Foundations Foundations of Critical Thinkingof Critical Thinking

C iti l Thi kiC iti l Thi kiCritical ThinkingCritical Thinking

What is It?What is It?What is It?What is It?Why is it Important?Why is it Important?y py pHow Does it Improve How Does it Improve Teaching and Learning?Teaching and Learning?

LOGIC OF

InstructionStudent Thi kiInstruction Thinking

Content

John Henry NewmanJohn Henry NewmanJohn Henry NewmanJohn Henry Newman

A man may hear a thousand lectures, and read a A man may hear a thousand lectures, and read a yythousand volumes, and be at the end of the process thousand volumes, and be at the end of the process very much where he was, as regards knowledge. very much where he was, as regards knowledge. y g gy g gSomething more than merely admitting it in a Something more than merely admitting it in a negative way into the mind is necessary if it is to negative way into the mind is necessary if it is to g y yg y yremain there. It must not be passively received, but remain there. It must not be passively received, but actually and actively entered into, embraced, actually and actively entered into, embraced, mastered. The mind must go halfmastered. The mind must go half--way to meet what way to meet what comes to it from without.”comes to it from without.”

Booth Tarkington, author Booth Tarkington, author gg

““He had learned how to pass examinations by He had learned how to pass examinations by ‘ i ’ h i i h f d d i h h‘ i ’ h i i h f d d i h h‘cramming’; that is, in three or four days and nights he ‘cramming’; that is, in three or four days and nights he could get into his head enough of a selected fragment could get into his head enough of a selected fragment

f i ifi hil hi l lif i ifi hil hi l liof some scientific or philosophical or literary or of some scientific or philosophical or literary or linguistic subject to reply plausibly to six questions out linguistic subject to reply plausibly to six questions out

f H ld i h i f i ff H ld i h i f i fof ten. He could retain the information necessary for of ten. He could retain the information necessary for such a feat just long enough to give a successful such a feat just long enough to give a successful

f h i ld l f hif h i ld l f hiperformance; then it would evaporate utterly from his performance; then it would evaporate utterly from his brain, and leave him undisturbed.” brain, and leave him undisturbed.”

O h t G A b h d l d i ll f th M ifi t A b (1918)}O h t G A b h d l d i ll f th M ifi t A b (1918)}On what George Amberson had learned in college, from the Magnificant Ambersons (1918)}On what George Amberson had learned in college, from the Magnificant Ambersons (1918)}

Circle Circle ––DotsDots

Whitehead, Whitehead, The Aims of EducationThe Aims of EducationThe Aims of EducationThe Aims of Education

“The result of teaching small parts of a large“The result of teaching small parts of a largeThe result of teaching small parts of a large The result of teaching small parts of a large number of subjects is the passive reception number of subjects is the passive reception of disconnected ideas not illuminated withof disconnected ideas not illuminated withof disconnected ideas, not illuminated with of disconnected ideas, not illuminated with any spark of vitality. Let the main ideas any spark of vitality. Let the main ideas

hi h i d d i hild’ d ihi h i d d i hild’ d iwhich are introduced into a child’s education which are introduced into a child’s education be few and important, and let them be be few and important, and let them be thrown into every combination possible.”thrown into every combination possible.”

““The child should make them his own, and The child should make them his own, and ,,should understand their application here and should understand their application here and now in the circumstances of his actual lifenow in the circumstances of his actual lifenow in the circumstances of his actual life. now in the circumstances of his actual life. From the very beginning of his education, From the very beginning of his education, the child sho ld e perience the jo ofthe child sho ld e perience the jo ofthe child should experience the joy of the child should experience the joy of discovery. The discovery which he has to discovery. The discovery which he has to

k dk dmake is that general ideas give an make is that general ideas give an understanding of that stream of events which understanding of that stream of events which pours through his life.” pours through his life.”

