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(1)

Critical

 

Thinking

 

(2)

(2)

“Critical”

 

“Critically”

Critically

Emphasise

analytical

Emphasise

Serious

 

analytical

 

Thorough

 

/

 

Salient

 

g /

thoroughness

 

Brainstorming

 

I d

th

i ti

Rigour /

 

rigorous

 

Attention to detail

In

depth

 

examination

Detail

Attention

 

to

 

detail

  

Detail

 

Evidence

 

Analysis

 

/

 

analyse /

 

(3)

Thinking

 

Finding

g

 

things

g

 

out

implications

 

Noticing

 

connections

Working

 

things

 

out

Deciding

p

Analysing

Summarising

g

Realising

 

underpinnings

N ti i

Solving

Justifying

Remembering

Hypothesising

Evaluating

Sequencing

Noticing

 

assumptions

Testing

Remembering

Planning

Arguing

Sequencing

Ordering

Sorting

g

• (Adapted from McGuinness, 1999)

• McGuinness, C. (1999). From 

Thinking Skills to Thinking 

Classrooms: A Review and

g

g

Identifying

Speculating

g

Classifying

Grouping

Classrooms: A Review and 

Evaluation of Approaches for 

Developing Pupils' Thinking

Nottingham: DfEE Publications.

Calculating

Comparing

Deducing

Predicting

Concluding

Distinguishing

Deducing

Realising

 

Distinguishing

Noticing

 

exceptions

(4)
(5)
(6)
(7)

What

 

kind

 

of

 

Thinker are you? (1)

Thinker

 

are

 

you?

 

(1)

 

“I

 

hate

 

talk

 

shows

 

where

 

p

people

p

 

shout

 

their

 

opinions

p

 

but

 

never

 

give

 

any

 

reasons

 

at

 

all.”

“Figuring

 

out

 

what

 

people

 

really

 

mean

 

is

 

important

 

to

 

me."

“I l

d b

i j b

h

I'

d

hi k hi

“I

 

always

 

do

 

better

 

in

 

jobs

 

where

 

I'm

 

expected

 

to

 

think

 

things

 

out

 

for

 

myself.”

“I hold off making decisions until I have thought through my

I

 

hold

 

off

 

making

 

decisions

 

until

 

I

 

have

 

thought

 

through

 

my

 

options.”

“Rather

 

than

 

relying

 

on

 

someone

 

else's

 

notes,

 

I

 

prefer

 

to

 

read

 

the

 

t i l

lf ”

material

 

myself.”

“I

 

try

 

to

 

see

 

the

 

merit

 

in

 

another’s

 

opinion,

 

even

 

if

 

I

 

reject

 

it

 

later.”

“Even if a problem is tougher than I expected I will keep working

Even

 

if

 

a

 

problem

 

is

 

tougher

 

than

 

I

 

expected,

 

I

 

will

 

keep

 

working

 

on

 

it.”

“Making

 

intelligent

 

decisions

 

is

 

more

 

important

 

than

 

winning

 

arguments.”

(8)

What

 

kind

 

of

 

Thi k

? (2)

Thinker

 

are

 

you?

 

(2)

 

“I

f

j b

h

th

i

tl

“I

 

prefer

 

jobs

 

where

 

the

 

supervisor

 

says

 

exactly

 

what

 

to

 

do

 

and

 

exactly

 

how

 

to

 

do

 

it.”

“N

tt

h

l

th

bl

b t

“No

 

matter

 

how

 

complex

 

the

 

problem,

 

you

 

can

 

bet

 

there

 

will

 

be

 

a

 

simple

 

solution.”

“I d

't

t ti

l

ki

thi

“I

 

don't

 

waste

 

time

 

looking

 

things

 

up.”

“I

 

hate

 

when

 

teachers

 

discuss

 

problems

 

instead

 

of

 

j

i i

h

just

 

giving

 

the

 

answers.”

“If

 

my

 

belief

 

is

 

truly

 

sincere,

 

evidence

 

to

 

the

 

contrary

 

is

 

irrelevant.”

“Selling

 

an

 

idea

 

is

 

like

 

selling

 

cars,

 

you

 

say

 

whatever

 

works.”

