CRITICAL THINKING

CRITICAL THINKING

PROF. DR. H. RAHMAT SOE’OED, MA.DOSEN FAKULTAS KEGURUAN DAN ILMU PENDIDIKANUNIVERSITAS MULAWARMAN

NAMA : RAHMAT SOE’OED TEMPAT LAHIR : LOA-KULU, KUKAR TANGGAL LAHIR : 10 JULI 1952 AGAMA : ISLAM ALAMAT : JL. KADRIE OENING C/8I PEKERJAAN : DOSEN UNIV. MULAWARMAN JABATAN : KETUA PPM UNMUL STATUS : MENIKAH ISTERI : PROF. DR. ZAENAB HANIM, M.Pd. ANAK : 2 ORANG

CURRICULUM VITAE

LATAR BELAKANG PENDIDIKAN:* PESANTREN PERSIS BANGIL, JATIM, 1972* PESANTREN DARUL FALAH, PARE, KEDIRI, 1975* ENGLISH LANGUAGE CENTER IKIP MALANG, 1976* BHS DAN SASTRA INGGRIS IKIP MALANG (S1), 1981* TESL, THE UNIV OF KANSAS, LAWRENCE, USA., 1986* ID & T, THE UNIV OF IOWA, IOWA CITY, USA. (S2), 1988* INSTR LEADERSHIP, QUEZON, UNIV PHILIPPINES, 1995* CUR & PEDAGOGY, UNIV KEBANGSAAN MALAYSIA (S3) (2004)

CURRICULUM VITAE

BASSHAM, GREGORY; IRWIN, WILLIAM; NARDONE, HENRY; AND WALLACE, JAMES M. (2005). CRITICAL THINKING.U.S.A.: THE McGRAW-HILL COMPANIES, INC.

PAUL, RICHARD W. (2002). CRITICAL THINKING. NEW JERSEY:PEARSON EDUCATION, INC.

REICHENBACH, BRUCE R. (2001). INTRODUCTION TO CRITICAL THINKING. NEW YORK: McGRAW-HILL COMPANIES.

VENEIGAS, OPHELIA P. (1995). PRACTICAL TECHNIQUES TO ACHIEVE MAXIMUM RESULTS IN LEARNING. PHILIPPINES: SEAMEO, INNOTECH.

RECOMMENDED CRITICAL THINKING READINGS

DESCRIPTION OF COURSE BENEFITS OF CRITICAL THINKING CRITICAL THINKING FOR EVERY PART OF LIFE DEFINITION OF CRITICAL THINKING INTELLECTUAL STANDARDS TRAITS OF THE DECIPLINED MIND WEAK Vs STRONG CRITICAL THINKING NATURAL Vs CRITICAL THINKING BARRIERS TO CRITICAL THINKING ASSUMPTIONS AND STEREOTYPES CRITICAL THINKING SKILLS CRITICAL THINKING DISPOSITIONS CHARACTERISTICS OF A CRITICAL THINKER CRITICAL THINKING FROM ISLAMIC VIEWS COGNITIVE RESEARCH TRUST (CoRT) QUESTIONS FOR CRITICAL THINKING

CONTENTS OF COURSE

THIS COURSE IS INTENDED TO PROVIDE THE STUDENTS WITH KNOWLEDGE OF CRITICAL THINKING WHICH INCLUDES CRITICAL THINKING SKILLS AND DISPOSITIONS THROUGH WHICH THE STUDENTS CAN USE HIGHER-ORDER THINKING AND INTELLIGENT EVALUATION OF ARGUMENTS, BELIEFS, IDEAS AND INFORMATION IN THEIR EVERY DAY LIFE.

