Making Critical Thinking Visible: Critical Thinking in the ...
Critical thinking essentials
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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:
...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.
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
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A broad framework of intellectual rigor is called critical thinking.
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Critical thinking skills enable people to evaluate, compare, analyze, critique, and synthesize information.
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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.
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Critical thinkers know to keep an open mind- and frequently end by changing their views based on new knowledge.
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.”
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QUESTIONS TO ASK IN MAKING CRITICAL EVALUATIONS ABOUT ISSUES OR ANY ACADEMIC TOPIC:
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1. What data are presented?
2. What conclusions are presented, and how are they organized (as tentative hypotheses or as more dogmatic assertions)?
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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?
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5. Is the information consistent with information that you already possess? If not, can the inconsistencies be explained?
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6. Are the conclusions (hypotheses) testable? How might one go about testing the various hypotheses that are presented?
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7. If presentation of new research findings is at odds with previous hypotheses (or theories), must these hypotheses now be modified (or completely rejected)?
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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?
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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?
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12. Are you able to discuss both the pros and cons of a scientific topic in an evenhanded manner?
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What if you are a poet and not interested in science?
Critical thinking skills are used in every life endeavor, work and leisure.
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Those who know how to research the “truth” andsubstantiate their ideas will succeed over those who lack these skills.
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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
Comparing Bloom’s Taxonomy to Critical Thinking
Comparing Bloom’s Taxonomy to Critical Thinking
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
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).
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 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
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
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?
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?
Resources
Criticalthinking.ifas.ufl.edu Biotechcriticalthinking.ifas.ifl.edu