And by on the run, I mean while juggling 17 other projects. We like multitasking. We brag about how well we can do it. But they call it critical thinking because it’s just that…critical to the project we’re working on. When you talk about something having to do with your family that’s critical, do you multitask? My guess is no. You give it your full attention. Don’t you?
So what’s the danger in not making the time to for critical thinking? Well, back to my story. I recently found myself in a position where I was trying to knock out three new business presentations and normal client work that were all due on the same day. Now, I’d like to think I can handle that scenario no problem. And I could handle it. But about the middle of the week what I realized was that I couldn’t handle it well. Because my head was spinning and I had no time for critical thinking. And that’s when mistakes get made.
Short-term risk
The short-term risk in this situation is to your prospects and clients. Think about a scale of 1-10. If you churn out three presentations and three other client assignments in one week, does it really matter if you did them all at about a 5 or less? I think we’d all agree that the answer is not really. So then the next question becomes, how do you make time for critical thinking when every project is hot and it has to get done now?
Well, I asked a colleague that question this past week and she said something I think makes a lot of sense. First, analyze your projects and prioritize them by which ones deserve the most critical thinking. Your prioritization scale is up to you, but t may be easier to make your list if you have a brief conversation with your supervisor or a colleague about each project, just to get someone else’s opinion. The key learning here is that not every project is the same and not all assignments require the same amount of time or thought.
Second, don’t be afraid to push back on deadlines. Often times deadlines are just set because they provide an end date to a project. It’s not that the assignment has to be done Friday at 5 p.m. Who the hell is going to look at it then anyway? Think about how you would react if a vendor or colleague came to you and said: “I can get this to you by the end of the week, but I haven’t had the time to give it my best thinking. If I could have until Monday, that will give me the time I need to provide you a better solution.”
I think most of us would respond well to that request and provide an extension. We’re so focused on meeting deadlines and getting things out the door sometimes, that we forget about what’s really important — why we got into this business — and that’s to make sure we’re solving the problem the best way we know how and providing a solution that we’ve really had a chance to think through.
Long-term risk
And that’s the long-term risk — your happiness and reputation. Because if you go, go, go for long enough without any end in site, there’s always the potential you’ll wake up one morning and ask yourself: “Why I am I doing this again?”
If you ever start to feel that way, find a project you can wrap your mind around and then ask for some help with your other work. Then spend some time thinking about that one particular issue and how you can solve it. I promise you, you’ll feel rejuvenated after you do it and you’ll remember why you got into this business. I’m speaking from experience, because I just went through this exact situation in the last month.
But you have to make the time to think. It’s critical to your clients, your colleagues and to be honest, your peace of mind.
Bab 2: Ciri-ciri Pemikiran Kritis by saw phin khye A136315
PEMIKIRAN KRITIS
Ciri-Ciri Pemikiran Kritis
1. Reaktif
Seseorang yang berfikiran kritis akan sentiasa peka kepada perkembangan yang berlaku di sekitarnya. Ini diikuti dengan gerak balas yang positif dan bersifat segera. Buah fikiran selalunya datang setelah melihat sesuatu peristiwa berlaku. Selalunya sifat reaktif ini ditunjukkan dengan perlakuan seperti suka membuat ulasan, komen dan kritikan terhadap peristiwa yang berlaku.
2. Menilai
Berfikiran secara kritis juga menuntut kita supaya sentiasa membuat penilaian terhadap sesuatu perkara. Penilaian dibuat dari sudut kebaikan dan keburukan yang bakal diterima dari setiap tindakan yang dibuat. Biasanya penilaian adalah berdasarkan bilai yang mereka jadikan panduan hidup, seperti nilai agama bagi mereka yang beragama manakala yang tidak beragama menggunakan nilai moral sebagai landasan.
Perkara yang menjadi fokus penilaian adalah seperti berikut :
a ) Apa yang baik?
b ) Apa yang salah?
c ) Apa yang buruk?
d ) Apa yang hina?
e ) Apa yang halal?
f ) Apa yang haram? dan sebagainya.
