7/30/2019 CT CHAP 1

1/75

SZBS1

CHAPTER 1

INTRODUCTION TO

CRITICAL THINKING

7/30/2019 CT CHAP 1

2/75

SZBS2

As a general rule, critical thinking involves developingsome emotional and intellectual distance betweenyourself and ideas - whether your own or others' - inorder to better evaluate their truth, validity, andreasonableness.

CRITICAL THINKING

7/30/2019 CT CHAP 1

3/75

SZBS 3

WHAT IS THINKING?

Sensation

Biological Psychological

Cognitive

Communications

7/30/2019 CT CHAP 1

4/75

SZBS 4

STAGES OF COGNITIVEDEVELOPMENT

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

7/30/2019 CT CHAP 1

5/75

SZBS 5

THREE STEPS OF CRITICALTHINKING

Becoming aware thatassumptions exist

Making assumptions explicit

Assessing their accuracy

7/30/2019 CT CHAP 1

6/75

SZBS 6

MISCONCEPTIONS ABOUT

CRITICAL THINKING Negative process tears

down idea

Lead to relativistic freezeinability to make commitments

Traumatic change abandon

old assumptions Dispassionate and cold

7/30/2019 CT CHAP 1

7/75

SZBS 7

WHY CRITICAL THINKINGIS IMPORTANT

All decisions, judgments

spring from assumptions Personal relationship for

communications

Avoid stagnation at

workplace

7/30/2019 CT CHAP 1

8/75

SZBS 8

ABSENCE OF CRITICALTHINKING

Blindly reproduces:

Damaging reactions

Accept a face value orjustification

Blindly believe TV

commercials

Accept and say what the

textbook say

7/30/2019 CT CHAP 1

9/75

SZBS 9

WHAT DOES CRITICAL

THINKING LOOK LIKE Contextual sensitivity

stereotype about people,

accepting others at facevalue

Perspective thinking get

into other person shoes Tolerance for ambiguity

accept multiple interpretation

7/30/2019 CT CHAP 1

10/75

SZBS 10

CHARACTERISTICS OFCRITICAL THINKING PEOPLE

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

7/30/2019 CT CHAP 1

11/75

SZBS 11

MAJOR COMPONENTS IN

CRITICAL THINKING Perceptions

Assumptions

Emotions Language

Arguments

Fallacy Logic

Problem Solving

7/30/2019 CT CHAP 1

12/75

SZBS 12

REQUIREMENTS FOR EFFECTIVECRITICAL THINKING

Cognitive skills are:

Interpretation

Analysis Evaluation

Inference

Explanation

Self regulation

Active dispositions

7/30/2019 CT CHAP 1

13/75

SZBS 13

CRITICAL THINKING IS.

