critical thinking in the workplace cos 4870 bruce k. barnard

Critical Thinking Critical Thinking in the Workplacein the Workplace

COS 4870COS 4870

Bruce K. BarnardBruce K. Barnard

What is it?What is it?

Critical thinking is that mode of Critical thinking is that mode of thinking – about any subject, thinking – about any subject, content, or problem – in which the content, or problem – in which the thinker improves the quality of his or thinker improves the quality of his or her thinking by skillfully taking her thinking by skillfully taking charge of the structures inherent in charge of the structures inherent in thinking and imposing intellectual thinking and imposing intellectual standards upon them.standards upon them.

National Council for Excellence in Critical National Council for Excellence in Critical ThinkingThinking


Critical thinking is, in short, self-Critical thinking is, in short, self-directed, self-disciplined, self-directed, self-disciplined, self-monitored, and self-corrected monitored, and self-corrected thinking. It presupposes assent to thinking. It presupposes assent to rigorous standards of excellence and rigorous standards of excellence and mindful command of their use. It mindful command of their use. It entails effective communication and entails effective communication and problem-solving abilities. problem-solving abilities.

National Council for Excellence in Critical National Council for Excellence in Critical ThinkingThinking


Critical thinking is active, persistent, Critical thinking is active, persistent, and careful consideration of a belief and careful consideration of a belief or supposed form of knowledge in or supposed form of knowledge in the light of the grounds which the light of the grounds which support it and the further support it and the further considerations to which it tends.considerations to which it tends.

Dewey, 1909Dewey, 1909

What is it?What is it? Critical thinking is an attitude of being Critical thinking is an attitude of being

disposed to consider in a thoughtful way the disposed to consider in a thoughtful way the problems and subjects that come within the problems and subjects that come within the range of one’s experience; knowledge of range of one’s experience; knowledge of methods of logical enquiry and reasoning; methods of logical enquiry and reasoning; and some skill in applying those methods. and some skill in applying those methods. Critical thinking calls for a persistent effort Critical thinking calls for a persistent effort to examine any belief or supposed form of to examine any belief or supposed form of knowledge in the light of evidence that knowledge in the light of evidence that supports it and the further conclusions to supports it and the further conclusions to which it tends. which it tends.

Glaser, 1941Glaser, 1941


Critical thinking is skilled and active Critical thinking is skilled and active interpretation and evaluation of interpretation and evaluation of observations and communications, observations and communications, information and argumentation.information and argumentation.

Fisher and Scriven, Fisher and Scriven, 19971997


Being a critical thinker is part of what it Being a critical thinker is part of what it means to be a developing person, and means to be a developing person, and fostering critical thinking is crucial to fostering critical thinking is crucial to creating and maintaining a healthy creating and maintaining a healthy democracy. Without critical thinking our democracy. Without critical thinking our relationships become atrophied, our relationships become atrophied, our workplaces remain organized as they were workplaces remain organized as they were twenty years ago, and our political twenty years ago, and our political involvements dwindle to the point of total involvements dwindle to the point of total nonparticipation. nonparticipation.

Brookfield, Brookfield, 1987 1987

(source) Critical Thinking, Fischer (2007)


Are you using critical thinking?Are you using critical thinking? Reading a novel for pleasure.Reading a novel for pleasure. Solving a mathematical problem using a Solving a mathematical problem using a

prescribed formula.prescribed formula. A basketball player playing an important A basketball player playing an important

game.game. Attempting to install new software on Attempting to install new software on

your computeryour computer Deciding which classes to take next Deciding which classes to take next

semester.semester.


