See Beauty... in questioning fact
Critical Thinking Essay
Critical thinking is to question new knowledge before assuming it as fact or truth. This is not to say critical thinking is a constant state of skepticism, but rather looking at the world through a lens of inquiry. In the Human Service Professionals and Global Systems course I am currently taking we discuss the idea of truth and the ability to truly be objective. The challenge with assuming objectivity is that often beliefs can complicate ideas and concepts others present to us. The problem with this is that ‘fact’ can then turn into opinion. The way to work around this is to question and continually review other perspectives and information.
The standpoint essay assigned in Human Service Professionals and Personal Systems, HSP 301, challenged the way I viewed beliefs that were different from mine. It was through this essay and the dialogue that occurred that changed my understanding of how to think critically about where I am coming from with my own beliefs as well as those who disagree with me. The paper was written strictly to voice my opinion on a controversial topic, but the conversation about the essay involved talking with someone who had an opposing view. Listening just to hear the topic from a different perspective, without any intention of persuasion, gave me the opportunity to see where someone could be coming from on the other side of the issue. I was able to challenge my own beliefs, looking out of a different lens. It is instances such as this that allowed me to distinguish if there are gaps in my beliefs and see the strengths in opposing arguments. My opinions didn’t change on the matter, but I felt my position was strengthened by being able to openly discuss why someone may feel differently than the way I do and know that they have the right to their views.
We are now concluding our Senior Core sequence with our final focus on Human Service Professionals and Global Systems, HSP 406, analyzing the world through a critical lens. One of our readings by Janice Monk (2006) made me think about the way I view maps. I have always thought of maps as a concrete factual representation of the world based off geographical location. It wasn’t until this class that I considered that a map can represent any sort of intention or be drawn based upon power or privilege. I can see the logic behind how this could be the case, I just hadn’t thought about maps in this way before. In one class discussion one of my peers brought up the point that ethnocentrism may reasonably be present in most every country across all continents; the difference lies in the possession of power. I saw parallels in this theory to that of racism versus prejudice. In the exploring my privilege essay I wrote for Diversity and Social Justice Dynamics, HSP 455, I wrote about a class discussion covering the dynamics of ‘isms’. “Everyone has the ability to be prejudice and discriminatory but you are not capable of these ‘isms’ without holding the power that surrounds them. The individuals with privilege have to be included… in order to truly enact change”. Through these theories it could then be claimed that a country cannot truly be ethnocentric without possessing a strong sense of global power.
A critical lens had to be continuously at work while developing my literature review with a study proposal for Applied Research Methods, HSP 385. To persuade others that my presented issue is worth investment and attention, my information had to be reliable. When getting my sources for the literature review I had to question each author’s accuracy as anyone can make claims. After I finished the literature review I was given the opportunity to present my proposal for a study that I saw as a beneficial addition to the all of the work that is already out there on this issue. The entirety of what I was presenting had to speak to relevance. It was my turn to allow others to see the importance of the topic and why it is necessary to expand knowledge and exposure.
For Program Planning and Evaluation, HSP 485, I did a needs assessment as well as a program plan to speak to the gap in services for victims of domestic violence (DV). I suggested that it would be valuable to have a self-defense training available for clients that obtain services at nonprofits with a mission for this demographic. The Council for Standards in Human Service Education stresses the importance of knowledge and skills in information management by Standard 14, and the analysis of service needs and planning appropriate strategies for implementation of said services by Standard 15. I was able to delve into both of these Standards with these assignments. My goal had been to gain awareness for these needed services and prove that my suggested program would be adequate and necessary based on other best practices and a current need.
I have made it my professional and personal responsibility to think critically and evaluate information given to me before designating it as fact. It’s a matter of reading between the lines and challenging thoughts, concepts, evidence and knowledge because truth will vary by the individual.
References
Monk, J. (2006). Are things what they seem to be? Reading maps and statistics. In P.S. Rothenberg (Ed.) Beyond borders: Thinking critically about global issues (pp. 16-26). New York: Worth Publishers.
The standpoint essay assigned in Human Service Professionals and Personal Systems, HSP 301, challenged the way I viewed beliefs that were different from mine. It was through this essay and the dialogue that occurred that changed my understanding of how to think critically about where I am coming from with my own beliefs as well as those who disagree with me. The paper was written strictly to voice my opinion on a controversial topic, but the conversation about the essay involved talking with someone who had an opposing view. Listening just to hear the topic from a different perspective, without any intention of persuasion, gave me the opportunity to see where someone could be coming from on the other side of the issue. I was able to challenge my own beliefs, looking out of a different lens. It is instances such as this that allowed me to distinguish if there are gaps in my beliefs and see the strengths in opposing arguments. My opinions didn’t change on the matter, but I felt my position was strengthened by being able to openly discuss why someone may feel differently than the way I do and know that they have the right to their views.
We are now concluding our Senior Core sequence with our final focus on Human Service Professionals and Global Systems, HSP 406, analyzing the world through a critical lens. One of our readings by Janice Monk (2006) made me think about the way I view maps. I have always thought of maps as a concrete factual representation of the world based off geographical location. It wasn’t until this class that I considered that a map can represent any sort of intention or be drawn based upon power or privilege. I can see the logic behind how this could be the case, I just hadn’t thought about maps in this way before. In one class discussion one of my peers brought up the point that ethnocentrism may reasonably be present in most every country across all continents; the difference lies in the possession of power. I saw parallels in this theory to that of racism versus prejudice. In the exploring my privilege essay I wrote for Diversity and Social Justice Dynamics, HSP 455, I wrote about a class discussion covering the dynamics of ‘isms’. “Everyone has the ability to be prejudice and discriminatory but you are not capable of these ‘isms’ without holding the power that surrounds them. The individuals with privilege have to be included… in order to truly enact change”. Through these theories it could then be claimed that a country cannot truly be ethnocentric without possessing a strong sense of global power.
A critical lens had to be continuously at work while developing my literature review with a study proposal for Applied Research Methods, HSP 385. To persuade others that my presented issue is worth investment and attention, my information had to be reliable. When getting my sources for the literature review I had to question each author’s accuracy as anyone can make claims. After I finished the literature review I was given the opportunity to present my proposal for a study that I saw as a beneficial addition to the all of the work that is already out there on this issue. The entirety of what I was presenting had to speak to relevance. It was my turn to allow others to see the importance of the topic and why it is necessary to expand knowledge and exposure.
For Program Planning and Evaluation, HSP 485, I did a needs assessment as well as a program plan to speak to the gap in services for victims of domestic violence (DV). I suggested that it would be valuable to have a self-defense training available for clients that obtain services at nonprofits with a mission for this demographic. The Council for Standards in Human Service Education stresses the importance of knowledge and skills in information management by Standard 14, and the analysis of service needs and planning appropriate strategies for implementation of said services by Standard 15. I was able to delve into both of these Standards with these assignments. My goal had been to gain awareness for these needed services and prove that my suggested program would be adequate and necessary based on other best practices and a current need.
I have made it my professional and personal responsibility to think critically and evaluate information given to me before designating it as fact. It’s a matter of reading between the lines and challenging thoughts, concepts, evidence and knowledge because truth will vary by the individual.
References
Monk, J. (2006). Are things what they seem to be? Reading maps and statistics. In P.S. Rothenberg (Ed.) Beyond borders: Thinking critically about global issues (pp. 16-26). New York: Worth Publishers.