Critical thinking essentials

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Critical thinkingessentials
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Critical Thinking
Good thinking is an important element of life
success in the information age (Huitt, 1993
Thomas Smoot, 1994).
This presentation will present a brief overview
of what we know about critical thinking.
Huitt, W. (1995). Success in the information age
A paradigm shift. Valdosta, GA Valdosta State
University. Based on a background paper developed
for a workshop presentation at the Georgia
Independent School Association, Atlanta, Georgia,
November 6.
Thomas, G., Smoot, G. (1994, February/March ).
Critical thinking A vital work skill. Thrust for
Educational Leadership, 23, 34-38.
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Definitions of Critical Thinking
The definition of critical thinking has changed
somewhat over the last decade
...the ability to analyze facts, generate and
organize ideas, defend opinions, make
comparisons, draw inferences, evaluate arguments
and solve problems (Chance,1986, p. 6)
Chance, P. (1986). Thinking in the classroom A
survey of programs. New York Teachers College,
Columbia University.
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Definitions of Critical Thinking
The definition of critical thinking has changed
somewhat over the last decade
...a way of reasoning that demands adequate
support for one's beliefs and an unwillingness to
be persuaded unless support is forthcoming (Tama,
1989, p. 64)
Tama, C. (1989). Critical thinking has a place in
every classroom. Journal of Reading, 33, 64-65.
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Definitions of Critical Thinking
The definition of critical thinking has changed
somewhat over the last decade
...a conscious and deliberate process which is
used to interpret or evaluate information and
experiences with a set of reflective attitudes
and abilities that guide thoughtful beliefs and
actions (Mertes,1991, p.24)
Mertes, L. (1991). Thinking and writing. Middle
School Journal, 22, 24-25.
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Definitions of Critical Thinking
The definition of critical thinking has changed
somewhat over the last decade
...the intellectually disciplined process of
actively and skillfully 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 (Scriven Paul, 1992)
Scriven, M., Paul, R. (1992, November).
Critical thinking defined. Handout given at
Critical Thinking Conference, Atlanta, GA.
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Definitions of Critical Thinking
The definition of critical thinking has changed
somewhat over the last decade
reasonable reflective thinking focused on
deciding what to believe or do (Ennis, 1992).
Ennis, R. (1992). Critical thinking What is it?
Proceedings of the Forty-Eighth Annual Meeting of
the Philosophy of Education Society Denver,
Colorado, March 27-30.
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Contributions to Critical Thinking
A variety of groups have made a contribution to
our understanding of critical thinking

• Cognitive psychology

• Philosophy

• Behavioral psychology

• Content specialists

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KEYS TO ACADEMIC SUCCESS

• Critical thinking skills are vital to
  well-educated individuals and acquiring this
  ability should be one of your most important
  goals inside and outside the class room.

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KEYS TO ACADEMIC SUCCESS

• A broad framework of intellectual rigor is called
  critical thinking.

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KEYS TO ACADEMIC SUCCESS

• Critical thinking skills enable people to
  evaluate, compare, analyze, critique, and
  synthesize information.

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KEYS TO ACADEMIC SUCCESS

• Knowledge is not a collection of facts, but
  rather an ongoing process of examining
  information, evaluating that information, and
  adding it to your understanding of the world.

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KEYS TO ACADEMIC SUCCESS

• Critical thinkers know to keep an open mind- and
  frequently end by changing their views based on
  new knowledge.

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KEYS TO ACADEMIC SUCCESS

• You should attempt to consider alternate
  positions and theories, to participate in class
  discussions and debates, to interpret what you
  read and learn, and learn to form your own
  logical, informed views, even if they are counter
  to the prevailing views of the moment.

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• EXAMPLES OF NON-CRITICAL THINKING
• I never heard of that before so it must not be
  true.
• I dont believe it, therefore it isnt true.
• Thats not my opinion, so it cant be right.

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KEYS TO ACADEMIC SUCCESS

• QUESTIONS TO ASK IN MAKING CRITICAL EVALUATIONS
  ABOUT ISSUES OR ANY ACADEMIC TOPIC

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KEYS TO ACADEMIC SUCCESS

• 1. What data are presented?
• 2. What conclusions are presented, and how are
  they organized (as tentative hypotheses or as
  more dogmatic assertions)?