Brookfield’s characteristics of Brookfield’s characteristics of critical thinkingcritical thinking Productive and positive activityProductive and positive activity A process, not an outcomeA process, not an outcome Varies according to the contexts in Varies according to the contexts in

which it occurswhich it occurs Triggered by positive as well as Triggered by positive as well as

negative events. negative events. Emotive as well as rationalEmotive as well as rational


Brookfield’s characteristics of Brookfield’s characteristics of critical thinkingcritical thinking Identifying and challenging Identifying and challenging

assumptionsassumptions Challenging the importance of context Challenging the importance of context

is crucial to critical thinkingis crucial to critical thinking Imagine and explore alternativesImagine and explore alternatives Imagining and exploring alternatives Imagining and exploring alternatives

leads to reflective skepticismleads to reflective skepticism


Review the definitions of critical Review the definitions of critical thinking. thinking. Identify the elements present in all Identify the elements present in all

definitions.definitions. What elements are present in two or What elements are present in two or

more.more. What elements do they all have in What elements do they all have in

common?common?

RolesRoles

Just a few roles where critical Just a few roles where critical thinking is important.thinking is important. CitizenCitizen ParentParent StudentStudent SupervisorSupervisor WorkerWorker ResearcherResearcher

What Do You Think?What Do You Think?

There has been a significant movement among There has been a significant movement among educators to improve critical thinking educators to improve critical thinking education. Many are concerned that the level education. Many are concerned that the level of critical thinking skills in high school and of critical thinking skills in high school and college graduates is declining. college graduates is declining.

Do you think this decline is real?Do you think this decline is real? What effect has the Internet, media, and the What effect has the Internet, media, and the

information revolution had on critical information revolution had on critical thinking?thinking?

Is critical thinking necessary to sustain Is critical thinking necessary to sustain democracies? Why or why not?democracies? Why or why not?

ProblemsProblems

9 dot puzzle9 dot puzzle

A B 4 7A B 4 7Each card has a letter on one side and a Each card has a letter on one side and a number on the other. Which cards must number on the other. Which cards must you turn over to test that the statement “if you turn over to test that the statement “if a card has a vowel on one side it has an a card has a vowel on one side it has an even number on the other side” is NOT even number on the other side” is NOT true.true.

ProblemsProblems

Beer, Coke, 16, 22Beer, Coke, 16, 22

Which must we check to determine Which must we check to determine if the following statement is not true if the following statement is not true “If a person is drinking beer, he or “If a person is drinking beer, he or she is 19 or older.” she is 19 or older.”

How does it Work?How does it Work?

By raising vital questions and problems, By raising vital questions and problems, formulating them clearly and preciselyformulating them clearly and precisely

By gathering and assessing relevant By gathering and assessing relevant information and interpreting it. information and interpreting it.

Thinking open-mindedly within alternative Thinking open-mindedly within alternative systems of thought, recognizing and systems of thought, recognizing and assessing their assumptions, implications, assessing their assumptions, implications, and practical consequences. and practical consequences.

Communicating effectively with others Communicating effectively with others figuring out solutions to complex problems. figuring out solutions to complex problems.

How does it Work?How does it Work?

MetathinkingMetathinking First Order ThinkingFirst Order Thinking

Spontaneous and non-reflectiveSpontaneous and non-reflective Insight, prejudice, truth and errorInsight, prejudice, truth and error Good and bad reasoningGood and bad reasoning

Second Order ThinkingSecond Order Thinking First order thinking analyzed, assessed First order thinking analyzed, assessed

and reconstructed. and reconstructed.

(Source) Critical Thinking, A. Fischer (2007)

Analyzing ArgumentsAnalyzing Arguments

The test was unfair. I studied for The test was unfair. I studied for days, reading the material four days, reading the material four times, underlining important times, underlining important information and then studying it. information and then studying it. After doing all of this I should have After doing all of this I should have received a good grade. That test received a good grade. That test was unfair. was unfair.


