1. Critical Thinking in Education

2. Defining Critical Thinking Asking pertinent questions Evaluates statements & arguments Admits a lack of knowledge & understanding Curiosity Seeks new solutions Actively shares new knowledge Willing to examine beliefs, assumptions & opinions  Some Attributes of a Critical Thinker: Distinguishes between facts and opinion Sees critical thinking as a life- long process of self-assessment Seeks evidence to support assumptions and beliefs Open to changing ones mind Reflective Seeks proof Seeks clarity and exactness Accepts others beliefs and opinions Waits till all facts before making judgments Actively enjoys learning Problem solver Careful and active observer Humility

4. Critical Thinking Model

5. Defining Critical Thinking & Describing Critical Thinkers  “Critical thinking is the disciplined mental activity of evaluating arguments [information] or propositions and making judgments that can guide the development of beliefs and taking action.” Ennis (1992)  Critical thinking is both a frame of mind and a set of mental capabilities.  “Critical thinkers: distinguish between fact and opinion; ask questions; make detailed observations; uncover assumptions and define their terms; and make assertions based on sound logic and solid evidence. Ellis, D. Becoming a Master Student, 1997

6. Perspectives on Critical Thinking  Critical thinking is based on concepts and principles, not on hard and fast, or step-by- step, procedures.  Critical thinking does not assure that one will reach either the truth or correct conclusions.  Circuital thinking is a continuous process and often doesn’t lead to a final conclusion.  Critical thinking is hard intellectual work  Critical thinking is an intellectual skill that can (must) be learned and improved

7. Perspectives on Learning All reasoning/thinking/learning:  starts and progresses with questions and a need to understand;  occurs within points of view and frames of reference;  proceeds from some goals and objectives, has an informational base;  uses data/information that must be interpreted and this interpretation involves concepts, values, assumptions, past knowledge, inferences, biases, etc.

8. Map of Thinking Domains Scientific Thinking Understanding/theory Hypothesis Experiment(s) Observations Conclusion(s) Creative Thinking Original Product Create Possibilities Create Metaphors Testing Refining Critical Thinking Critical judgment Assessing information Inference-using evidence Deduction-if…then New or refined perspective Decision Making Well-founded decision Consider options Predict consequences Select best option Problem Solving Best solution Consider options Evaluate consequences Choose best solution

9. Creative Thinking ● ● ● ● ● ● ● ● ●

10. Why is Critical Thinking Important?  To learn is to think.  To think poorly is to learn poorly.  To think well is to learn well.  All content, to be learned, must be intellectually constructed.  Memorizing IS NOT learning.

11. Why Critical Thinking is Important  Underlies reading, writing, speaking, and listening... the basic elements of communication, learning and education  Plays an important role in social change  Helps us uncover bias and prejudice  Is a path to freedom form half-truths, prejudice and deceptions  Creates the willingness to change one point of view as we continue to examine and re-examine ideas that may seem obvious.  Takes time and the willingness to say three essential words: I don't know.  Enables us to distinguish between fact and opinion, ask good questions, make detailed observations, uncover assumptions and define their terms, and make assertions based on sound logic and solid evidence

12. Why Critical Thinking is Important “The future now belongs to societies that organize themselves for learning... nations that want high incomes and full employment must develop policies that emphasize the acquisition of knowledge and [thinking] skills by everyone, not just a select few.” Ray Marshall & Marc Tucker, Thinking For A Living: Education And The Wealth of Nations, Basic Books. New York. 1992.

13. Questions & Critical Thinking  What do you mean by_______________?  How did you come to that conclusion?  What was said in the text?  What is the source of your information?  What is the source of information in the document?  What assumption led you to that conclusion?  Suppose you are wrong. What are the implications?  Why did you make that inference? Is another one more consistent with the data?  Why is this issue significant?  How do I know that what you are saying is true?  What is an alternate explanation for this phenomenon?

14. Enabling Learners to Become Quality Critical Thinkers IDEALS -- Six Steps to Effective Thinking  Identify the problem. — “What’s the real question we’re facing here?”  Define the context. — “What are the facts and circumstances that frame this problem?”  Enumerate choices. — “What are our most plausible three or four options?”  Analyze options. — “What is our best course of action, all things considered?”  List reasons explicitly. — “Let’s be clear: Why we are making this particular choice?”  Self-correct. — “Okay, let’s look at it again. What did we miss?”

15. Questions?