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Critical Thinking (2) Learner Development Unit P Critical Thinking (2) Learner Development Unit “Critical” – “Critically” ‐ Emphasise analytical ‐ Serious ‐ Thorough / ‐ Salient thoroughness ‐ Brainstorming ‐ Rigour / rigorous ‐ In‐dthdepth examitiination ‐ Attention to detail ‐ Detail ‐ Evidence ‐ Analysis / analyse / Thinking … • Finding things out implications • Noticing connections • Working things out • Analysing • Realising • Deciding • Summarising underpinnings • Solving • Hypothesising • NtiiNoticing • Justifying • Evaluating assumptions • • Remembering • Sequencing Testing • (Adapted from McGuinness, 1999) • Planning • Ordering • McGuinness, C. (1999). From Thinking Skills to Thinking • Arggguing • Sorting Classrooms: A Review and Evaluation of Approaches for • Identifying • Classifying Developing Pupils' Thinking. • Speculating • Grouping Nottingham: DfEE Publications. • Calculating • Predicting • Comparing • Concluding • Deducing • Distinguishing • Realising • Noticing exceptions Thinking (1) … Thinking (2) … Thinking (3) … What kind of Thinker are you? (1) • “I hate talk shows where pppeople shout their opinions but never give any reasons at all.” • “Figuring out what people really mean is important to me." • “I always do better in jbjobs where I'm expected to thin k things out for myself.” • “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 matilterial myself”lf.” • “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 on it.” • “Making intelligent decisions is more important than winning arguments.” • Based on Facione, P. (2010). Critical Thinking: What It Is and Why It Counts. What kind of Think er are you? (2) • “I prefer jbjobs where the supervisor says exactly what to do and exactly how to do it.” • “No matter how complex the problem, you can btbet there will be a simple solution.” • “I d'tdon't waste time lkilooking things up.” • “I hate when teachers discuss problems instead of just giiiving 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.” • Based on Facione, P. (2010). Critical Thinking: What It Is and Why It Counts. We Human Beings are S’times Poor Thinkers Because We … • jump to conclusions • miss key ideas • filfail to thin k‐throug h ilitiimplications • use ilirrelevan t ideas • focus on the trivial • form superficial concepts • fail to notice contradictions • misuse words • accept inaccurate information • ignore relevant viewpoints • ask vague / irrelevant questions • cannot see issues from other points of view • give / accept vague / irrelevant answers • are unaware of our own prejudices • ask loaded questions • think narrowly • answer questions we are not competent to • think imprecisely answer • think illogically • come to conclusions based on inaccurate or • think one‐sidedly irrelevant information • think simplistically • ignore information that does not support • our view think hypocritically • • make unjustified inferences think suppyerficially • • distort data and state it inaccurately think ethnocentrically • • fail to notice the inferences we make think egocentrically • • come to unreasonable conclusions communicate our thinking poorly • • fail to notice our assumptions have little insight into our own ignorance • http://www.criticalthinking.org/articles/becoming‐a‐critic.cfm • often make unjustified assumptions More Reasons for Bad Thinking (1) … • In what ways are our minds influenced by factors ‘within’ ourselves? –Psychologically (our personality and ego) –Philosophically (our personal philosophy) –Ethicall y (our ethica l cht)haracter) –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 really ‘within’ ourselves?!] • Based on http://www.criticalthinking.org/articles/sts‐ct‐teaching‐students‐study‐learn‐p4.cfm More Reasons for Bad Thinking (2) … • In what ways are our minds influenced by factors beyond ourselves? • Sociologgyically (the social ggproups to which we belong) • Intellectually (the ideas we hold, how we reason) • Anthropologically (our cultural practices, mores, and tab)boos) • Ideologically & politically (the structure of power and its 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 they really ‘beyon d’ oursell?!]ves?!] • Based on http://www.criticalthinking.org/articles/sts‐ct‐teaching‐students‐study‐learn‐p4.cfm What is “Critical Thinking”? • “... a composite of attitudes, knowledge and skills. This composite includes: (1) attitudes of 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 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 diddetermined; and (3) skills in empliloying and applying the above attitudes and knowledge”. • Watson‐Glaser Critical Thinking Appraisal What is “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 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‐ 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 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 Educational Assessment and Instruction”. A Report for the American Philosophical Association. What is “Critical Thinking”? • “Critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, 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 evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question‐at‐issue, assumptions, concepts, empirical grounding; reasoning leading to conclusions, implications and consequences, objections from alternative viewpoints, and frame of ref”ference”. • Michael Scriven and Richard Paul, National Council for Excellence in Critical Thinking. What is “Critical Thinking”? • “Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, careflfulness to dispose and set in order; and hatred for every kind of imposture”. • Francis Bacon (1605) “Critical Thinking” as an Ethical Philosophy • Intellectual Humility • Intellectual Courage • IlllIntellectual EhEmpathy • Intellectual Integrity • Intellectual Perseverance • Faith In Reason • Fairmindedness • Valuable Intellectual Virtues (June 1996). Foundation For Critical Thinking. • http://www.criticalthinking.org/articles/valuable‐intellectual‐traits.cfm “Critical Thinking” as an Ethical Philosophy • As you read the ideas beneath, consider what the various definitions and understandings imply. » Human nature » Human capacities » Rationality • What underlying ideologies, assumptions etc does the author himself hold / make? • To what extent do you dis/agree with the ideas? In what respects? Why? “Critical Thinking” 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 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
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