3. Meneliti idea dengan fakta yang telah diketahui
Setiap idea yang dicetuskan lazimnya mempunyai asas fakta dan alasan yang munsabah. Fakta, alasan dan asas tersebut bergantung kepada pengetahuan sedia ada dan pengalaman seseorang tersebut. Setiap idea akan diteliti dengan fakta-fakta yang telah diketahuinya sebelum dizahirkan dan seterusnya dilaksanakan.
Contoh-Contoh Kemahiran Pemikiran Kritis
Membanding dan membeza
Membanding dan membeza melibatkan keupayaan mengesan pelbagai bentuk persamaan dan perbezaan di antara dua atau lebih objek, perkara, organisma, institusi atau idea. Kemahiran ini penting bagi mencapai tujuan yang spesifikasi. Membanding dan membeza menyebabkan kita sentiasa terlibat dalam menganalisis ciri-ciri yang sepadan dengan ciri-ciri yang tidak sepadan, membandingkan di antara ciri-ciri yang ada persamaan dan perbezaan dengan sesuatu item atau objek, dan cuba merangka implikasi dan analisis tersebut. Semasa kita membuat keputusan yang kritis, kita sebenarnya akan lebih memahami hal yang kita perbandingkan itu. Dikatakan demikian kerana setiap aspek yang dianalisis telah diberi pertimbangan dan wajaran yang setimpal. Kita juga dapat menjelaskan sebarang kekusutan yang mungkin kita sedang alami. Selain daripada itu, dalam proses membandingkan dan membeza, kita sebenarnya terlibat dalam pemikiran yang lebih kompleks seperti memberi sebab musabab.
KESILAPAN-KESILAPAN YANG BIASA KITA LAKUKAN APABILA MEMBANDING DAN MEMBEZA
1. Kita hanya mengenal pasti beberapa ciri persamaan dan perbezaan.
2. Kita hanya mengenal pasti cii-ciri yang umum sahaja ( tidak terperinci ).
3. Kita membuat pertimbangan yang umum dan kurang tepat.
4. Kita tidak cuba menduga kemungkinan atau implikasi dari persamaan dan perbezaan.
Secara mudah kemahiran ini digunakan apabila :
a ) Terdapat dua atau lebih ciri atau kemungkinan.
b ) Membuat pilihan atau keputusan.
LANGKAH-LANGKAH PENGGUNAAN
1. Perhatikan satu antara dua atau lebih objek.
2. Cuba kenalpasti satu daripada objek itu.
3. Tentukan sama ada objek yang lain mempunyai ciri yang sama.
4. Nyatakan ciri tersebut, sama ada sama atau berbeza.
5. Kemukakan pertanyaan-pertanyaan seperti berikut :
a ) Bagaimana ia serupa?
b ) Bagamana ia berbeza?
c ) Apakah persamaan dan perbezaan yang paling ketara?
d ) Bagaimana kita boleh kategorikan persamaan dan perbezaan tersebut?
e ) Apakah rumusan tafsiran atau keputusan yang boleh dibuat dari ciri-ciri persamaan dan
perbezaan yang ketara tadi?
CONTOH : Cuba anda membuat pemerhatian terhadap basikal dan motosikal dan kemudian
senaraikan persamaan dan perbezaan yang terdapat di antara kedua-duanya.
rujukan: http://www.starbacks.ca/CapeCanaveral/Galaxy/1483/pemikiran_kritis.html
Ciri-Ciri Pemikiran Kritis
1. Reaktif
Seseorang yang berfikiran kritis akan sentiasa peka kepada perkembangan yang berlaku di sekitarnya. Ini diikuti dengan gerak balas yang positif dan bersifat segera. Buah fikiran selalunya datang setelah melihat sesuatu peristiwa berlaku. Selalunya sifat reaktif ini ditunjukkan dengan perlakuan seperti suka membuat ulasan, komen dan kritikan terhadap peristiwa yang berlaku.
