1. Fundamentals of Critical Thinking Narrowing The Gulf Conference March 26, 2009 Gail O. Lancaster

2. Game plan Consider elements, standards and intellectual traits per Paul and Elder Consider elements, standards and intellectual traits per Paul and Elder Examine critical thinkers throughout history Examine critical thinkers throughout history Identify Paul and Elder’s fundamentals in other’s thinking or theories of thinking Identify Paul and Elder’s fundamentals in other’s thinking or theories of thinking

3. Paul and Elder Elements Elements Standards Standards Intellectual Traits Intellectual Traits

4. Paul and Elder

5. Critical Thinkers From History King Solomon – 950 BC King Solomon – 950 BC Socrates – 400 BC Socrates – 400 BC Hugo of St. Victor (12 th Century) Hugo of St. Victor (12 th Century) Sir Francis Bacon (16 th Century) Sir Francis Bacon (16 th Century)

6. King Solomon Wisdom Wisdom Discernment Discernment Effective Ruler Effective Ruler

7. Socrates Questioning Questioning Probing Probing Search for meaning Search for meaning Search for truth Search for truth

8. Hugo of St. Victor Didascalion – pedagogical guide of the 12 th Century Didascalion – pedagogical guide of the 12 th Century Meditatio (reflection, contemplation, practice, and rehearsal) Meditatio (reflection, contemplation, practice, and rehearsal) Independent reflection with humility and patience Independent reflection with humility and patience Personal engagement with problems leading to new thoughts and deeper insight Personal engagement with problems leading to new thoughts and deeper insight

9. Francis Bacon Father of the Scientific Method Father of the Scientific Method “We must become as little children in order to enter the kingdom of science” “We must become as little children in order to enter the kingdom of science”

10. Critical Thinkers and Theorists in Modern Times Dewey – 1930’s Dewey – 1930’s Ennis – 1980’s Ennis – 1980’s

11. Dewey Reflective Thinking Dispositions of thinking Dispositions of thinking –Open mindedness –Whole heartedness –Intellectual Responsibility Native Resources Native Resources –Curiosity –Suggestion –Orderliness

12. Ennis Critical thinking is “reasonable, reflective thinking focused on deciding what to believe or do.” Critical thinking is “reasonable, reflective thinking focused on deciding what to believe or do.”

13. Ennis - Actions a learner usually must take in order to think critically Judge the credibility of sources Judge the credibility of sources Identify conclusions, reasons and assumptions Identify conclusions, reasons and assumptions Judge the quality of an argument including the acceptability of its reasons, assumptions, and evidence Judge the quality of an argument including the acceptability of its reasons, assumptions, and evidence Develop and defend a position on an issue Develop and defend a position on an issue

14. Ennis - Actions a learner usually must take in order to think critically Ask appropriate clarifying questions Ask appropriate clarifying questions Plan experiments and judge experimental designs Plan experiments and judge experimental designs Define terms in a way appropriate for the context Define terms in a way appropriate for the context Be open-minded Be open-minded Try to be well-informed Try to be well-informed Draw conclusions when warranted, but with caution Draw conclusions when warranted, but with caution

15. The essential question… What do we need to do as educators to encourage critical thinking? What do we need to do as educators to encourage critical thinking? –Ask open-ended questions –Don’t use PowerPoint –Find relevance – how they can relate –Get a different perspective – outside the box –Using positive reinforcement when seeing students thinking critically –Probe responses – take a more facilitative role –Educators must first be critical thinkers Humility, courage – questioning is a good thing Humility, courage – questioning is a good thing Know where your students are coming from and where they want to go (goals) Know where your students are coming from and where they want to go (goals) Be willing to make mistakes – open mindedness Be willing to make mistakes – open mindedness –Stay current – read and write – and model critical thinking –Build confidence in students to ask questions and supply answers –Encourage students to record their thoughts/findings

16. References Dewey, J. (1933). How we think. New York: D. C. Heath. Ennis, R. (1993). Critical thinking assessment. Theory Into Practice, 32(3). Retrieved October 25, 2006, from Academic Search Premier database. Johnson, S. (1998). Skills, Socrates, and the Sophists: Learning from history. British Journal of Educational Studies 46(2). Retrieved March 23, 2009, from JSTOR database. Paul, R., & Elder, L. (2006b). The miniature guide to critical thinking concepts and tools (4th ed.). Dillon Beach, CA: Foundation for Critical Thinking. Pedersen, O. (1997). The first universities: Stadium Generale and the origins of university education in Europe. New York: Cambridge University Press.