I like this discussion about myths in our chapter, specifically the one related to perfection. I think this fits in well with academic expectations and grades, as well as many other areas in life. We might think of something being perfect as being without flaws or in relation to not having room for further advancement. Seeking perfection can cause us to miss out on potentially good information or solutions (Kirby & Goodpaster, 2007).

 PLEASE NOTE. The words should be 75-100 words.

 

If we set the expectation at being perfect, we might miss out on other areas where we can excel. In other words, perfect might set the bar too low. As we have learned in our class, we can always develop. Perfection also notes an ending point. Ideally, we would always learn, grow, and develop. This goes back to that idea about the value of the examined life presented by Socrates. This self-examination, he believed, was a quest of a lifetime! Striving to be skilled might give us more room to grow than setting our sights on being perfect.

 

Engaging in this type of self-examination can be a painful process, as we might need to address areas of development or painful past events. Being open to the examination is a great first step toward setting goals and making progress. If we are unable or unwilling to be in this place of discomfort, we might not move forward and make progress. Being willing to be a bit uncomfortable is a helpful first step. Focusing on the process, rather than the outcome helps us to work toward being skilled, as opposed to being perfect.

 

In assessing our engagement and the success of critical thinking are we exploring the process or the outcome? What do you think is the difference between these two concepts?

 

Kirby, G. R., & Goodpaster, J. R. (2007) Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hal

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