(9)

We

 

Human

 

Beings

 

are

 

S’times

Poor Thinkers Because We

Poor

 

Thinkers

 

Because

 

We

 

• jump to conclusions

f il t thi k th h i li ti

• miss key ideas i l t id

• fail to think‐through implications

• focus on the trivial

• fail to notice contradictions

• accept inaccurate information

• use irrelevant ideas

• form superficial concepts

• misuse words

• ignore relevant viewpoints

• accept inaccurate information

• ask vague / irrelevant questions

• give / accept vague / irrelevant answers

• ask loaded questions

• ignore relevant viewpoints

• cannot see issues from other points of view

• are unaware of our own prejudices

• think narrowly

• ask loaded questions

• answer questions we are not competent to 

answer

• come to conclusions based on inaccurate or 

• think narrowly

• think imprecisely

• think illogically

• think one‐sidedly irrelevant information

• ignore information that does not support 

our view

• make unjustified inferences

think one sidedly

• think simplistically

• think hypocritically

• think superficially

• make unjustified inferences 

• distort data and state it inaccurately

• fail to notice the inferences we make

• come to unreasonable conclusions

p y

• think ethnocentrically

• think egocentrically

• communicate our thinking poorly

• come to unreasonable conclusions

• fail to notice our assumptions

• often make unjustified assumptions

• have little insight into our own ignorance

(10)

More

 

Reasons

 

for

 

Bad Thinking (1)

Bad

 

Thinking

 

(1)

 …

 

In what ways are our minds influenced by factors

In

 

what

 

ways

 

are

 

our

 

minds

 

influenced

 

by

 

factors

 

‘within’

 

ourselves?

 

Psychologically

(our personality and ego)

Psychologically

(our personality and ego)

Philosophically

(our personal philosophy)

Ethi ll

(

thi l h

t )

Ethically

(our ethical character)

Biologically

(our biology and neurology)

Are

 

these

 

factors

 

static

 

or

 

dynamic?

 

Are

 

these

 

factors

 

innate

 

or

 

learned?

Are

 

we

 

in

 

control

 

of

 

these

 

factors?

 

To

 

what

 

extent?

 

[Are

[

 

they

y

 

really

y

 

‘within’

 

ourselves?!]

]

(11)

More

 

Reasons

 

for

 

Bad Thinking (2)

Bad

 

Thinking

 

(2)

 

In what ways are our minds influenced by factors

In

 

what

 

ways

 

are

 

our

 

minds

 

influenced

 

by

 

factors

 

beyond

 

ourselves?

 

Sociologically

g

y

(the

(

 

social

 

groups

g

p

 

to

 

which

 

we

 

belong)

g)

Intellectually

(the

 

ideas

 

we

 

hold,

 

how

 

we

 

reason)

Anthropologically

(our

 

cultural

 

practices,

 

mores,

 

and

 

b

)

taboos)

Ideologically

 

&

 

politically

 

(the

 

structure

 

of

 

power

 

and

 

its

 

use by interest groups around us)

use

 

by

 

interest

 

groups

 

around

 

us)

Economically

(the

 

economic

 

conditions

 

under

 

which

 

we

 

live)

Historically

(our

 

history

 

and

 

how

 

we

 

recountit)

Theologically

(our

 

religious

 

beliefs)

Are

 

we

 

in

 

control

 

of

 

these

 

factors?

 

To

 

what

 

extent?

 

[Are

 

h

ll ‘b

d’

l

?!]

they

 

really

 

‘beyond’

 

ourselves?!]

(12)

What

 

is

 

“Critical Thinking”?

Critical

 

Thinking ?

“ a composite of attitudes knowledge and

...

 

a

 

composite

 

of

 

attitudes,

 

knowledge

 

and

 

skills.

