Introduction to Introduction to Critical ThinkingCritical Thinking

Concepts and StrategiesConcepts and Strategies

3 Key Questions3 Key Questions

Why do we need critical Why do we need critical thinking?thinking?

What is critical thinking?What is critical thinking?

How do we design instruction How do we design instruction to foster critical thought? to foster critical thought?

Why do we need critical Why do we need critical thinking?thinking?

Critical thinking isn’t natural.Critical thinking isn’t natural.Walking vs. Ballet Walking vs. Ballet

Just rational enoughJust rational enough

Diagnosis BiasDiagnosis Bias

Tendency to ignore evidence or make it Tendency to ignore evidence or make it fit our preconceived preference or fit our preconceived preference or conclusion.conclusion.

EMT and Alaskan nativesEMT and Alaskan natives How Doctor’s Think How Doctor’s Think the 7 min. the 7 min.

diagnosisdiagnosis Performance Labels (Performance Labels (SWAYSWAY)) When we read! (When we read! (The House)The House)

Belief PreservationBelief Preservation

Tendency to make evidence subservient Tendency to make evidence subservient to belief. to belief.

““Tendency to use evidence to preserve Tendency to use evidence to preserve our opinions rather than guide them.” our opinions rather than guide them.” (Van Gelder)(Van Gelder)

Belief PreservationBelief Preservation

Francis Bacon – humans tend to see Francis Bacon – humans tend to see things through an “enchanted glass, full things through an “enchanted glass, full of superstition and imposture” rather of superstition and imposture” rather than through a clear, transparent glass.than through a clear, transparent glass.

Intrinsic tendency toward illusion, distortion Intrinsic tendency toward illusion, distortion and error. and error.

““Invisibly corrupts our thinking and Invisibly corrupts our thinking and contaminates our beliefs” (Van Gelder)contaminates our beliefs” (Van Gelder)

3 tendencies 3 tendencies

1.1. Seek evidence that supports our Seek evidence that supports our existing belief and ignore contradicting existing belief and ignore contradicting evidence.evidence.

2.2. Rate evidence as good or bad Rate evidence as good or bad depending on whether or not it depending on whether or not it supports or conflicts with our belief. supports or conflicts with our belief. (egocentric standards)(egocentric standards)

3.3. We stick to our beliefs despite We stick to our beliefs despite overwhelming evidence to the contrary. overwhelming evidence to the contrary.

“Standards” TypicallyUsed in Thinking

“It’s true because I believe it” (innate egocentrism)

“It’s true because we believe it”(innate sociocentrism)

“It’s true because I want to believe it” (innate wish fulfillment)

“It’s true because I have always believed it.”(innate self-validation)

“It’s true because it is in my selfish interest to believe it.” (innate selfishness)

Typical Standards TwoTypical Standards Two

More Non-intellectual More Non-intellectual “Standards”“Standards”

It’s true because someone in a It’s true because someone in a position of perceived power (or position of perceived power (or authority) said it is true. authority) said it is true.

It’s true because it’s beyond my It’s true because it’s beyond my (our) ability to fully understand it. (our) ability to fully understand it. (lacking confidence in reason) (lacking confidence in reason)

Non-Critical Thinking Non-Critical Thinking StandardsStandards

FunFun ExcitingExciting Feels goodFeels good Attention-gettingAttention-getting PopularPopular PatrioticPatriotic FreeFree

ChicChic SpontaneousSpontaneous AdvantageousAdvantageous EasyEasy Beneficial to me Beneficial to me Deeply moving/feltDeeply moving/felt

Just as a skilled archer Just as a skilled archer must adjust her aim for a must adjust her aim for a

breeze, so too does a breeze, so too does a critical thinker seek to be critical thinker seek to be aware of his/her biases, aware of his/her biases,

blind spots, and blind spots, and assumptions. assumptions.

Critical Critical ThinkingThinking

Why is it Important?Why is it Important?

What is It?What is It?

