CHAPTER 1

INTRODUCTION TO CRITICAL THINKING

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CRITICAL THINKING

As a general rule, critical thinking involves developing some emotional and intellectual distance between yourself and ideas - whether your own or others' - in order to better evaluate their truth, validity, and reasonableness.

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WHAT IS THINKING?

Sensation Biological Psychological Cognitive Communications

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STAGES OF COGNITIVE DEVELOPMENT

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Birth to 2 yeas old Preoperational stage: 2-7 years old Concrete operational stage: 7years to adolescence Formal operations stage: adolescence and onward Dialectical reasoning
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THREE STEPS OF CRITICAL THINKING Becoming aware that assumptions exist Making assumptions explicit Assessing their accuracy

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MISCONCEPTIONS ABOUT CRITICAL THINKING Negative process tears down idea Lead to relativistic freeze inability to make commitments Traumatic change abandon old assumptions Dispassionate and cold

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WHY CRITICAL THINKING IS IMPORTANT All decisions, judgments spring from assumptions Personal relationship for communications Avoid stagnation at workplace

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ABSENCE OF CRITICAL THINKING

Blindly reproduces: Damaging reactions Accept a face value or justification Blindly believe TV commercials Accept and say what the textbook say

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WHAT DOES CRITICAL THINKING LOOK LIKE

Contextual sensitivity stereotype about people, accepting others at face value Perspective thinking get into other person shoes Tolerance for ambiguity accept multiple interpretation

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CHARACTERISTICS OF CRITICAL THINKING PEOPLE

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Truth seeking courage, desire for knowledge Open mindedness tolerance Analytical application of reason and evidence Systematicity valuing organization Inquisitiveness curious and eager Cognitive maturity prudence in making
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MAJOR COMPONENTS IN CRITICAL THINKING

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Perceptions Assumptions Emotions Language Arguments Fallacy Logic Problem Solving

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REQUIREMENTS FOR EFFECTIVE CRITICAL THINKING

Cognitive skills are: Interpretation Analysis Evaluation Inference Explanation Self regulation Active dispositions
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CRITICAL THINKING IS.

How you approach Problems Questions Issues

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CHARACTERISTICS GOOD CRITICAL THINKING

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Inquisitiveness Concern Alert Self confidence Open mindedness Flexibility Prudence Clarity Persistence

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VALUE OF CRITICAL THINKING

Achievements of liberal Learning to learn Learning to think Leads away from acceptance Leads above self defeating Beyond ambiguous

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ROLE OF LANGUAGE IN CRITICAL THINKING

Language describe, inform and persuade Persuasion logic, fallacious reasoning and problem solving Language forms Emotionally charge manipulative
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LOGIC IN CRITICAL THINKING

Deductions vs. introduction logic = scientific methods Deduction

Draws a conclusion from facts Relies on certainty Valid argument vs. sound argument Deductive reasoning with facts and evidence

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LOGIC IN CRITICAL THINKING

INDUCTION Derives probable conclusion Learning from experience Arguments from analogy Hypothetical reasoning Inductive reasoning
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BASIC ASSUMPTIONS Our lives are lived in our minds. Garbage thinking (unconscious) gets in the way of critical thinking Powerful thinking (conscious) can replace garbage thinking

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GARBAGE THINKING

Didactic teaching - a seductive, illusory method of instruction Smothers thinking - assumes learning is passive Reinforces itself - parroting of prescribed information from student back to instructor

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BENEATH THE GARBAGE

Egocentric thinking - its true because I say it is Sociocentric thinking - its true because we say it is Political thinking - its true because we can make anything we like to be so
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CRITICAL THINKING

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A way to convert information into meaning Thinking that regulates itself A method to monitor ones thinking continuously A way to expose ones thinking to universal intellectual standards Bridges disciplines or domains
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CRITICAL THINKING

Thinking = Content Content = Thinking

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CRITICAL THINKING

Must be practiced over extended time Results will not be immediate but long-term Critical thinking can become intuitive

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From Garbage to Power

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As humans we live in our

Minds
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If knowledge is power, what is the most powerful bit of knowledge you have? Be specific How did you gain this knowledge?
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garbage ideas
VS.

Powerful ideas
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Garbage Other people are responsible for how I feel.

Powerful I am responsible for how I feel.

You are making me mad.

I can change how I feel by changing how I think about things.

