1. Critical thinking essentials

2. Critical Thinking
“Good” thinking is an important element of life success in the information age (Huitt, 1993; Thomas & Smoot, 1994).
This presentation will present a brief overview of what we know about critical thinking.
Huitt, W. (1995). Success in the information age: A paradigm shift. Valdosta, GA: Valdosta State University. Based on a background paper developed for a workshop presentation at the Georgia Independent School Association, Atlanta, Georgia, November 6.
Thomas, G., & Smoot, G. (1994, February/March ). Critical thinking: A vital work skill. Thrust for Educational Leadership, 23,

3. Definitions of Critical Thinking
The definition of critical thinking has changed somewhat over the last decade:
...the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems (Chance,1986, p. 6)
Chance, P. (1986). Thinking in the classroom: A survey of programs. New York: Teachers College, Columbia University.

4. Definitions of Critical Thinking
The definition of critical thinking has changed somewhat over the last decade:
...a way of reasoning that demands adequate support for one's beliefs and an unwillingness to be persuaded unless support is forthcoming (Tama, 1989, p. 64)
Tama, C. (1989). Critical thinking has a place in every classroom. Journal of Reading, 33,

5. Definitions of Critical Thinking
The definition of critical thinking has changed somewhat over the last decade:
...a conscious and deliberate process which is used to interpret or evaluate information and experiences with a set of reflective attitudes and abilities that guide thoughtful beliefs and actions (Mertes,1991, p.24)
Mertes, L. (1991). Thinking and writing. Middle School Journal, 22,

6. Definitions of Critical Thinking
The definition of critical thinking has changed somewhat over the last decade:
...the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven & Paul, 1992)
Scriven, M., & Paul, R. (1992, November). Critical thinking defined. Handout given at Critical Thinking Conference, Atlanta, GA.

7. Definitions of Critical Thinking
The definition of critical thinking has changed somewhat over the last decade:
reasonable reflective thinking focused on deciding what to believe or do (Ennis, 1992).
Ennis, R. (1992). Critical thinking: What is it? Proceedings of the Forty-Eighth Annual Meeting of the Philosophy of Education Society Denver, Colorado, March

8. Contributions to Critical Thinking
A variety of groups have made a contribution to our understanding of critical thinking:
Cognitive psychology
Philosophy
Behavioral psychology
Content specialists

9. KEYS TO ACADEMIC SUCCESS
Critical thinking skills are vital to well-educated individuals and acquiring this ability should be one of your most important goals inside and outside the class room.

10. KEYS TO ACADEMIC SUCCESS
A broad framework of intellectual rigor is called critical thinking.

11. KEYS TO ACADEMIC SUCCESS
Critical thinking skills enable people to evaluate, compare, analyze, critique, and synthesize information.

12. KEYS TO ACADEMIC SUCCESS
Knowledge is not a collection of facts, but rather an ongoing process of examining information, evaluating that information, and adding it to your understanding of the world.

13. KEYS TO ACADEMIC SUCCESS
Critical thinkers know to keep an open mind- and frequently end by changing their views based on new knowledge.

14. KEYS TO ACADEMIC SUCCESS
You should attempt to consider alternate positions and theories, to participate in class discussions and debates, to interpret what you read and learn, and learn to form your own logical, informed views, even if they are counter to the prevailing views of the moment.

15. EXAMPLES OF NON-CRITICAL THINKING
“I never heard of that before so it must not be true.”
“I don’t believe it, therefore it isn’t true.”
“That’s not my opinion, so it can’t be right.”

16. KEYS TO ACADEMIC SUCCESS
QUESTIONS TO ASK IN MAKING CRITICAL EVALUATIONS ABOUT ISSUES OR ANY ACADEMIC TOPIC:

17. KEYS TO ACADEMIC SUCCESS
1. What data are presented?
2. What conclusions are presented, and how are they organized (as tentative hypotheses or as more dogmatic assertions)?

18. KEYS TO ACADEMIC SUCCESS
3. Are these views the individual opinions of the authors, or are they supported by a larger body of research?
4. What are the research findings? Are they adequately documented?

19. KEYS TO ACADEMIC SUCCESS
5. Is the information consistent with information that you already possess? If not, can the inconsistencies be explained?

20. KEYS TO ACADEMIC SUCCESS
6. Are the conclusions (hypotheses) testable? How might one go about testing the various hypotheses that are presented?

21. KEYS TO ACADEMIC SUCCESS
7. If presentation of new research findings is at odds with previous hypotheses (or theories), must these hypotheses now be modified (or completely rejected)?

22. KEYS TO ACADEMIC SUCCESS
8. What were/are the biases of the time when the research was conducted?
9. Are these likely to affect what was/is studied and how it was/is interpreted?

23. KEYS TO ACADEMIC SUCCESS
10. How do your own personal views bias you in interpreting the results?
11. Once you have identified your own biases, are you able to set them aside so as to evaluate the information objectively?

24. KEYS TO ACADEMIC SUCCESS
12. Are you able to discuss both the pros and cons of a scientific topic in an evenhanded manner?

25. KEYS TO ACADEMIC SUCCESS
What if you are a poet and not interested in science?
Critical thinking skills are used in every life endeavor, work and leisure.

26. KEYS TO ACADEMIC SUCCESS
Those who know
how to research
the “truth” and
substantiate their
ideas will succeed
over those who
lack these skills.

27. KEYS TO ACADEMIC SUCCESS
A final word of wisdom for critical thinkers-
What people think about things depends on where they are sitting.

28. Comparing Bloom’s Taxonomy to Critical Thinking
Bloom’s taxonomy of the cognitive domain:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.

29. Comparing Bloom’s Taxonomy to Critical Thinking
Creative Thinking
Critical Thinking
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge

30. Comparing Bloom’s Taxonomy to Critical Thinking
Huitt’s (1992) classification of problem-solving techniques:
Critical thinking--linear and serial, more structured, more rational and analytical, and more goal-oriented
Creative thinking--holistic and parallel, more emotional and intuitive, more creative, more visual, and more tactual/ kinesthetic
Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24,

31. Comparing Bloom’s Taxonomy to Critical Thinking
Springer & Deutsch’s (1993) classification of brain-lateralization dominance:
Left brain thinking--analytic, serial, logical, objective
Right brain thinking--global, parallel, emotional, subjective
Springer, S., & Deutsch, G. (1993). Left brain, right brain (4th ed.). New York: W. H. Freeman and Co.

32. Problems With Prior Definitions
All “good” thinking labeled as critical thinking
Confuses attitudes and dispositions towards thinking with actual thinking process

33. Proposed Definition
Ennis’ (1992) definition comes closest to useful generic definition
Proposed definition aligns with Bloom’s level of evaluation
Critical thinking is the disciplined mental activity of evaluating arguments or propositions and making judgments that can guide the development of beliefs and taking action.

34. Proposed Definition
Critical thinking must be contrasted with non-critical thinking:
Habitual thinking
Brainstorming
Creative thinking
Prejudicial thinking
Emotive thinking

36. Critical Thinking Program
A complete critical thinking program will deal with each of the components in the model:
Declarative knowledge
Procedural knowledge
Memory of images or visualizations
Attitudes
Process of critical thinking
Conation
Overt behavior and using feedback

37. Why Critical Thinking
“It is human irrationality, not a lack of knowledge that threatens human potential” (Nickerson cited in Kurfiss, 1986).

38. Benefits of thinking critically
Students are able to raise vital questions and problems, as well as formulate and present them clearly
Students can gather and assess information and interpret it effectively
Students can reach well-reasoned conclusions and solutions to problems while testing them against relevant criteria and standards
Students can be open-minded
Students can clearly communicate ideas, positions, and solutions to others

39. Novice Vs. Expert Thinker
Expert thinkers
Quickly identify relevant information
Can formulate a solution with “sketchy” information
Novice thinkers
Consider all information equally important
Develop hypothesis, test hypothesis
Cannot focus on central issues

40. What is Critical Thinking?
A reasoned, purposive, and introspective approach to solving problems or addressing questions with incomplete evidence and information and for which an incontrovertible solution is unlikely.
Rudd & Baker, 1999

41. The Critical / Creative Thinking Bridge
Application
Comprehension
Knowledge
Decision Making
Problem Solving
Concept attainment
Critical thinking
Creative thinking
Evaluation
Synthesis
Analysis

42. Critical thinking dispositions
Engagement
Looking for opportunities to use reasoning
Anticipating situations that require reasoning
Confident in reasoning ability
Innovativeness
Intellectually curious
Wants to know the truth
Cognitive maturity
Aware that real problems are complex
Open to other points of view
Aware of biases and predispositions

43. Critical Thinking skills and sub-skills
Interpretation – categorization, decoding, clarifying meaning
Notes, matrices, charts, patient history
Analysis – examining ideas, identifying arguments, analyzing arguments
Elements of reasoning, listening, data
Evaluation – assessing claims, assessing arguments
Questioning, credibility, reasonableness, trust

44. Critical thinking skills and sub-skills
Inference – querying claims, conjecturing alternatives, drawing conclusions
Problem solving, decision making, differential, diagnosis
Explanation – stating results, justifying procedures, presenting arguments
Elements of reasoning, stating the case, clarity
Self-regulation – self examination, self correction
Self critique, questioning, changing, recognizing personal errors in thinking

45. Purpose / Question Elements of Reasoning Conclusion / Implications /
Consequences
Information /
Facts / Data
Elements of
Reasoning
Assumptions
Points of
View
Data
Interpretation
Concepts /
Theories

46. Purpose / objective
We should reason to address an end, achieve an objective, or meet a need
The purpose must be clear for good reasoning to occur
The purpose should be meaningful, not trivial
The purpose should be achievable

47. Information / facts / data
Relevant evidence should be provided
Evidence should be reliable and true
Evidence should be reported clearly
All data should be considered
Adequate data to address the purpose

48. Assumptions The starting point for reasoning
All reasoning takes some things for granted
the purpose is good
the problem is solvable
the resources are available
Assumptions should be clearly stated and be justifiable

49. Data interpretation Because we know “X” we can infer “Y”
Putting together data points to clarify your proposed answer or justify your position
Need to be consistent, deep, and clear

50. Concepts and theories
Using concepts and theories in the discipline to solve disciplinary problems
Requires a deep understanding of concepts, theories, rules, and axioms
Must use relevant concepts and theories

51. Points of view Understanding and articulating your point of view
how was it developed
does it make sense
Acknowledging that similar and opposing points of view exist
Understanding and discussing opposing points of view

52. Conclusions / implications / consequences
Reasoning should lead somewhere!
What are the consequences or implications of our reasoning?
What will happen if we take the course of action suggested?
Are the implications, conclusions, and consequences realistic / valid?

53. Universal Intellectual Standards
Clear: If a statement is unclear we cannot evaluate its fit with the other standards.
Accurate: Accuracy = TRUTH. Is it true?
Precise: Is there enough detail to completely understand the statement.
Relevant: Is the information connected to the question at hand?

54. Universal Intellectual Standards
Depth: Does the statement, fact, etc. address the complexity of the issue?
Breadth: Are there other points of view or other ways to consider this question? Are you considering the key factors?
Logic: Does it make sense? Can you make that conclusion based on the information and evidence?

55. Assumption into question
ASSUMPTION: Agriculture teachers make low salaries.
Do you think this is true / false / other ?
How important is this assumption to YOU (1-5)
Why is it important to you?
Write two - three questions that you can generate from this assumption.
Which questions are realistic to answer?
Develop and implement a plan to answer the vital questions

56. Socratic Discussion Student’s Point of view
Origin or Source –
How did the student
Arrive at this point
Of view?
Implications and
Consequences –
What follows from
This point of
View?
Conflicting views – How does the student’s
thinking conflict with other points of view?
Support. Reasons, Evidence, and Assumptions –
Can the student support the point of view with
Reasons and / or evidence?

57. Pitfalls… Teaching for critical thinking takes more time to prepare
Teaching for critical thinking will reduce the amount of “material” covered
Teaching for critical thinking is not popular with students in the beginning
BUT…

58. Resources Criticalthinking.ifas.ufl.edu
Biotechcriticalthinking.ifas.ifl.edu