How Does it Improve How Does it Improve Teaching and Teaching and Learning?Learning?

What is Critical Thinking?What is Critical Thinking?

To be clear in writing:To be clear in writing:1)      state1)      state2)      elaborate (In other words…)2)      elaborate (In other words…)3)      exemplify and/or illustrate3)      exemplify and/or illustrate

Write your understanding of critical thinking, Write your understanding of critical thinking, in this form:in this form:

1)     Critical thinking is 1)     Critical thinking is ……....2)2)          In other wordsIn other words……3)3)          For example For example ……

Critical ThinkingCritical Thinking

is a is a self-directedself-directed process process

by which we take by which we take

deliberate stepsdeliberate steps

to think at the to think at the

highest levelhighest level of quality. of quality.

critical thinking: disciplined, self-guided thinking

aimed at living a rational life.

Thinking thatanalyzes thinking

Thinking thatassesses thinking

Thinking thatdevelops within itself

intellectual habits

thinking thatcombats its native

egocentricity

Overview slideOverview slide

Critical Reading Critical Reading StrategyStrategy

Work in pairs. Person A, Person B. Critically Work in pairs. Person A, Person B. Critically read the following slide together, using the read the following slide together, using the following method: following method:

a.  a.  Person B reads one sentence aloud, then Person B reads one sentence aloud, then states in his/her own words what has been states in his/her own words what has been read. In other words, person B interprets the read. In other words, person B interprets the sentence. sentence.

b. Person A then either agrees with the b. Person A then either agrees with the interpretation or offers a different interpretation or offers a different interpretation, adds to the interpretation, etc. interpretation, adds to the interpretation, etc.

c. Rotate roles after each sentence. Move down c. Rotate roles after each sentence. Move down page.page.

d.  During this process, do not critique what you d.  During this process, do not critique what you are reading, merely interpret. are reading, merely interpret.

Why Critical Thinking?Why Critical Thinking?

The Problem: The Problem: Everyone thinks; it is our Everyone thinks; it is our nature to do so. But much of our thinking, nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet uninformed or down-right prejudiced. Yet the quality of our life and that of what we the quality of our life and that of what we produce, make, or build depends precisely produce, make, or build depends precisely on the quality of our thought. Shoddy on the quality of our thought. Shoddy thinking is costly, both in money and in thinking is costly, both in money and in quality of life. Excellence in thought, quality of life. Excellence in thought, however, must be systematically cultivated.however, must be systematically cultivated.

A Definition: A Definition: Critical thinking is the art of Critical thinking is the art of analyzing and evaluating thinking with a analyzing and evaluating thinking with a view to improving it.view to improving it.

A well cultivated critical thinker:A well cultivated critical thinker: raises vital questions and problems, formulating raises vital questions and problems, formulating

them clearly and precisely;them clearly and precisely; gathers and assesses relevant information, gathers and assesses relevant information,

using abstract ideas to interpret it effectively;using abstract ideas to interpret it effectively; comes to well-reasoned conclusions and comes to well-reasoned conclusions and

solutions, testing them against relevant criteria solutions, testing them against relevant criteria and standards;and standards;

thinks open-mindedly within alternative systems thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need of thought, recognizing and assessing, as need be, their assumptions, implications, and be, their assumptions, implications, and practical consequences; practical consequences;

and communicates effectively with others in and communicates effectively with others in figuring out solutions to complex problems.figuring out solutions to complex problems.

3 Key Questions3 Key Questions

Why do we need critical Why do we need critical thinking?thinking?

What is critical thinking?What is critical thinking?

How do we design instruction How do we design instruction to foster critical thought? to foster critical thought?