Conclusion IndicatorsConclusion Indicators SoSo ConsequentlyConsequently ThereforeTherefore ThusThus Which proves or establishesWhich proves or establishes It follows thatIt follows that


Reason IndicatorsReason Indicators BecauseBecause SinceSince ForFor The reason areThe reason are Firstly, SecondlyFirstly, Secondly


Notations R, R1 etc. C, C1 etc.Notations R, R1 etc. C, C1 etc. Apply the therefore testApply the therefore test The structure of reasoningThe structure of reasoning

SoSo FurthermoreFurthermore

For all of these reasonsFor all of these reasons


Identify the conclusionIdentify the conclusion What reasons are given to support What reasons are given to support

the conclusion?the conclusion? What are the assumptions, if any?What are the assumptions, if any? Is this a good or bad argument?Is this a good or bad argument?

(source) Critical Thinking, A Fischer (2007)


We need to make rail travel more We need to make rail travel more attractive. There are so many cars on attractive. There are so many cars on the road that the environment and the road that the environment and human safety are under threat. Rail human safety are under threat. Rail travel should be made cheaper. travel should be made cheaper. Everyone wants the roads to be less Everyone wants the roads to be less crowded, but they still want the crowded, but they still want the convenience of being able to travel by convenience of being able to travel by road. People will not abandon the car road. People will not abandon the car in favor of the train without some new in favor of the train without some new incentive. incentive.


Identify the conclusionIdentify the conclusion What reasons are given to support What reasons are given to support

the conclusion?the conclusion? What are the assumptions, if any?What are the assumptions, if any? Is this a good or bad argument?Is this a good or bad argument?

(source) Critical Thinking, A. Fischer (2007)


Simple Reason – ConclusionSimple Reason – Conclusion

The damage that has been caused to The damage that has been caused to the ozone layer is an international the ozone layer is an international problem so the problem can only be problem so the problem can only be solved internationally.solved internationally.

(source) Critical Thinking A. Fischer (2007)


Side by Side Side by Side Reason 1 and Reason 2 - ConclusionReason 1 and Reason 2 - Conclusion

There have been a number of There have been a number of accidents at Bradley and Walnut. accidents at Bradley and Walnut. Pedestrians have a hard time Pedestrians have a hard time crossing the street at that crossing the street at that intersection. We need a traffic light intersection. We need a traffic light at Bradley and Walnut. at Bradley and Walnut.



Chain of reasoning Chain of reasoning

Reason – Conclusion 1 – Conclusion 2Reason – Conclusion 1 – Conclusion 2

Planting genetically modified crops will Planting genetically modified crops will enable farmers to use more powerful enable farmers to use more powerful weed-killers, so there will be a substantial weed-killers, so there will be a substantial reduction in the number and density of reduction in the number and density of weed seeds on farmland. Thus, it is likely weed seeds on farmland. Thus, it is likely that the many farmland birds which that the many farmland birds which depend on these seeds to survive the depend on these seeds to survive the winter will decline. winter will decline.

(source) Critical Thinking. A. Fischer (2007)


Joint ReasoningJoint Reasoning

The argument requires both reasons. The argument requires both reasons.

If you do all of the exercises in this If you do all of the exercises in this class that is sufficient to pass the class that is sufficient to pass the final. You are doing all of the final. You are doing all of the exercises. So you will pass the final. exercises. So you will pass the final.



HypotheticalHypothetical If the accused is lying about where he If the accused is lying about where he

was on the night of the murder then was on the night of the murder then he’s probably guilty. he’s probably guilty.

The accused is lying about where he The accused is lying about where he was on the night of the murder. He is was on the night of the murder. He is guilty.guilty.


Analyzing ArgumentsAnalyzing Arguments AssumptionsAssumptions

We need to make rail travel more attractive. We need to make rail travel more attractive. There are so many cars on the road that the There are so many cars on the road that the environment and human safety are under environment and human safety are under threat. Rail travel should be made cheaper. threat. Rail travel should be made cheaper. Everyone wants the roads to be less Everyone wants the roads to be less crowded, but they still want the convenience crowded, but they still want the convenience of being able to travel by road. People will of being able to travel by road. People will not abandon the car in favor of the train not abandon the car in favor of the train without some new incentive.without some new incentive.This statement is from a British newspaper – This statement is from a British newspaper – how might it be different here?how might it be different here?


