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). 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, 34-38. This presentation will present a brief overview of what we know about critical thinking.

3. 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, 64-65.

4. 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

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

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

7. 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.

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

9. 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.”

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

11. 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)?

12. 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?

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

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

15. 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)?

16. 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?

17. 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?

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

19. 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.

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

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

22. 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.

23. Knowledge Comprehension Application Analysis SynthesisEvaluation Creative ThinkingCritical Thinking Comparing Bloom’s Taxonomy to Critical Thinking

24. 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.

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

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

28. 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

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

30. 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

31. 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

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

33. 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

34. Information / Facts / Data Data Interpretation Concepts / Theories Points of View Assumptions Conclusion / Implications / Consequences

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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?

41. 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?

42. Resources  Criticalthinking.ifas.ufl.edu  Biotechcriticalthinking.ifas.ifl.edu