DESCRIPTION OF COURSE

CRITICAL THINKING IN THE CLASSROOMTHE MAIN AIM OF EDUCATION IS PRACTICAL AND REFLECTIVE JUDGMENT, A

MIND TRAINED TO BE CRITICAL EVERYWHERE IN THE USE OF EVIDENCE. (BRAND BLANCHARD)

THE FOCUS OF EDUCATION IN COLLEGE IS ON HIGHER-ORDER THINKING: THE ACTIVE, INTELLIGENT EVALUATION OF IDEAS AND INFORMATION.

IN A CRITICAL THINKING COURSE, STUDENTS LEARN A VARIETY OF SKILLS WHICH INCLUDE:* UNDERSTANDING THE ARGUMENTS AND BELIEFS OF OTHERS* CRITICALLY EVALUATING THOSE ARGUMENTS AND BELIEFS* DEVELOPING AND DEFENDING ONE’S OWN WELL-SUPPORTED ARGUMENTS AND BELIEFS.

BENEFITS OF CRITICAL THINKING

CRITICAL THINKING IN LIFEWHAT WE DO IN THE WORLD IS A CONSEQUENCE OF WHAT

WE THINK. AND HOW WE DO IN THIS WORLD IS A RESULT OF HOW WE THINK.

(TOM MORRIS) CRITICAL THINKING CAN HELP US AVOID MAKING FOOLISH

PERSONAL DECISIONS. CRITICAL THINKING PLAYS IMPORTANT ROLES IN

PROMOTING DEMOCRATIC PROCESSES. CRITICAL THNKING IS WORTH STUDYING FOR ITS OWN

SAKE.

BENEFITS OF CRITICAL THINKING

CRITICAL THINKING APPLIES TO EVERY PART OF LIFE

CRITICAL

THINKING

ABOUT

Future plans

Responsibilities

Financial matters

Bad habits

Troubling emotions

Personal Problems

Health

Oppurtinities

Politics in our Life

Key decisions Personal relationships

Our beliefs and values

Personal fulfillment

Our experience

Security

CRITICAL THINKING IS THE GENERAL TERM TO A WIDE RANGE OF COGNITIVE SKILLS AND INTELLECTUAL DISPOSITIONS NEEDED TO EFFECTIVELY IDENTIFY, ANALYZE, AND EVALUATE ARGUMENTS AND TRUTH CLAIMS; TO DISCOVER AND OVERCOME PERSONAL PREJUDICE AND BIASES; TO FORMULATE AND PRESENT CONVINCING REASONS IN SUPPORT OF CONCLUSIONS; AND TO MAKE REASONABLE, INTELLIGENT DECISIONS ABOUT WHAT TO BELIEVE AND WHAT TO DO.

CRITICAL THINKING IS DISCIPLINED THINKING GOVERNED BY CLEAR INTELLECTUAL STANDARD.

WHAT IS CRITICAL THINKING?

THE MOST IMPORTANT OF INTELLECTUAL STANDARDS:

CLARITYPRECISIONACCURACYRELEVANCECONSISTENCYLOGICAL CORRECTNESSCOMPLETENESSFAIRNESS

INTELLECTUAL STANDARDS

CLARITY IS NOT A MERE EMBALISHMENT OF THE INTELLECT; IT IS THE VERY HEART OF INTELLECTUAL VIRTUE

(CHARLES LARMORE)

LACK OF CLARITY IS DUE TO THE FOLLOWINGS:LAZINESSCARELESNESS

MISGUIDED EFFORT TO APPEAR CLEVER, LEARNED, OR PROFOUND

CRITICAL THINKERS NOT ONLY STRIVE FOR CLARITY OF LANGUAGE BUT ALSO SEEK MAXIMUM CLARITY OF THOUGHT.

CLARITY

REALLY VALUABLE IDEAS CAN ONLY BE HAD AT THE PRICE OF CLOSE ATTENTION.

(CHARLES S. PEIRCE)

HOW CAN YOU SOLVE COMPLEX MYSTERIES? ONLY BY EXTRAORDINARY COMMITMENT TO PRECISION: BY CAREFUL

AND HIGHLY TRAINED OBSERVATION AND BY A PROCESS OF PRECISE LOGICAL INFERENCE.

