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The Infusion of Critical Thinkingin school

Lessons from Lampton School

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The Model

Pauls Wheel of Reasoning

- Elements of Thought

Intellectual Standards Intellectual Traits

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Thinking

generates:

- purposes

- raises

questions

- uses

information

- utilizes

concepts- makes

inferences

- makes

assumptions- generates

implications

- embodies a

point of view

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Intellectual Standards

BREADTH:Do we need to consider

another point of view? Is thereanother way to look at this question?

What would this look like from a

conservative standpoint? What would

this look like from the point of view of

. . .?

LOGIC:Does this really make sense?Does that follow from what you said?

How does that follow? But before you

implied this, and now you are saying

that; how can both be true?

FAIRNESS: Do I have a vested interest

in this issue? Am I sympathetically

representing the viewpoints of

others?

QUESTION: which of these are

relevant/useful In your subjects?

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CLARITY:Could you elaborate further

on that point? Could you express thatpoint in another way? Could you give

me an illustration? Could you give me

an example?

ACCURACY: Is that really true? How

could we check that? How could we

find out if that is true?

PRECISION:Could you give more

details?Could you be more specific?

RELEVANCE:How is thatconnected to

the question?How does thatbear on

the issue?

DEPTH:How does your answer

address the complexities in the

question? How are you taking into

account the problems in the question?

Is that dealing with the most

significant factors?

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Intellectual Traits Intellectual Humility: Having a

consciousness of the limits of one's

knowledge, including a sensitivity to

circumstances in which one's native

egocentrism is likely to function self-

deceptively; sensitivity to bias, prejudice

and limitations of one's viewpoint.

Intellectual Courage: Having a

consciousness of the need to face and fairlyaddress ideas, beliefs or viewpoints toward

which we have strong negative emotions

and to which we have not given a serious

hearing.

Intellectual Empathy: Having a

consciousness of the need to imaginativelyput oneself in the place of others in order

to genuinely understand them

Intellectual Integrity: Recognition of the

need to be true to one's own thinking; to

be consistent in the intellectual standards

one applies 6

Intellectual Perseverance: Having a

consciousness of the need to use

intellectual insights and truths in spite of

difficulties, obstacles, and frustrations

Faith In Reason: Faith that, with proper

encouragement and cultivation, people can

learn to think for themselves, to form

rational viewpoints, draw reasonable

conclusions, think coherently and logically,persuade each other by reason and become

reasonable persons

Fairmindedness: Having a consciousness of

the need to treat all viewpoints alike,

without reference to one's own feelings or

vested interests; implies adherence tointellectual standards without reference to

one's own advantage or the advantage of

one's group

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Infusion of Critical Thinking in

Lessons

English/Literature

Maths/Statistics Geography

History 1, 2

Languages (French, German, Spanish) Science

Religious Study

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WORKSHOPS

Workshop 1 Conscious Review/reflection of lesson

characteristics comparison with Singapore

method/style

Introduction to Critical Thinking

Workshop 2 : Introduction to IntellectualStandards

Workshop 3: Application of Intellectual

Standards 8

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Reflections on Style of Teaching

Teachers need to build a culture of learning

through exploration and discovery riding on

what students know, instead of presuming they

know nothing

Build curiosity and confidence plus encourageindependent learning, not reliance on teachers

Active participation = engagement

Critical thinking(Intellectual Standards) applies tomany subjects

Teachers who use Critical Thinking themselves,

are better able to teach it to their students 9

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Key factors for Success in infusingCritical Thinking into Curriculum

Teacher training

Teacher competency

Explicit, systematic, and sustained

Where do we go from here?

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http://www.criticalthinking.org/research/AbstractThesis-RCOSGROVE.cfmhttp://www.criticalthinking.org/research/AbstractThesis-RCOSGROVE.cfm