Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

Critical Thinking

•Download as PPTX, PDF•
•
Corey Edwards
Corey Edwards

Critical thinking is an important skill that employers value. Educators often think employers want students to have specific job skills, but employers actually want students who can think critically, communicate clearly, and solve complex problems. Critical thinking involves skills like reflecting, analyzing information from different perspectives, and challenging assumptions. It is a flexible tool that can be applied to various areas of life. While people naturally think critically, it can be improved by making the process more explicit and systematic.

1 of 21
Critical Thinking How to wisely use your materials
Good for you, good for your future Source: “Giving Employers What They Don't Really Want,” by Robert J. Sternberg , The Chronicle of Higher Education, June 17, 2013 Educators and students often think employers want readily transferable job knowledge and skills. (More professional = better.) This is wrong. The #1 thing employers want? 93% of employers said they want a demonstrated capacity to ✴ think critically ✴ communicate clearly ✴ solve complex problems For employers, these skills are more important than which specific undergraduate major was chosen.
Big Picture Outline I. YOU ALREADY DO IT (but can do it better!) II. THINKING AS A SWISS ARMY KNIFE (critical skills and attitudes) III. IMAGINING AND CREATING A DIFFERENT FUTURE (bigger ambitions for critical minds) IV. EXAMPLE OF CRITICAL THOUGHT IN ACTION (how good is education?) V. SELF-APPLICATION: WHAT’S COLLEGE FOR (let’s turn the mirror on ourselves)
5 Minute Writing On a sheet of paper, please answer this question: Recall an important decision you made — a choice which had a lot riding on it. What mental process did you use to get the best possible answer? Describe, as exactly as you can, this important choice and the kind of reasoning, imagining, experimenting, etc. you used to arrive, eventually, at the best possible answer. --- DISCUSSION ---
I. Critical Thinking: You already do it (but can do it better!) People constantly try to persuade us of things. A natural response to constant persuasion is skepticism. Skepticism put constructively into practice is critical thinking. We express our skepticism by asking common sense questions like: What’s he saying? What’s he trying to prove? What’s her angle? What’s she hiding? Should I believe them? Some basics about critical thinking.
A variety of skills and tactics: Critical thinking requires that we... • reflect & analyze (break situations down into parts) • imagine & experiment (consider variations/new angles) • challenge old dogmas (resist/overturn rigid formulas) ...these add context Cognitive skills •recognizing consistency & logical order •clarity of expression Factual knowledge •historical background •set of scientific facts It utilizes both: +
Focus may be a single case or a pattern of cases. Something happening in the moment. (trouble-shooting a glitch) or Something happening over longer periods. (examining your life’s pattern and path)
When is critical thinking called for? Critical thinking is constantly needed, in many areas of life! Political: Should accept the President’s case for going to war? Social: Do I fit in with this group or do I need different friends? Educational: Should I major in what my parents are suggesting? Economic: Is this car worth the money?
Expanding our thinking about “critical thinking” Various people have studied our skeptical responses to life. They have expanded our understanding of it by making it more explicit and systematic. This expanded understanding makes critical thinking a tool you can learn and use. Let’s examine critical thinking by looking a bit more closely at it.
Brief (5 min) Video Introduction to Critical thinking http://www.youtube.com/watch? v=6OLPL5p0fMg