What are the main conclusions?What are the main conclusions? What are the reasons and their What are the reasons and their

structure?structure? What is assumed?What is assumed? Are the reasons acceptable?Are the reasons acceptable? Does the reasoning support the Does the reasoning support the

conclusion?conclusion? Are there other relevant considerations?Are there other relevant considerations? What is your overall evaluation?What is your overall evaluation?

How Can We Use It?How Can We Use It?

Ladders of InferenceLadders of Inference

Logical FallaciesLogical Fallacies

A good argumentA good argument Makes only valid assumptionsMakes only valid assumptions Reasons are relevant to the conclusionReasons are relevant to the conclusion The argument does not omit critical The argument does not omit critical

informationinformation FairnessFairness Sufficient evidence to support the conclusionSufficient evidence to support the conclusion For research For research

States hypothesis, questions, purpose, limitations, States hypothesis, questions, purpose, limitations, delimitations, assumptions, and methodsdelimitations, assumptions, and methods


Fallacies of assumptionFallacies of assumption Begging the questionBegging the question False DilemmaFalse Dilemma Gamblers fallacy Gamblers fallacy Unrepresentative sampleUnrepresentative sample


Fallacies of relevanceFallacies of relevance Argument from incredulityArgument from incredulity Texas sharpshooter (also a fallacy of Texas sharpshooter (also a fallacy of

completeness)completeness)


CompletenessCompleteness We often remember only data favorable We often remember only data favorable

to our point of viewto our point of view Post-hoc reasoningPost-hoc reasoning


FairnessFairness Straw man (misrepresenting a position)Straw man (misrepresenting a position) Guilt by associationGuilt by association Loaded wordsLoaded words

(source) Critical Thinking, Paul & Elder (2002)

Improving Critical Improving Critical ThinkingThinking

ThinkingThinking Judging, perceiving, analyzing, Judging, perceiving, analyzing,

comparingcomparing Feeling Feeling

Happy, sad, anxious, afraidHappy, sad, anxious, afraid WantingWanting

Goals, desires, values, motivesGoals, desires, values, motives


One way to change undesirable One way to change undesirable feelings and desires is by changing feelings and desires is by changing the thinking that is leading to them. the thinking that is leading to them.

Rational Emotive/Behavior Therapy, Rational Emotive/Behavior Therapy, Albert EllisAlbert Ellis Irrational ThoughtsIrrational Thoughts

Dialectical Behavior Therapy, Dialectical Behavior Therapy, Linehan Linehan

(source) Critical Thinking Paul & Elder (2002)


Our minds are influenced by a number of “modes Our minds are influenced by a number of “modes of influence”of influence” VocationalVocational SociologicalSociological PhilosophicalPhilosophical EthicalEthical IntellectualIntellectual AnthropologicalAnthropological IdeologicalIdeological EconomicEconomic HistoricalHistorical BiologicalBiological TheologicalTheological PsychologicalPsychological PhysiologicalPhysiological


ExerciseExercise

Try to determine the extent to Try to determine the extent to which, and the way in which, your which, and the way in which, your thinking is influenced by the thinking is influenced by the following.following. Your cultureYour culture Your familyYour family Your personal historyYour personal history Your colleaguesYour colleagues Your supervisorsYour supervisors


Some QuestionsSome Questions

To what extent can I test the truth of To what extent can I test the truth of this claim from direct experience?this claim from direct experience?

To what extent is believing this To what extent is believing this consistent with what I know to be consistent with what I know to be true or have justified confidence in?true or have justified confidence in?

How does the person who advances How does the person who advances this claim support it?this claim support it?


Some QuestionsSome Questions

Is there a definite system or Is there a definite system or procedure for assessing claims of procedure for assessing claims of this sort?this sort?