LOGIC OF

Instruction

Content

Student Thinking

Booth Tarkington, Booth Tarkington, author author

““He had learned how to pass examinations by He had learned how to pass examinations by ‘cramming’; that is, in three or four days and ‘cramming’; that is, in three or four days and nights he could get into his head enough of a nights he could get into his head enough of a selected fragment of some scientific or selected fragment of some scientific or philosophical or literary or linguistic subject philosophical or literary or linguistic subject to reply plausibly to six questions out of ten. to reply plausibly to six questions out of ten. He could retain the information necessary He could retain the information necessary for such a feat just long enough to give a for such a feat just long enough to give a successful performance; then it would successful performance; then it would evaporate utterly from his brain, and leave evaporate utterly from his brain, and leave him undisturbed.” him undisturbed.”

On what George Amberson had learned in college, from the Magnificant Ambersons (1918)}On what George Amberson had learned in college, from the Magnificant Ambersons (1918)}

Circle Circle – Dots– Dots

Typical student beliefs.Typical student beliefs.   Learning should be fun.Learning should be fun. Learning should be easy.Learning should be easy. If I do what the teacher says, that’s all that If I do what the teacher says, that’s all that

matters.matters. Learning means doing what the teacher says.Learning means doing what the teacher says.

All I need to do is the absolute minimum to get an All I need to do is the absolute minimum to get an A.A.

I shouldn’t have to waste my time learning I shouldn’t have to waste my time learning anything I can’t use.anything I can’t use. I believe that learning biology is a waste of my I believe that learning biology is a waste of my

timetime.. Cheating to get by is fine because all I need is the Cheating to get by is fine because all I need is the

piece of paper (the degree/diploma) to get a job piece of paper (the degree/diploma) to get a job anyway.anyway.

Three Types of Three Types of “Knowledge”“Knowledge”

Inert InformationInert Information Activated Ignorance Activated Ignorance Activated Knowledge Activated Knowledge

PoincarePoincare

““Science is built of facts the way a Science is built of facts the way a house is built of bricks, but an house is built of bricks, but an accumulation of facts is no more accumulation of facts is no more science than a pile of bricks is a science than a pile of bricks is a house!”house!”

Content is:Content is:

Understood by thinkingUnderstood by thinking Constructed by thinkingConstructed by thinking Modified by thinkingModified by thinking Applied by thinkingApplied by thinking Questioned by thinkingQuestioned by thinking Assessed by thinkingAssessed by thinking

Therefore, to learn Therefore, to learn content content

students have to students have to thinkthink it into their it into their thinkingthinking using their using their thinking.thinking.

Critical thinking provides Critical thinking provides the tools students need the tools students need to think through content.to think through content.

Critical thinking is a Critical thinking is a system of thinking that system of thinking that opens up all other opens up all other systems of thinking. systems of thinking.

Critical thinking is the Critical thinking is the way you do everything way you do everything

you doyou doCritical ThinkingCritical Thinking

Something you add onto everything else

Rather

The Way You Do

Everything You Do

The Critical Thinking MindThe Critical Thinking Mind

==

The Educated MindThe Educated Mind

The critical thinking mind is the The critical thinking mind is the educated mindeducated mind

StandardsElementsTraitsStandardsElementsTraitsThe Underlying Principles of Critical Thinking

The Standardsclarity precisionaccuracy significancerelevance completenesslogical fairnessbreadth depth The Elements

purposes inferencesquestions conceptspoints of view implicationsinformation assumptions

Intellectual Traitsintellectual humilityintellectual perseveranceintellectual autonomyintellectual integrityconfidence in reasoningintellectual courageintellectual empathyFair-mindedness

must be applied to

as we develop

CLARITY

1. State: give a brief explanation

2. Elaborate: expand on your explanation

3. Exemplify: give a concrete example

4. Illustrate: use metaphor, analogy, picture

StateElaborateExemplifyStateElaborateExemplify

STATESTATE in your own words what someone in your own words what someone else has said or written or the key else has said or written or the key concept, problem or question at issue.concept, problem or question at issue.

ELABORATEELABORATE on your statement. In on your statement. In other words…other words…

EXEMPLIFYEXEMPLIFY: give an example of the : give an example of the concept from your life and from the concept from your life and from the content. content.