CRITICAL THINKERS UNDERSTAND THE IMPORTANCE OF PRECISE THINKING IN DAILY LIFE.

IT IS NECESSARY TO INSIST ON PRECISE ANSWERS TO PRECISE QUESTIONS (WHAT EXACTLY IS THE PROBLEM WE’RE FACING?).

PRECISION

NO ONE CAN NAVIGATE WELL THROUGH LIFE WITHOUT AN ACCURATE MAP BY WHICH TO STEER. KNOWLEDGE IS THE POSSESSION OF SUCH A MAP, AND TRUTH IS WHAT THE MAP GIVES US, LINKING US TO REALITY.

(TOM MORRIS) “GARBAGE IN, GARBAGE OUT” YOU WILL MAKE BAD DECISIONS IF YOUR DECISIONS ARE

BASED ON FALSE INFORMATION. CRITICAL THINKERS DON’T MERELY VALUE THE TRUTH; THEY

HAVE A PASSION FOR ACCURATE, TIMELY INFORMATION.

ACCURACY

NO TEDIOUS AND IRRELEVANT DISCUSSION CAN BE ALLOWED; WHAT IS SAID SHOULD BE PERTINENT.

(PLATO)

A STATEMENT IS RELEVANT TO ANOTHER STATEMENT IF IT PROVIDES AT LEAST SOME EVIDENCE OR REASON FOR THINKING THAT THE SECOND STATEMENT IS TRUE OR FALSE.

RELEVANCE

NO ONE WHO TAKES PRIDE IN RATIONAL THOUGHT CAN CONFRONT A CONTRADICTION INDIFFERENTLY.

(GEORGE P. FLETCHER)

CRITICAL THINKERS LOVE TRUTH AND DETEST FALSEHOOD. CRITICAL THINKERS ARE CONSTANTLY ON THE LOOKOUT FOR INCONSISTENCIES,

BOTH IN THEIR OWN THINKING AND ARGUMENT. CRITICAL THINKING HELPS US RECOGNIZE LOGICAL INCONSISTENCIES OR AVOID

THEM ALTOGETHER.

TWO KINDS OF INCONSISTENCY:1. LOGICAL INCONSISTENCY (SAYING AND BELIEVING INCONSISTENT THINGS

ABOUT A PARTICULAR MATTER)2. PRACTICAL INCONSISTENCY (SAYING ONE THING AND DOING ANOTHER)

CONSISTENCY

PEOPLE ARE NOT FULLY AWARE THAT THEIR WORDS CONFLICT WITH THEIR DEEDS.

HUMAN BEINGS OFTEN DISPLAY A REMARKABLE CAPACITY FOR SELF-DECEPTION

FROM A CRITICAL THINKING STANDPOINT

INTELLIGENCE MEANS A PERSON WHO CAN SEE IMPLICATIONS AND ARRIVE AT CONCLUSIONS.

(TALMUD)

TO THINK LOGICALLY IS TO REASON CORRECTLY. TO THINK CRITICALLY WE NEED ACCURATE AND WELL-SUPPORTED

BELIEFS UNFORTUNATELY, ILLOGICAL THINKING IS ALL TOO COMMON IN HUMAN

AFFAIRS. “AN OUTLINE OF INTELLECTUAL RUBBISH” BY BERTRAND RUSSELL

LOGICAL CORRECTNESS

IT IS ONLY WHEN THERE IS COMPLETENESS AND EXHAUSTIVENESS THAT THERE IS SCHOLARSHIP.

(HSUN TZU)

IT IS NOT MUCH GOOD THINKING OF A THING UNLESS YOU THINK IT OUT.(H.G. WELLS)

THINKING IS BETTER WHEN IT IS DEEP RATHER THAN SHALLOW; THOROUGH THAN SUPERFICIAL.

