Definitions – Definitions – JohnJohn DeweyDewey

Critical thinkingCritical thinking is: is:

The active, persistent, and careful The active, persistent, and careful

consideration of a belief or supposed form of consideration of a belief or supposed form of

knowledge, in the light of the grounds which knowledge, in the light of the grounds which

support it, and the further conclusions to which support it, and the further conclusions to which

it tends.it tends.

Note that beliefs should be supported, and their Note that beliefs should be supported, and their

consequences can help us be critical about them.consequences can help us be critical about them.

Edward Glaser Edward Glaser onon Dewey Dewey Critical thinkingCritical thinking according to Deweyaccording to Dewey is:is:

- - An attitude of being disposed to consider, in a An attitude of being disposed to consider, in a thoughtful way, the problems and and subjects that thoughtful way, the problems and and subjects that come within the range of one’s experience.come within the range of one’s experience.

- Knowledge of the methods of logical inquiry and - Knowledge of the methods of logical inquiry and reasoning, and some skill in applying those methods.reasoning, and some skill in applying those methods.

It calls for a persistent effort to examine any belief or It calls for a persistent effort to examine any belief or supposed form of knowledge, in the light of the supposed form of knowledge, in the light of the evidence that supports it, and the further conclusions evidence that supports it, and the further conclusions to which it tends.to which it tends.

Definitions – Definitions – RobertRobert EnnisEnnis

Critical thinkingCritical thinking is:is:

Reasonable, reflective thinking that is Reasonable, reflective thinking that is

focussed on deciding what to believe or focussed on deciding what to believe or

do.do.

Note the emphasis on deciding and on Note the emphasis on deciding and on

acting.acting.

Definitions – Definitions – Richard PaulRichard Paul

Critical thinkingCritical thinking is:is:

That mode of thinking That mode of thinking –– about any subject, about any subject,

content or problem content or problem –– in which the thinker in which the thinker

improves the quality of his thinking, by skilfully improves the quality of his thinking, by skilfully

taking charge of the structures inherent in taking charge of the structures inherent in

thinking and imposing intellectual standards thinking and imposing intellectual standards

upon them.upon them.

Note the emphasis on generality and standards.Note the emphasis on generality and standards.

Definitions – Definitions – Michael ScrivenMichael Scriven

Critical thinkingCritical thinking is: is:

Skilled and active interpretation and evaluation Skilled and active interpretation and evaluation

of observations and communications, of observations and communications,

information and argumentation.information and argumentation.

Note accent on communication and Note accent on communication and argumentation.argumentation.

Definitions – Definitions – Wikipedia 1Wikipedia 1

Critical thinkingCritical thinking consists of a mental consists of a mental

process of analyzing or evaluating process of analyzing or evaluating

information, particularly statements or information, particularly statements or

propositions that people have offered as propositions that people have offered as

true.true.

It forms a process of reflecting upon the It forms a process of reflecting upon the

meaning of statements, examining the meaning of statements, examining the

offered evidence and reasoning, and offered evidence and reasoning, and

forming judgments about the facts.forming judgments about the facts.

Definitions – Definitions – Wikipedia 2Wikipedia 2

Critical thinkersCritical thinkers can gather such information can gather such information

from observation, experience, reasoning, from observation, experience, reasoning,

and/or communication.and/or communication.

Critical thinkingCritical thinking has its basis in intellectual has its basis in intellectual

values that go beyond subject-matter values that go beyond subject-matter

divisions and which include: clarity, accuracy, divisions and which include: clarity, accuracy,

precision, evidence, thoroughness and precision, evidence, thoroughness and

fairness.fairness.

Definitions – Definitions – Wikipedia 3Wikipedia 3

The process of The process of critical thinkingcritical thinking involves involves

acquiring information and evaluating it to reach acquiring information and evaluating it to reach

a well-justified conclusion or answer.a well-justified conclusion or answer.

Part of Part of critical thinkingcritical thinking comprises informal logic. comprises informal logic.

Given research in cognitive psychology, Given research in cognitive psychology,

educators increasingly believe that schools educators increasingly believe that schools

should focus more on teaching their students should focus more on teaching their students

critical thinkingcritical thinking skills than on memorizing facts skills than on memorizing facts

by rote-learning. by rote-learning.

Definitions – Definitions – William G. Sumner William G. Sumner 11

Critical thinkingCritical thinking is:is:

The examination and test of propositions of The examination and test of propositions of

any kind which are offered for acceptance, any kind which are offered for acceptance,

in order to find out whether they correspond in order to find out whether they correspond

to reality or not.to reality or not.

The The critical facultycritical faculty is a product of education is a product of education

and training. It is a mental habit and power.and training. It is a mental habit and power.

Definitions – Definitions – William G. Sumner William G. Sumner 22

Critical thinkingCritical thinking is such a prime condition is such a prime condition

of human welfare that men and women of human welfare that men and women

should be trained in it.should be trained in it.

Critical thinkingCritical thinking is our only guarantee is our only guarantee

against delusion, deception, superstition, against delusion, deception, superstition,

and misapprehension of ourselves and our and misapprehension of ourselves and our

earthly circumstances. earthly circumstances.

BootstrapBootstrap

Think critically about ...Think critically about ...

critical thinking !critical thinking !

Critical thinking is ... critical !Critical thinking is ... critical !