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KEYS TO ACADEMIC SUCCESS

• 3. Are these views the individual opinions of
  the authors, or are they supported by a larger
  body of research?
• 4. What are the research findings? Are they
  adequately documented?

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KEYS TO ACADEMIC SUCCESS

• 5. Is the information consistent with information
  that you already possess? If not, can the
  inconsistencies be explained?

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KEYS TO ACADEMIC SUCCESS

• 6. Are the conclusions (hypotheses) testable? How
  might one go about testing the various hypotheses
  that are presented?

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KEYS TO ACADEMIC SUCCESS

• 7. If presentation of new research findings is at
  odds with previous hypotheses (or theories), must
  these hypotheses now be modified (or completely
  rejected)?

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KEYS TO ACADEMIC SUCCESS

• 8. What were/are the biases of the time when the
  research was conducted?
• 9. Are these likely to affect what was/is
  studied and how it was/is interpreted?

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KEYS TO ACADEMIC SUCCESS

• 10. How do your own personal views bias you in
  interpreting the results?
• 11. Once you have identified your own biases, are
  you able to set them aside so as to evaluate the
  information objectively?

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KEYS TO ACADEMIC SUCCESS

• 12. Are you able to discuss both the pros and
  cons of a scientific topic in an evenhanded
  manner?

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KEYS TO ACADEMIC SUCCESS

• What if you are a poet and not interested in
  science?
• Critical thinking skills are used in every life
  endeavor, work and leisure.

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KEYS TO ACADEMIC SUCCESS

• Those who know
• how to research
• the truth and
• substantiate their
• ideas will succeed
• over those who
• lack these skills.

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KEYS TO ACADEMIC SUCCESS

• A final word of wisdom for critical thinkers-
• What people think about things depends on where
  they are sitting.

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Comparing Blooms Taxonomy to Critical Thinking
Blooms taxonomy of the cognitive domain

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

Bloom, B., Englehart, M., Furst, E., Hill, W.,
Krathwohl, D. (1956). Taxonomy of educational
objectives The classification of educational
goals. Handbook I Cognitive Domain. New York
Longmans Green.
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Comparing Blooms Taxonomy to Critical Thinking
Creative Thinking
Critical Thinking
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Comparing Blooms Taxonomy to Critical Thinking
Huitts (1992) classification of problem-solving
techniques

• Critical thinking--linear and serial, more
  structured, more rational and analytical, and
  more goal-oriented

• Creative thinking--holistic and parallel, more
  emotional and intuitive, more creative, more
  visual, and more tactual/ kinesthetic

Huitt, W. (1992). Problem solving and decision
making Consideration of individual differences
using the Myers-Briggs Type Indicator. Journal of
Psychological Type, 24, 33-44.
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Comparing Blooms Taxonomy to Critical Thinking
Springer Deutschs (1993) classification of
brain-lateralization dominance

• Left brain thinking--analytic, serial, logical,
  objective

• Right brain thinking--global, parallel,
  emotional, subjective

Springer, S., Deutsch, G. (1993). Left brain,
right brain (4th ed.). New York W. H. Freeman
and Co.
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Problems With Prior Definitions
All good thinking labeled as critical thinking
Confuses attitudes and dispositions towards
thinking with actual thinking process
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Proposed Definition
Ennis (1992) definition comes closest to useful
generic definition
Proposed definition aligns with Blooms level of
evaluation
Critical thinking is the disciplined mental
activity of evaluating arguments or propositions
and making judgments that can guide the
development of beliefs and taking action.
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Proposed Definition
Critical thinking must be contrasted with
non-critical thinking

• Habitual thinking

• Brainstorming

• Creative thinking

• Prejudicial thinking

• Emotive thinking

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Critical Thinking Program
A complete critical thinking program will deal
with each of the components in the model

• Declarative knowledge

• Procedural knowledge

• Memory of images or visualizations

• Attitudes

• Process of critical thinking

• Conation

• Overt behavior and using feedback

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Why Critical Thinking

• It is human irrationality, not a lack of
  knowledge that threatens human potential
  (Nickerson cited in Kurfiss, 1986).

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Benefits of thinking critically

• Students are able to raise vital questions and
  problems, as well as formulate and present them
  clearly
• Students can gather and assess information and
  interpret it effectively
• Students can reach well-reasoned conclusions and
  solutions to problems while testing them against
  relevant criteria and standards
• Students can be open-minded
• Students can clearly communicate ideas,
  positions, and solutions to others

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Novice Vs. Expert Thinker

• Expert thinkers
• Quickly identify relevant information
• Can formulate a solution with sketchy
  information
• Novice thinkers
• Consider all information equally important
• Develop hypothesis, test hypothesis
• Cannot focus on central issues

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What is Critical Thinking?

