Tag: #empathy

What is—and isn’t—critical thinking

and how we can use it to improve ourselves and those around us

Whenever I’ve talked about the need for critical thinking, I’ve noticed that those who need it most are usually the ones who agree most—but for other people!

Maybe this stems from our volatile society, but our collective exasperation (outrage?) at others’ points of view is certainly exacerbated by a lack of critical thinking by all parties.

I don’t consider myself a master critical thinker, but at least I can see how most political ads break every rule of sound and fair reasoning. (Of course, their purpose is to vilify opponents with innuendo, appeals to irrational fears, outright lies, distortions and half-truths; and a creative lack of depth, breadth, clarity or fairness. For that, they do a pretty consistent job—however unprincipled!)

But let’s start with clarity.

What critical thinking is not: using a judgmental spirit to find fault, assign blame, cancel, or censure.

What critical thinking is: using a disciplined thought process to discern what is clear, rational, open-minded, and informed by evidence.

After all, we are what we think. Our attitudes, feelings, words, and actions are all determined by the quality of our thinking. Unrealistic thinking leads to disappointment; pessimistic thinking spurns joy; practical thinking builds productivity; grateful thinking grows appreciation; and affirmative thinking leads to possibilities and opportunities.

Our brains do a pretty good job in identifying patterns and fixed procedures that require minimal consideration. It allows us to function efficiently in familiar zones and predictable routines. And hardwired in all of us is a prioritized egocentric core to protect our personal interests. But increasingly, our progressively diverse world and its unrelenting pace of change requires analytical thinking that is more vigorous, more complex, more adaptable, and more sensitive to divergent views—if we are not to degenerate into the dystopian futures of our movies!

That kind of elevated thinking is reasoning, which draws conclusions about what we know, or can discover, about anything. To reason well, we must intentionally process the information we receive. What are we trying to understand? What is its purpose? How can we check its accuracy? Do we have a limited, shaded, or jaded point of view? What is fact, what is evidence, and what is interpretation? What is the question or problem we are trying to solve? What assumptions are in our inherent biases, and how can we move away from them? What are the ultimate implications or consequences?

Our reasoning, therefore, needs standards with which to measure, compare and contrast all the bits of information in order to come to a meaningful and fair conclusion. Such intellectual standards include clarity, precision, accuracy, significance, relevance, logicalness, fairness, breadth and depth.

In the absence of these reasoning standards, we default to our self-centeredness, which inevitably leads to gnashing of teeth, biased irrationality, and social regrets. But when we vigorously apply these standards, we develop a capacity for fairmindedness, rational action, and healthy societies. This intellectual clash for the mastery of our own minds frames two incompatible ends:

Virtues for fair-minded rationality      Vices inhibiting fair-minded rationality
intellectual humility                                        intellectual arrogance
intellectual autonomy                                    intellectual conformity
intellectual empathy                                      intellectual self-centeredness
intellectual civility                                            intellectual rudeness
intellectual curiosity                                        intellectual apathy
intellectual discipline                                      intellectual laziness
intellectual integrity                                        intellectual hypocrisy

Here is a starter set of questions for better thinking and reasoning, drawn from the critically acclaimed book Critical Thinking, by Richard Paul and Linda Elder:

  • Clarity: Could you elaborate or give an example?
  • Precision: Could you be more specific?
  • Accuracy: How can we verify or test that?
  • Significance: Which of these facts are most important?
  • Relevance: How does that relate to, or help with the issue?
  • Fairness: Are my assumptions supported by evidence? Is my thinking justifiable in context?
  • Logicalness: Does what you say follow from the evidence?
  • Depth: What are some of the complexities of this issue?

Informed reasoning leads to better self-management, better understanding and relationships between people and groups—and ultimately, a better, more cooperative society. And let it begin with me.

The Mental and Therapeutic Benefits of Nature for Children with Autism Spectrum Disorder

simple steps to introduce children with ASD to nature

Whether it’s simply walking in a park, gardening, biking, kayaking, wildlife watching or even just sitting with a view of greens pace, nature is good for what ails us.