ILLUSTRATEILLUSTRATE: create an analogy, : create an analogy, metaphor, simile, graph, chart, cartoon, metaphor, simile, graph, chart, cartoon, etc. etc.

SEEISEEI

Original Bloom’s Original Bloom’s TaxonomyTaxonomy

Revised Bloom’s Revised Bloom’s TaxonomyTaxonomy

Bloom’s Re-Bloom’s Re-conceptualizedconceptualized

Illustration Based on St. Edward’s University, Center for Teaching Excellence, 2001

Comparing ApproachesComparing Approaches

Teacher-directedTeacher-directed Traditional mode of instruction in the Traditional mode of instruction in the

USAUSA Student-centered Student-centered

Students are engaged in the process of Students are engaged in the process of actively figuring something out / actively figuring something out / reasoning through a significant reasoning through a significant problem.problem.

Teacher-directed Teacher-directed (confusing)(confusing)

There are 12 Christmas trees and five There are 12 Christmas trees and five are cut down. How many are left are cut down. How many are left standing? standing?

What intellectual moves does this What intellectual moves does this assignment initiate? assignment initiate?

What intellectual skills are targeted? What intellectual skills are targeted?

There are 12 Christmas trees standing. There are 12 Christmas trees standing. Of those, five are cut down. How many Of those, five are cut down. How many are left standing? are left standing?

What intellectual moves does this What intellectual moves does this assignment initiate? assignment initiate?

What intellectual skills are targeted? What intellectual skills are targeted?

Teacher-directed Teacher-directed (clearer)(clearer)

Student-centered Student-centered

Susan says that if there are 12 Susan says that if there are 12 Christmas trees standing and of those Christmas trees standing and of those five are cut down, then seven are left five are cut down, then seven are left standing. But George says that is standing. But George says that is incorrect. incorrect.

Who is correct and why?Who is correct and why?

How did you arrive at your answer? How did you arrive at your answer?

Jim Braly, Jim Braly, The OregonianThe Oregonian, Jan. 11, 2009, Jan. 11, 2009

Possible Traditional AssignmentPossible Traditional Assignment

““As a group, discuss your reaction to As a group, discuss your reaction to Plato’s Plato’s CritoCrito.” .”

Philosophy Example 2Philosophy Example 2

An assignment that fosters critical An assignment that fosters critical thought may ask instead: thought may ask instead:

““In a group of three, propose a list of In a group of three, propose a list of significant questions you would like to significant questions you would like to have the teacher address or the class have the teacher address or the class discuss regarding Plato’s discuss regarding Plato’s CritoCrito. Your . Your initial list (which you will hand in to the initial list (which you will hand in to the instructor) should include a dozen or so instructor) should include a dozen or so questions…. (next slide)questions…. (next slide)

Philosophy Example 2 Philosophy Example 2 cont’dcont’d

Then reach consensus on what you Then reach consensus on what you consider your three best questions. Your consider your three best questions. Your recorder will write these questions on the recorder will write these questions on the board and will explain to the class why board and will explain to the class why your group considers them pertinent, your group considers them pertinent, interesting, and significant questions interesting, and significant questions raised by raised by CritoCrito. Time: 15 minutes.”. Time: 15 minutes.”

Source: Bean, p. 152Source: Bean, p. 152

Eight Questions Students Eight Questions Students Can Ask to Figure out the Can Ask to Figure out the

Logic of a Subject or Logic of a Subject or Discipline:Discipline:

1.1. What is the main What is the main purposepurpose of the subject?of the subject?

2.2. What are the key What are the key issues, problemsissues, problems,, and and questionsquestions addressed within the subject?addressed within the subject?

3.3. What kinds of What kinds of informationinformation are pursued within the are pursued within the discipline?discipline?

4.4. What types of What types of inferencesinferences or judgments are made? or judgments are made?

5.5. What key What key conceptsconcepts inform the discipline?inform the discipline?

6.6. What key What key assumptionsassumptions underlie the discipline?underlie the discipline?

7.7. What are some important What are some important implicationsimplications of studying of studying the discipline?the discipline?