Typical student beliefs.Typical student beliefs.ypyp

Learning should be fun.Learning should be fun. Learning should be easy.Learning should be easy. If I do what the teacher says, that’s all that matters.If I do what the teacher says, that’s all that matters. All I need to do is the absol te minim m to get an AAll I need to do is the absol te minim m to get an A All I need to do is the absolute minimum to get an A.All I need to do is the absolute minimum to get an A. Learning means doing what the teacher says.Learning means doing what the teacher says. I shouldn’t have to waste my time learning anything I can’t use.I shouldn’t have to waste my time learning anything I can’t use.y g y gy g y g Cheating to get by is fine because all I need is the piece of paper Cheating to get by is fine because all I need is the piece of paper

(the college degree) to get a job anyway.(the college degree) to get a job anyway. I believe that learning biology is a waste of my timeI believe that learning biology is a waste of my time I believe that learning biology is a waste of my time.I believe that learning biology is a waste of my time.

Three Types of “Knowledge”Three Types of “Knowledge”Three Types of KnowledgeThree Types of Knowledge

Inert InformationInert InformationA i d IA i d I Activated Ignorance Activated Ignorance

Activated Knowledge Activated Knowledge

Critical thinking is the way you Critical thinking is the way you do everything you dodo everything you doCritical ThinkingCritical Thinking

Something you add onto everything else

RatherRather

The Way You Do

Everything You Do

PoincarePoincarePoincarePoincare

“Science is built of facts the way a house is“Science is built of facts the way a house isScience is built of facts the way a house is Science is built of facts the way a house is built of bricks, but an accumulation of built of bricks, but an accumulation of f i i h il ff i i h il ffacts is no more science than a pile of facts is no more science than a pile of bricks is a house!”bricks is a house!”

Content is:Content is:Content is:Content is:

Understood by thinkingUnderstood by thinking Understood by thinkingUnderstood by thinking Constructed by thinkingConstructed by thinking

M difi d b hi kiM difi d b hi ki Modified by thinkingModified by thinking Applied by thinkingApplied by thinking Questioned by thinkingQuestioned by thinking Assessed by thinkingAssessed by thinking Assessed by thinkingAssessed by thinking

Therefore, to learn content Therefore, to learn content

students have to students have to thinkthink it into it into h ih i hi kihi ki i h ii h itheir their thinkingthinking using their using their

thinking.thinking.thinking.thinking.

Critical thinking provides the Critical thinking provides the t l t d t d t thi kt l t d t d t thi ktools students need to think tools students need to think through content.through content.through content.through content.

Critical thinking is a system of Critical thinking is a system of thinking that opens up all thinking that opens up all

h f hi kih f hi kiother systems of thinking. other systems of thinking.

What is Critical Thinking?What is Critical Thinking?What is Critical Thinking?What is Critical Thinking?

What What is Critical Thinking?is Critical Thinking?WhatWhat is Critical Thin ing?is Critical Thin ing?

To be clear in writing:To be clear in writing:To be clear in writing:To be clear in writing:1)1) statestate2)2) elaborate (In other words…)elaborate (In other words…)3)3) exemplify and/or illustrateexemplify and/or illustrate

Write your understanding of critical thinking in thisWrite your understanding of critical thinking in thisWrite your understanding of critical thinking, in this Write your understanding of critical thinking, in this form:form:

1)1) Critical thinking is Critical thinking is ……....2)2) In other wordsIn other words……))3)3) For example For example ……

Critical ThinkingCritical Thinking

is a is a selfself--directeddirected processprocess

b hi h kb hi h kby which we take by which we take

deliberate stepsdeliberate stepsdeliberate stepsdeliberate stepsto think at theto think at theto think at the to think at the

highest levelhighest level of quality.of quality.highest levelhighest level of quality.of quality.

