Prerequisites In Higher-Order Thinking Process
Mankind, from the perspective of Islam, is a thinking being created by God with the gift of ‘aql – an Islamic term which means both intellect and reason. Thinking is a process that can lead to “new knowledge” from the synthesis or analysis of two isolated previous knowledge.
This process need not necessarily be linear as proposed by some taxonomies on thinking. If we look at most taxonomies – Bloom’s as a popular example – the thinking process is looked at as moving from a lower-order thinking level to a higher-order thinking level.
Yet in reality, thinking is not linear, instead it can be a back-and-forth process which defies a one-way linear process. Taxonomies tend to label certain thinking skills such as observation and description as being lower compared to others.
This gives the unfortunate impression that if one were to observe and then describe what is observed, then that person only possesses lower-order thinking skills. In contrast, according to thinking taxonomies, if one analyzes or synthesizes, then that person is considered to possess higher-order thinking skills because analysis and synthesis are categorized as such.
In reality though, the thinking process is not that simple or straight-forward. While observation and description are labelled as lower-order thinking skills by taxonomies, they are not necessarily easy to do. Logically speaking, if something is of a lower-order then it would certainly be an easier task.
In actuality however, not many of us can actually describe in great detail and accuracy what we observe. One can in fact argue that we – the postmodern humans – have lost the skills to observe and describe because of the high dependency on modern technologies. Modern technologies have neutered our abilities to observe and describe.
Yet, observation and description are the basic prerequisites in the acquisition of knowledge, and this rings true especially for STEM (science, technology, engineering, mathematics) knowledge.
Many have taken for granted the importance of observation and description, when in truth, the great scholars and scientists of the past possessed these two great skills (which are unfortunately underrated by people today).
The Polish mathematician and astronomer, Nicolaus Copernicus (d. 1543) for example observed the illusion that the river bank was moving when he was stationary in a boat. This struck him that it could also be an illusion that the sun moved around the earth while the earth remained stationary.
It was with his perceptive analogical observation that Copernicus was able to theorize that perhaps it was the earth that revolved around the sun, and not the other way around, bringing about the heliocentric model of the universe, which was detailed in his book De revolutionibus orbium coelestium (On the Revolutions of the Celestial Spheres) published just before his death in 1543.
Similarly such sharpness and accuracy were also present in Copernicus’ contemporary, the Flemish anatomist and physician, Andreas Vesalius (d. 1564) who was able to draw incredibly accurate anatomical diagrams of the human body in his De humani corporis fabrica (On the Fabric of the Human Body), also published in 1543.
Scholars and scientists from the Islamic Civilization have also shown their ability to observe and describe with great accuracy and detail. Some of these scholars and scientists even predate Copernicus and Vesalius.
The Persian polymath, al-Khwarizmi (d. 850), to take one example, was able to describe quadratic equations by only using words without having to resort to symbols (as symbols were unknown during the 9th century).
In his Kitab Surat al-Ard (Book of the Description of the Earth), al-Khwarizmi was also able to rework and correct geographical mistakes by Ptolemy. The corrections were made based on al-Khwarizmi’s astute and more accurate calculations of longitudes and latitudes.
Al-Idrisi (d. 1165) was the Arab cartographer who drew the renowned world map Tabula Rogeriana which was completed in 1154. Anyone who has seen his map would be astonished by the accuracy and details on the map which was drawn way before any modern technologies such as satellites were invented.
Al-Idrisi drew his map based on observations made during his travels, as well as notes, logs, journals and accounts from other travellers and mariners. Imagine the immense hard work al-Idrisi needed in order to transfer these accounts (which can be texts or drawings) to synthesize them to become a map.
From the above examples of just a few scholars and scientists, we can come to an agreement that thinking is not a simple process nor is it linear. We also cannot simply categorize certain skills such as observation and description as merely “lower-order thinking.”
Ask anyone today to describe what a circle is, and we can be quite sure the majority of people would not be able to give a description using words, what more do what al-Khwarizmi, al-Idrisi, Copernicus and Vesalius achieved.
In the Quran, there are many verses that enjoin Muslims to observe. For example, in verses 17 to 21 of Surah al-Ghashiyah, it is stated to the effect that: “Do they not look at the camels, how they are made? And at the sky, how it is raised high? And at the mountains, how they are fixed firm? And at the earth, how it is spread out? Therefore do thou give admonition, for thou art one to admonish.”
For Muslims, observation can be regarded as the key of keys towards understanding. Even in the modern scientific method, observation is a critical step that cannot and should not be taken lightly. Describing what is observed is also equally important in the scientific method.
As such, coming back to the issue of higher-order thinking skills, we must critically re-evaluate whether the approach used in schools today can be improved upon. At the primary school level, it is best that students are exposed to skills such as observation and description. The question is, is this being done effectively when much focus is given to examinations?
These two skills (observation and description) serve as the bases for other thinking skills such as analysis and synthesis. We must not look at observation as lower-order or inferior thinking skills, but instead regard them as the basics and prerequisites in higher-order thinking skills.
The inability to observe and describe would be manifested in the inability to analyze and synthesize. It is best to start the students young in mastering the skills of observing and describing.
In implementing higher-order thinking skills, students should not be scared off of STEM subjects. Many perceive the need for higher-order thinking skills in STEM subjects have resulted in the subjects being too difficult, resulting in the drop in the number of students taking these subjects at higher levels.
Therefore at this juncture, we need to evaluate whether we actually focus on the things that matter in the implementation of higher-order thinking skills in schools. Lest this is done, we would not be able to produce our own future al-Khwarizmis, al-Idrisis, Copernicuses and Vesaliuses.