COMPLETENESS

CLOSE-MINDEDNESS MEANS PREMATURE INTELLECTUAL AGE.(JOHN DEWEY)

CRITICAL THINKING DEMANDS THAT OUR THINKING BE FAIR-THAT IS OPEN-MINDED, IMPARTIAL, AND FREE OF DISTORTING BIASES AND PRECONCEPTIONS.

TO SOME EXTENT, WE ALL PERCEIVE REALITY IN WAYS THAT ARE POWERFULLY SHAPED BY OUR INDIVIDUAL LIFE EXPERIENCES AND CULTURAL BACKGROUNDS.

BASIC FAIR-MINDEDNESS IS CLEARLY AN ESSENTIAL ATTRIBUTE OF CRITICAL THINKER.

FAIRNESS

TRAITS OF THE DECIPLINED MIND

TRAITS OF THE

DISCIPLINED MIND

Intellectual sense of justice

Intellectual humility

Intellectual integrity

Intellectual autonomy

Intellectual empathy

Intellectual courage

Intellectual confidence in

reason

Intellectual perseverance

Intellectual fair-

mindedness

WEAK Vs STRONG CRITICAL THINKING

WEAK –SENSE CRITICAL THINKERS SEE MISTAKES IN OTHER’S THINKING

WITHOUT BEING ABLE TO CREDIT THE STRENGTHS IN THOSE OPPOSING VIEWS.

FAIL TO CONSIDER VIEWPOINTS THAT CONTRADICT ITS OWN VIEWPOINT.

STRONG-SENSE CRITICAL THINKERS STRIVE TO BE FAIR-MINDED. USE THINKING IN AN ETHICAL AND

REASONABLE MANNER. WORK TO UNDERSTAND AND

APPRECIATE THE VIEWPOINTS OF OTHERS.

WILLING TO LISTEN TO ARGUMENTS. CHANGE THEIR VEIWS WHEN FACED

WITH BETTER REASONING. TRY TO SEE THE ACTUAL STRENGTHS

AND WEAKNESSES OF ANY REASONING THEY ASSESS.

NATURAL Vs CRITICAL THINKING

NATURAL THINKING AS HUMAN WE THINK. WE THINK EGOCENTRICALLY. WE ARE DRAWN TO STANDARDS OF

THINKING UNWORTHY OF BELIEF. WE LIVE IN SYSTEMS OF MEANINGS

THAT TYPICALLY ENTRAP US.

AS CRITICAL THINKERS WE ANALYZE OUR THINKING. WE EXPOSE THE EGOCENTRIC ROOTS

OF OUR THINKING TO CLOSE SCRUTINY.

WE EXPOSE INAPPROPRIATE STANDARDS AND REPLACE THEM WITH SOUND ONES.

WE LEARN HOW TO RAISE OUR THINKING TO CONSCIOUS EXAMINATION, ENABLING US TO FREE FROM MANY OF TRAPS OF UNDISCIPLINED, INSTINCTIVE THOUGHT

NATURAL Vs CRITICAL THINKING

NATURAL THINKING AS HUMAN

WE USE LOGICAL SYSTEMS WHOSE ROOTS STRUCTURES ARE NOT APPARENT TO US.

WE LIVE WITH ILLUSION OF INTELLECTUAL AND EMOTION FREEDOM.

WE ARE GOVERNED BY OUR THOUGHTS.

AS CRITICAL THINKERS

WE DEVELOP TOOLS FOR EXPLICATING AND ASSESSING OUR PARTICIPATION IN THE LOGICAL SYSTEMS IN WHICH WE LIVE.

WE TAKE EXPLICIT INTELLECTUAL AND EMOTIONAL COMMAND OF WHO WE ARE , WHAT WE ARE, AND THE ENDS TO WHICH OUR LIVES ARE TENDING.