How you approach

Problems Questions

Issues

7/30/2019 CT CHAP 1

14/75

SZBS 14

CHARACTERISTICS GOOD

CRITICAL THINKING Inquisitiveness

Concern

Alert Self confidence

Open mindedness

Flexibility Prudence

Clarity

Persistence

7/30/2019 CT CHAP 1

15/75

SZBS 15

VALUE OF CRITICAL

THINKINGAchievements of liberal

Learning to learn

Learning to think

Leads away from acceptance

Leads above self defeating Beyond ambiguous

7/30/2019 CT CHAP 1

16/75

SZBS 16

ROLE OF LANGUAGE IN

CRITICAL THINKING Language describe, inform and

persuade

Persuasion logic, fallaciousreasoning and problem solving

Language forms

Emotionally charge

manipulative

7/30/2019 CT CHAP 1

17/75

SZBS 17

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

7/30/2019 CT CHAP 1

18/75

SZBS 18

LOGIC IN CRITICAL

THINKINGINDUCTION

Derives probable conclusion

Learning from experience

Arguments from analogy

Hypothetical reasoning Inductive reasoning

7/30/2019 CT CHAP 1

19/75

SZBS 19

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

7/30/2019 CT CHAP 1

20/75

SZBS 20

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

7/30/2019 CT CHAP 1

21/75

SZBS 21

BENEATH THE GARBAGE

Egocentric thinking - its true

because I say it is Sociocentric thinking - its true

because we say it is

Political thinking - its truebecause we can make anything

we like to be so

7/30/2019 CT CHAP 1

22/75

SZBS 22

CRITICAL THINKING

A way to convert information into

meaning

Thinking that regulates itself

A method to monitor ones thinking

continuously

A way to expose ones thinking touniversal intellectual standards

Bridges disciplines or domains

7/30/2019 CT CHAP 1

23/75

SZBS 23

CRITICAL THINKING

Thinking = Content

Content = Thinking

7/30/2019 CT CHAP 1

24/75

SZBS 24

CRITICAL THINKING

Must be practiced over

extended time

Results will not be immediate

but long-term

Critical thinking can become

intuitive

7/30/2019 CT CHAP 1

25/75

SZBS 25

From Garbage toPower

7/30/2019 CT CHAP 1

26/75

SZBS 26

As humans

we live

in our

Minds

7/30/2019 CT CHAP 1

27/75

SZBS 27

If knowledge is power,

what is the most powerfulbit of knowledge you have?

Be specific

How did you gain this knowledge?

7/30/2019 CT CHAP 1

28/75

SZBS 28

VS.

7/30/2019 CT CHAP 1

29/75

SZBS 29

Garbage Powerful

Other people areresponsible for

how I feel.

I am responsible

for how I feel.

You are

making me mad.

I can change how I

feel by changing howI think about things.

7/30/2019 CT CHAP 1

30/75

SZBS 30

7/30/2019 CT CHAP 1

31/75

SZBS 31

There are powerful ideaswhich, when taken seriously,

add a tremendous

amount of qualityto your life

7/30/2019 CT CHAP 1

32/75

SZBS 32

7/30/2019 CT CHAP 1

33/75

SZBS 33

Why is it Hard to Explain

Critical Thinking?because it represents a

new way to think about . . .

learningbehavior

emotionsour lives

learning

education

A Vision

7/30/2019 CT CHAP 1

34/75

SZBS 34

In pairs, discuss what critical

thinking means to you right now.

Then explain it in terms of actualsituations 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?

7/30/2019 CT CHAP 1

35/75

SZBS 35

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?

7/30/2019 CT CHAP 1

36/75

SZBS 36

Thinking which:

Operates on itselfTo improve itself

Is self commanding

Continually assesses itself

Thinking which:

Requires special level of awareness

Requires special skills of self-

assessmentThinking which:

MUST BE AWARE OF ITS

FEELINGS AND DESIRES

7/30/2019 CT CHAP 1

37/75

SZBS 37

AS A CRITICAL THINKER

I recognize that the quality of my lifeis a function of the quality of mythinking.

I am learning how to identify the

thinking I am engaging in, especiallywhen I see some problems in mybehavior or when I am experiencingunwanted or unproductive emotions.

I am coming to recognize that I haveinternalized a number of garbageideas. I am working to replace themwith powerful ideas.

7/30/2019 CT CHAP 1

38/75

SZBS 38

AS A CRITICAL THINKER

I increasingly draw a clear distinction

between what I cant control & what I

can control (so as to maximize theeffectiveness of my behavior & the

fulfillment I experience

I monitor my strengths & weaknessesregularly, looking for opportunities to

build on my strengths & minimize or

eliminate my weaknesses.

7/30/2019 CT CHAP 1

39/75

SZBS 39

AS A CRITICAL THINKER

I recognize that I am capable ofbetter & better thinking & I

recognize that there is very muchmore that I have not yet learnedabout thinking (in general) andmy thinking (in particular). I amstrongly motivated to learn more& more about my mind & how itoperates.

7/30/2019 CT CHAP 1

40/75

SZBS 40

HOW

I

THINK

MAKES A

DIFFERENCE

7/30/2019 CT CHAP 1

41/75

SZBS 41

7/30/2019 CT CHAP 1

42/75

SZBS 42

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.

7/30/2019 CT CHAP 1

43/75

SZBS 43

Clarity

Accuracy

Precision

Relevance

Depth

Breadth

Logic

Significance

Could you elaborate further?