8.8. What What points of viewpoints of view are fostered within the are fostered within the discipline?discipline?

To what extent do you see any of the To what extent do you see any of the following acting as obstacles to following acting as obstacles to substantive learning in your context?substantive learning in your context?

Intellectual arroganceIntellectual arrogance Intellectual conformityIntellectual conformity Intellectual lazinessIntellectual laziness Intellectual hypocrisyIntellectual hypocrisy Competition Competition Little confidence in reasoningLittle confidence in reasoning

How do you help How do you help students learn the skills students learn the skills

needed to form clear, needed to form clear, probing questions? probing questions?

Instructional Instructional StrategiesStrategies

What did we do today? What did we do today?

STATESTATE in your own words what someone in your own words what someone else has said or written or the key else has said or written or the key concept, problem or question at issue.concept, problem or question at issue.

ELABORATEELABORATE on your statement. In on your statement. In other words…other words…

EXEMPLIFYEXEMPLIFY: give an example of the : give an example of the concept from your life and from the concept from your life and from the content. content.

ILLUSTRATEILLUSTRATE: create an analogy, : create an analogy, metaphor, simile, graph, chart, cartoon, metaphor, simile, graph, chart, cartoon, etc. etc.

SEEISEEI

Work in pairs. Work in pairs.

a.  a.  Person B reads one sentence aloud, then Person B reads one sentence aloud, then states in his/her own words what has been states in his/her own words what has been read. In other words, person B interprets read. In other words, person B interprets the sentence. the sentence.

b. Person A then either agrees with the b. Person A then either agrees with the interpretation or offers a different interpretation or offers a different interpretation, adds to the interpretation, interpretation, adds to the interpretation, etc.etc.

c.  Do not critique, merely interpret. c.  Do not critique, merely interpret. d. Switch roles and move on to next sentence. d. Switch roles and move on to next sentence.

Critical Reading (1)Critical Reading (1)

PartnersPartners Purpose: Address two differing Purpose: Address two differing

interpretations to an issue or problem. interpretations to an issue or problem. ‘‘A’ takes a pro side.A’ takes a pro side. ‘‘B’ argues con side.B’ argues con side. Switch when prompted. Switch when prompted.

Usually after 2-3 minutes. Usually after 2-3 minutes.

Develops intellectual depth and empathy. Develops intellectual depth and empathy.

Role Play (2) Role Play (2)

Periodically stop class and have Periodically stop class and have students write down a question they students write down a question they have as they think through the content.have as they think through the content. If they do not have a question, write: “I am If they do not have a question, write: “I am

not thinking well enough to have a not thinking well enough to have a question.”question.”

Periodically stop class and have Periodically stop class and have students write down the question at students write down the question at issue (under discussion)issue (under discussion)

Formulating QuestionsFormulating Questions

Lecture for no more than 10 Lecture for no more than 10 minutes.minutes.

Have students process for at least 3 Have students process for at least 3 minutesminutes

Engaged Lecture: 10/3Engaged Lecture: 10/3

Take any fact in the course content.Take any fact in the course content.

Have students think of the fact as a Have students think of the fact as a hypothesis. hypothesis.

Challenge students to explain the Challenge students to explain the background logic that informs the fact. background logic that informs the fact.

Challenge Inert Challenge Inert KnowledgeKnowledge

What are your students What are your students intellectual needs? intellectual needs?

What can be done within What can be done within our instruction to help our instruction to help

students become:students become: Agents for change?Agents for change?

Interdisciplinary thinkingInterdisciplinary thinking Make informed judgmentsMake informed judgments

Life long learners?Life long learners? Intellectually and culturally flexible?Intellectually and culturally flexible?

Your Thinking can either

Trap You

Free You

Hold youHostage within

uncritically held

beliefs

Open your mind

to new ways of thinking

Trap or Trap or freefree