All three models classify the process of critical thinking into numerous levels of complexity. The three models also include cognitive and affective aspects (Sari, 2015). In Bloom’s Taxonomy, the cognitive elements include the levels of thinking while the affective aspects are composed of five categories; receiving, responding, valuing, organizing, and characterizing (Sari, 2015). Facione’s cognitive aspects include; interpretation, analysis, and evaluation, inference, explanation, and self-regulation while the affective aspects are open-mindedness, flexibility, and recognizing own biases. Paul and Eder’s model is composed of 24 cognitive strategies like the evaluation of credible sources and nine affective strategies, for instance, developing intellectual humility. The three models also examine the depths of critical thinking hierarchal system of subclasses for intense specificity.
The three models represent different approaches to thinking. Bloom’s taxonomy is composed of six cognitive levels; knowledge, comprehension, application, analysis, synthesis, and Evaluation (Haag, 2001). According to Facione, the process of critical thinking involves six core critical skills; interpretation, analysis, evaluation, inference, explanation, and self-regulation. Paul and Elder’s elements of thought is composed of eight steps; intellectual humility, courage, empathy, autonomy, integrity, perseverance, reason, and fair-mindedness. Bloom’s taxonomy is about classifying the level of thinking behavior whereas Paul and Elder’s model illustrates the process of thinking behavior.
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Each of the three models can be used to analyze ideas, as well as draw conclusions founded on facts that are purely scientific and empirical. Through this, more educated, as well as valued deductions can be made. The weaknesses of these models are that they are composed of numerous levels and subcategories which are all in-depth. This makes them very tedious. Additionally, the concepts of these three models seem a bit redundant.
All three models include cognitive and affective aspects. The cognitive elements address the element or are related to knowledge, i.e., they process the existing knowledge and generate new. The affective component is related to feelings, emotions, and attitudes. The affective aspect refers to mental processes directed toward change or action and is composed of volition, desire, impulse, and striving.
Synthesize is among the levels in Bloom’s Taxonomy and it means to collect and put the information to create a new structure. To synthesize, in Bloom’s Taxonomy and Granello’s article, means to collect information from different sources and compile it in your process of thinking to form a new structure.
As a practitioner-scholar in psychology, I will use each of the three models to evaluate different research studies to understand them better, make comparisons between them, and compile the information in my thinking process in an unbiased manner.
The three models discussed above can be used to assess articles for my research project. The article I chose is “Psychological Profiling: Tenuous Validity as Evidence for Conviction” by Charrier, Miller, and Quick Yeates-Burghart (Charrier, Miller, & Quick Yeates-Burghart, N.d). I will use Bloom’s Taxonomy to evaluate the topic of criminal profiling. This will help me find answers to my research questions. Facione’s theory would be useful in analyzing the strengths, as well as the weaknesses of this investigation. Lastly, I will use Paul and Eder’s model to theorize the assumptions of my purpose statement for the research project.
References
Charrier, E., Miller, R., & Quick Yeates-Burghart. (N.d). Psychological Profiling: Tenous Validity as Evidence for Conviction in U.S Courtrooms. Eugene: USA. The University of Oregon.
Haag, G. (2001). Promoting Cognitive Complexity in Graduate Written Work: Using Bloom’s Taxonomy as a Pedagogical Tool to Improve Literature Reviews. New Jersey: United States. Wiley Blackwell.
Sari, A. (2015). Critical Thinking: From theory to Teaching. [Online]. Available at: http://www.oamk.fi/epooki/2015/critical-thinking-theory-teaching/ . Accessed 5 th Jan 2018.
