In this section, the conceptual framework of the study is presented. A conceptual framework, according to Business Dictionary (2018b), is “a theoretical structure of assumptions, principles, and rules that holds together the ideas comprising a broad concept.” Differences exist in the way in which critical thinking is defined in the literature as explained earlier. Almost every renowned educational scholar has a definition of critical thinking by which they attempted to educate, clarify and demystify the meaning attributed to critical thinking over the previous centuries (Geng, 2014). Critical thinking consequently has been defined within the literature in multiple ways. Because of the multiplicity of publications in this field, I have limited the definitions I had used within this conceptual framework to the afore-mentioned authors and previously justified their inclusion within this study. The conceptualisation of their definitions forms the framework for this study:
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active, persistent and careful consideration of a belief or supposed form of knowledge in the light of the grounds which support it and the further conclusions to which it tends (Dewey,1909: 9)
an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experience; knowledge of the methods of logical enquiry and reasoning and some skill in applying those methods. Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of evidence that supports it and the further conclusions to which it tends (Glaser,1941: 5)
the propensity and skill to engage with in an activity with reflective scepticism (McPeck,1981: 8).
reasonable, reflective thinking that is focused on deciding what to believe or do (Ennis,1989: 4).
…thinking that is purposeful, reasoned and goal-directed (Halpern, 1989: 5) …purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference as well as explanation of the evidential conceptual, methodological, criteriological or contextual considerations upon which that judgment was based (Facione, 1990: 3)
Despite the differences from the three main thought domains of philosophy, psychology, and education, there are common expressions among them. All three perspectives believe that critical thinking involves the main components of reason, reflection, purposeful thinking, and morality. The first component rests on the concept of reason where there is willingness and confidence in the ability to reason and disciplined mental activity. The second component rests on the concept of reflection on positive and negative attributes in deciding what to believe or do thereby being honest in facing personal biases, and prudent, and objective in making judgements, and evaluating arguments or propositions. The third component rests on the concept of purposeful thinking that is goal oriented, focussed in inquiry and persistent in seeking results, and that which will guide the development of beliefs. The fourth component rests on the concept of morality whereby there is care about others’ dignity and welfare while considering various insights for consensus-seeking using collaboration for agreement thereby upholding standards and values inherent in educated thought and taking action. In addition, for critical thinking to be actuated, according to Glaser (1941), Halpern (1989) and Facione (1990), a thinker must possess the skills and the inclination to apply those skills. The skills and dispositions required for critical thinking development are discussed in Section 2.7, p. 42.
As detailed in Chapter One, a radiographer’s role involves the provision of quick and accurate imaging examinations and diagnosis in a range of clinical areas within a hospital setting. The use of critical thinking skills is crucial in making ethically sound decisions for best patient outcomes. On searching literature on the meaning of critical thinking, it is evident that authors have over the years attempted to attribute meanings to ‘critical thinking’ as discussed earlier
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in this chapter. However, there is no ‘best fit’ definition of critical thinking that can be easily understood and applied to learning and teaching in HE (Paul, 1990; Kuhn, 1999; Moon, 2008). As educators, we tend to use a published definition by moulding it to our local requirements (Kuhn, 1999). Scheffer and Rubenfeld (2000) maintain that a concise definition of the concept of critical thinking is one that various disciplines continue to struggle with today. In order to successfully advise students in the development of this core skill, it is therefore important that academics have a clear understanding of the meaning of critical thinking (Castle, 2009). However, developing a single definition has been problematic due to the subjective nature of the interpretation attributed by various authors. These authors have reasoned their articulations of critical thinking. Each needs to be appreciated on its own merit. None have explicitly stated that ‘this is the correct definition’ to follow although some have been criticised in the literature for professing to be correct (Banning, 2006).
Due to critical thinking being subject specific rather than generic, it would be feasible to build on the meaning suggested by student and tutor participants in light of these published definitions but with specific relevance to radiography education and practice. My framework is therefore based on an articulated understanding of the breadth of meaning attributed to the generic definitions as well as the discipline-specific requirements of the practice of diagnostic radiography. The conceptual framework acted as a reference point when exploring participants’ understanding of the meaning of critical thinking, and in relation to the analysis and interpretation of data.
2.5.1. Summary
This section presented my conceptual framework for this study which is grounded in the analysis of published definitions of critical thinking and in the expectation for the practice of the autonomous diagnostic radiographer. The concepts underpinning their definitions are discussed later in the dissertation in relation to the findings of the study to answer the research questions, and with the aim of closing the current gap that exists within the published domain regarding a discipline-specific definition of critical thinking in diagnostic radiography.
The next section focuses on the development of critical thinking.