Critical Thinking Models

Presented bySTEVE COXON, Ph.D.

Assistant professor of gifted education

What is critical thinking?

• “Critical thinking is that mode of thinking…in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them.” pg. 1

– Paul (2003)

People of all ages and from all backgrounds are susceptible to fallacious arguments.

Understanding the difference between valid science (for example) and hearsay, urban legend, or the flippant remarks of television pundits and politicians does not develop by accident, but requires training in critical thinking.

In particular, we must help students to become savvy about their use of Internet resources; to become skeptical of hearsay, urban legend, or the flippant remarks of television pundits; and to ask essential questions even, if not especially, of us.

Scientific Habits of MindCognitive skills, affective skills, and attitudes: Curiosity Creativity Objectivity Openness to new ideas Skepticism Tolerance for ambiguity

Center for Gifted EducationThe College of William and Mary, 2009

Intellectual Standards:•Clarity•Accuracy•Precision•Relevance•Depth•Breadth•Logic•Significance•Fairness

Paul, 2003, pg. 9

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Elements of Reasoning

-- Paul, 1992

Issue/Problem

Evidence/Data

Point of View

Implications/Consequences

InferencesConcepts/

Ideas

Purpose/Goal

Assumptions

Center for Gifted EducationThe College of William and Mary, 2009

Reasoning in Science Adapt to Grade Level

Assumptions

What assumptions about human life emerge related to this issue? What assumptions might major stakeholders in this issue hold? Why do you think this?

Point of View From what perspective do you approach the issue? What interest groups or stakeholders may have different points of view on the topic? What might their viewpoints be?

Implications/Consequences What are the implications of this issue for society?

Evidence/Data

Research the issue. What was the purpose of the research? What future research is planned in this area? What are the arguments that stakeholder groups give for and against the issue?

Issue/Problem

What is the central issue? Should ___________ be permitted?

Purpose/Goal

What is the purpose of discussing this topic in today’s society?

Inferences After gathering data about the issue, describe what it involves. Discuss and evaluate the arguments for and against it. On what are the stakeholders’ arguments based? Have you changed your position after hearing the arguments and reading the facts?

Concepts/Ideas How can a scientific system be productive or dysfunctional? Is this evident in the research about the issue? Discuss past conflicts between the scientific world and a political system.