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What was the most ridiculous or dangerous belief you ever had? What was the behavior resulting from your thinking?
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There are powerful ideas which, when taken seriously,

add a tremendous amount of quality to your life

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BASIC CONCEPTS OF CRITICAL THINKING

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Why is it Hard to Explain Critical Thinking? because it represents a new way to think about . . . learning behavior emotions our lives learning education
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A Vision

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THE BASIC CONCEPT OF CRITICAL THINKING

In pairs, discuss what critical thinking means to you right now. Then explain it in terms of actual situations in your life in one or more domains (as a student, friend, life partner, consumer, etc.) What happens when you think critically in those situations? What happens when you do not?
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CENTRAL QUESTION

What does critical thinking mean to me right now? How would I define it? When do I use it? What exactly do I do when I am using it? Do I ever seriously fail to use it? Can I give examples from my life?
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Thinking which: Operates on itself To improve itself Is self commanding Continually assesses itself Thinking which: Requires special level of awareness Requires special skills of selfassessment Thinking which: MUST BE AWARE OF ITS FEELINGS AND DESIRES

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AS A CRITICAL THINKER

I recognize that the quality of my life is a function of the quality of my thinking. I am learning how to identify the thinking I am engaging in, especially when I see some problems in my behavior or when I am experiencing unwanted or unproductive emotions. I am coming to recognize that I have internalized a number of garbage ideas. I am working to replace them with powerful ideas.
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AS A CRITICAL THINKER

I increasingly draw a clear distinction between what I cant control & what I can control (so as to maximize the effectiveness of my behavior & the fulfillment I experience I monitor my strengths & weaknesses regularly, looking for opportunities to build on my strengths & minimize or eliminate my weaknesses.
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AS A CRITICAL THINKER

I recognize that I am capable of better & better thinking & I recognize that there is very much more that I have not yet learned about thinking (in general) and my thinking (in particular). I am strongly motivated to learn more & more about my mind & how it operates.
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HOW
I THINK

MAKES A
DIFFERENCE
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CRITICAL THINKING BASICS

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MOST POPULAR STANDARDS

1. its true because I believe it. 2. its true because we believe it. 3. its true because i want to believe it.

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Clarity
Accuracy

Could you elaborate further? Could you illustrate what you mean? Could you give me an example?

Intellectual Standards

Precision
Relevance

Depth
Breadth

Logic
Significance
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How could we check on that? How could we find out if that is true? How could we verify or test that? Could you be more specific? Could you give me more details? Could you be more exact? How does that relate to the problem? How does that bear on the question? How does that help us with the issue? What factors make this a difficult problem? What are some of the complexities of this question? What are some of the difficulties we need to deal with? Do we need to look at this from another perspective? Do we need to consider another point of view? Do we need to look at this in other ways? Does all of this make sense together? Does your first paragraph fit in with your last? Does what you say follow from the evidence? Is this the most important problem to consider? Is this the central idea to focus on? Which of these facts are most important?

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ELEMENTS OF REASONING

Purpose Question at Issue Assumptions Point of View

Information Concepts Interpretation Implications

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PURPOSE
All reasoning has a PURPOSE. Take time to state your purpose clearly. Distinguish your purpose from related purposes. Check periodically to be sure you are still on target. Choose significant and realistic purposes.
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QUESTION AT ISSUE
All reasoning is an attempt to settle some QUESTION, solve some PROBLEM. Take time to clearly and precisely state the question at issue. Express the question in several ways to clarify its meaning and scope. Break the question into sub-questions. Identify the type of question (1-2-3).
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ASSUMPTIONS
All reasoning is based on ASSUMPTIONS. Clearly identify your assumptions and determine whether they are justifiable. Consider how your assumptions are shaping your point of view.
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POINT OF VIEW
All reasoning is done from some POINT OF VIEW. Identify your point of view. Seek other points of view and identify their strengths as well as weaknesses. Strive to be fair-minded in evaluating all points of view.
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INFORMATION
All reasoning is based on DATA, INFORMATION & EVIDENCE. Restrict claims to those supported by data. Search for information that opposes your position as well as that supporting it. Make sure that all information used is clear, accurate, and relevant to question at issue. Make sure you have gathered sufficient information.
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CONCEPTS
All reasoning is expressed through, and shaped by, CONCEPTS AND IDEAS. Identify key concepts and explain them clearly. Consider alternative concepts or alternative definitions to concepts. Make sure you are using concepts with care and precision.
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INFERENCES
All reasoning contains INFERENCES or INTERPRETATIONS by which we draw CONCLUSIONS and give meaning to data. Infer only what the evidence implies. Check inferences for their consistency with each other. Identify assumptions which lead you to your inferences.
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IMPLICATIONS
All reasoning leads somewhere or has IMPLICATIONS and CONSEQUENCES. Trace the implications and consequences that follow from your reasoning. Search for negative as well as positive implications. Consider all possible consequences.
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Elements of Reasoning Point of View

frame of reference, perspective, orientation

Purpose
goal, objective

Implications & Consequences Assumptions

presupposition, taking for granted

Question at Issue
problem

Inferences & Interpretations

conclusions, solutions

Concepts

Information

data, observations, theories, defifacts, experiences nitions, axioms, principles, models

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DOMAINS

Historical Geographical Economic Literary

Biological Psychological Philosophical Mathematical

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Point of View
Seeing myself as the center of the world as a means to get what Implications I want I get what I want w/o having to change

Purpose

To gain selfish interests at the expense of Question others How can I get what I want w/o having to change

The Logic of Egocentrism

Egocentric finds ways I should be situated to serve self or so I can get what Egoto selfI want w/o centrics Pursuing validate change pursue inforones selfish mation to achieve advantage selfish ends

Assumptions

Inferences

Concepts Information
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Complete the Wheel:

The Logic of the Non-Egocentric Mind

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The Logic of Psychology

Look at human thought and behavior from the point of view of individual functions or dysfunctions If we understand the roots of functional and dysfunctional thought and behavior we can cultivate one and cure the other. To study the individual human mind and behavior to determine the conditions under which it becomes functional or dysfunctional Under what conditions does human behavior become functional or dysfunctional?

