1. การคิดอย่างมีวิจารณญาณ (Critical Thinking)
ลือชา ลดาชาติ
วิทยาลัยการศึกษา มหาวิทยาลัยพะเยา

2. Definitions
It’s hard to define actually.

3. Definitions
Although there is some disagreement, there is considerable agreement among experts that critical thinking includes skills in applying, analyzing, and evaluating information (Ruminski & Hanks, 1995: 4)
Critical thinking involves ability in addition to certain dispositions. They are brought to bear in identifying a problem and its associated assumptions; clarifying and focusing the problem; and analyzing, understanding and making use of inferences, inductive and deductive logic, as well as judging the validity and reliability of the assumptions, sources of data or information available. Evaluation is seen as a core ability (Pithers & Soden, 2000: 239)

4. Definitions
Critical thinking is reflective and reasonable thinking that is focused on deciding what to believe or do (Ennis, 1985: 45).
Critical thinking as … (Moore, 2013)
Judgment
A skeptical and provisional view of knowledge
A simple originality (Overlapping with creative thinking)
A careful and sensitive reading text

5. Core Critical Thinking Skills

6. Core Critical Thinking Skills
Interpretation
Analysis
Evaluation
Inference
Explanation
Self-regulation

7. Core Critical Thinking Skills
Interpretation
To comprehend and express the meaning or significance of a wide variety of experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures, or criteria.

8. Core Critical Thinking Skills
Analysis
To identity the intended and actual inferential relationships among statements, questions, concepts, descriptions, or other forms of representation intended to express belief, judgment, experiences, reasons, information, or opinions.

9. Core Critical Thinking Skills
Evaluation
To assess the credibility of statements or other representations which are accounts or descriptions of a person’s perception, experience, situation, judgment, belief, or opinion;
To assess the logical strength of the actual or intended inferential relationships among statements, descriptions, questions, other forms of representation.

10. Core Critical Thinking Skills
Inference
To identify and secure elements needed to draw reasonable conclusions
To form conjectures and hypothesis
To consider relevant information
To educe the consequences flowing from data, statement, principles, evidence, judgement, beliefs, opinions, concepts, descriptions, questions, or other forms of representation.

11. Core Critical Thinking Skills
Explanation
To state and justify that reasoning in terms of the evidential, conceptual, methodological, criteriological, and contextual considerations upon which one’s results were based
To present one’s reasoning in the form of cogent arguments

12. Core Critical Thinking Skills
Self-regulation (Most remarkable)
To monitor one’s cognitive activities the elements used on those activities
Self-examination
Self-correction

13. Characteristics Ideal critical thinkers have the ability to:
Focus on a question
Identify or formulate a question;
Identify or formulate criteria for judging possible answers;
Keep the question and situation in mind.

14. Characteristics Ideal critical thinkers have the ability to:
Analyze arguments
Identify conclusions;
Identify reasons or premises;
Ascribe or identify simple assumptions;
Identify and handle irrelevance;
See the structure of an argument;
Summarize.

15. Characteristics Ideal critical thinkers have the ability to:
Ask and answer clarification and/or challenge questions such as
Why?
What is your main point?
What do you mean by?
What would be an example?
What would not be an example?
How does that apply to this case?
What difference does it make?
What are the facts?
Is this what you are saying: ….?
Would you say more about that?

16. Characteristics Ideal critical thinkers have the ability to:
Judge the credibility of a source
Expertise
Lack of conflict of interest
Agreement with other sources
Reputation
Use of established procedures
Ability to give reasons (with evidences)
Careful habits

17. Characteristics Ideal critical thinkers have the ability to:
Observe and judge observation reports
Minimal inferring involved
Short time interval between observation and report
Report by the observer, rather than someone else
Provision of records
Corroboration
Good access
Competent employment of technology used

18. Characteristics Ideal critical thinkers have the ability to:
Deduce and judge deduction
Class logic
Conditional logic
Interpretation of logical terminology
Negation and double negation
Necessary and sufficient condition language
Such words as “only”, “if and only if”, and “unless”
Qualified deductive reasoning

19. Characteristics Ideal critical thinkers have the ability to:
Make material inferences
To generalizations
Typicality of data, including valid sampling
Volume of instances
Conformity of instances
Having a principled way of deal with outlier