 

This

 

composite

 

includes:

 

(1)

 

attitudes

 

of

 

inquiry that involve an ability to recognize the

inquiry

 

that

 

involve

 

an

 

ability

 

to

 

recognize

 

the

 

existence

 

of

 

problems

 

and

 

an

 

acceptance

 

of

 

the

 

general

 

need

 

for

 

evidence

 

in

 

support

 

of

 

what

 

is

 

g

pp

asserted

 

to

 

be

 

true;

 

(2)

 

knowledge

 

of

 

the

 

nature

 

of

 

valid

 

inferences,

 

abstractions,

 

and

 

generalizations

 

in

 

which

 

the

 

weight

 

or

 

accuracy

 

of

 

different

 

kinds

 

of

 

evidence

 

are

 

logically

 

d

i

d

d (3) kill i

l i

d

determined;

 

and

 

(3)

 

skills

 

in

 

employing

 

and

 

applying

 

the

 

above

 

attitudes

 

and

 

knowledge”.

 

(13)

What

 

is

 

“Critical Thinking”?

Critical

 

Thinking ?

 

• “We understand critical thinking to be purposeful, self‐regulatory judgment 

which results in interpretation, analysis, evaluation, and inference, as well as 

explanation of the evidential, conceptual, methodological, criteriological, or 

contextual considerations upon which that judgment is based. CT is essential as 

a tool of inquiry As such CT is a liberating force in education and a powerful a tool of inquiry. As such, CT is a liberating force in education and a powerful 

resource in one's personal and civic life. While not synonymous with good 

thinking, CT is a pervasive and self‐rectifying human phenomenon. The ideal 

critical thinker is habitually inquisitive well‐informed trustful of reason open‐

critical thinker is habitually inquisitive, well informed, trustful of reason, open minded, flexible, fairminded in evaluation, honest in facing personal biases, 

prudent in making judgments, willing to reconsider, clear about issues, orderly 

in complex matters, diligent in seeking relevant information, reasonable in the 

selection of criteria, focused in inquiry, and persistent in seeking results which 

are as precise as the subject and the circumstances of inquiry permit. Thus, 

educating good critical thinkers means working toward this ideal. It combines 

developing CT skills with nurturing those dispositions which consistently yield developing CT skills with nurturing those dispositions which consistently yield 

useful insights and which are the basis of a rational and democratic society.”

• Facione, A. (1990) "Critical Thinking: A Statement of Expert Consensus for Purposes of EducationalFacione, A. (1990)  Critical Thinking: A Statement of Expert Consensus for Purposes of Educational 

(14)

What

 

is

 

“Critical Thinking”?

Critical

 

Thinking ?

 

“Critical

 

thinking

g

 

is

 

the

 

intellectually

y

 

disciplined

p

 

p

process

 

of

 

actively

y

 

and

 

skilfully

 

conceptualizing,

 

applying,

 

analyzing,

 

synthesizing,

 

and/or

 

evaluating

 

information

 

gathered

 

from,

 

or

 

generated

 

by,

 

observation experience reflection reasoning or communication

observation,

 

experience,

 

reflection,

 

reasoning,

 

or

 

communication,

 

as

 

a

 

guide

 

to

 

belief

 

and

 

action.

 

In

 

its

 

exemplary

 

form,

 

it

 

is

 

based

 

on

 

universal

 

intellectual

 

values

 

that

 

transcend

 

subject

 

matter

 

divisions: clarity accuracy precision consistency relevance sound

divisions:

 

clarity,

 

accuracy,

 

precision,

 

consistency,

 

relevance,

 

sound

 

evidence,

 

good

 

reasons,

 

depth,

 

breadth,

 

and

 

fairness.

 

It

 

entails

 

the

 

examination

 

of

 

those

 

structures

 

or

 

elements

 

of

 

thought

 

implicit

 

in

 

ll

i

bl

ti

t i

all

 

reasoning:

 

purpose,

 

problem,

 

or

 

question

at

issue,

 

assumptions,

 

concepts,

 

empirical

 

grounding;

 

reasoning

 

leading

 

to

 

conclusions,

 

implications

 

and

 

consequences,

 

objections

 

from

 

f

f

f

alternative

 

viewpoints,

 

and

 

frame

 

of

 

reference”.

• Michael Scriven and Richard Paul National Council for Excellence in Critical

• Michael Scriven and Richard Paul, National Council for Excellence in Critical 

(15)

What

 

is

 

“Critical Thinking”?

Critical

 

Thinking ?

