A Cognitive Emotional Methodology for Critical Thinking

Abstract

This essay provides a theoretical foundation for a cognitive emotional methodology for critical thinking that is currently being utilized by the author in undergraduate and graduate social work advanced seminar classes. Through a review of the literature, the paper suggests that most approaches to teaching critical thinking do not integrate cognitive emotional criteria in the teaching method, and this is problematic for social work education. Citing recent literature about teaching empathy and values, and merging that work with clinical theory and practice, a theoretical foundation is established for a methodology that is in its formative stages. The methodology and its constructs are described. Although the methodology is presented though the vehicle of social work education, it is asserted that the methodology has broader utility. Introduction Both the prevailing literature and the experience of teaching social work seminars reflect that critical thinking involves, but is greatly larger than, an intellectual process. Awareness of self, and confrontation of beliefs and emotions, converge on the learning moment. Students are brought face to face with human need, and the processes of integrating ethical principles, values, and skill sets that require introspective maturity, which enable the accomplishment of professional purpose through professional action. While there are methodologies and hierarchies for teaching critical thinking, the availability of models that integrate a cognitive emotional approach are sparse. It cannot be assumed that merely teaching critical thinking skills, in and of itself, will generate emotional maturity. Actually, most metho-dologies assume that the capacity for critical thinking already exists and all that is missing is the "how to do it". This paper proposes a cognitive emotional methodology for critical thinking. This method is being utilized in advanced field B.S.W. and M.S.W. seminar classes at Kutztown University of Pennsyl-vania by the author. The students' use and experience of the model has shown that its methodology has heuristic value. While research regarding the methodological constructs of the model is now being conducted, this paper is intended to provide a scholarly rationale for, and a description of, the model and its implementation. Although it is presented through the lens of social work education, it is suggested that the methodology provides a generic model for critical thinking and decision making applicable to all academic and professional disciplines.