Our physical, mental and emotional health is surprisingly co-dependent on interactions with our natural environment. Regular exposure delivers restorative benefits; a lack of it brings detrimental consequences.

interaction with a family pet can be an easy at-home therapy

In his book, Last Child in the Woods, author Richard Louv describes the effects of what he called “nature-deficit disorder”: a distressing bundle of physical and emotional afflictions from the lack of personal interaction with nature — like low self-esteem, social anxieties, obesity and cardiovascular diseases.

And he’s not a lone prophet crying in the wilderness: a growing body of worldwide research backs him up.

Such studies have shown that time spent in nature can raise our morale, sociability and mental clarity. It can reduce the effects of stress, anxiety, attention deficit disorder behaviors and more.

For children with Autism Spectrum Disorder (ASD), research shows that engagement with nature provides sensory motor skill, emotional and social benefits. However, related issues — like sensory challenges, phobias, inappropriate behaviors and safety concerns — may make the adventure a bit harder than just your average walk in the park. Of course, each child’s strengths and needs vary, but psychologists say nature exposure can be an effective intervention strategy.

Beyond its calming attributes for children with ASD, nature also can be an exciting place to focus their exceptional powers of observation. The same single-mindedness that can master a narrow, arcane topic may also find fascination in the feel of a breeze, the ripples in a puddle, the rhythm of a katydid, the colors in a rainbow, the fragrance of a rose, or the textures and patterns in a pinecone.

Interacting with animals is another encouraging ASD-nature connection. Equine therapy uses horses and trained instructors to help the children calm, focus, think, talk, behave and learn. Family pets can be a ready-at-any-time, home-based therapy. Studies have shown that children with autism who had a pet from a young age tended to have greater social skills. Other research verifies how social behaviors in children with ASD temporarily improve after even a short play period with a live animal, such as a guinea pig (versus a toy).

My family experience with my youngest son, who has Asperger’s Syndrome, bears this all out. From the time he was 5 years old, we lived in the country, with nature literally out the door, and he often played and explored outside contentedly for long stretches. (We did have a neighbor through the woods who sometimes blasted his radio as far as our yard, which greatly upset our son in his quiet communing with nature. We had to go ask him to turn it down, which he graciously did.) For a time, we had a knuckleheaded dog, named Toby, which our young son loved and treated very well, as he did a series of multicolored cats. One year, he incubated bobwhite quail eggs and raised the chicks until they matured, and we released them into our back field. Another year, he raised chickens until the roosters crowed at 4 a.m. In all his animal interactions, he brought enthusiasm and a pleasant demeanor to his interest and grew in his responsibilities for caring for them.

The American Academy of Child and Adolescent Psychiatry adds that caring for a pet can help children develop nonverbal communication, compassion, empathy and trusting relationships. Along with their connection to nature, pets also can bring comfort contact for unmet physical and emotional needs.

Here are some simple, starting steps to introduce children with ASD to nature:

  • Allow them to enjoy unstructured play in a natural area in their own way. Do not feel you must direct them; self-directed nature play builds creativity and problem solving. Let them stare at a leaf, if that’s what they like. Getting dirty is fine.
  • Your natural area need not be a park or preserve set aside for such purposes. It can be a flower bed, a backyard tree or even some sticks and leaves. Start from where you and your child are both comfortable, and plan for incremental steps.
  • Look for different kinds of wildlife or plants, even if it is through a window. Set up a birdfeeder or watch for squirrels. Let them count the number of butterflies, or how many different kinds of weeds they can find growing in the crack of the sidewalk. Nature is all around, even in urban areas, there to be noticed.
  • Add small excursions as comfort and interest grows. Go on a nature scavenger hunt. Plan a trip to pick apples, strawberries or pumpkins. Try to identify constellations in the nighttime sky. Go out in a rainstorm. Make bark rubbings of trees. Order a chrysalis and watch the butterfly emerge. Create a windowsill garden. Plant a tree. Build a snowman. Erect a small hut as a safe outdoor shelter as a play retreat, where they can simply sit and be silent if they want. Collect differently colored leaves, etc.

Simple interactions with nature can bring both immediate and long-range therapeutic benefits for children with ASD. All they need is someone to introduce them in ways they can appreciate; nature provides the rest.

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