 

“Critical

 

thinking

g

 

is

 

a

 

desire

 

to

 

seek,

, p

 

patience

 

to

 

doubt,

 

fondness

 

to

 

meditate,

 

slowness

 

to

 

t

di

t

id

f l

t

assert,

 

readiness

 

to

 

consider,

 

carefulness

 

to

 

dispose

p

 

and

 

set

 

in

 

order;

 

and

 

hatred

 

for

 

every

y

 

kind

 

of

 

imposture”.

(16)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

Intellectual Humility

Intellectual Humility

Intellectual Courage

I

ll

l E

h

Intellectual Empathy

Intellectual Integrity

Intellectual Perseverance

Faith In Reason

Fairmindedness

Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinking.

(17)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

As you read the ideas beneath consider

As

 

you

 

read

 

the

 

ideas

 

beneath,

 

consider

 

what

 

the

 

various

 

definitions

 

and

 

understandings

 

imply.

»

Human nature

Human

 

nature

 

»

Human

 

capacities

»

Rationality

»

Rationality

 

What

 

underlying

 

ideologies,

 

assumptions

 

etc

 

does

 

the

 

author

 

himself

 

hold

 

/

 

make?

To what extent do you dis/agree with the

To

 

what

 

extent

 

do

 

you

 

dis/agree

 

with

 

the

 

(18)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

Intellectual Humility: Having a consciousness of the limits of one's knowledge, including a sensitivity to circumstances in which one's native egocentrism is likely to function self‐deceptively; sensitivity to bias, prejudice and limitations of one's viewpoint.

Intellectual Courage: Having a consciousness of the need to face and fairly address ideas, beliefs or viewpoints toward which we have strong negative emotions and to which we have not given a serious hearing. This courage is connected with the recognition that ideas considered dangerous or absurd are connected with the recognition that ideas considered dangerous or absurd are sometimes rationally justified (in whole or in part) and that conclusions and beliefs inculcated in us are sometimes false or misleading.

Intellectual Empathy: Having a consciousness of the need to imaginatively put

Intellectual Empathy: Having a consciousness of the need to imaginatively put oneself in the place of others in order to genuinely understand them, which requires the consciousness of our egocentric tendency to identify truth with our immediate perceptions of longp p g‐standing thought or belief.g g

Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinking.

• http://www criticalthinking org/articles/valuable intellectual traits cfm

(19)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

Intellectual Integrity: Recognition of the need to be true to one's own thinking; to be consistent in the intellectual standards one applies; and to honestly admit discrepancies and inconsistencies in one's own thought and action.

Intellectual Perseverance: Having a consciousness of the need to use intellectual insights and truths in spite of difficulties, obstacles, and frustrations; firm adherence to rational principles despite the irrational opposition of others;.

F i h I R C fid h i h l ' hi h i

Faith In Reason: Confidence that, in the long run, one's own higher interests and those of humankind at large will be best served by giving the freest play to reason, by encouraging people to come to their own conclusions by developing their own rational faculties

their own rational faculties.

Fairmindedness: Having a consciousness of the need to treat all viewpoints alike, without reference to one's own feelings or vested interests, or the feelings or vested interests of one's friends community or nation

feelings or vested interests of one s friends, community or nation.

Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinking.

htt // iti lthi ki / ti l / l bl i t ll t l t it f

(20)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

Intellectual Humility

: Having a consciousness of the limits of

Intellectual

 

Humility

:

 

Having

 

a

 

consciousness

 

of

 

the

 

limits

 

of

 

one's

 

knowledge,

 

including

 

a

 

sensitivity

 

to

 

circumstances

 

in

 

which

 

one's

 

native

 

egocentrism

 

is

 

likely

 

to

 

function

 

self

d

i l

i i i

bi

j di

d li i

i

f

deceptively;

 

sensitivity

 

to

 

bias,

 

prejudice

 

and

 

limitations

 

of

 

one's

 

viewpoint.

 

Intellectual

 

humility

 

depends

 

on

 

recognizing

 

that one should not claim more than one actually knows. It

that

 

one

 

should

 

not

 

claim

 

more

 

than

 

one

 

actually

 

knows.