20. Characteristics Ideal critical thinkers have the ability to:
Make material inferences
To Explanatory hypotheses
Major type of explanatory conclusion and hypotheses
Specific and general causal claims
Claims about the beliefs and attitude of people
Interpretations of authors’ intended meanings
Historical claims that certain thing happened

21. Characteristics Ideal critical thinkers have the ability to:
Make material inferences
To Explanatory hypotheses
Characteristics investigative activities
Designing experiments
Seeking evidence and counterevidence
Seeking other possible explanations

22. Characteristics Ideal critical thinkers have the ability to:
Make material inferences
Criteria
The proposed conclusion would explain or help explain the evidence
The proposed conclusion is consistent with all known facts
Competitive alternative explanations are inconsistent with facts
A competent sincere effort has been made to find supporting and opposing data and alternative hypotheses
The proposed conclusion seems plausible and simple, fitting into the broader picture.

23. Characteristics Ideal critical thinkers have the ability to:
Make and judge value judgments
Background facts
Consequence of accepting or rejecting the judgement
Alternative
Balancing, weighting, deciding

24. Characteristics Ideal critical thinkers have the ability to:
Define terms and judge definitions using appropriate criteria
Attribute unstated assumptions
Consider and reason from premises, reasons, assumptions, positions, and other propositions with which they disagree or about which they are in doubt, without letting the disagreement or doubt interfere with their thinking.
Integrate the dispositions and other ability in making and defending a decision.

25. Characteristics Ideal critical thinkers are disposed to:
Care that their beliefs be true and that their decisions be justified
Seek alternative hypotheses, explanations, conclusion plans, sources and be open to them
Consider seriously other points of view that their own
Try to be well informed
Endorse a position only to the extent that it is justified by information that is available
Use their critical thinking ability

26. Characteristics Ideal critical thinkers are disposed to:
Care to understand and present a position honestly and clearly, theirs as well as others
Discover and listen to others’ view and reasons
Be clear about the intended meaning of what is said, written, or otherwise communicated, seeking as mush precision as the situation requires
Determine and maintain focus on the conclusion or question
Seek and offer reasons
Take into account the total situation
Be reflectively aware of their own basic beliefs

27. Characteristics Ideal critical thinkers are disposed to:
Care about every person
Avoid intimidating or confusing others with their critical thinking prowess, taking into account others’ feelings and level of understanding
Are concerned about others’ welfare.

28. Developmental Model

29. Recommended Practices
Teaching is more than a set of methods.
It needs practices.

30. Recommended Practices
Ask questions that invite more than one plausible answer.
Provide wait time after asking a question to give less confident students an opportunity to formulate their responses.
Ask follow-up questions, such as, “What can you add?” “What is your opinion, Luecha?”
Provide feedback that neither confirms nor denies student responses, Then the discussion remains open. Examples are: “Interesting” “I hadn’t though about that before?”
Request a summary. “Who can make Rungtiwa’s point in different words?”
Survey the other students. “Who agrees with Lamyai?” Who disagrees? Why?

31. Recommended Practices
Encourage students to direct questions to other students. “Ask Jakkrit if he can add something to your response.”
Use think-aloud. “How did you figure out that answer?”
Call on all students, not only those who raise their hands. But move on quickly if a student chooses not to answer.
Alert the students to possible answers. “There are many possible answers to this question.”
Change the perspective. “How would you feel about your answer if you were …?”
Image. “What would happen if …?”
Relate the response to something else. “How is Wilaiporn’s response similar to …?” “How is it different?”
Transform the response in some way. “What is we combine Sanit’s idea with Amornrat’s idea?”

32. Classroom Environment
Teachers and students’ hare responsibility for the classroom climate.
Teachers model thinking for students and support students as they share their thinking strategies.
There is an atmosphere of inquiry and openness.
Students are given support, but just the right amount of it.
The arrangement of the space makes it easy and natural for the students to work together and talk to each other.

33. Example of Teaching Practices
Learning to teach in a new way is like learning a new move in sports—you have to see it done, try it out in front of someone who knows how to do it, and get suggestions to improve your performance.
Choose one to practice with your classmates.