• A reasoned, purposive, and introspective approach
  to solving problems or addressing questions with
  incomplete evidence and information and for which
  an incontrovertible solution is unlikely.
• Rudd Baker, 1999

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The Critical / Creative Thinking Bridge
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Critical thinking dispositions

• Engagement
• Looking for opportunities to use reasoning
• Anticipating situations that require reasoning
• Confident in reasoning ability
• Innovativeness
• Intellectually curious
• Wants to know the truth
• Cognitive maturity
• Aware that real problems are complex
• Open to other points of view
• Aware of biases and predispositions

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Critical Thinking skills and sub-skills

• Interpretation categorization, decoding,
  clarifying meaning
• Notes, matrices, charts, patient history
• Analysis examining ideas, identifying
  arguments, analyzing arguments
• Elements of reasoning, listening, data
• Evaluation assessing claims, assessing
  arguments
• Questioning, credibility, reasonableness, trust

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Critical thinking skills and sub-skills

• Inference querying claims, conjecturing
  alternatives, drawing conclusions
• Problem solving, decision making, differential,
  diagnosis
• Explanation stating results, justifying
  procedures, presenting arguments
• Elements of reasoning, stating the case, clarity
• Self-regulation self examination, self
  correction
• Self critique, questioning, changing, recognizing
  personal errors in thinking

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Purpose / Question
Information / Facts / Data
Conclusion / Implications / Consequences
Elements of Reasoning
Assumptions
Points of View
Data Interpretation
Concepts / Theories
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Purpose / objective

• We should reason to address an end, achieve an
  objective, or meet a need
• The purpose must be clear for good reasoning to
  occur
• The purpose should be meaningful, not trivial
• The purpose should be achievable

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Information / facts / data

• Relevant evidence should be provided
• Evidence should be reliable and true
• Evidence should be reported clearly
• All data should be considered
• Adequate data to address the purpose

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Assumptions

• The starting point for reasoning
• All reasoning takes some things for granted
• the purpose is good
• the problem is solvable
• the resources are available
• Assumptions should be clearly stated and be
  justifiable

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Data interpretation

• Because we know X we can infer Y
• Putting together data points to clarify your
  proposed answer or justify your position
• Need to be consistent, deep, and clear

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Concepts and theories

• Using concepts and theories in the discipline to
  solve disciplinary problems
• Requires a deep understanding of concepts,
  theories, rules, and axioms
• Must use relevant concepts and theories

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Points of view

• Understanding and articulating your point of view
• how was it developed
• does it make sense
• Acknowledging that similar and opposing points of
  view exist
• Understanding and discussing opposing points of
  view

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Conclusions / implications / consequences

• Reasoning should lead somewhere!
• What are the consequences or implications of our
  reasoning?
• What will happen if we take the course of action
  suggested?
• Are the implications, conclusions, and
  consequences realistic / valid?

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Universal Intellectual Standards

• Clear If a statement is unclear we cannot
  evaluate its fit with the other standards.
• Accurate Accuracy TRUTH. Is it true?
• Precise Is there enough detail to completely
  understand the statement.
• Relevant Is the information connected to the
  question at hand?

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Universal Intellectual Standards

• Depth Does the statement, fact, etc. address the
  complexity of the issue?
• Breadth Are there other points of view or other
  ways to consider this question? Are you
  considering the key factors?
• Logic Does it make sense? Can you make that
  conclusion based on the information and evidence?

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Assumption into question

• ASSUMPTION Agriculture teachers make low
  salaries.
• Do you think this is true / false / other ?
• How important is this assumption to YOU (1-5)
• Why is it important to you?
• Write two - three questions that you can generate
  from this assumption.
• Which questions are realistic to answer?
• Develop and implement a plan to answer the vital
  questions

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Socratic Discussion
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Pitfalls

• Teaching for critical thinking takes more time to
  prepare
• Teaching for critical thinking will reduce the
  amount of material covered
• Teaching for critical thinking is not popular
  with students in the beginning
• BUT

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Resources

• Criticalthinking.ifas.ufl.edu
• Biotechcriticalthinking.ifas.ifl.edu