The Foundation
of Knowledge
ConceptsKnowledge & Knowing
foundation of good critical thinking ability to acquire, process, create meaning, and utilize
knowledge
Intelligence vs. ThinkingIntelligence – how we are wired.
Thinking – how we use our intelligence.
Intelligence Intelligence is an adaptation – Jean Piaget, Child
Psychologist
Problem Solving & Practical Skills• To reason logically• To identify connections• To see all aspects of a problem• To take an interest• To keep an open mind
Verbal Ability• Speaking clearly & articulately• Being knowledgeable about a subject and conversing
well• Reading widely and studying hard
Social Competence• Ability to accept others for what they are• Admitting mistake• Having social conscience
The Theory of Multiple Intelligences
1. LINGUISTIC / VERBAL 2. LOGICAL/ MATHEMATICAL – ability to solve math problems3. SPATIAL- ability to perceive the world accurately4. MUSICAL – ability to perceive & create musical information5. BODY – KINESTHETIC – the control of body motion & ability to
handle objects6. INTRAPERSONAL – ability to know one’s own feelings7. INTERPERSONAL – ability to understand others’ feelings &
motives
by Harvard University’s Howard Gardner
Triarchic Theory of Intelligence
Analytical
Internal knowledge from formal education
Displays the ability to critically think &
problem solve
Creativeinsight
synthesis
Ability to react to novel stimuli
internal world connects to external
world
Practical
Grasp, understand, and solve real life
problems
How to relate to the external world
by Yale University’s Robert S. Sternberg
STANFORD – BINET--measures judgment,
comprehension, & reasoning-- IQ (Intelligence Quotient) – 100
as the median score
APTITUDE TEST
WECHSLER INTELLIGENCE SCALE
STERNBERG MULTIDIMENSIONAL ABILITIES
TEST
LITERACYFunctional Literacy-ability to operatewithin the demandsOf our environment
Information/Reference Literacy- informationgrowth of theinternet
Media Literacy – ability to manage what we watch, read, & listen to
Cultural Literacy – encompasses history, philosophy, and art.
THE GUILFORD MODEL OF THINKINGCOGNITION – the recognition of information/data in its various forms
-- awareness, understanding, comprehension of information
MEMORY – the process of associating the new cognitions with old cognitions that’s already in one’s memory bank
DIVERGENT – alternatives & options based on the cognitions already in PRODUCTION storage
- seeks quantity, creativity, flexibility - process where critical thinking relies heavily on
CONVERGENT – producing conclusions from the alternativesPRODUCTION - decision making stage - success is dependent on the number of alternatives available
JUDGMENT – making elevations about the final outcome arrived at as a result of one’s convergent production - correctness, goodness, rightness, consistency
Patterns of Thinking
CRITICAL THINKING PROCESSHORIZONTAL THINKING PROCESS
VERTICAL THINKING PROCESS
LOGICAL THINKING PROCESSEMOTIONAL THINKING PROCESS
CRITICAL THINKING KNOWLEDGE SKILLS
INTELLECTUALLY CURIOUS
OPEN- MINDED
AVOID “RED-HERRINGS
USE ANECDOTES EFFECTIVELY
LEARN TO HANDLE CONFUSION
ABLE TO CONTROL EMOTION
SENSITIVE TO THE NEED OF OTHERS
MIGHT BE TRUE VS. WOULD LIKE TO BE TRUE
ADMIT TO NOT KNOW
SEEK A DIALOGICAL APPROACH TO THEARGUMENT PROCESS
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