II. THINKING AS A SWISS ARMY KNIFE (1) Big Picture Analysis (2) Looking Under the Hood (3) Kicking the Tires Critical thinking is a flexible and multi-faceted tool. Let’s examine some details by breaking it into three parts:
(1) Big Picture Analysis: What’s the Author Trying to Prove? Questions and Claims: What does the author actually claim? What is stated or implied by the author’s claims? [Are the claims and questions clearly stated? Are the claims and questions directly related to one another?] Purpose and Key Question: What is the author’s main purpose? What key question are they seeking to raise or answer? [Is their purpose/question clearly stated or implied?] Scope and Reasonableness of Question: Is the author’s question answerable? [Perhaps it is too vague given the complexity of the issue; perhaps the question is biased.]
(2a) Looking Under the Hood Are the parts all there? Relevance of information: Does the author use evidence (information, facts, experiences) directly relevant to the claims and questions raised? Is the evidence true or accurate? Is there enough evidence for the complexity of the issue under scrutiny? Clarity of basic concepts. Certain concepts are central to the author’s claims. Are the concepts mentioned by the author both clear and relevant?
(2b) Looking Under the Hood: Do the parts function together? Use of Information and Concepts. “Piling up” information and concepts is not enough; they must be arranged in a way that is logically persuasive. Are these parts connected so as to lead to their conclusions? • Or does the author urge you to “jump” to a conclusion? Are the conclusions proportional to the evidence offered? • Or is the evidence minor while the conclusion is grand?
(3) Kicking the Tires: Are they trying to pull a fast one? Tracing out the Implications: Is the author sensitive to their claim’s implied meanings and consequences? Does the author consider alternative conclusions? (Especially important if the issue is complex.) Author’s Assumptions: Does the author assume controversial things (facts, theories, value claims)? Are these assumptions explained or just passed over? (A good author will identify and justify more controversial or unusual assumptions.) Author's Point of View: Does the author show awareness of alternate perspectives or lines of argument? Does he/she raise and answer possible objections from other relevant perspectives?
CREATING A DIFFERENT FUTURE (bigger ambitions for critical minds) Problem solving is great. But there are deeper reasons to think critically. TRUTH DISCOVERY SOCIAL JUSTICE
Applying critical thinking expands one’s vision of what is meaningful, ethical, and worth pursuing in life. Expanding Vision and Value Thinking critically empowers us to see from other perspectives and to invent new alternatives.
Thinking critically means thinking differently: venturing to new places, inventing new tools or creative expressions.
V. SELF-APPLICATION: WHAT’S COLLEGE FOR (let’s turn the mirror on ourselves) Imagine yourself on a stage : • What story would you tell about your education? • What criticisms would you make? • What alternatives would you propose as better? • How can college fulfill that alternative? --- DISCUSSION ---
Review Critical thinking: • something we already do--and can improve. • not mere complaining--it is constructive skepticism. • combines logic and imagination, often experimentally. • takes on issues big & small, short term & long term. • when expanded and systematized, provides a powerful tool for solving problems and creating a better future.
I want to learn more... Philosophy classes are good places to learn about critical thinking and logic. You might consider, for example: PHIL 2441 - Logic and Language Introductory course that considers the significance of logical form and language use in argumentation and persuasion. Topics covered include definition, types of discourse, informal fallacies, traditional syllogisms, rules of logical inference, and problem solving similar to that found on the L.S.A.T. UCD Philosophy department faculty, 2012