There are intelligible and discoverable reasons why some human thought and behavior is functional and some not. The concepts of functional and dysfunctional behavior and thought such as defense mechanisms, depression, neurosis

Elements of Reasoning

Judgments about the functionality or dysfunctionality of human behavior and of the thinking that Information underlies it that sheds light on the conditions under which behavior becomes functional or dysfunctional and the thinking that underlies that behavior

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CLASSIFICATION BY SYSTEM
1
One system of thinking

2
Questions with as many answers as human preferences

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Conflicting systems of thinking

Questions with one right answer One procedure or method for getting the answer

Mere opinion and subjective preference

Questions with better & worse answers

Knowledge
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Judgment
Relativist
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Dogmatist

QUESTIONS CALLING FOR FOR REASINED JUDGMENT

How can I best design this house so that I minimize costs while meeting the major needs and desires of all my family members? Who is the best person for this job out of 3 candidates, each seeming capable of performing the job well? Should I keep my job, which I enjoy, or should I take this other job offer which may be even more satisfying?
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Four Ways to Generate Questions

Using your knowledge of structure of thought & logic of systems To focus on questions based on the elements of thought: Using your knowledge of systems Using your knowledge of standards Using your knowledge of disciplines & domains

To focus on 3 types of questions:

one right answer

To focus on questions based on standards: Clarity Accuracy Precision Relevance Depth Breadth Logicalness

To focus on questions specific to a discipline or domain:

Scientific questions Mathematical questions Historical questions Literary questions
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Purpose Question at Issue Concepts Assumptions Information Interpretations Implications Point of View

- one system - knowledge subjective preference - opinion better / worse answers - competing systems - judgment

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The Enemy

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CREATE AN IDEA

Talk the idea in your group Write the idea - freewrite, brainstorm, cluster, draft Think the idea - reflect about it, discuss it in your group, rewrite it yourself Test the idea in front of another audience Rewrite it as a question from a point of view
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DEVELOP AN IDEA

Identify your system using the CT wheel Place your question in it Label your assumptions, concepts, etc. Rephrase your question as your writing unfolds Through the entire thinking and writing and criticism process, refine the wheel
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PLANNING MY RESEARCH PAPER

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My purpose in writing this paper is _______ The main question I will be focused one is _ Sub questions I will be focused on are ____ I will gather information to address my questions from these sources ___________ The main idea in my paper is ___________ The point of view I take is ______________ 64

RESEARCH PAPER CHECKLIST

I have gathered accurate information. My paper is clearly written. I have considered various ways to interpret the information. I am clear about my purpose for writing the paper and my key questions. I have considered all points of view relevant to the questions. I have followed out the implications which relate to the question.
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EVALUATION GRID
weak / fair / good / strong

Question well stated? Clear, unbiased? Shows complexity? Cites relevant evidence? Clarifies key concepts when necessary? Sensitive to assumptions? Develops line of reasoning, with explanations? Reasoning well supported? Shows sensitivity to alternative points of view? Shows sensitivity to implications and consequences of position taken?
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In Critical Thinking we: make our thinking the object of thought improve our thinking as a result This requires: developing a special awareness special skills of self-assessment
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We must routinely

Take our thinking apart

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Contextualization of Theory

Self Analysis

Inner Experiences of figuring ourselves out

Must energize and drive us to greater & greater levels of self-command

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Critical Thinking

Self Command of Theory

Alive in the mind

Continual engagement in everyday life

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Moving
Bravely

Forward
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TO GAIN MAXIMUM
of Critical Thinking

Follow directions closely and exactingly. Actively give yourself to the process. Expect confusions to arise. This is normal and to be expected. Set your sights on the long term goal. Expect to test this model in your learning over an extended period of time.
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POWERFUL IDEAS TO FOSTER IN YOUR THINKING

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I am responsible for the contents of my mind. I am responsible for fundamental change. I am not my beliefs. I am not my ego. I am not my fears. I am not my prejudices. I am not everything that is in me. I am only what is rational in me.
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On to Power

Find one idea you have learned that you consider POWERFUL i.e., you want to embody this idea in your thinking and behavior Be prepared to explain what the idea is, why you think it is powerful, and what you can do to begin to work it into your thinking and behavior
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Powerful Ideas for Students

To learn this I must think it through and work it into my thinking In my history class I am learning to think historically. I can see how important this is to my life To learn well I have to take responsibility for my own learning I am capable of learning; I am capable of changing
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