Argumentation - 1Argumentation - 1

We often encounter situations in We often encounter situations in which someone is trying to persuade which someone is trying to persuade us of a point of view by presenting us of a point of view by presenting reasons for it.reasons for it.

This is called “arguing a case” or This is called “arguing a case” or “presenting an argument”.“presenting an argument”.

We can also argue with ourselves.We can also argue with ourselves.

Argumentation - 2Argumentation - 2

Sometimes it is easy to see what the Sometimes it is easy to see what the issues and conclusions are, and the issues and conclusions are, and the reasons presented, but sometimes not.reasons presented, but sometimes not.

BeforeBefore we evaluate and argue a point we evaluate and argue a point of view we must identify its issues, of view we must identify its issues, conclusions, and reasons. conclusions, and reasons.

And then clearly present our own.And then clearly present our own.

Asking the right questions - Asking the right questions - 11

1.1. What are the issues and the conclusions?What are the issues and the conclusions?

2.2. What are the reasons?What are the reasons?

3.3. Which words or phrases are ambiguous?Which words or phrases are ambiguous?

4.4. What are the value conflicts and What are the value conflicts and

assumptions?assumptions?

5.5. What are the descriptive assumptions?What are the descriptive assumptions?

6.6. Are there any fallacies in the reasoning?Are there any fallacies in the reasoning?

Asking the right questions - Asking the right questions - 22

7.7. How good is the evidence?How good is the evidence?

8.8. Are there rival causes?Are there rival causes?

9.9. Are the statistics deceptive?Are the statistics deceptive?

10.10. What significant information is omitted?What significant information is omitted?

11.11. What reasonable conclusions are What reasonable conclusions are

possible?possible?

12.12. Are the best practice precepts followed?Are the best practice precepts followed?

What are the issues and What are the issues and conclusions? - 1conclusions? - 1

Before we can evaluate an author’s Before we can evaluate an author’s

argument, we must clearly identify the argument, we must clearly identify the

issues and conclusions.issues and conclusions.

How can we evaluate an argument if we How can we evaluate an argument if we

don’t know exactly what the author is trying don’t know exactly what the author is trying

to persuade us to believe?to persuade us to believe?

Finding an author’s main points is the first Finding an author’s main points is the first

step in deciding whether we will accept or step in deciding whether we will accept or

reject it.reject it.

What are the issues and What are the issues and conclusions? - 2conclusions? - 2

An An issueissue is a question or controversy is a question or controversy responsible for the conversation or responsible for the conversation or discussion. It is the stimulus for what is discussion. It is the stimulus for what is being said.being said.

Descriptive issuesDescriptive issues are those that raise are those that raise questions about the accuracy of questions about the accuracy of descriptions of the past, present, or future.descriptions of the past, present, or future.

Prescriptive issuesPrescriptive issues are those that raise are those that raise questions about what we should do, or what questions about what we should do, or what is right or wrong, good or bad.is right or wrong, good or bad.

A A conclusionconclusion is the message that the is the message that the speaker or writer wishes you to accept.speaker or writer wishes you to accept.

What are the issues and What are the issues and conclusions? - 3conclusions? - 3

CluesClues for finding them: for finding them:– Ask Ask what the issue iswhat the issue is: look at title and opening : look at title and opening

paragraphs; skim through.paragraphs; skim through.

– Look for Look for indicator wordsindicator words: the truth is, hence, ...: the truth is, hence, ...

– Look in likely Look in likely locationslocations: beginning, end, summary.: beginning, end, summary.

– Remember Remember what a conclusion is notwhat a conclusion is not: examples, ...: examples, ...

– Check the Check the author’s contextauthor’s context: background, : background,

organizations, bias, ...organizations, bias, ...

– Ask the question “Ask the question “and therefore?and therefore?””

What are the reasons? - 1What are the reasons? - 1

Once we have identified an issue and Once we have identified an issue and

conclusion, we need to understand conclusion, we need to understand whywhy an an

author has come to that conclusion. author has come to that conclusion. ReasonsReasons

are the are the WhyWhy..

If the author provides good reasons, we might If the author provides good reasons, we might

be persuaded to accept the conclusion. First, be persuaded to accept the conclusion. First,

we are simply concerned with identifying the we are simply concerned with identifying the

reasons. Next, we decide whether to accept or reasons. Next, we decide whether to accept or

reject it.reject it.

What are the reasons? - 2What are the reasons? - 2 Inferential reasonsInferential reasons are explanations offered as are explanations offered as

a basis for why we should believe a particular a basis for why we should believe a particular

conclusion.conclusion. They rely on facts, evidence, assumptions, and They rely on facts, evidence, assumptions, and

inferences.inferences.

They have an intent.They have an intent.

Their quality varies.Their quality varies.

Argument = Conclusion + ReasonsArgument = Conclusion + Reasons

We distinguish We distinguish inferentialinferential from from causalcausal reasons. reasons.

What are the reasons? - 3What are the reasons? - 3

CluesClues for finding them: for finding them:

1.1. Circle indicator words.Circle indicator words.

2.2. Underline reasons and conclusions in Underline reasons and conclusions in different colour, and label them.different colour, and label them.

3.3. After reading long passages, make a list After reading long passages, make a list of the reasons and conclusions in them.of the reasons and conclusions in them.

4.4. Use a diagram structure with arrows and Use a diagram structure with arrows and labels to designate relationships labels to designate relationships between reasons and conclusions.between reasons and conclusions.