 Overview of critical thinking  First series of exercises  Second series of exercises

 Fisher & Scriven: “skilled, active, interpretation and evaluation of observations, communications, information, and argumentation.”  Moore & Parker: “the careful, deliberate determination of whether one should accept, reject, or suspend judgment about a claim and the degree of confidence with which one accepts or rejects it.”

 Contribution to science  Construction of good arguments

Epistemic Responsibility  Get the facts straight  Be fair  Reflect on your beliefs  Be diplomatic

 Step 1: Believe (the innovative component) › Suspend judgment › Search for the strengths of a perspective › Go so far as to “believe” that perspective  Step 2: Doubt (the intellectual norm) › Ask probing questions › Attack faulty logic/inadequate evidence › Use knowledge/information to rebut  Step 3: Integrate the first 2 › Recognize and articulate complexity › Integrate insights gained to deepen understanding › Work towards informed judgment

 “Everyone agrees in theory that we can’t judge a new idea or point of view unless we enter into it and try it out, but the practice itself is rare” –Peter Elbow  The goal is to embrace all aspects of a perspective/argument, even those that you find ill-founded or offensive. This allows you to discover strengths in an argument that you might have overlooked

 “Knowing and questioning, of course, require one another. We understand nothing except in so far as we understand the questions behind it” –I.A.Richards  The goal now is to question everything no matter how solid/reasonable it may seem › This may lead to unexpected insights and questions, as well as a more profound furthering of knowledge

 Having explored a perspective from within (believing) and from without (doubting), you should be better able to › integrate all pertinent aspects › identify similarities across perspectives › modify your own way of thinking

 thinking thinking  Peter Elbow, “Methodological Doubting and Believing: Contraries in Inquiry,” in Embracing Contraries: Explorations in Learning and Teaching. N.Y: Oxford University Press, 1986.

 Use simple terms  Avoid hidden argument components  Avoid vague/ambiguous expressions  Schematize your arguments  Watch for fallacies  Present a balanced case

 A good argument › The ideas are structured in a concise, coherent, and logical format › The author(s)’ position is stated with confidence, conviction and persuasion

 Developing a Position In most cases, your concern will be with a topic which not only interests you, but is also one which you already have some confidence discussing

 Formulate some ideas Jot them down whenever they occur to you Don’t evaluate them until later Keep a notebook (or a napkin) handy or use a mini voice recorder Start early

 Discuss your ideas with friends, roommates, family, pets …

 Exercises