Critical Thinking: Chapter 3 Clear Thinking, Critical Thinking and Clear Writing.
Critical Thinking and Analysis for first year students ©The Learning Quality Support Unit, 2013.
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Critical Thinking and Analysis for first year students ©The Learning Quality Support Unit, 2013
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Transcript of Critical Thinking and Analysis for first year students ©The Learning Quality Support Unit, 2013.
Critical Thinking and Analysis
for first year students
©The Learning Quality Support Unit, 2013
What Is The Purpose of this Session? • To demonstrate the difference
between description and analysis.• To examine the dangers of making
assumptions, and the need to use research and references to support an argument.
• To give an awareness of the critical thinking skills needed for post and undergraduate level academic work.
Description v Analysis
• Describe this object!
Now…. Analyse the Object!
• What don’t you know about it?
• Ask Questions!
Assumptions• In critical thinking, an assumption
refers to anything that is taken for granted in the presentation of an argument.
• When the author invites the audience to accept something as true rather than proving it.
How many assumptions can you find in the following statement?
“Family barbecues in the summer are relaxing and provide enjoyment for all the family. This year, many families will have their summer fun ruined by the English weather.”
Checking the assumptions
• Assumption 1: Family gatherings are for relaxation and enjoyment. Some people would find such gatherings extremely stressful due to family conflict.
• Assumption 2: Families would choose a barbecue to meet with other members over other options such as a meal in a restaurant.
• Assumption 3: That family barbecues only take place in the summer.
• Assumption 4: That the weather will ruin a barbecue.• Assumption 5: That the audience will understand
words such as ‘barbecue’, ‘relaxing, ‘enjoyment’, ‘ruined’, ‘English weather’ and that these do not need to be defined.
Intellectual StandardsClarityClarity Could you elaborate further?
AccuracyAccuracy How could you check on that?
PrecisionPrecision Could you be more specific?
RelevanceRelevance How does that relate to the problem?
DepthDepth What factors make this a difficult problem?
BreadthBreadth Do we need to look at this from another perspective?
LogicLogic Does all this make sense together?
SignificanceSignificance Is this the most important problem to consider?
FairnessFairness Do I have any vested interest in this issue?
Adapted from Paul and Elder (2006, p. 14)
So what’s needed?
Core Critical Thinking Skills(Facione, 2013, p.5)
REMEMBER!! Analysis is part of your everyday life!• We all use analytical skills naturally• If you need to develop this skill –
contact the Learning Quality Support Unit to make an appointment.
• There are several books in the library and useful sources online which can help you develop your critical thinking skills.
Bringing it all together
• Show off your critical thinking and analysis skills
• Developing a line of argument• Develop your own style
Conclusion
• Description should be kept to a minimum
• Avoid making assumptions and recognise when assumptions are being made in academic research.
• Develop your awareness of and ability to use the intellectual standards which form the basis of critical thinking and analysis.
References • Facione, P. A. (2013). Critical Thinking:
What It is and Why it Counts. Retrieved from http://www.insightassessment.com/CT-Resources/Teaching-For-and-About-Critical-Thinking/Critical-Thinking-What-It-Is-and-Why-It-Counts/Critical-Thinking-What-It-Is-and-Why-It-Counts-PDF
• Paul, R. & Elder, L. (2006). The Miniature Guide to Critical Thinking Concepts and Tools. Retrieved from http://www.criticalthinking.org/
