The Elements of Thought

A CRITICAL THINKER Considers the Elements of Thought Elements of Points of View Purpose of the Frame of Reference Thinking Perspective Goal, objective Orientation Implications & Questions at Consequences Issue Elements Problem of Assumptions Thought Information Presuppositions, Data, observations, taking for granted facts, experiences Concepts Interpretation Theories, laws, & Inference models, defini - Conclusions, tions , principles solutions

Whenever we think in attempting to answer a question. We think for a purpose based on concepts and theories within a point of view to make inferences and judgments based on assumptions These eight – are the components of reasoning, according to Paul. You have a similar “wheel” in your packet. I think these elements will make intuitive sense to you, but I have looked at a number of models and you would tend to find the same thing – different words, combinations, emphasis, of course. The nine questions are based on these. I am going to introduce you to this model, but at the same time I’m showing you the way you could introduce it to your students, should you find it useful. I’ll try to keep mentioning that – that a particular slide or activity is not just for introducing the approach to you, but to my students. We use data, facts, and experiences leading to implications and conse -quences.

We must routinely take our thinking apart

Conscious and Unconscious thinking

Information Inference Assumption (situation) She has been hit by someone /something 1. You see a woman with a black eye The woman is being abused. 2. During class, a student asks “is this going to be on the test?” This student is more concerned with marks, than learning Students who ask questions like: “Is this going to be on the test?” are not interested in learning the subject 3. You see a person in tattered clothes sitting on a curb The person is homeless The person is lazy

Information Inference Assumption 1. Your teenage son is late coming home from a late night date 2. Your mom is late coming home from work 3. Your girlfriend or boyfriend is talking to a person of the opposite sex

Activity One: What are the elements of thinking? pp. 3-4 in the Miniature Guide to Critical Thinking. In pairs, Partner A will explain the odd numbered elements, Partner B, the even numbered. Read the first sentence to your partner, then explain the element in your own words. Then read aloud the criteria listed for assessing reasoning using the elements. Then move to the next element. Notice which elements you are the most comfortable in explaining and which you find more difficult.

8 Questions for Your Courses: Why are we here? What is the main purpose of the subject? What are the key issues, problems, and questions addressed within the subject? What kinds of information are pursued within the discipline? What types of inferences or judgments are made? What key concepts inform the discipline? What key assumptions underlie the discipline? What are some important implications of studying the discipline? What points of view are fostered within the discipline?

8 Questions for Narratives: Creating a Characterization What is the main purpose of the character? What are the key issues and problems facing the character? What is the most significant information the character uses in his or her reasoning? What main inferences or judgments are made by the character? What key concepts guide the character’s reasoning? What main assumptions guide the behavior of the character? What are the most important implications of the character’s thinking and behavior? What is the main point of view of the character? Does that point of view change during the story? If so, how?

Using thinking in your questions: In a paper, an activity, or a reading assignment Purpose: What am I trying to accomplish? What is my central aim or goal? Information: What information am I using in coming to that conclusion? What experience have I had to support this claim? What information do I need to settle the question? Inferences/Conclusions: How did I reach this conclusion? Is there another way to interpret the information? Concepts: What is the main idea here? Could I explain this idea? Assumptions: What am I taking for granted? What assumption has led me to that conclusion? Implications/Consequences: If someone accepted my position, what would implications? What am I implying? Points of View: From what point of view am I looking at this issue? Is there another point of view I should consider? Questions: What question am I raising? What question am I addressing?

Activity Two: Figure Out the Logic of Education Using your new understanding of the elements of thinking and questions, take turns completing these statements. The purpose of education is… The main problem(s) we face in educating our students is/are… If we truly educate students, some of the important implications are…