Critical Thinking

My Decision on Going 1

My Decision on Going Back to School
Elizabeth
Com/505
26 June 2010
Dr. Chris Enslin

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My Decision on Going 2
My Decision on Going Back to School
What is critical thinking and how does it relate to decision making. According to Schroyens (2005, p. 163), ???critical thinking is one mode of thought that allows us to generate new knowledge upon which we can act in an changing environment.??? When using critical thinking they are looking more in-depth at all aspects of decision. To make an informed decision, one must look at objectively at the possible answers and if the outcomes to these answers would be of benefit or harmful, then select the best answer. It challenges them to look at the way that they always had made the decisions in light of an ever changing[Check spelling–if these two words function as an adjective, they should be spelled as a single hyphenated word] world. Critical thinking challenges the assumptions, beliefs and values that are[Suggestion: see if the sentence can be rewritten to remove "that are” or "who are”] based[The[The passive voice is a form of "be” (are) and a participle (based). Over-use of the passive voice can make paragraphs officious and tedious to read. Try to use the active voice most often, e.g., the student completed the paper on time. The passive voice version–The paper was completed on time by the student–See eCampus > Center for Writing Excellence > Tutorials & Guides > Grammar & Writing Guides > Active & passive voice] cultural influences. By using critical thinking, a decision based on a solid foundation of fact not opinion or just because that is the way decisions have always been do not divide two-part verb beginning with has/have/had. Try to place “always” before or after the two-part verb (have been)–“always have been” or “have been always” (or place “always” later in the sentence)] made, can be obtained. It is very important to remember that when making an life changing decision, not to rush to judgment but take the time to look at all the different angles and come up with a solution that could be made given the set of circumstances at the time.
Critically Thinking about Returning to School
When I started to consider the possibility of returning to school, there was a great deal to consider. I had to consider my work, family, ability to accomplish my goal and other things[Vague[Vagueness–"things” is a wording gimmick to avoid further description]ell. The decision was not an easy to make. I started the process of trying to decide over a year ago. I began by thinking about the different obstacles to going back to school. The decision of when to return to school was placed on hold when it was discovered I had cancer. In the

My Decision on Going 3
rounds between surgery, chemotherapy and the recovery period after chemotherapy, I had the chance to reflect on the different aspects that had to be considered about returning to school. The first thing I had to look at was this something that I could handle after all I had been through. The added stress[Clearer[Clearer writing suggestion–"having” as a transitive verb is vague. Reconsider the sentence using "possessing,” "acquiring,” "developing,” etc. Often "having” can simply be deleted]ing[Clearer writing s[Clearer writing suggestion–"having” as a transitive verb is vague. Reconsider the sentence using "possessing,” "acquiring,” "developing,” etc. Often "having” can simply be deleted]ool on top of all that I already had to handle required a great deal of thought. I spent the time during recovery looking at how I would be able to juggle work, home and school. I finally decided that I could indeed handle the stress of everything. I have the support at home from Manuel and at work from my superiors and co-workers.
Master??™s of Psychology
The next step in the process of deciding to return to school was to pick the degree that I wanted to go after. That was the easiest part, but still it too had to be researched and looked at very carefully. Critical thinking too there played a part. I had always loved psychology and sociology, in fact my minor for my B. A. was sociology. I have had several jobs where I worked in the field and I enjoyed it very much. It just was not enough that I loved the field of psychology, but I also had to look at whether or not that I could make a good living and find employment. I had the encouragement of a Ph.D that I had worked for in a partial hospital program that it would be worth all the work to get get” is informal English and can mean many things; in academic writing, use forms of “arrive at,” “can,” “could,” “grows,” “is able to,” “receives,” etc.] get” is informal English and can mean many things; in academic writing, use forms of “arrive at,” “can,” “could,” “grows,” “is able to,” “receives,” etc.] where I wanted to go. I found that I could transfer within the agency that I already work in at the present. My supervisor in my present job encouraged me to pursue this degree if that is what[Clearer writing suggestion[Clearer writing suggestion–rewrite the sentence to remove "is what”] thing I had to over come The preceding two words are spelled as one word] in this process was the fact that[Wordiness–"the fact that[Wordiness–"the fact that” can often be reduced to simply "that”]t enough to succeed if I chose to pursue a Masters of Psychology degree. That was the hardest part of the decision to seek my