WE LEARN HOW TO GOVERN THE THOUGHTS THAT GOVERN US.

GETTING WHAT WE WANT AND WHAT ADVANCES OUR PRESTIGE, WEALTH, AND POWER NATURALLY STRUCTURES AND SHAPES HOW WE UNDERSTAND THE

SITUATION AND CIRCUMSTANCES OF OUR DAILY LIVES. (RICHARD PAUL)

WHY DO SO MANY PEOPLE FIND CRITICAL THINKING SO DIFFICULT?

WHAT ARE THE MOST COMMON BARRIERS TO CRITICAL THINKING?

BARRIERS TO CRITICAL THINKING

LACK OF RELEVANT BACKGROUND INFORMATION BIAS PREJUDICE SUPERSTITION EGOCENTRISM (SELF-CENTERED THINKING) SOCIOCENTRISM (GROUP-CENTERED THINKING) PEER PRESSURE CONFORMISM PROVINCIALISM NARROW-MINDEDNESS CLOSE-MINDEDNESS STEREOTYPING FEAR OF CHANGE


EGOCENTRISM EGOCENTRISM IS THE TENDENCY TO SEE REALITY AS CENTERED ON ONESELF. EGOCENTRICS ARE SELFISH, SELF-ABSORBED PEOPLE WHO VIEW THEIR OWN

INTERESTS, IDEAS, AND VALUES AS SUPERIOR TO EVERYONE ELSE’S. SELF-INTERESTED THINKING: TENDENCY TO ACCEPT AND DEFEND BELIEFS

THAT HARMONIZE WITH ONE’S OWN SELF-INTEREST (THIS BENEFITS ME, THEREFORE, IT MUST BE GOOD).

SELF-SERVING BIAS: TENDENCY TO OVERRATE ONESELF-TO SEE ONESELF BETTER THAN ONE ACTUALLY IS.

THE FUNDAMENTAL CAUSE OF TROUBLE IN THE WORLD TODAY IS THAT THE STUPID ARE COCKSURE WHILE THE INTELLIGENT

ARE FULL OF DOUBT. (BERTRAND RUSSELL)


SOCIOCENTRISMSOCIOCENTRISM IS GROUP-CENTERED THINKING (FOCUSING EXCESSIVELY ON THE GROUP).

GROUP BIAS: TENDENCY TO SEE ONE’S OWN GROUP (NATION, TRIBE, SECT, PEER GROUP) BETTER THAN OTHERS.

CONFORMISM: TENDENCY TO FOLLOW THE CROWD (OFTEN UNTHINKINGLY) TO AUTHORITY OR TO GROUP STANDARDS OF CONDUCT AND BELIEF.

“WHEN FIFTY MILLION PEOPLE SAY A FOOLISH THING, IT IS STILL A FOOLISH THING.”

(ANATOLE FRANCE)


ASSUMPTIONS AND STEREOTYPES

WARRANTED ASSUMPTION

ASSUMPTION WE HAVE DRAWN FROM THE PATTERNS IN OUR EXPERIENCE

YOU MAY BE INCORRECT, BUT YOUR ASSUMPTION IS REASONABLE.

UNWARRANTED ASSUMPTION

UNWARRANTED ASSUMPTION IS UNREASONABLE

STEREOTYPE IS ONE OF THE MOST COMMON UNWARRANTED ASSUMPTION.

STEREOTYPE AS HASTY GENERALIZATION

“GENERAL NOTIONS ARE GENERALLY WRONG.”

(MARY WORTHLY MONTAGUE)

WHY CRITICAL THINKING SKILLS ?

TO DEVELOP THE STUDENTS WHO ARE INTELLECTUALLY, SPIRITUALLY, EMOTIONALLY, AND PHYSICALLY BALANCED AND HARMONIOUS.

TO DEVELOP THE STUDENTS’ ABILITY TO THINK CRITICALLY AND CREATIVELY AS WELL AS TO MAKE DECISIONS AND SOLVE PROBLEMS.