 

It

 

does

 

not

 

imply

 

spinelessness

 

or

 

submissiveness.

 

It

 

implies

 

the

 

lack

 

of

 

intellectual

 

pretentiousness,

 

boastfulness,

 

or

 

conceit,

 

combined with insight into the logical foundations or lack of

combined

 

with

 

insight

 

into

 

the

 

logical

 

foundations,

 

or

 

lack

 

of

 

such

 

foundations,

 

of

 

one's

 

beliefs.

Valuable

 

Intellectual

 

Virtues

 

(June

 

1996).

 

Foundation

 

For

 

Critical

 

Thinking

(21)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

Intellectual Courage

: Having a consciousness of the need to face

Intellectual

 

Courage

:

 

Having

 

a

 

consciousness

 

of

 

the

 

need

 

to

 

face

 

and

 

fairly

 

address

 

ideas,

 

beliefs

 

or

 

viewpoints

 

toward

 

which

 

we

 

have

 

strong

 

negative

 

emotions

 

and

 

to

 

which

 

we

 

have

 

not

 

given

 

a

 

i

h

i

Thi

i

d i h h

i i

serious

 

hearing.

 

This

 

courage

 

is

 

connected

 

with

 

the

 

recognition

 

that

 

ideas

 

considered

 

dangerous

 

or

 

absurd

 

are

 

sometimes

 

rationally

 

justified

 

(in

 

whole

 

or

 

in

 

part)

 

and

 

that

 

conclusions

 

and

 

beliefs

 

inculcated

 

in

 

us

 

are

 

sometimes

 

false

 

or

 

misleading.

 

To

 

determine

 

for

 

ourselves

 

which

 

is

 

which,

 

we

 

must

 

not

 

passively

 

and

 

uncritically

 

"accept"

 

what

 

we

 

have

 

"learned."

 

Intellectual

 

courage

 

u c t ca y accept

at e a e ea ed

te ectua cou age

comes

 

into

 

play

 

here,

 

because

 

inevitably

 

we

 

will

 

come

 

to

 

see

 

some

 

truth

 

in

 

some

 

ideas

 

considered

 

dangerous

 

and

 

absurd,

 

and

 

distortion or falsity in some ideas strongly held in our social group

distortion

 

or

 

falsity

 

in

 

some

 

ideas

 

strongly

 

held

 

in

 

our

 

social

 

group.

 

We

 

need

 

courage

 

to

 

be

 

true

 

to

 

our

 

own

 

thinking

 

in

 

such

 

circumstances.

 

The

 

penalties

 

for

 

non

conformity

 

can

 

be

 

severe.

• Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinking

(22)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

Intellectual Empathy

Intellectual

 

Empathy

: Having a consciousness of the need to

:

 

Having

 

a

 

consciousness

 

of

 

the

 

need

 

to

 

imaginatively

 

put

 

oneself

 

in

 

the

 

place

 

of

 

others

 

in

 

order

 

to

 

genuinely

 

understand

 

them,

 

which

 

requires

 

the

 

consciousness

 

of

 

our egocentric tendency to identify truth with our immediate

our

 

egocentric

 

tendency

 

to

 

identify

 

truth

 

with

 

our

 

immediate

 

perceptions

 

of

 

long

standing

 

thought

 

or

 

belief.

 

This

 

trait

 

correlates

 

with

 

the

 

ability

 

to

 

reconstruct

 

accurately

 

the

 

viewpoints

 

and

 

i

f th

d t

f

i

ti

reasoning

 

of

 

others

 

and

 

to

 

reason

 

from

 

premises,

 

assumptions,

 

and

 

ideas

 

other

 

than

 

our

 

own.

 

This

 

trait

 

also

 

correlates

 

with

 

the

 

willingness

 

to

 

remember

 

occasions

 

when

 

we

 

were

 

wrong

 

in

 

the

 

past

 

despite

 

an

 

intense

 

conviction

 

that

 

we

 

were

 

right,

 

and

 

with

 

the

 

ability

 

to

 

imagine

 

our

 

being

 

similarly

 

deceived

 

in

 

a

 

case

at

hand.

• Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinking

(23)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

Intellectual Integrity

: Recognition of the need to

Intellectual

 

Integrity

:

 

Recognition

 

of

 

the

 

need

 

to

 

be

 

true

 

to

 

one's

 

own

 

thinking;

 

to

 

be

 

consistent

 

in

 

th i t ll t

l t d d

li

t h ld

the

 

intellectual

 

standards

 

one

 

applies;

 

to

 

hold

 

one's

 

self

 

to

 

the

 

same

 

rigorous

 

standards

 

of

 

id

d

f

hi h

h ld

'

evidence

 

and

 

proof

 

to

 

which

 

one

 

holds

 

one's

 

antagonists;

 

to

 

practice

 

what

 

one

 

advocates

 

for

 

others;

 

and

 

to

 

honestly

 

admit

 

discrepancies

 

and

 

inconsistencies

 

in

 

one's

 

own

 

thought

 

and

 

action.

• Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinkingg

(24)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

Intellectual Perseverance

Having a consciousness of the

Intellectual

 

Perseverance

:

 

Having

 

a

 

consciousness

 

of

 

the

 

need

 

to

 

use

 

intellectual

 

insights

 

and

 

truths

 

in

 

spite

 

of

 

difficulties obstacles and frustrations firm adherence to

difficulties,

 

obstacles,

 

and

 

frustrations;

 

firm

 

adherence

 

to

 

rational

 

principles

 

despite

 

the

 

irrational

 

opposition

 

of

 

others; a sense of the need to struggle with confusion and

others;

 

a

 

sense

 

of

 

the

 

need

 

to

 

struggle

 

with

 

confusion

 

and

 

unsettled

 

questions

 

over

 

an

 

extended

 

period

 

of

 

time

 

to

 

achieve deeper understanding or insight

achieve

 

deeper

 

understanding

 

or

 

insight.

• Valuable Intellectual Virtues (June 1996). Foundation For Critical ThinkingValuable Intellectual Virtues (June 1996). Foundation For Critical Thinking

(25)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

Faith In Reason

: Confidence that in the long run one's

Faith

 

In

 

Reason

:

 

Confidence

 

that,

 

in

 

the

 

long

 

run,

 

one s

 

own

 

higher

 

interests

 

and

 

those

 

of

 

humankind

 

at

 

large

 

will

 

be

 

best

 

served

 

by

 

giving

 

the

 

freest

 

play

 

to

 

reason,

 

by

 

encouraging

 

people

 

to

 

come

 

to

 

their

 

own

 

conclusions

 

by

 

developing

 

their

 

own

 

rational

 

faculties;

 

faith

 

that,

 

with

 

proper encouragement and cultivation people can learn to

proper

 

encouragement

 

and

 

cultivation,

 

people

 

can

 

learn

 

to

 

think

 

for

 

themselves,

 

to

 

form

 

rational

 

viewpoints,

 

draw

 

reasonable

 

conclusions,

 

think

 

coherently

 

and

 

logically,

 

persuade

 

each

 

other

 

by

 

reason

 

and

 

become

 

reasonable

 

persons,

 

despite

 

the

 

deep

seated

 

obstacles

 

in

 

the

 

native

 

character of the human mind and in society as we know it

character

 

of

 

the

 

human

 

mind

 

and

 

in

 

society

 

as

 

we

 

know

 

it.

• Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinking

(26)

“Critical

 

Thinking”

 

as an Ethical Philosophy

as

 

an

 

Ethical

 

Philosophy

  

F i

i d d

H i

i

f th

Fairmindedness

:

 

Having

 

a

 

consciousness

 

of

 

the

 

need

 

to

 

treat

 

all

 

viewpoints

 

alike,

 

without

 

reference

 

to

 

one's

 

own

 

feelings

 

or

 

vested

 

interests,

 

or

 

the

 

feelings

g

 

or

 

vested

 

interests

 

of

 

one's

 

friends,

,

 

community

 

or

 

nation;

 

implies

 

adherence

 

to

 

intellectual standards without reference to one's

intellectual

 

standards

 

without

 

reference

 

to

 

one s

 

own

 

advantage

 

or

 

the

 

advantage

 

of

 

one's

 

group.

• Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinking

(27)

Critical

 

Thinking

 

Requires

Requires

 

 

LOGIC

DEPTH

 

BREADTH

LOGIC

EMPATHY

BREADTH

 

RIGOUR

SELF

AWARENESS

 

ACCURACY

• Based on Elder, L. & Paul, R. (1996). Universal Intellectual 

Standards. Available at

PRECISION

Standards. Available at  http://www.criticalthinking.org/articles/universal‐intellectual‐ standards.cfm

CLARITY

 

RELEVANCE

(28)

Becoming

 

a

 

Critical

 

Thinker

 

– Questioning …

Questioning

 

RELEVANCE:

RELEVANCE:

 

Is

 

this

 

connected

 

to

 

the

 

issue

 

/

 

question?

 

Why

 

/

 

not?

 

In

 

what

 

ways?

 

To

 

what

 

extent?

 

How does this bear on the issue / question?

How

 

does

 

this

 

bear

 

on

 

the

 

issue

 

/

 

question?

 

(29)

Becoming

 

a

 

Critical

 

Thinker

 

– Questioning …

Questioning

 

CLARITY:

CLARITY:

 

Could

 

/

 

should

 

I

 

/

 

you

 

elaborate

 

further

 

on

 

that

 

point?

 

If

 

so,

 

how?

 

Could / should I / you express that point in

Could

 

/

 

should

 

I

 

/

 

you

 

express

 

that

 

point

 

in

 

another

 

way?

 

If

 

so,

 

how?

 

Could

 

/

 

should

 

I

 

/

 

you

 

give

 

[me]

 

an

 

ill t ti

?

illustration?

 

(30)

Becoming

 

a

 

Critical

 

Thinker

 

– Questioning …

Questioning

 

ACCURACY:

ACCURACY:

 

Is

 

that

 

really

y

 

true?

 

To

 

what

 

extents

 

is

 

that

 

[not]

 

really

 

true?

h

h

[

]

ll

?

In

 

what

 

ways

 

is

 

that

 

[not]

 

really

 

true?

 

How could we check that?

How

 

could

 

we

 

check

 

that?

 

How

 

could

 

I

 

find

 

out

 

if

 

that

 

is

 

true?

 

What

 

i f

i

/

d I

d?

information

 

/

 

source

 

do

 

I

 

need?

Is that information / source sound? Can I trust

Is

 

that

 

information

 

/

 

source

 

sound?

 

Can

 

I

 

trust

 

(31)

Becoming

 

a

 

Critical

 

Thinker

 

– Questioning …

Questioning

 

PRECISION:

 

Could I / you give more details?

Could

 

I

 

/

 

you

 

give

 

more

 

details?

 

Could

 

I

 

/

 

y

you

 

be

 

more

 

specific?

p

 

What

 

exactly

 

am

 

I

 

/

 

are

 

you

 

saying?

What

 

exactly

 

might

 

I

 

/

 

you

 

be

 

[inadvertently]

 

suggesting / implying? Is that intended /

suggesting

 

/

 

implying?

 

Is

 

that

 

intended

 

/

 

(32)

Becoming

 

a

 

Critical

 

Thinker

 

– Questioning …

Questioning

 

DEPTH:

DEPTH:

 

Does

 

my

y / y

 

/

 

your

 

statement

 

/

/

 

answer

 

truly

y

 

address

 

the

 

complexities

 

in

 

the

 

question?

 

Why / not?

Why

 

/

 

not?

 

Am

 

I

 

/

 

are

 

you

 

taking

 

into

 

account

 

the

 

/

problems

 

in

 

the

 

issue

 

/

 

question?

 

In

 

what

 

ways?

y

 

To

 

what

 

extents?

 

Am

 

I

 

/

 

are

 

you

 

dealing

 

with

 

the

 

most

 

significant factors? Why / not? In what ways?

significant

 

factors?

 

Why

 

/

 

not?

 

In

 

what

 

ways?

 

(33)

Becoming

 

a

 

Critical

 

Thinker

 

– Questioning …

Questioning

 

BREADTH

BREADTH:

 

What

 

might

g

 

this

 

look

 

like

 

from

 

a

 

different

 

viewpoint?