Does the acceptance of this claim Does the acceptance of this claim advance the interests of the person advance the interests of the person or group asserting it?or group asserting it?

Is the person asserting this claim Is the person asserting this claim made uncomfortable by having it made uncomfortable by having it questioned?questioned?


Test ItTest It

A friend claims that astrology is A friend claims that astrology is accurate because he has used it to accurate because he has used it to figure out why people he knew were figure out why people he knew were behaving the way they were. He behaving the way they were. He also claims that you can use it to also claims that you can use it to predict people’s most likely predict people’s most likely behavior, including deciding whom it behavior, including deciding whom it would make sense to marry.would make sense to marry.

(source) Critical Thinking, Paul & elder (2002)

Test ItTest It

You read about a person who is You read about a person who is reported to have returned from the reported to have returned from the dead as the result of resuscitation dead as the result of resuscitation after a heart attack. The person after a heart attack. The person says there is definitely a spirit world says there is definitely a spirit world because he met a spirit while he was because he met a spirit while he was dead.dead.


Test ItTest It

A woman says that it is clear that no A woman says that it is clear that no man can truly understand a woman man can truly understand a woman because there is no way, as a man, because there is no way, as a man, he can have the experience of a he can have the experience of a woman. woman.

Assessing BiasAssessing Bias

Who is the author or producer?Who is the author or producer? Who is distributing or promoting the Who is distributing or promoting the

information?information? Who funded the research or Who funded the research or

production?production? What are the sources of data? Are What are the sources of data? Are

they accurately cited?they accurately cited? Can I verify the data as to accuracy, Can I verify the data as to accuracy,

completeness, & fairness?completeness, & fairness?

Critical Thinking, Paul & Elder (2002)

Intellectual StandardsIntellectual Standards

All reasoning has a purposeAll reasoning has a purpose All reasoning is an attempt to figure All reasoning is an attempt to figure

something out or settle a question or something out or settle a question or problem. problem.

All reasoning is based on assumptions.All reasoning is based on assumptions. All reasoning is done from a point of All reasoning is done from a point of

view.view. All reasoning is based on data, All reasoning is based on data,

information, and evidence.information, and evidence.

49(source) Critical Thinking, Paul & Elder (2002)

Intellectual StandardsIntellectual Standards

All reasoning is expressed through, All reasoning is expressed through, and shaped by concepts and and shaped by concepts and language.language.

All reasoning contains inferences or All reasoning contains inferences or interpretations by which we draw interpretations by which we draw conclusions and give meaning to conclusions and give meaning to data. data.

All reasoning leads somewhere or All reasoning leads somewhere or has implications and consequences. has implications and consequences.

Egocentric ThinkingEgocentric Thinking

It is easier to see the logical flaws in It is easier to see the logical flaws in someone else’s thinking than in our own.someone else’s thinking than in our own.

It is essential to becoming a critical It is essential to becoming a critical thinker to be able to challenge our own thinker to be able to challenge our own assumptions and identify our egocentric assumptions and identify our egocentric thinking. thinking.

Human beings live with an unrealistic Human beings live with an unrealistic belief that we have figured things out belief that we have figured things out and know what “reality” is.and know what “reality” is.


Social Construction – Berger & LuckmanSocial Construction – Berger & Luckman People interacting together form, over time, People interacting together form, over time,

typifications or mental representations of each other's typifications or mental representations of each other's actions, and that these typifications eventually become actions, and that these typifications eventually become habitualised into reciprocal roles. When these habitualised into reciprocal roles. When these reciprocal roles become routinized, the typified reciprocal roles become routinized, the typified reciprocal interactions are said to be institutionalised. reciprocal interactions are said to be institutionalised. Meaning is embedded and institutionalised into Meaning is embedded and institutionalised into individuals and society - knowledge and people's individuals and society - knowledge and people's conception of (and therefore belief regarding) what conception of (and therefore belief regarding) what reality 'is' becomes embedded into the institutional reality 'is' becomes embedded into the institutional fabric and structure of society, and social reality is fabric and structure of society, and social reality is therefore said to be socially constructed.therefore said to be socially constructed.