TO HELP THE STUDENTS DEVELOP A BETTER UNDERSTANDING OF THE LANGUAGE.

CRITICAL THINKING SKILLS

LIST OF CRITICAL THINKING SKILLS:

1. CLASSIFYING, GROUPING, CATEGORIZING2. COMPARING AND CONTRASTING3. MAKING ASSOCIATION OR CONNECTION4. ARRANGING AND SEQUENCING5. IDENTIFYING TRUE OR FALSE STATEMENTS6. IDENTIFYING FACTS AND OPINIONS7. IDENTIFYING BIASED STATEMENTS8. MAKING INFERENCES OR CONCLUSIONS9. MAKING GENERALIZATION10. MAKING INTERPRETATIONS


LIST OF CRITICAL THINKING SKILLS:

11. IDENTIFYING MAIN IDEAS, SUPPORTING IDEAS, AND DETAILS

12. MAKING SUMMARIES13. EVALUATING14. MAKING DECISIONS15. SOLVING PROBLEMS


DISPOSITIONS CHARACTERISTIC OF MANY CRITICAL THINKERS:

TRY TO BE WELL INFORMED. FREQUENTLY ASK WHY, SEEKING REASONS TO DEFEND A

POSITION. USE CREDIBLE SOURCES AND MENTION OR REFER TO THEM. KEEP THEIR THINKING RELEVANT TO THE MAIN POINT AND

AVOID GOING OFF ON TANGENTS. LOOK FOR ALTERNATIVE EXPLANATIONS OR ARGUMENTS. CHANGE A POSITION WHEN THE EVIDENCE OR REASONS ARE

SUFFICIENT TO DO SO.

CRITICAL THINKING DISPOSITIONS

DISPOSITIONS CHARACTERISTIC OF MANY CRITICAL THINKERS:

WITHHOLD JUDGMENT WHEN THE EVIDENCE OR REASONS ARE INSUFFICIENT.

SERIOUSLY CONSIDER POINTS OF VIEW OTHER THAN THEIR OWN.

TAKE INTO ACCOUNT THE TOTAL SITUATION OR CONTEXT WHEN THEY INTERPRET SOMETHING.

ARE SENSITIVE TO THE FEELINGS OF OTHERS WHEN PRESENTING THE

CRITICAL THINKING DISPOSITIONS

“TO BECOME A CRITICAL THINKER IS NOT, IN THE END, TO BE THE SAME PERSON YOU ARE NOW, ONLY WITH BETTER

ABILITIES, IT IS, IN AN IMPORTANT SENSE, TO BECOME A DIFFERENT PERSON.”

(GERALD NOSICH)

TO BE A CRITICAL THINKER

CHARACTERISTICS OF A CRITICAL THINKER

CRITICAL THINKERS ARE SENSITIVE TO WAYS IN WHICH

CRITICAL THINKING CAN BE SKEWED BY EGOCENTRISM, SOCIOCENTRISM, AND TOTHER IMPEDIMENTS.

UNDERSTAND THE VALUE OF CRITICAL THINKING , BOTH TO INDIVIDUALS AND TO SOCIETY AS A WHOLE.

PURSUE TRUTH AND ARE CURIOUS ABOUT A WIDE RANGE OF ISSUES

UNCRITICAL THINKERS OFTEN FALL PREY TO

EGOCENTRISM, SOCIOCENTRISM, AND UNWARRANTED ASSUMPTION.

SEE LITTLE VALUE IN CRITICAL THINKING.

ARE OFTEN RELATIVELY INDIFFERENT TO TRUTH AND LACK CURIOSITY.


CRITICAL THINKERS ARE INTELLECTUALLY HONEST

WITH THEMSELVES, ACKNOWLEDGING WHAT THEY DON’T KNOW AND RECOGNIZING THEIR LIMITATIONS.

