1. Thinking Critically and Creatively
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© 2010 Wadsworth, Cengage Learning

2. You’re About to Discover…
What focused thinking is
Why critical thinking is important
How a four-part model of critical thinking works
How to analyze arguments, assess assumptions, and consider claims
How to avoid mistakes in reasoning
What metacognition is and why it’s important
How to solve problems and make decisions
How to become a more creative thinker
© 2010 Wadsworth, Cengage Learning

3. Annie Miller p

4. “ Rethinking Thinking Learn to think, not regurgitate.
True thinking is intentional, not just idle daydreaming.
We never stop thinking… but what is focused thinking?
Focused thinking is thinking critically and creatively.
Critical Thinking is
evaluating ideas.
Creative Thinking is producing new ideas. “
“’Knowledge is power.’ Rather, knowledge is happiness.
To have knowledge, deep broad knowledge, is to
know truth from false and lofty things from low.”
Helen Keller, American author, activist, and lecturer

5. Simple vs. Complex Reasoning
Focus TV:
Critical Thinking
p. 105

6. What Is Critical Thinking?
Exercise 4.1:
Why Critical Thinking?
p. 107

7. I. Reasoning: Induction vs. Deduction
Deductive arguments go from broad generalizations to specific conclusions
Inductive arguments go from specific observations to general conclusions

8. I. Reasoning : Relevance and Adequacy
Two things are required to judge the soundness of an argument:
Relevance
Adequacy
Look at an example:
“I don’t see why all students have
to take an introductory writing
course. It’s a free country. Students shouldn’t have to take courses they don’t want to take.”
Is the statement “It’s a free country relevant? What does living in a free country have to do with courses that community college students are required to take? Nothing.
Now look at this example:
“Everyone taking Math 100 failed the test last Friday. I took the test last Friday. Therefore, I will probably get an F in the course.”
How many tests are left in the course? What other assignments figure into students’ grades? The information present may not be adequate to predict an F in the course.

9. I. Reasoning: Analyzing Arguments
Sound or Unsound?
Is it Relevant?
Is it Adequate?
Is it Logical? “
The aim of argument, or of discussion,
should not be victory, but progress.”
Joseph Joubert, French moralist

10. I. Reasoning: Assessing Assumptions
Assumptions are things you
take for granted, and they
can limit your thinking.
Understand your own
assumptions and see an
argument in new ways.
“One day Kerry celebrated her birthday. Two days later her older twin brother, Harry, celebrated his birthday. How could that be?”
Think! What assumptions
are you making about this
puzzle? “
Great minds discuss ideas. Average minds
discuss events. Small minds discuss people.
Eleanor Roosevelt, First Lady

11. I. Reasoning: Considering Claims
Generally speaking, be wary of claims that:
are supported by unidentified sources
(“Experts claim ”).
are made by a person or company who stands to gain (“Brought to you by the makers of . . .”).
come from a a single person claiming his experience as the norm (“I tried it and it worked for me!”).
use a bandwagon appeal (“Everybody’s doing it.”).
mislead with statistics (“over half” when it’s really only 50.5 percent).
Exercise 4.2:
RMSU Case
© 2010 Wadsworth, Cengage Learning

12. Help Stamp Out Faulty Reasoning
False Cause and Effect
Personal Attack
Unwarranted Assumption
Emotional Appeal
False Authority
Hasty Conclusion
Straw Man
Shifting the Burdon of Proof
Oversimplification/Overgeneralization
Either/Or Thinking
Exercise 4.3:
Problem Solving

13. II. Problem Solving: How-To’s
STEP 1: Define the problem.
STEP 2: Brainstorm possible options.
STEP 3: Devise criteria to evaluate each option.
STEP 4: Evaluate each option you’ve proposed.
STEP 5: Choose the best solution.
STEP 6: Plan how to achieve the best solution.
STEP 7: Implement the solution and evaluate results.

14. III. Decision Making: What’s Your Style?
Directive
Analytical
Conceptual
Behavioral

15. © 2010 Wadsworth, Cengage Learning
Your Type is Showing
p. 121
© 2010 Wadsworth, Cengage Learning

16. Thinking about Your Thinking: Metacognition
In short, Metacognition is thinking about your thinking.
Improve your metacognitive skills:
Develop a plan of action
Monitor your plan
Evaluate your plan
Exercise 4.4:
Decision Inventory

17. Becoming a Better Critical Thinker
Admit when you don’t know.
Realize you have buttons that can be pushed.
Learn more about the opposition.
Trust and verify.
5. Remember that critical thinking is the foundation of all academic achievement.
© 2010 Wadsworth, Cengage Learning

18. Thinking Creatively: What’s Your Style?
Intuitive
Innovative
Imaginative
Inspirational
Exercise 4.5:
Creative Potential

19. Ten Ways to Become a More Creative Thinker
Find new eyes.
Accept your creativity.
Make your thoughts visible.
Generate lots of ideas.
Don’t overcomplexify.
Capitalize on your mistakes.
Let it flow.
Bounce ideas off others.
Stop searching for the “right” answer.
Detach your self-concept.

20. Control: Your Toughest Class
p. 131

21. VARK It!
VARK It! V
Visual: Create a collage that depicts each letter writer’s point of view. Be certain to find a way to highlight the faulty reasoning. A
Aural: As a group, talk through the case. Focus on questions like these: Does the incident sound realistic? If you ran the university, how would you handle the situation? R
Read/Write: Write a press release sent from the university to local media outlets. How would you present this difficult situation to readers in the general public?
Kinesthetic: Assume you are a member of President Bishop’s new faculty, staff, and student task force on establishing an alcohol policy on campus. What points would you make as a student participant? Role play members of the task force at their first meeting. K
p. 115

22. Chapter 4: Exercises And Just Why Is Critical Thinking Important?
Rocky Mountain State University Case Study
Chapter Exercise
p. 113
Chapter Exercise
p. 117
Problem Solving Yourself
Chapter Exercise
p. 118
Decision Style Inventory
Chapter Exercise
p. 127
Creative Potential Profile
Audio
Chapter Summary
Audio Summary of Chapter 4
Insight Action
Focus TV:
Critical Thinking
Focus TV: Critical Thinking
Back to Menu
© 2010 Wadsworth, Cengage Learning

23. And Just Why Is Critical Thinking Important?
Exercise 4.1, p. 104

24. Rocky Mountain State University Case Study
Exercise 4.2, p. 113

25. Problem Solving Yourself
Exercise 4.3, p. 117

26. Decision Style Inventory
Exercise 4.4, p. 118

27. Creative Potential Profile
Exercise 4.5, p. 127

28. Insight  Action
*insight
! action
p. 131

29. Chapter 4 Audio Summary

30. FOCUS TV Critical Thinking
Discussion ?s
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31. FOCUS TV Presentation

32. Focus TV Discussion Questions
FOCUS correspondent Anna Carolina says that “Ghandi once said: Those who know how to think need no teachers.” What does she mean?
Anna seems to misunderstand the term “critical thinking” at the beginning of this episode. What does she think critical thinking is?
Can you remember the levels of thinking depicted while Professor Nicholson describes what critical thinking is to Anna? See if you can list the questions for each of the pyramid’s levels.
“Complex reasoning isn’t that complex, after all” says our FOCUS correspondent. “We just have to ask ourselves tougher questions.” Do you agree? Why or why not?
5. By the end of the episode, Professor Nicholson understands the joke being played on him. What does he mean by asking, “This isn’t one of those Borat things, is it?”?

33. FOCUS on College Success
F CUSPoints
An Interactive Teaching Tool
FOCUS on COLLEGE SUCCESS
Second Edition
Chapter 4
Constance Staley and Aren Moore