2. Menilai
Berfikiran secara kritis juga menuntut kita supaya sentiasa membuat penilaian terhadap sesuatu perkara. Penilaian dibuat dari sudut kebaikan dan keburukan yang bakal diterima dari setiap tindakan yang dibuat. Biasanya penilaian adalah berdasarkan bilai yang mereka jadikan panduan hidup, seperti nilai agama bagi mereka yang beragama manakala yang tidak beragama menggunakan nilai moral sebagai landasan.
Perkara yang menjadi fokus penilaian adalah seperti berikut :
a ) Apa yang baik?
b ) Apa yang salah?
c ) Apa yang buruk?
d ) Apa yang hina?
e ) Apa yang halal?
f ) Apa yang haram? dan sebagainya.
3. Meneliti idea dengan fakta yang telah diketahui
Setiap idea yang dicetuskan lazimnya mempunyai asas fakta dan alasan yang munsabah. Fakta, alasan dan asas tersebut bergantung kepada pengetahuan sedia ada dan pengalaman seseorang tersebut. Setiap idea akan diteliti dengan fakta-fakta yang telah diketahuinya sebelum dizahirkan dan seterusnya dilaksanakan.
Contoh-Contoh Kemahiran Pemikiran Kritis
Membanding dan membeza
Membanding dan membeza melibatkan keupayaan mengesan pelbagai bentuk persamaan dan perbezaan di antara dua atau lebih objek, perkara, organisma, institusi atau idea. Kemahiran ini penting bagi mencapai tujuan yang spesifikasi. Membanding dan membeza menyebabkan kita sentiasa terlibat dalam menganalisis ciri-ciri yang sepadan dengan ciri-ciri yang tidak sepadan, membandingkan di antara ciri-ciri yang ada persamaan dan perbezaan dengan sesuatu item atau objek, dan cuba merangka implikasi dan analisis tersebut. Semasa kita membuat keputusan yang kritis, kita sebenarnya akan lebih memahami hal yang kita perbandingkan itu. Dikatakan demikian kerana setiap aspek yang dianalisis telah diberi pertimbangan dan wajaran yang setimpal. Kita juga dapat menjelaskan sebarang kekusutan yang mungkin kita sedang alami. Selain daripada itu, dalam proses membandingkan dan membeza, kita sebenarnya terlibat dalam pemikiran yang lebih kompleks seperti memberi sebab musabab.
KESILAPAN-KESILAPAN YANG BIASA KITA LAKUKAN APABILA MEMBANDING DAN MEMBEZA
1. Kita hanya mengenal pasti beberapa ciri persamaan dan perbezaan.
2. Kita hanya mengenal pasti cii-ciri yang umum sahaja ( tidak terperinci ).
3. Kita membuat pertimbangan yang umum dan kurang tepat.
4. Kita tidak cuba menduga kemungkinan atau implikasi dari persamaan dan perbezaan.
Secara mudah kemahiran ini digunakan apabila :
a ) Terdapat dua atau lebih ciri atau kemungkinan.
b ) Membuat pilihan atau keputusan.
LANGKAH-LANGKAH PENGGUNAAN
1. Perhatikan satu antara dua atau lebih objek.
2. Cuba kenalpasti satu daripada objek itu.
3. Tentukan sama ada objek yang lain mempunyai ciri yang sama.
4. Nyatakan ciri tersebut, sama ada sama atau berbeza.
5. Kemukakan pertanyaan-pertanyaan seperti berikut :
a ) Bagaimana ia serupa?
b ) Bagamana ia berbeza?
c ) Apakah persamaan dan perbezaan yang paling ketara?
d ) Bagaimana kita boleh kategorikan persamaan dan perbezaan tersebut?
e ) Apakah rumusan tafsiran atau keputusan yang boleh dibuat dari ciri-ciri persamaan dan
perbezaan yang ketara tadi?
CONTOH : Cuba anda membuat pemerhatian terhadap basikal dan motosikal dan kemudian
senaraikan persamaan dan perbezaan yang terdapat di antara kedua-duanya.
rujukan: http://www.starbacks.ca/CapeCanaveral/Galaxy/1483/pemikiran_kritis.html
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