1. Chapter 9: Critical Thinking
Bridging the Gap, 9/e Brenda Smith
2008 Pearson Education, Inc., publishing as Longman Publishers

2. In this chapter you will answer the questions:
What is thinking?
What is critical thinking?
What are the characteristics of critical thinkers?
What are the barriers to critical thinking?
How do critical thinkers analyze an argument?
What is the difference between inductive and deductive reasoning?
What does creative thinking add to critical thinking?
2008 Pearson Education, Inc., publishing as Longman Publishers

3. 2008 Pearson Education, Inc., publishing as Longman Publishers
What is Thinking?
Thinking is an organized and controlled mental activity that helps you solve problems, make decisions, and understand ideas.
Good thinkers form a plan and systematically try different solutions.
2008 Pearson Education, Inc., publishing as Longman Publishers

4. What is Critical Thinking?
Critical thinking is deliberating in a purposeful, organized manner to assess the value of information, both old and new. Critical thinkers:
Search
Compare
Analyze
Clarify
Evaluate
Conclude
2008 Pearson Education, Inc., publishing as Longman Publishers

5. Critical Thinking Skills and College Goals
Think systematically.
Evaluate.
Draw conclusions based on logic.
2008 Pearson Education, Inc., publishing as Longman Publishers

6. Reader’s Tip: Four Habits of Effective Critical Thinkers
Be willing to plan.
Be flexible.
Be persistent.
Be willing to self-correct.
2008 Pearson Education, Inc., publishing as Longman Publishers

7. 2008 Pearson Education, Inc., publishing as Longman Publishers
Should state legislators vote to take away the driver’s licenses of students age who drop out of school?
2008 Pearson Education, Inc., publishing as Longman Publishers

8. Terminology for Critical Thinking
2008 Pearson Education, Inc., publishing as Longman Publishers

9. Barriers to Critical Thinking
Frame of reference.
Wishful thinking.
Hasty moral judgments.
Reliance on authority.
Labels.
p. 484
2008 Pearson Education, Inc., publishing as Longman Publishers

10. 2008 Pearson Education, Inc., publishing as Longman Publishers
Critical Thinkers:
Hold their own opinions up to scrutiny.
Drive to the heart of the issues.
Assess reasons for opposing views.
Solve problems.
Gain knowledge.
Justify their own positions.
Gain confidence.
2008 Pearson Education, Inc., publishing as Longman Publishers

11. Review: How to Think Critically
Be willing to plan. Think first & write later. Don’t be impulsive. Develop a habit of planning.
Be flexible. Be open to new ideas. Consider new solutions for old problems.
Be persistent. Continue to work even when you are tired and discouraged. Good thinking is hard work.
Be willing to self-correct. Don’t be defensive about errors. Figure out what went wrong and learn from your mistakes.
2008 Pearson Education, Inc., publishing as Longman Publishers

12. Assertion vs. Argument
Non-argumentative statements meant to inform or explain.
I like soy milk.
It rained a lot over the weekend.
An assertion that supports a conclusion that is meant to persuade.
You should water your grass because it won’t be raining in the near future.
Pg. 485

13. Recognizing an Argument
An argument is an assertion that supports a conclusion and is intended to persuade.
To identify arguments, use inferential skills and recognize the underlying purpose or intent of the author.
2008 Pearson Education, Inc., publishing as Longman Publishers

14. Recognizing an Argument
An argument is an assertion that supports a conclusion and is intended to persuade.
Ex: “You should water the grass tonight because rain is not predicted for several days.”
Non-argumentative statements (assertions) do not question truth but simply offer information to explain and thereby help us understand.
Ex: “The grass is wet because it rained last night.”
P. 485
2008 Pearson Education, Inc., publishing as Longman Publishers

15. Steps in Analyzing an Argument
Identify the position on the issue.
Identify the support in the argument.
Evaluate the support.
Evaluate the argument.
2008 Pearson Education, Inc., publishing as Longman Publishers

16. Signal Words to Identify the Position on an Issue
As a result
Consequently
Finally
For these reasons
In summary
It follows that
Therefore
Thus, should
Pg. 487

17. Signal Words to Identify the Support in the Argument
Because
Since If
First, second, finally
Assuming that
Given that
Pg. 489

18. Reader’s Tip: Types of Support for Arguments
Facts: Objective truths.
Ask: How were the facts gathered? Are they true?
Examples: Anecdotes to demonstrate the truth.
Ask: Are the examples true and relevant?
Analogies: Comparisons to similar cases.
Ask: Are the analogies accurate and relevant?
Authority: Words from a recognized expert.
Ask: What are the credentials and biases of the expert?
2008 Pearson Education, Inc., publishing as Longman Publishers

19. Reader’s Tip: Types of Support for Arguments
Causal relationship: Saying one thing caused another.
Ask: Is it an actual cause or merely an association?
Common knowledge claim: Assertion of wide acceptance.
Ask: Is it relevant? Does everyone really believe it?
Statistics: Numerical data.
Ask: Do the numbers accurately describe the phenomenon?
Personal experiences: Personal anecdotes.
Ask: Is the experience applicable to other situations?
Pg. 491

20. 2008 Pearson Education, Inc., publishing as Longman Publishers
Evaluate the Support
Fallacy - An inference that appears to be reasonable at first glance, but closer inspection proves it to be unrelated, unreliable, or illogical.
Relevance fallacies
Believability fallacies
Consistency fallacies
2008 Pearson Education, Inc., publishing as Longman Publishers

21. 2008 Pearson Education, Inc., publishing as Longman Publishers
Relevance Fallacies
Bandwagon
Testimonials
Overgeneralizations
Questionable authority
Appeals to emotions
Appeals to pity
Oversimplification Pg
2008 Pearson Education, Inc., publishing as Longman Publishers

22. Evaluate the Argument: Four degrees of support
Identify the position.
Identify the support in the argument.
Evaluate the support.
Evaluate the argument.
Pg. 499
2008 Pearson Education, Inc., publishing as Longman Publishers

23. Inductive & Deductive Reasoning
Inductive reasoning:
Starts by gathering data.
Considers all available material.
Formulates a conclusion.
Deductive
Deductive reasoning:
Starts with the conclusion of a previous experience.
Applies it to a new situation.
2008 Pearson Education, Inc., publishing as Longman Publishers

24. Creative and Critical Thinking
Vertical thinking is straightforward and a logical way of thinking.
Lateral thinking is a way of thinking around a problem or even redefining the problem.
Creative thinking involves both vertical and lateral thinking.
2008 Pearson Education, Inc., publishing as Longman Publishers

25. 2008 Pearson Education, Inc., publishing as Longman Publishers
Summary Points
What is thinking?
What is critical thinking?
What are the characteristics of critical thinkers?
What are the barriers to critical thinking?
How do critical thinkers analyze an argument?
What is the difference between inductive and deductive reasoning?
What does creative thinking add to critical thinking?
2008 Pearson Education, Inc., publishing as Longman Publishers