Motives of egocentric thinkingMotives of egocentric thinking I strive to get what I wantI strive to get what I want I strive to validate my current way of I strive to validate my current way of

thinkingthinking



I seek information that enables me to get I seek information that enables me to get what I want without changing.what I want without changing.

I seek my own self interest at the expense I seek my own self interest at the expense of others.of others.

I interpret information in a way that I interpret information in a way that reinforces my own conclusions and serves reinforces my own conclusions and serves my purposes.my purposes.

I I AssumeAssume that I should get what I want that I should get what I want without changing in any fundamental without changing in any fundamental way.way.



I advocate concepts that enable me I advocate concepts that enable me to pursue my self interest and to pursue my self interest and advocate my point of view. advocate my point of view.

By carefully pursuing my desires I By carefully pursuing my desires I get what I want without having to get what I want without having to change.change.

I see myself as the center of the I see myself as the center of the world and everything else as a world and everything else as a means to get what I want. means to get what I want.



Egocentric thinking strives to protect Egocentric thinking strives to protect itself and maintain its world view.itself and maintain its world view.

It is often rigid and inflexible. It is often rigid and inflexible. Sees the world from its narrow self-Sees the world from its narrow self-

serving point of view.serving point of view. Is successful when it gets what it Is successful when it gets what it

wants and unsuccessful when it fails wants and unsuccessful when it fails to get what it wants. to get what it wants.


Non-Egocentric ThinkingNon-Egocentric Thinking

I seek information that enable I seek information that enable people to live and grow rationally.people to live and grow rationally.

I seek to develop my own rational I seek to develop my own rational capacity and respect the rights of capacity and respect the rights of others.others.

I make judicious judgments about I make judicious judgments about people, places, and things – enabling people, places, and things – enabling them to live a rational life & develop them to live a rational life & develop their capacities.their capacities.


Non-Egocentric ThinkingNon-Egocentric Thinking I ask questions that enable me to develop I ask questions that enable me to develop

my thinking and live a fulfilling and moral my thinking and live a fulfilling and moral life. life.

I assume it is possible and desirable to live I assume it is possible and desirable to live a fulfilling life of continual self-a fulfilling life of continual self-improvement. improvement.

I seek continual self-improvement whuile I seek continual self-improvement whuile respecting the rights of others.respecting the rights of others.

I can chose to live egocentrically or I can chose to live egocentrically or nonegocentrically and the ideal of rational nonegocentrically and the ideal of rational life is practical, realistic, and powerful.life is practical, realistic, and powerful.



Submissive egocentrism is a form of Submissive egocentrism is a form of egocentric thinking. I get what I egocentric thinking. I get what I want by submitting to those with want by submitting to those with power. power.

Sociocentrism is egocentric thinking Sociocentrism is egocentric thinking raised to the level of a group. raised to the level of a group.


Sociocentric ThinkingSociocentric Thinking What group has influenced me the most?What group has influenced me the most? This group’s function or agenda is …This group’s function or agenda is … Comment on the following:Comment on the following:

A name that defines the groupA name that defines the group A way of talking, dressing, or speakingA way of talking, dressing, or speaking A set of friends or enemiesA set of friends or enemies Group ritualsGroup rituals Expected behaviors when around friends or enemies.Expected behaviors when around friends or enemies. Hierarchy of powerHierarchy of power Social requirements, taboos, or forbidden actsSocial requirements, taboos, or forbidden acts A group that we look down on because they are A group that we look down on because they are

beneath us.beneath us.

(source) Paul & Elder,Critical Thinking (2002)

Egocentric & Egocentric & SociocentricSociocentric

It is true because I It is true because I believe it.believe it.

