critical thinking essentials. critical thinking “good” thinking is an important element of life...

Critical Critical thinkingthinkingessentialsessentials

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

KEYS TO ACADEMIC SUCCESS

A broad framework of intellectual rigor is called critical thinking.

KEYS TO ACADEMIC SUCCESS

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

KEYS TO ACADEMIC SUCCESS

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.

KEYS TO ACADEMIC SUCCESS

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.”

KEYS TO ACADEMIC SUCCESS

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

KEYS TO ACADEMIC SUCCESS

1. What data are presented?

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

KEYS TO ACADEMIC SUCCESS

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?

KEYS TO ACADEMIC SUCCESS

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

KEYS TO ACADEMIC SUCCESS

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

KEYS TO ACADEMIC SUCCESS

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

KEYS TO ACADEMIC SUCCESS

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?

KEYS TO ACADEMIC SUCCESS

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?

KEYS TO ACADEMIC SUCCESS

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

KEYS TO ACADEMIC SUCCESS

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

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

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

KEYS TO ACADEMIC SUCCESSA 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• Evaluation

Bloom, 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

ComprehensionApplication

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