Could you illustrate what you mean?

Could you give me an example?

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?

Intellectual

Standards

7/30/2019 CT CHAP 1

44/75

SZBS 44

ELEMENTS OF REASONING

Purpose

Question at

Issue

Assumptions Point of View

Information

Concepts

Interpretation

Implications

7/30/2019 CT CHAP 1

45/75

SZBS 45

PURPOSE

All reasoning has a PURPOSE. Take time to state your purpose

clearly.

Distinguish your purpose fromrelated purposes.

Check periodically to be sure

you are still on target. Choose significant and realistic

purposes.

7/30/2019 CT CHAP 1

46/75

SZBS 46

QUESTION AT ISSUE

All reasoning is an attempt to settlesome QUESTION, solve somePROBLEM.

Take time to clearly and precisely statethe 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).

7/30/2019 CT CHAP 1

47/75

SZBS 47

ASSUMPTIONS

All reasoning is based onASSUMPTIONS.

Clearly identify your assumptionsand determine whether they are

justifiable.

Consider how your assumptionsare shaping your point of view.

7/30/2019 CT CHAP 1

48/75

SZBS 48

POINT OF VIEW

All reasoning is done fromsome 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.

7/30/2019 CT CHAP 1

49/75

SZBS 49

INFORMATION

All reasoning is based on DATA,INFORMATION & EVIDENCE.

Restrict claims to those supported bydata.

Search for information that opposes yourposition as well as that supporting it.

Make sure that all information used isclear, accurate, and relevant to question

at issue. Make sure you have gathered sufficient

information.

7/30/2019 CT CHAP 1

50/75

SZBS 50

CONCEPTS

All reasoning is expressed through,and shaped by, CONCEPTS ANDIDEAS.

Identify key concepts and explainthem clearly.

Consider alternative concepts or

alternative definitions to concepts.

Make sure you are using concepts

with care and precision.

7/30/2019 CT CHAP 1

51/75

SZBS 51

INFERENCES

All reasoning contains INFERENCESor INTERPRETATIONS by which wedraw 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.

7/30/2019 CT CHAP 1

52/75

SZBS 52

IMPLICATIONS

All reasoning leads somewhereor has IMPLICATIONS andCONSEQUENCES.

Trace the implications andconsequences that follow fromyour reasoning.

Search for negative as well aspositive implications.

Consider all possibleconsequences.

7/30/2019 CT CHAP 1

53/75

SZBS 53

Elements of

Reasoning

Point of View

frame of reference,perspective,

orientation

Purpose

goal, objective

Implications

& Consequences

Question

at Issueproblem

Assumptionspresupposition,

taking for

granted

Conceptstheories, defi-nitions, axioms,

principles,

models

Informationdata, observations,facts, experiences

Inferences &

Interpretationsconclusions,

solutions

7/30/2019 CT CHAP 1

54/75

SZBS 54

DOMAINS

Historical

Geographical

Economic

Literary

Biological

Psychological

Philosophical

Mathematical

7/30/2019 CT CHAP 1

55/75

SZBS 55

The Logic

of EgocentrismPoint of View Purpose

Implications

Question

Assumptions

Concepts Information

Inferences

To gain selfish

interests at the

expense of

others

Seeing myself as the

center of the worldas a means to

get what

I wantI get what I want w/o

having to change

How can I get

what I want w/o

having to change

Egocentric finds ways

to serve self or

to self-

validate

I should be situated

so I can get what

I want w/o

change

Pursuing

ones selfishadvantage

Ego-

centrics

pursue infor-mation to achieve

selfish ends

The Logic of theC l t

7/30/2019 CT CHAP 1

56/75

SZBS 56

The Logic of the

Non-Egocentric

Mind

Complete

the Wheel:

The Logic of

7/30/2019 CT CHAP 1

57/75

SZBS 57

The Logic of

Psychology

Look at human thought

and behavior from the

point of view of indi-vidual functions or

dysfunctions

To study the individual

human mind and behavior to

determine the conditionsunder which it becomes

functional or

dysfunctionalIf we understand

the roots of functional

and dysfunctional thought

and behavior we can cultivate

one and cure the other.