LISTEN OPEN-MINDEDLY TO OPPOSING POINTS OF VIEW AND WELCOME CRITICISMS OF BELIEFS AND ASSUMPTIONS.

UNCRITICAL THINKERS PRETENDED THEY KNOW MORE

THAN THEY DO AND IGNORE THEIR LIMITATIONS.

ARE CLOSE-MINDED AND RESIST CRITICISMS OF BELIEFS AND ASSUMPTIONS.


CRITICAL THINKERS BASED THEIR BELIEFS ON FACTS

AND EVIDENCE RATHER THAN ON PERSONAL PREFERENCE OR SELF-INTEREST.

ARE AWARE OF THE BIASES AND PRECONCEPTIONS THAT SHAPE THE WAY THEY PERCEIVE THE WORLD.

THINK INDEPENDENTLY AND ARE NOT AFRAID TO DISAGREE WITH GROUP OPINIONS.

UNCRITICAL THINKERS OFTEN BASE BELIEFS ON MERE

PERSONAL PREFERENCE OR SELF-INTEREST.

LACK AWARENESS OF THEIR OWN BIASES AND PRECONCEPTIONS.

TEND TO ENGAGE IN “GROUPTHINK,” UNCRITICALLY FOLLOWING THE BELIEFS AND VALUES OF THE CROWD.


CRITICAL THINKERS ARE ABLE TO GET TO THE HEART OF

AN ISSUE OR A PROBLEM WITHOUT BEING DISTRACTED BY DETAILS.

HAVE THE INTELLECTUAL COURAGE TO FACE AND ASSESS FAIRLY IDEAS THAT CHALLENGE EVEN THEIR MOST BASIC BELIEFS.

HAVE THE INTELLECTUAL PERSEVERANCE TO PURSUE INSIGHTS OR TRUTHS DESPITE OBSTACLES OR DIFFICULTIES.

UNCRITICAL THINKERS ARE EASILY DISTRACTED AND

LACK THE ABILITY TO ZERO IN ON THE ESSENCE OF AN ISSUE OR A PROBLEM.

FEAR AND RESIST IDEAS THAT CHALLENGE THEIR BASIC BELIEFS.

TEND NOT TO PERSEVERE WHEN THEY ENCOUNTER INTELLECTUAL OBSTACLES OR DIFFICULTIES.

أ ن ت ب ينوا ف بن ب إ+ اسق ف اء كم ج إن نوا آم الذين ا ي اأ يه ع لتم ف ا م ع ل ى تصبحوا ف ال ة+ ه بج وما ق تصيبوا

ن ادمينO you who believe! If a rebelious evil person comes to you

with some piece of news, verify it, lest you harm people in ignorance, and afterwards you become regretful

to what you have done. (Al-Hujurat 49: 6)

CRITICAL THINKING FROM ISLAMIC /QURANIC VIEWS

اد الفؤ و ر الب ص و مع الس إن علم به ل ك ل يس ا م ت قف و ال سئوال م ع نه ك ان أول ئك كل

Do not worry over something you have no knowledge about: your hearing, eyesight,

and heart will all be questioned concerning it.

(Al-Isra’ 17: 36)


بيل س ع ن يضلوك األ رض في م ن أ كث ر تطع إن و ي خرصون إال هم إن و الظن إال ي تبعون إن الله

If you obeyed most of those who are on earth, they would lead you astray from

God’s path; they follow nothing but conjecture and they do nothing but lie.

