CRITICAL THINKING

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WEEK 11
CRITICAL THINKING
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OUTLINE

• Concept and scope.
• Taxonomy Bloom.
• Scientific Method.

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WHY CRITICAL THINKING? 1

• "We should be teaching students how to think.
  Instead, we are teaching them what to think."
  (Clement and Lochhead, 1980),
• How to think" - to understand and evaluate the
  subject matter , discipline and everyday life.
• What to think - the subject matter or
  discipline content of the course.

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WHY CRITICAL THINKING? 2

• The mine-is better habit (egocentric)
• Socio-centric
• Defense mechanism (face saving)
• Resistance to change
• Conformity
• Stereotyping
• Self deception
• Overgeneralizations
• Oversimplifying
• Double standard
• Shifting the burden proof
• Irrational appeal

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CONCEPT 1

• Kriths (Kritikos) means to judge.
• Critical thinking is, in short, self directed,
  self disciplined, self monitored and self
  corrective thinking. (Paul Elder, 2001).
• Critical thinking is that mode of thinking 
  about any subject, content, or problem  in which
  the thinker improves the quality of his or her
  thinking by skillfully analyzing, assessing, and
  reconstructing it. Critical thinking is
  self-directed, self-disciplined, self-monitored,
  and self-corrective thinking. (Foundation for
  Critical Thinking, 2011)

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CONCEPT 2

• Critical thinking can be described as the
  scientific method applied by ordinary people to
  the ordinary world. This is true because critical
  thinking mimics the well-known method of
  scientific investigation a question is
  identified, an hypothesis formulated, relevant
  data sought and gathered, the hypothesis is
  logically tested and evaluated, and reliable
  conclusions are drawn from the result (continue)

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CONCEPT 3

• All of the skills of scientific investigation
  are matched by critical thinking, which is
  therefore nothing more than scientific method
  used in everyday life rather than in specifically
  scientific disciplines or endeavors. (Therefore)
  Critical thinking is scientific thinking.
  (Schafersman, 1991)

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ACTIVITIES (Jennifer Moon, 2008)

• Review of someone else argument.
• Evaluation of an object.
• Development of an argument.
• Critical thinking about the self.
• Review of an incident.
• Constructive response to the arguments of others.
• Critical thinking as a habit of engagement with
  the world.

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SYNTHESIS ON CRITICAL THINKING

• Left brain.
• Based on sequence and logics.
• Think to make a decision.
• Careful in risk taking.
• Think to seek the truth.
• Thinking for oneself.

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Too many people do not make up their own minds,
but have their minds made up for them by
salesmen, advertisers, parents, propagandists,
TV, newspapers and so on.(Abraham Maslow)
Does never lie
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ENHANCEMENT

• Games on language.
• Argument.
• Discussion.
• Reading.
• Observation.
• Etc.

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TWO CATEGORIES

• LOW Critical Thinking
• Differentiate.
• Compare.
• Categorise.
• Make a sequence.

• HIGH Critical Thinking
• Futuristic thinking.
• Inference.
• Generalise.
• Find a reason.
• Justify the facts and the sources.
• Conclude.

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DISADVANTAGES OF CRITICAL THINKING

• Reactive and responsive.
• Highlighting logic and rational.
• Fear to make mistake and propose new and novel
  ideas.

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BLOOM TAXONOMY

• It has been proposed in 1956 by a committee of
  educators of US chaired by Benjamin Bloom.
• Majority always refer Bloom Taxonomy to the
  skills in the cognitive domain (there also
  affective and psychomotor domains) revolve around
  knowledge, comprehension, and critical thinking
  of a particular topic.

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KNOWLEDGE

• What is...?
• What happened after...?
• Which is true or false...?
• How many...?
• Name
• Define
• Who

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COMPREHENSION

• Who do you think...?
• What was the main idea...?
• Can you provide the suitable example...?
• Tell/write in your own words...
• Distinguish between...

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APPLICATION

• Can you apply the theory/principle/method/equation
  ...?
• From the information given, can you develop a set
  of instructions about...?
• What factors would you change if...?
• What questions would you ask of...?

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ANALYSIS

• Compare
• Explain
• Distinguish
• Categorise
• What was the turning point in the game?What do
  you see as other possible outcomes?

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SYNTHESIS

• Create
• Invent
• Develop a proposal
• What if?
• Can you design a ... to ...?
• Can you see a possible solution to...?
• Why not compose a song about...?

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EVALUATION

• Judge
• Justify
• Argue
• Do you believe?
• Can you defend your position about...?
• What do you think about...?
• Are you a ... person?

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A REVISION ON BLOOMS TAXONOMY (Sousa, 2006)
ORIGINAL VERSION (1956) REVISED VERSION (2001)
EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE CREATE EVALUATE ANALYZE APPLY UNDERSTAND REMEMBER
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SCIENTIFIC METHOD 1

• Science is the field of study which attempts to
  describe and understand the nature of the
  universe in whole or part.
• Scientific method is a method in research to
  support or disprove a theory.
• Theory is a hypothesis or group of hypotheses
  which have been validated by repeatable finding
  but not to the point of near certainty.

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• Hypothesis (an educated guess as to the likely
  results of an experiment)
• Theory
• Scientific law (a statement accepted as fact by
  the scientific community

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SCIENTIFIC METHOD 2

• Scientific method is an important way in gaining
  knowledge, besides that there are also other ways
  like revelation (holy book) and moral insight.
• Basic steps Observation, Question (problem
  statement), Hypothesis (prediction), Method
  (quantitative and qualitative), and Result.

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SCIENTIFIC METHOD 3

• In university, scientific method must be applied
  in any kind of research, that finally become
  thesis, dissertation, report, book or article.
• Scientific/academic journal might accept either
  research-based article and non-research-based
  article (book review, paper discussion, and
  practitioner article).

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