It is true because I It is true because I want to believe itwant to believe it

It is true because it It is true because it is in my vested is in my vested interest to believe it.interest to believe it.

It is true because I It is true because I have always believed have always believed it.it.

It is true because we It is true because we believe it.believe it.

It is true because we It is true because we want to believe itwant to believe it

It is true because it It is true because it is in our vested is in our vested interest to believe it.interest to believe it.

It is true because we It is true because we have always have always believed it.believed it.

(source) Paul & Elder, Critical Thinking (2002)

Social StratificationSocial Stratification

Construct a hierarchy of the groups in Construct a hierarchy of the groups in the university culture.the university culture. What groups have the most power and What groups have the most power and

prestige.prestige. What characteristics do these groups have?What characteristics do these groups have? Identify groups with the most to the least Identify groups with the most to the least

power.power. How do groups with power keep it?How do groups with power keep it? Can groups with less power acquire it?Can groups with less power acquire it? To what extent do these groups accept their To what extent do these groups accept their

limited power and why?limited power and why?

Group Definitions of Group Definitions of RealityReality

We are social animals. Relationships We are social animals. Relationships and our “place in the herd” are very and our “place in the herd” are very important to us. important to us. How does a professor behave?How does a professor behave? How does a student behave?How does a student behave? How does a manager behave?How does a manager behave? How does a worker behave?How does a worker behave? How do men and women behave?How do men and women behave? What happens when these views of What happens when these views of

things are opposed?things are opposed?

Inference and Inference and AssumptionAssumption

There are always assumptions. As There are always assumptions. As human beings we build models in human beings we build models in order to make sense of the world order to make sense of the world around us. around us.

Assumptions are subconsciousAssumptions are subconscious We use assumption to build a bridge We use assumption to build a bridge

between the information or situation between the information or situation and a conclusion (or inference).and a conclusion (or inference).



People make different inferences People make different inferences because they bring different points of because they bring different points of view to the situation. view to the situation.

Our goal in critical thinking is to bring Our goal in critical thinking is to bring what is hidden is subconscious thought what is hidden is subconscious thought to the surface.to the surface.

To do this we need challenge our own To do this we need challenge our own assumptions and develop skills to assumptions and develop skills to analyze situations from multiple points analyze situations from multiple points of view. of view.

(source) Critical Thinking, Paul & Elder ( 2002)


SituationSituation A man is A man is lying in the gutterlying in the gutter

Inference That Inference That man is a bumman is a bum

Assumption Only Assumption Only bums lie in gutters.bums lie in gutters.

SituationSituation A man is A man is lying in the gutterlying in the gutter

That man is in That man is in need of helpneed of help

Assumption Assumption Anyone lying in the Anyone lying in the gutter is in need of gutter is in need of help.help.

EXERCISEEXERCISE What are the main conclusions?What are the main conclusions? What are the reasons and their What are the reasons and their

structure?structure? What is assumed?What is assumed? Are the reasons acceptable?Are the reasons acceptable? Does the reasoning support the Does the reasoning support the

conclusion?conclusion? Are there other relevant considerations?Are there other relevant considerations? Is there evidence of bias?Is there evidence of bias? What is your overall evaluation?What is your overall evaluation?

Critical Thinking ToolboxCritical Thinking Toolbox

Mind MapsMind Maps Occam’s RazorOccam’s Razor Yin & Yang TechniqueYin & Yang Technique What if?What if? The big 6 The big 6 (Who, What, Where, When, Why, How)(Who, What, Where, When, Why, How)

ReflectionReflection TestingTesting

AssignmentsAssignments

Use critical thinking when exposed Use critical thinking when exposed to the news, ideas, and proposalsto the news, ideas, and proposals

Reflection PapersReflection Papers ReadingReading

critical thinking in the workplace cos 4870 bruce k. barnard

Documents

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mode of thinking

selfcorrected thinking

critical thinker

supposed form of knowledge

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active interpretation

persistent effort