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 asdefense

mechanisms,

depression,

neurosis

Information

that sheds light on

the conditions under

which behavior becomes

functional or dysfunctional andthe thinking that underlies that

behavior

Judgments about the

functionality or dys-

functionality of human

behavior and of the

thinking that

underlies it

Under what

conditions does human

behavior become

functional or dysfunctional?Elements

ofReasoning

CLASSIFICATION BY SYSTEM

7/30/2019 CT CHAP 1

58/75

SZBS 58

CLASSIFICATION BY SYSTEM

One

system

of thinking

Questions

with as many

answers as

human

preferences

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 Judgment

Dogmatist Relativist

1 2 3

7/30/2019 CT CHAP 1

59/75

SZBS 59

QUESTIONS CALLING FORFOR 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?

Four Ways to Generate Questions

7/30/2019 CT CHAP 1

60/75

SZBS 60

Four Ways to Generate QuestionsUsing your knowledge of

structure of thought

& logic of systems

Using your

knowledge of

systems

Using your

knowledge of

standards

Using your

knowledge of

disciplines & domains

To focus on questions

based on the elements

of thought:

Purpose

Question at Issue

Concepts

Assumptions

Information

Interpretations

Implications

Point of View

To focus on 3

types of questions:

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

Historicalquestions

Literary

questions

one right answer

- one system

- knowledge

subjective

preference

- opinion

better / worseanswers

- competing

systems

- judgment

7/30/2019 CT CHAP 1

61/75

SZBS 61

The Enemy

7/30/2019 CT CHAP 1

62/75

SZBS 62

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

7/30/2019 CT CHAP 1

63/75

SZBS 63

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

PLANNING MY RESEARCH

7/30/2019 CT CHAP 1

64/75

SZBS 64

PLANNING MY RESEARCHPAPER

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

______________

7/30/2019 CT CHAP 1

65/75

SZBS 65

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.

7/30/2019 CT CHAP 1

66/75

SZBS 66

EVALUATION GRID

Question well stated? Clear, unbiased?Shows complexity?

Cites relevant evidence?

Clarifies key concepts when necessary? Sensitive to assumptions?

Develops line of reasoning, withexplanations?

Reasoning well supported?

Shows sensitivity to alternative points ofview?

Shows sensitivity to implications andconsequences of position taken?

weak / fair / good / strong

7/30/2019 CT CHAP 1

67/75

SZBS 67

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

7/30/2019 CT CHAP 1

68/75

SZBS 68

We must

routinely

Take our

thinking

apart

7/30/2019 CT CHAP 1

69/75

SZBS 69

Contextualization

of Theory

Self

Analysis

Inner

Experiences

of figuringourselves

out

Must energize and drive us

to greater & greater levelsof self-command

7/30/2019 CT CHAP 1

70/75

SZBS 70

Critical

Thinking

Self Command

of Theory

Alive inthe mind

Continual

engagement ineveryday life

7/30/2019 CT CHAP 1

71/75

SZBS 71

Moving

Bravely Forward

7/30/2019 CT CHAP 1

72/75

SZBS 72

TO GAIN MAXIMUMof Critical Thinking

Follow directions closely andexactingly.

Actively give yourself to the process.

Expect confusions to arise. This isnormal and to be expected.

Set your sights on the long termgoal.

Expect to test this model in yourlearning over an extended period oftime.

POWERFUL IDEAS TO

7/30/2019 CT CHAP 1

73/75

SZBS 73

POWERFUL IDEAS TOFOSTER IN YOUR

THINKING

I am responsible for the contents of mymind.

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.

7/30/2019 CT CHAP 1

74/75

SZBS 74

On to Power

Find one idea you have learnedthat you consider POWERFUL

i.e., you want to embody this

idea in your thinking andbehavior

Be prepared to explain what theidea is, why you think it is

powerful, and what you can doto begin to work it into yourthinking and behavior

7/30/2019 CT CHAP 1

75/75

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 howimportant 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