Read

Read, write hear etcRead, write hear etc

Write It

Read It

SubstantiveSubstantive Learning

Hear Draw

ItIt

It

Teach Apply It It

Critical thinking is the way you Critical thinking is the way you do everything you dodo everything you doCritical ThinkingCritical Thinking

Something you add onto everything else

RatherRather

The Way You Do

Everything You Do

Overview slideOverview slide

Thinking thatanalyzes thinking

Thinking thatassesses thinking

i i l hi ki di i li dcritical thinking: disciplined, self-guided thinking

aimed at living a rational life.g

hi ki h Thinking thatdevelops within itself

intellectual habits

thinking thatcombats its native intellectual habits

egocentricity

VirtuesElements StandardsVirtuesElements StandardsVirtuesElements StandardsVirtuesElements Standards

Why Critical Thinking?Why Critical Thinking?

Work in pairs. Work in pairs. Concepts and ToolsConcepts and Tools minimini--guide. Person guide. Person A Person B Critically read page 2 together usingA Person B Critically read page 2 together usingA, Person B. Critically read page 2 together, using A, Person B. Critically read page 2 together, using the following method: the following method:

aa Person B reads one sentence aloud then states inPerson B reads one sentence aloud then states ina.a. Person B reads one sentence aloud, then states in Person B reads one sentence aloud, then states in his/her own words what has been read. In other his/her own words what has been read. In other words, person B interprets the sentence. words, person B interprets the sentence. , p p, p p

b.b. Person A then either agrees with the interpretation Person A then either agrees with the interpretation or offers a different interpretation, adds to the or offers a different interpretation, adds to the p ,p ,interpretation, etc. interpretation, etc.

c.c. During this process, do not critique what you are During this process, do not critique what you are g p , q yg p , q yreading, merely interpret. reading, merely interpret.

d Person B then reads the second sentenced Person B then reads the second sentenced. Person B then reads the second sentence, d. Person B then reads the second sentence, and the same process occurs.and the same process occurs.

e.e. Person A then takes the next two sentences, Person A then takes the next two sentences, one sentence at a time, reading, interpreting, one sentence at a time, reading, interpreting, , g, p g,, g, p g,getting feedback from person B, using the getting feedback from person B, using the same methodsame methodsame method. same method.

f.f. Take turns reading and interpreting using Take turns reading and interpreting using this method, each person reading and this method, each person reading and interpreting two sentences, then switching interpreting two sentences, then switching p g gp g groles, until the entire page is read. roles, until the entire page is read.

Red/green Red/green thinkingthinking

Red Thinking: Higher order executive f ti ifunctioning. Thinking that analyzes, assesses and improves greenThinking.

Green Thinking: Instinctive, automatic, spontaneous thinking.Unconsciously guided

Green ThinkingGreen Thinking

Unconscious Mixture Of High Quality Unconscious Mixture Of High Quality

And Low Quality ThinkingAnd Low Quality ThinkingSpontaneous Subconscious Uncontrolled

Impulsive Self protecting Unanalyzed

fl lf l dReflexive Self validating

Includes ideas that are valid, as well as nonsense, confusion, , , ,stereotypes, prejudices. The key is that we cannot distinguish the difference between high and low quality thought in green thinking modethinking mode.

Green thinking goes without assessing itself.

Red ThinkingRed ThinkingRed ThinkingRed Thinking

Red Thinking Red Thinking stopsstops and assesses itself before going forward.and assesses itself before going forward.

Disciplined Disciplined Seeks the truthSeeks the truth Self assessingSelf assessing

Critical ThinkingCritical Thinking Self correctingSelf correcting ProbingProbinggg gg gg

In red thinking mode, we actively work to eliminate prejudices, In red thinking mode, we actively work to eliminate prejudices, biases, dysfunctional thinking from our thinking. We actively biases, dysfunctional thinking from our thinking. We actively work on our thinking.work on our thinking.

We rigorously apply intellectual standards to our thinking.We rigorously apply intellectual standards to our thinking.