My Decision on Going 4
Masters degree. Critical thinking helped me to see that the assumption that I could not learn and
be able to accomplish my goal was just an assumption not based on fact. Looking back on the things[V[Vagueness–"things” is a wor[Vagueness–"things” is a wording gimmick to avoid further description]d that I had realized other goals that I did not think was possible either. The fact that[Wor[Wordiness–"the fact that” can[Wordiness–"the fact that” can often be reduced to simply "that”]also a very big factor in the decidingto return to school at this time in my life. In her article, Patricia Trapp (2005, pp.73) stated, ??? emotions play a larger part in learning and memory than previously recognized.???. I find that is Clearer writing suggestion–Remove “that is”] very true. The emotion of fear could have kept me from returning to school, fearing that I could not keep up and learn as fast as some of my classmates. Again critical thinking helped to clear up the assumption that I could not do it. I could not if I did not try at least. Fear, if you[Elimi[Eliminate second person (you, your) in [Eliminate second person (you, your) in academic documents and avoid addressing the reader directly. Use third-person pronouns (he, she, it, they)]things” is a wording g[Vague[Vagueness–"things” is a wording gimmick to avoid further description] (you, your) in ac[Elimi[Eliminate second person (you, your) in academic documents and avoid addressing the reader directly. Use third-person pronouns (he, she, it, they)]e if it is actually[Clich[Cliche: "actual” and "actually” a[Cliche: "actual” and "actually” are weak words whose meaning is nothing more than "in point of fact.” They are often used as intensifiers but usually can be deleted with no change in meaning ]at is the problem. Once having decided to pursue the degree program that I finally chose, the uncertainty of everything faded and eagerness replaced it ten[Express n[Express numbers higher than nine in digits (whe[Express numbers higher than nine in digits (when not the first word in the sentence)]y Decision
Critical thinking in decision making, helps to make things[Vagueness[Vagueness–"things” is a wording gimmick t[Vagueness–"things” is a wording gimmick to avoid further description]r) in academic d[Eliminate s[Eliminate second person (you, your) in academic documents and avoid addressing the reader directly. Use third-person pronouns (he, she, it, they)]ic d[Eliminate s[Eliminate second person (you, your) in academic documents and avoid addressing the reader directly. Use third-person pronouns (he, she, it, they)]liminate s[Eliminate second person (you, your) in academic documents and avoid addressing the reader directly. Use third-person pronouns (he, she, it, they)]t based on assumptions, beliefs, values and judgments that you[Eliminate s[Eliminate second person (you, your) in academic d[Eliminate second person (you, your) in academic documents and avoid addressing the reader directly. Use third-person pronouns (he, she, it, they)]nd person (you, your) in academic d[Eliminate s[Eliminate second person (you, your) in academic documents and avoid addressing the reader directly. Use third-person pronouns (he, she, it, they)]o many people make, they rush to make a decision based on how they have always done so. My decision would not have been the best I could have made if I had gone about it the same old way as I had done in the past.

My Decision on Going 5
Learning to make better decisions has been the hardest part of this whole journey called life. I could not have made the right decision for me if I had not thought everything through and taken my time to make sure that the choice was the right one for me.
Conclusion
In conclusion, when looking back at the choice to returning to school I have found the experience in critical thinking to be one of be best tools to make a solid decision by. In his article, Astleitner (2002 p.53) states, ???critical thinking is a higher-order thinking skill which mainly consists of evaluating arguments???. I have found that it is indeed a higher-order skill, it has to be learned, it does not come easily but it is worth the time to learn to think critically about the decisions that one faces.

Reference
Astleitner, H., Teaching Critical Thinking Online, Journal of Instructional Psychology,
Vol 29 Issue 2 pp.53. 24.
Riddell, T.(2007) Critical Assumptions: Thinking Critically about Critical Thinking

March, Vol. 46 No. 3, pp121, 3p.

Schroyens, W., Review of Knowledge and Thought: an Introduction to Critical Thinking, Experimental Psychology, March 2002 Vol.52(2) pp 163-164.
Trapp, P., Engaging the Body and Mind with the Spirit of Learning to Promote Critical Thinking, The Journal of Continuing Education in Nursing, March/April 2005 Vol. 36, No. 2
pp. 73-76.

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