This document discusses critical thinking and provides tools and techniques for developing critical thinking skills. It defines critical thinking as an intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing and evaluating information to guide beliefs and actions. The document emphasizes that critical thinking involves finding connections between concepts, asking relevant questions to solve problems, and justifying and communicating ideas to others. It also provides examples of questions that develop critical thinking and perspectives students should seek to develop.

1. Critical Thinking Toolbox
Tequila Mobile Presentation
Toolbox: Critical Thinking
Feedback: MidTerms & Marking Rubric
Preparation: Major League Baseball
Session 7

2. Fun
1
Fun
1
Fun
2
Fun
2
Tequila Mobile: Assigned questions
1. What problem(s) does management face?
2. What advice do you propose for on
a. The “way forward” ?
b. Incremental changes in the business model to
enable incremental increases in the 3Ps ?
3. What next steps to achieve targets?

3. Presentation Design
Business Models
Financial Analysis
1:00
Critical Thinking

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 What do you think of this opinion piece?
 Is the problem the author poses important?
 Does the “Education 1.0” model accurately
reflect our current situation? AB0401?
 Is Koh’s argument for Singapore to adopt his
“Education 2.0” model well-supported?
 Fiscally and socially sustainable alternatives?

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Work in pairs.
Agree on 2-3 key sentences in the last page of the MLB case.
a. Person B reads one sentence aloud, then states in his/her
own words what has been read. In other words,person B
interprets the sentence.
b. PersonA may then either agree with the interpretation or
offer a different interpretation, add to the first one, etc.
c. Do not critique the evidence, merely interpret the logic of
the statement or claim.
d. Switch roles and move on to next key sentence.
(Instructor will intervene and ask you to explain your result)

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 Everyday problems can be more inquiry based
 Students can learn to question claims, raise doubts,
investigate situations, probe alternatives

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 Discuss: What type of
knowledge should your
teachers seek to impart?

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“Critical Thinking is the intellectually
disciplined process of actively and
skillfully conceptualizing, applying,
analyzing, synthesizing, and/or evaluating
information gathered from, or generated
by observation, experience, reflection,
reasoning, or communication as a guide
to belief and action”
 Center For Critical Thinking (2004)

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“He had learned how to pass examinations by
‘cramming; that is, in three or four days and nights he
could get into his head enough of a selected fragment of
some scientific or philosophical or literary or linguistic
subject to reply plausibly to six questions out of ten.
He could retain the information necessary for such a
feat just long enough to give a successful performance;
then it would evaporate utterly from his brain, and
leave him undisturbed.”
On what GeorgeAmberson had learned in college, from the Magnificant Ambersons (1918)}

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“Purposeful, self-regulatory judgment
which results in interpretation, analysis,
evaluation, and inference, as well as
explanation of evidential, conceptual,
methodological, or contextual
considerations upon which judgment is
based”
 Facione, 1990 (within Behar-Horenstein & Niu, 2011)

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“I consider critical thinking to be
committing a kind of quiet mischief”
 Professor Charles Haddad

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critical thinking = disciplined,
self-guided thinking aimed at a
reasoned personal and work life.
Thinking that
analyzes the
thinking process
Thinking that
evaluates thought
Thinking that
develops within itself
intellectual habits
thinking that
moves beyond
our native
egocentricity

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 Critical thinking involves finding connections
between concepts, asking relevant questions, to
find solutions to personal, professional, and
academic problems.
 Students should be able to:
 Generate and justify ideas and questions.
 Identify, examine, and access relationships between
ideas and concepts.
 Determine problems, hypothesize possible courses of
action, apply viable solutions, and evaluate outcomes.

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 What kinds of questions should be asked?
 How should instructors respond to student posts?

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 Partners
 Purpose:Address two differing interpretations to the
issue or problem in the assigned case.
 ‘A’ takes a pro side.
 ‘B’ argues con side.
 Switch when prompted.
 Usually after 2-3 minutes.
 Develops intellectual depth and empathy.

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A well cultivated critical thinker:
 raises vital questions and problems, formulating them clearly
and precisely;
 gathers and assesses relevant information, using abstract ideas
to interpret it effectively;
 comes to well-reasoned conclusions and solutions, testing them
against relevant criteria and standards;
 thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences;
 and communicates effectively with others in figuring out
solutions to complex problems.

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 Imply
 Infer
 Intuit
 Investigate
 Judge
 Justify
 Know
 Meditate
 Observe
 Perceive
 Ponder
 Probe
 Prove
 Question
 Rate
 Reason
 Reflect
 Scrutinize
 Solve
 Theorize
 Verify
 Weigh

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Illustration Based on St. Edward’s University, Center for Teaching Excellence, 2001

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“Science is built of facts the way a house is built
of bricks, but an accumulation of facts is no
more science than a pile of bricks is a house!”
Poincare