Your ThinkingTrap or freeTrap or free

Your Thinking can either

Trap Free YYou You

Hold you Open youryHostage within

uncritically

Open your mind

to new ways held

beliefs

yof thinking

LOGIC OF

InstructionStudent Thi kiInstruction Thinking

Content

Circle Circle ––DotsDots

Typical student beliefs.Typical student beliefs.ypyp

Learning should be fun.Learning should be fun. Learning should be easy.Learning should be easy. If I do what the teacher says, that’s all that matters.If I do what the teacher says, that’s all that matters. All I need to do is the absol te minim m to get an AAll I need to do is the absol te minim m to get an A All I need to do is the absolute minimum to get an A.All I need to do is the absolute minimum to get an A. Learning means doing what the teacher says.Learning means doing what the teacher says. I shouldn’t have to waste my time learning anything I can’t use.I shouldn’t have to waste my time learning anything I can’t use.y g y gy g y g Cheating to get by is fine because all I need is the piece of paper Cheating to get by is fine because all I need is the piece of paper

(the college degree) to get a job anyway.(the college degree) to get a job anyway. I believe that learning biology is a waste of my timeI believe that learning biology is a waste of my time I believe that learning biology is a waste of my time.I believe that learning biology is a waste of my time.

The critical thinking mind is the educated The critical thinking mind is the educated mindmind

The Critical Thinking MindThe Critical Thinking MindThe Critical Thinking MindThe Critical Thinking Mind

==

The Educated MindThe Educated MindThe Educated MindThe Educated Mind

To Learn Anything, We Must To Learn Anything, We Must Actively Bring It Into Our Actively Bring It Into Our

ThinkingThinkingThinkingThinking

The Test: The Test: Wh i C i i l Thi ki ?Wh i C i i l Thi ki ?What is Critical Thinking?What is Critical Thinking?

To be clear in writing:To be clear in writing:To be clear in writing:To be clear in writing:1)1) statestate2)2) elaborate (In other words…)elaborate (In other words…)3)3) exemplify and/or illustrateexemplify and/or illustrate

Write your understanding of critical thinking in thisWrite your understanding of critical thinking in thisWrite your understanding of critical thinking, in this Write your understanding of critical thinking, in this form:form:

1)1) Critical thinking is Critical thinking is ……....2)2) In other wordsIn other words……))3)3) For example For example ……

What do you know about What do you know about thinking?thinking?

What do you know about the What do you know about the connection between thinking connection between thinking

and learning?and learning?and learning?and learning?

What have you learned about how you think?What have you learned about how you think?

Did you ever study your thinking? Did you ever study your thinking? y y y gy y y g

What information do you have for exampleWhat information do you have for example What information do you have, for example, What information do you have, for example, about the intellectual processes that occur as about the intellectual processes that occur as your mind thinks?your mind thinks?your mind thinks? your mind thinks?

What do you know about how to analyzeWhat do you know about how to analyze What do you know about how to analyze, What do you know about how to analyze, evaluate, or reconstruct your thinking? evaluate, or reconstruct your thinking?

Where does your thinking come from? Where does your thinking come from? How much of it is of “good” quality?How much of it is of “good” quality?How much of it is of good quality? How much of it is of good quality? How much of it is of “poor” quality? How much of it is of “poor” quality?

Are you, in any real sense, in control of your Are you, in any real sense, in control of your thinking? thinking? gg

How do you control your thinking?How do you control your thinking? Do you know how to test it?Do you know how to test it? Do you know how to test it? Do you know how to test it? Do you have any conscious standards for Do you have any conscious standards for

d i i h hi ki ll dd i i h hi ki ll ddetermining when you are thinking well and determining when you are thinking well and when you are thinking poorly? when you are thinking poorly?

Have you ever discovered a significant Have you ever discovered a significant pr bl m i r thi ki d th h d itpr bl m i r thi ki d th h d itproblem in your thinking and then changed it problem in your thinking and then changed it by a conscious act of will? by a conscious act of will?

If anyone asked you to teach them what you If anyone asked you to teach them what you have learned, thus far in your life, about have learned, thus far in your life, about thinking, would you really have any idea what thinking, would you really have any idea what that was or how you learned it? that was or how you learned it?

Why concern ourselvesWhy concern ourselvesWhy concern ourselves Why concern ourselves with thinking?with thinking?with thinking? with thinking?