 

Do I need to consider another point of view? Why

Do

 

I

 

need

 

to

 

consider

 

another

 

point

 

of

 

view?

 

Why

 

/

 

not?

 

Whose

 

point

 

of

 

view?

 

Why?

 

To

 

what

 

extents?

extents?

 

Are

 

there

 

other

 

way/s

 

to

 

look

 

at

 

this

 

issue

 

/

 

/

question?

 

What?

 

Why?

 

Are

 

they

 

valid?

 

Why

 

/

 

not?

 

To

 

what

 

extents

 

are

 

they

 

[not]

 

valid?

 

What

 

(34)

Becoming

 

a

 

Critical

 

Thinker

 

– Questioning …

Questioning

 

LOGIC:

LOGIC:

 

Does

 

this

 

really

 

make

 

sense?

 

Why

 

/

 

not?

 

To

 

who?

 

In

 

what

 

ways?

ays?

 

Does

 

this

 

really

 

follow

 

from

 

what

 

I

 

/

 

you

 

said

 

/

 

wrote

 

before?

 

Why

 

/

 

not?

 

To

 

what

 

extents?

 

How?

Have

 

I

 

/

 

you

 

said

 

/

 

written

 

other

 

ideas

 

which

 

contradict

 

this?

 

What?

 

Where?

 

Can

 

both

 

be

 

true?

 

Why

 

/

 

not?

 

To

 

what

 

extents? In what ways?

extents?

 

In

 

what

 

ways?

  

Is

 

there

 

sufficient

 

evidence

 

to

 

support

 

this?

 

Why

 

/

 

not?

 

Is

 

evidence possible here? Why / not? Does a lack of evidence

evidence

 

possible

 

here?

 

Why

 

/

 

not?

 

Does

 

a

 

lack

 

of

 

evidence

 

invalidate

 

the

 

argument?

 

Why

 

/not?

 

Is

 

the

 

logic

g

 

only

y

 

subjectively

j

y g

 

logical

 

or

 

is

 

it

 

objectively

j

y

 

(35)

Becoming

 

a

 

Critical

 

Thinker

 

– Questioning …

Questioning

 

RIGOUR

RIGOUR

Is

 

there

 

sufficient

 

evidence

 

to

 

support

 

this?

 

Why

 

/

 

not? Is evidence possible here? Why / not? Does a

not?

 

Is

 

evidence

 

possible

 

here?

 

Why

 

/

 

not?

 

Does

 

a

 

lack

 

of

 

evidence

 

invalidate

 

the

 

argument?

 

Why

 

/not?

 

Is the logic only subjectively logical or is it objectively

Is

 

the

 

logic

 

only

 

subjectively

 

logical

 

or

 

is

 

it

 

objectively

 

logical?

 

Why?

 

In

 

what

 

ways?

 

Is

 

this

 

a

 

problem?

 

Why

 

/

 

not?

not?

 

Has

 

my

 

/

 

your

 

ideology

 

influenced

 

my

 

/

 

your

 

logic?

 

To

 

what extent? Is this a problem? Why / not?

what

 

extent?

 

Is

 

this

 

a

 

problem?

 

Why

 

/

 

not?

 

Are

 

there

 

any

 

caveats

 

to

 

my

 

/

 

your

 

argument

 

/

 

point

 

of view? What? Do they invalidate anything? Why /

of

 

view?

 

What?

 

Do

 

they

 

invalidate

 

anything?

 

Why

 

/

 

(36)

Becoming

 

a

 

Critical

 

Thinker

 

– Questioning …

Questioning

 

EMPATHY & SELF

AWARENESS

EMPATHY

 

&

 

SELF

AWARENESS

 

How

 

will

 

my

y y

 

/

 

your

 

point

p

 

of

 

view

 

seem

 

to

 

other

 

people?

 

H

/

id

l

i fl

d

/

Has

 

my

 

/

 

your

 

ideology

 

influenced

 

my

 

/

 

your

 

logic?

g

 

To

 

what

 

extent?

 

Is

 

this

 

a

 

problem?

p

 

Why

y

 

Figure

Table taken from http://www.nwlink.com/~donclark/hrd/strategy.html

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