More Related Content

Critical Thinking

  • 1. Critical Thinking How to wisely use your materials
  • 2. Good for you, good for your future Source: “Giving Employers What They Don't Really Want,” by Robert J. Sternberg , The Chronicle of Higher Education, June 17, 2013 Educators and students often think employers want readily transferable job knowledge and skills. (More professional = better.) This is wrong. The #1 thing employers want? 93% of employers said they want a demonstrated capacity to ✴ think critically ✴ communicate clearly ✴ solve complex problems For employers, these skills are more important than which specific undergraduate major was chosen.
  • 3. Big Picture Outline I. YOU ALREADY DO IT (but can do it better!) II. THINKING AS A SWISS ARMY KNIFE (critical skills and attitudes) III. IMAGINING AND CREATING A DIFFERENT FUTURE (bigger ambitions for critical minds) IV. EXAMPLE OF CRITICAL THOUGHT IN ACTION (how good is education?) V. SELF-APPLICATION: WHAT’S COLLEGE FOR (let’s turn the mirror on ourselves)
  • 4. 5 Minute Writing On a sheet of paper, please answer this question: Recall an important decision you made — a choice which had a lot riding on it. What mental process did you use to get the best possible answer? Describe, as exactly as you can, this important choice and the kind of reasoning, imagining, experimenting, etc. you used to arrive, eventually, at the best possible answer. --- DISCUSSION ---
  • 5. I. Critical Thinking: You already do it (but can do it better!) People constantly try to persuade us of things. A natural response to constant persuasion is skepticism. Skepticism put constructively into practice is critical thinking. We express our skepticism by asking common sense questions like: What’s he saying? What’s he trying to prove? What’s her angle? What’s she hiding? Should I believe them? Some basics about critical thinking.
  • 6. A variety of skills and tactics: Critical thinking requires that we... • reflect & analyze (break situations down into parts) • imagine & experiment (consider variations/new angles) • challenge old dogmas (resist/overturn rigid formulas) ...these add context Cognitive skills •recognizing consistency & logical order •clarity of expression Factual knowledge •historical background •set of scientific facts It utilizes both: +
  • 7. Focus may be a single case or a pattern of cases. Something happening in the moment. (trouble-shooting a glitch) or Something happening over longer periods. (examining your life’s pattern and path)
  • 8. When is critical thinking called for? Critical thinking is constantly needed, in many areas of life! Political: Should accept the President’s case for going to war? Social: Do I fit in with this group or do I need different friends? Educational: Should I major in what my parents are suggesting? Economic: Is this car worth the money?
  • 9. Expanding our thinking about “critical thinking” Various people have studied our skeptical responses to life. They have expanded our understanding of it by making it more explicit and systematic. This expanded understanding makes critical thinking a tool you can learn and use. Let’s examine critical thinking by looking a bit more closely at it.
  • 10. Brief (5 min) Video Introduction to Critical thinking http://www.youtube.com/watch? v=6OLPL5p0fMg
  • 11. II. THINKING AS A SWISS ARMY KNIFE (1) Big Picture Analysis (2) Looking Under the Hood (3) Kicking the Tires Critical thinking is a flexible and multi-faceted tool. Let’s examine some details by breaking it into three parts:
  • 12. (1) Big Picture Analysis: What’s the Author Trying to Prove? Questions and Claims: What does the author actually claim? What is stated or implied by the author’s claims? [Are the claims and questions clearly stated? Are the claims and questions directly related to one another?] Purpose and Key Question: What is the author’s main purpose? What key question are they seeking to raise or answer? [Is their purpose/question clearly stated or implied?] Scope and Reasonableness of Question: Is the author’s question answerable? [Perhaps it is too vague given the complexity of the issue; perhaps the question is biased.]
  • 13. (2a) Looking Under the Hood Are the parts all there? Relevance of information: Does the author use evidence (information, facts, experiences) directly relevant to the claims and questions raised? Is the evidence true or accurate? Is there enough evidence for the complexity of the issue under scrutiny? Clarity of basic concepts. Certain concepts are central to the author’s claims. Are the concepts mentioned by the author both clear and relevant?
  • 14. (2b) Looking Under the Hood: Do the parts function together? Use of Information and Concepts. “Piling up” information and concepts is not enough; they must be arranged in a way that is logically persuasive. Are these parts connected so as to lead to their conclusions? • Or does the author urge you to “jump” to a conclusion? Are the conclusions proportional to the evidence offered? • Or is the evidence minor while the conclusion is grand?
  • 15. (3) Kicking the Tires: Are they trying to pull a fast one? Tracing out the Implications: Is the author sensitive to their claim’s implied meanings and consequences? Does the author consider alternative conclusions? (Especially important if the issue is complex.) Author’s Assumptions: Does the author assume controversial things (facts, theories, value claims)? Are these assumptions explained or just passed over? (A good author will identify and justify more controversial or unusual assumptions.) Author's Point of View: Does the author show awareness of alternate perspectives or lines of argument? Does he/she raise and answer possible objections from other relevant perspectives?
  • 16. CREATING A DIFFERENT FUTURE (bigger ambitions for critical minds) Problem solving is great. But there are deeper reasons to think critically. TRUTH DISCOVERY SOCIAL JUSTICE
  • 17. Applying critical thinking expands one’s vision of what is meaningful, ethical, and worth pursuing in life. Expanding Vision and Value Thinking critically empowers us to see from other perspectives and to invent new alternatives.
  • 18. Thinking critically means thinking differently: venturing to new places, inventing new tools or creative expressions.
  • 19. V. SELF-APPLICATION: WHAT’S COLLEGE FOR (let’s turn the mirror on ourselves) Imagine yourself on a stage : • What story would you tell about your education? • What criticisms would you make? • What alternatives would you propose as better? • How can college fulfill that alternative? --- DISCUSSION ---
  • 20. Review Critical thinking: • something we already do--and can improve. • not mere complaining--it is constructive skepticism. • combines logic and imagination, often experimentally. • takes on issues big & small, short term & long term. • when expanded and systematized, provides a powerful tool for solving problems and creating a better future.
  • 21. I want to learn more... Philosophy classes are good places to learn about critical thinking and logic. You might consider, for example: PHIL 2441 - Logic and Language Introductory course that considers the significance of logical form and language use in argumentation and persuasion. Topics covered include definition, types of discourse, informal fallacies, traditional syllogisms, rules of logical inference, and problem solving similar to that found on the L.S.A.T. UCD Philosophy department faculty, 2012