Wh d li ithWh d li ithWhenever we are dealing with Whenever we are dealing with human life we are almosthuman life we are almosthuman life, we are almost human life, we are almost

always dealing with thinking.always dealing with thinking.always dealing with thinking.always dealing with thinking.

Thinking is the way that Thinking is the way that Thinking is the way that Thinking is the way that the mind makes sense the mind makes sense the mind makes sense the mind makes sense

of the world.of the world.of the world.of the world.

There is no way to There is no way to There is no way to There is no way to understand anything understand anything understand anything understand anything

except through except through except through except through thinking.thinking.gg

Thinking tells us:

what there iswhat there is who our friends arewho our friends are

Thinking tells us:

what there iswhat there is what is happeningwhat is happening what our problems arewhat our problems are

who our friends arewho our friends are who our enemies arewho our enemies are what our “history” iswhat our “history” is what our problems arewhat our problems are

what our options arewhat our options are what threatens uswhat threatens us

what our history iswhat our history is who we arewho we are who loves uswho loves us what threatens uswhat threatens us

what is importantwhat is important h t i i p rt th t i i p rt t

who loves uswho loves us

what is unimportantwhat is unimportant

Thinking determines:Thinking determines:

what we learnwhat we learn how we learnhow we learn what we think is important to learnwhat we think is important to learn what effort we should expendwhat effort we should expend what we think is truewhat we think is true what we think is falsewhat we think is false how things should be viewedhow things should be viewed whether our learning is of high or low qualitywhether our learning is of high or low quality whether our learning is deep or superficialwhether our learning is deep or superficial

Everything we know,Everything we know,y gy g

believe, want, fear and hopebelieve, want, fear and hope

for, our thinking tells us.for, our thinking tells us.

Most of the world’s problemsMost of the world’s problemsppare caused by problems in human are caused by problems in human

hi kihi kithinkingthinking

Consider these problemsConsider these problemsConsider these problemsConsider these problems HumiliationHumiliation Hunger Hunger PovertyPoverty PovertyPoverty HomelessnessHomelessness TortureTorture TortureTorture MurderMurder

RR RapeRape Global WarmingGlobal Warming

Think of some problem behavior yourThink of some problem behavior yourThink of some problem behavior your Think of some problem behavior your students engage in.students engage in.

See if you can identify the See if you can identify the thinking that leads to thethinking that leads to thethinking that leads to the thinking that leads to the behavior.behavior.

When we place thinking at the When we place thinking at the center of instruction:center of instruction:

we approach students as we approach students as thinkersthinkers we continually seek to connect the content wewe continually seek to connect the content we we continually seek to connect the content we we continually seek to connect the content we

are teaching to the are teaching to the thinkingthinking of students of students ––illuminating how and why the content isilluminating how and why the content isilluminating how and why the content is illuminating how and why the content is important to them as important to them as thinkersthinkers

d i i i h d hd i i i h d h we design instruction so that students have to we design instruction so that students have to thinkthink their way into and through the content.their way into and through the content.

Thinking is at the core ofThinking is at the core ofThinking is at the core of Thinking is at the core of human life and humanhuman life and humanhuman life and human human life and human

problemsproblemspp

Therefore thinkingTherefore thinkingggmust bemust be

at the coreat the coref hf hof the of the

curriculumcurriculumcurriculumcurriculum

Think for Yourself: 1Think for Yourself: 1--11Beginning toBeginning toBeginning to Beginning to

Think About Your ThinkingThink About Your Thinking To begin to think about your thinking, make a list of To begin to think about your thinking, make a list of

any problems you believe currently exist with your any problems you believe currently exist with your y p y y yy p y y ythinking. Try to be as explicit as possible. The thinking. Try to be as explicit as possible. The more problems you identify the better. For each more problems you identify the better. For each

bl id tif l t th f ll ibl id tif l t th f ll iproblem you identify, complete the following problem you identify, complete the following statements:statements:

11 One problem with my thinking isOne problem with my thinking is 1.1. One problem with my thinking is…One problem with my thinking is… 2.2. This is a problem because…This is a problem because… 3.3. If I adequately addressed this problem, the If I adequately addressed this problem, the 3.3. adequate y add essed t s p ob e , t eadequate y add essed t s p ob e , t e

quality of my life would improve in the following quality of my life would improve in the following ways…ways…

Think for Yourself: 1Think for Yourself: 1--22C i i Y Thi kiC i i Y Thi kiCritique Your ThinkingCritique Your Thinking

Consider your thinking in these domains of your life: at work, in personal Consider your thinking in these domains of your life: at work, in personal y g y py g y prelationships, in teaching, in intimate relationships, as a reader, as a writer, in relationships, in teaching, in intimate relationships, as a reader, as a writer, in planning your life, in dealing with your emotions, in figuring out complex planning your life, in dealing with your emotions, in figuring out complex situations. Complete these statements:situations. Complete these statements:pp

Right now, I believe my thinking across all domains of my life is of Right now, I believe my thinking across all domains of my life is of ______________ quality. I based this judgment on _________________.______________ quality. I based this judgment on _________________.

1. In the following areas, I think very well1. In the following areas, I think very well……2. In the following areas, my thinking is OK, not great, but not terrible either2. In the following areas, my thinking is OK, not great, but not terrible either……g , y g , g ,g , y g , g ,3. In the following areas, my thinking is probably of low quality3. In the following areas, my thinking is probably of low quality……

List at least three areas for each of the above. List at least three areas for each of the above.

Critical Thinking Is Not NewCritical Thinking Is Not NewI 1605 F i B t th fi t b kIn 1605, Francis Bacon, wrote the first book on critical thinking, The Advancement of Learning, in which he documented various forms ofin which he documented various forms of human irrationality and the need to establish new habits of thought through education.

Socrates 2,400 years ago discovered by a method of p obing q estioning that peoplemethod of probing questioning that people often could not rationally justify their confident claims to knowledgeconfident claims to knowledge.

The Quality of MyThe Quality of MyThe Quality of My The Quality of My ParentingParenting

is given in the thinkingis given in the thinkingis given in the thinking is given in the thinking that I do about my that I do about my yy

ParentingParenting

What is critical thinking?What is critical thinking?What is critical thinking?What is critical thinking?Concepts and Tools GuideConcepts and Tools Guide Silentl re isit page 2Silentl re isit page 2 then disc ssthen disc ss Silently revisit page 2 Silently revisit page 2 –– then discuss.then discuss. p. 3 p. 3 –– then discuss.then discuss. p 6p 6 p. 6p. 6 p. 7p. 7 p 8p 8--99 p. 8p. 8 99 p.11p.11 p.13p.13--1515 p.13p.13 1515 p. 16p. 16 p. 19p. 19pp 2121

Robert Reich, former secretary of Robert Reich, former secretary of yylabor for Bill Clintonlabor for Bill Clinton

Reich identifies four components of the kind of Reich identifies four components of the kind of hi ki h hi hl id k illhi ki h hi hl id k illthinking that highly paid workers will thinking that highly paid workers will

increasingly need to master:increasingly need to master:1.1. Command of abstractionsCommand of abstractions2.2. Ability to think within systemsAbility to think within systemsy yy y3.3. Ability to evaluate ideasAbility to evaluate ideas44 Ability to communicate effectivelyAbility to communicate effectively4.4. Ability to communicate effectivelyAbility to communicate effectively

StandardsElementsTraitsStandardsElementsTraitsThe Underlying Principles of Critical Thinking

h S d dStandardsElementsTraitsStandardsElementsTraitsThe Standardsclarity precisionaccuracy significance

must be applied toy g

relevance completenesslogical fairnessbreadth depth The Elementsbreadth depth

purposes inferencesquestions conceptspoints of view implications

Intellectual Traitsi ll l h ili points of view implications

information assumptionsintellectual humilityintellectual perseveranceintellectual autonomyintellectual integrityconfidence in reasoningintellectual courageintellectual empathyFair-mindedness as we develop