Critical thinking essentials. Critical Thinking “Good” thinking is an important element of life...

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Critical Thinking

“Good” thinking is an important element of life success in the information age (Huitt, 1993; Thomas & Smoot, 1994).

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.

This presentation will present a brief overview of what we know about critical thinking.

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.



...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.



...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.



...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.



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.

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

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.


A broad framework of intellectual rigor is called critical thinking.


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


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.


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


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.

EXAMPLES OF NON-CRITICAL THINKING

“I never heard of that before so it must not be true.”

“I don’t believe it, therefore it isn’t true.”

“That’s not my opinion, so it can’t be right.”


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


1. What data are presented?

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


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?


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


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


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


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?


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?


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


What if you are a poet and not interested in science?

Critical thinking skills are used in every life endeavor, work and leisure.


Those who know how to research the “truth” andsubstantiate their ideas will succeed over those who lack these skills.


A final word of wisdom for critical thinkers-

What people think about things depends on where they are sitting.

Comparing Bloom’s Taxonomy to Critical Thinking

Bloom’s taxonomy of the cognitive domain:

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• EvaluationBloom, 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.

Knowledge

Comprehension

Application

Analysis

Synthesis Evaluation

Creative Thinking Critical Thinking



Huitt’s (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/ kinestheticHuitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator.

Journal of Psychological Type, 24, 33-44.


Springer & Deutsch’s (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.

Problems With Prior Definitions

All “good” thinking labeled as critical thinking

Confuses attitudes and dispositions towards thinking with actual thinking process

Proposed Definition

Ennis’ (1992) definition comes closest to useful generic definition

Proposed definition aligns with Bloom’s 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.

Proposed Definition

Critical thinking must be contrasted with non-critical thinking:

• Habitual thinking

• Brainstorming

• Creative thinking

• Prejudicial thinking

• Emotive thinking

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

Why Critical Thinking

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

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

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

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

The Critical / Creative Thinking Bridge

ApplicationComprehensionKnowledge

Decision MakingProblem SolvingConcept attainment

EvaluationSynthesisAnalysis

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

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

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

Information / Facts / Data

DataInterpretation

Concepts /Theories

Points of View

Assumptions

Conclusion / Implications /Consequences

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

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

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

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

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

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

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?

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?

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?

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

Socratic Discussion

Student’sPoint of

view

Origin or Source – How did the student

Arrive at this pointOf view?

Implications and Consequences – What follows from

This point of View?

Conflicting views – How does the student’s thinking conflict with other points of view?

Support. Reasons, Evidence, and Assumptions –Can the student support the point of view with

Reasons and / or evidence?

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…

Resources

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

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