After having achieved some level of competency in their critical thinking classes, students are often frustrated by the effects of their use of critical thinking with their friends and family. This threat to their long-standing relationships and social comfort should be addressed in our pedagogy if we are to enable critical thinking to realize its potential for effective communication. Explicit attention to the emotional component of critical thinking exchanges is a possible step towards alleviating the negative tensions that would otherwise (...) result from the socially clumsy deployment of critical thinking. This paper offers suggestive evidence of relational frustration experienced by freshman critical thinking students and provides practical suggestions whereby criticaI thinking can nurture, rather than jeopardize social networks. (shrink)

Transferring critical thinking skills and dispositions from the classroom to our relationships is fraught with peril. The constructive infusion of criticality into interpersonal relationships, however, can greatlyenrich such relationships. An important question is how best to accomplish this enrichment process. In response to that question, we suggest the following strategies to facilitate the process of criticality in a relationship: (1) recognize potential argument frames and explore and negotiate these within the context of our relationships; (2) recognize one’s own and the (...) other’s complex context, especially deep-seatedvalues, attitudes, and commitments; (3) frame caring as including both support and criticality and avoid treating others as “spun glass,” too fragile to partake of critical thinking exchanges; (4) apply active listening skills during critical thinking discussions. These strategies can help transform potentially adversarial interactions into positive growth experiences for all concerned. (shrink)