Critical Thinking Skills

THE SCHOOL OF GLOBAL STUDIES,
THAMMASAT UNIVERSITY,
RANGSIT CAMPUS, ACADEMIC
SERVICE BUILDING 33
KLONG LUANG, PATHUM THANI
12121, BANGKOK
Curriculum Outline
GS200: Applied Critical Thinking
1. General Information
Course name
GS200 Applied Critical Thinking 2(2-0-4)
Semester 1, Year 1.
Instructors
Dr Charlie Thame
charlie.thame@sgs.tu.ac.th
Office hours
By prior arrangement/appointment
1.1. Course Description
Thinking informs our actions and our emotions, yet few people recognise the powerful role
that it plays in our lives, fewer still gain significant command of their own thinking. The pur-
pose of this course is to challenge students to evaluate and enhance their own critical think-
ing and creative problem solving skills in order that they may better understand and apply
the thought processes necessary to examine issues of globalization, human wellbeing and
social innovation more critically and creatively.
Students will practice some of the most central and important skills of critical thinking and
focus on applying those strategies to understanding current issues, belief systems and ethical
positions. Students will analyse media, the current socio-political environments and their
own beliefs and moral inclinations. They will learn to analyse information and influences,
discuss controversial topics intelligently, and construct well-reasoned arguments on a variety
of topics.
1.2.Learning Objectives
By the end of the course, students should be able to:
• Evaluate and enhance their own critical and creative thinking skills enabling them to
think logically and significantly
• Interpret, analyse, and evaluate information communicated via a range of media
• Express their thinking clearly and check for accuracy and precision
• Discuss controversial topics intelligently and insightfully

Curriculum Outline: GS200: Applied Critical Thinking
Dr Charlie Thame
2
• Make better decisions through critical thinking and creative problem solving
• Apply these skills to issues of globalisation, wellbeing, and social entrepreneurship
During the course students will gain knowledge of:
• Concepts and terminology associated with critical and creative thought
• Intellectual tools, including concepts and strategies, that can raise the quality of their
thinking
• Basics of argument composition and analysis
During the course students will develop the following skills and competencies
• Critical thinking
• Problem solving
• Communication
• Creativity
• English language
1.3.Study Load
This course is taught through a total of 17 classes, including two exams: One mid-term and
one final course exam. This amounts to a total of 30 teaching hours and 64 preparation
hours: broken down into 2-hours/week classes and 4-hours/week preparations.
1.4.Expectations
Students are expected to:
• Actively participate in all classes
• Complete all readings and activities as assigned
• Engage other students with respect and encouragement
• Actively help – mentor and coach - one another to meet the learning objectives
1.5.Important Dates
• Semester Begins 18th August.
• Midterms 28th
November (not the same week as your other midterms!).
• Last day of term 6th December.
• Final Exams, 8-9th, 11-28th December 2014.
1.6.Teaching Methods
• Self-directed study
• Lectures (minimal)
• Assignments
• 3 on 3 debates

Dr Charlie Thame
3
• