1. Class 2 Chapter 2

2.  Open-minded  Knowledgeable  Mentally active  Curious  Independent thinkers  Skilled discussants  Insightful  Self-aware  Creative  Passionate

3. Socrates & the Socratic Method http://www.malaspina.org/socr ates.htm

4.  Think of someone that you know to be a critical thinker. List some of the qualities of that person that make him/her a critical thinker.

5.  Getting involved  Taking initiative in making decisions  Following through on commitments  Taking responsibility for consequences

6. Activities  Reading books  Writing  Watching television  Dancing  Drawing/painting  Playing video games  Playing sports  Listening to music People  Family members  Friends  Employers  Advertisers  School/college teachers  Polic officers  Religious leaders  Politicians

7.  Techniques that shape our thinking  Effect of images, language, music affect on viewer  Symbolic associations of words/images  Emotions elicited  Effective commercials  Role of commercials in our culture/lives

8.  http://www.youtube.com/watch?v=OXxIGbzr klU&NR=1 http://www.youtube.com/watch?v=OXxIGbzr klU&NR=1  http://www.youtube.com/watch?v=zZetD7cdj 7w http://www.youtube.com/watch?v=zZetD7cdj 7w http://www.youtube.com/watch?v=1asa8v2KWng&NR=1 http://www.youtube.com/watch?v=6hKWM5Z 1zds&feature=related http://www.youtube.com/watch?v=TiF- 4LbgHn4&feature=channel

9.  Integrate new knowledge, information, skills into our framework of the world  Expanding our existing framework

10.  Appropriate and penetrating questions  To understand material or task at hand & integrate the new understanding into one’s knowledge framework  6 categories of questions  Fact (who, what, where, when, why or how)  Interpretation (select & organize facts; relationships)  Analysis  Synthesis  Evaluation  Application

11.  Who  What  Where  When  Why  How

12.  Select & organize facts/ideas  Discover relationships among ideas  Chronological (time sequence)  Process (growth, development, change)  Comparison/contrast (similarities/differences)  Causal (showing how some events are responsible for bringing about others)

13.  Separate process or situation into its components  Understand the relation of parts to the whole  Classify various elements  Outline component structure  Articulate various possibilities  Clarify the reasoning being presented

14.  Combine ideas to form a new whole or to reach a conclusion  Make inferences  Create solutions  Design plans of action

15.  Make informed judgments and decisions  Determine relative value, truth, or reliability of things  Identify the criteria or standards  Determine extent to which the standards are met

16.  Apply knowledge or concepts gained in one situation to other situations

17.  Assume the role of a student group who has decided to stage a controversial play.  Read the situation described on p. 50-51.  As a group, decide what course of action to take.  Analyze the situation using the 6 types of questions listed  Conclude with your decision and give reasons to support your decision

18.  Be able to explain why you believe something  Reasons  Evaluating your beliefs  Authorities  References  Factual evidence  Personal experience