(Al-Ancam 6: 116)


ي تبعون * ف ول الق ي ست معون الذين عب ادي ر ب ش ف أولوا هم أول ئك و الله د اهم ه الذين أول ئك ن ه أ حس

األ لب ابAnnounce the good news to My servants who listen to the

Statement and follow the best in it. Those who are the ones whom God has guided; those

who are prudent persons. (Al-Zumar 39: 17-18)


CoRT I USED TO EXPAND PERCEPTIONS

PLUS, MINUS, INTERESTING (PMI) CONSIDER ALL FACTORS (CAF) CONSEQUENCE AND SEQUEL (C & S) AIMS, GOALS, AND OBJECTIVES (AGO) FIRST, IMPORTANT, PRIORITIES (FIP) ALTERNATIVES, POSSIBILITIES, AND CHOICES (APC) OTHER PEOPLE’S VIEWS (OPV)

COGNITIVE RESEARCH TRUST (CoRT )BY EDWARD DE BONO

1. ACQUIRING KNOWLEDGE OR INFORMATION2. COMPREHENDING OR UNDERSTANDING WHAT YOU READ

AND HEAR3. APPLYING WHAT YOU UNDERSTAND TO GIVEN SITUATIONS4. ANALYZING THE INFORMATION THAT YOU UNDERSTAND5. SYNTHESIZING AND CREATIVELY USING WHAT YOU

UNDERSTAND AND HAVE ANALYZED6. CRITICALLY EVALUATING WHAT YOU UNDERSTAND AND

HAVE ANALYZED OR CREATEDTHE FIRST THREE ABILITY LEVELS ARE PREREQUISITES TO THE OTHER THREE HIGHER STAGES (HIGHER ORDER THINKING).

A SIX-STAGE STRUCTURE OF EDUCATIONAL OBJECTIVES OF BENJAMIN BLOOM

AMONG THE INSTRUCTIONAL SKILLS, QUESTIONING HOLDS A PLACE OF PROMINENCE BECAUSE OF HUNDREDS OF QUESTIONS TEACHERS USE EACH DAY AND OPPORTUNITIES THEY PROVIDE FOR STUDENTS INTERACTION AND INVOLVEMENT.

WHEN QUESTIO IS USED WELL, THE FOLLOWINGS WILL OCCUR:* MANY CORRECT RESPONSES ARE OBTAINED (ABOUT 75 %). * STUDENT THINKING IS STIMULATED, DIRECTED, AND EXTENDED.* STUDENTS’ CRITICAL THINKING ABILITIES ARE HONED.* STUDENT CREATIVITY IS FOSTERED* FEEDBACK AND APPROPRIATE REINFORCEMENT OCCUR.* STUDENT PARTICIPATION AND UNDERSTANDING ARE INCREASED.

QUESTIONING FOR CRITICAL THINKING

GOOD QUESTIONS SHOULD BE CAREFULLY PLANNED, CLEARLY STATED, AND TO THE POINT IN ORDER TO ACHIEVE SPECIFIC OBJECTIVES.

GOOD QUESTIONING TECHNIQUES BEGINS BY OBTAINING THE ATTENTION OF THE STUDENTS BEFORE THE QUESTION IS ASKED.

QUESTIONS SHOULD BE ADDRESSED TO THE ENTIRE CLASS BEFORE A SPECIFIC STUDENT IS ASKED TO RESPOND.

SUFFICIENT “WAIT TIME” IS PROVIDED FOR STUDENTS TO FORMULATE A THOUGHTFUL RESPONSE.

QUESTIONING FOR CRITICAL THINKING

GRACIASI AM A DREAMER. I AM , INDEED, A PRACTICAL DREAMER. MY

DREAMS ARE NOT AIRY THINGS. I WANT TO CONVERT MY DREAMS INTO REALITY. THROUGHOUT MY LIFE I HAVE

GAINED MORE FROM MY CRITIC FRIENDS THAN FROM MY ADMIRERS, ESPECIALLY WHEN THE CRITICISM WAS

MADE IN COURTEOUS AND FRIENDLY LANGUAGE. I AM A LOVEROF MY OWN LIBERTY AND SO I

WOULDDO NOTHING TO RESTRICT YOURS.

MAHATMA GANDHI

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CRITICAL THINKING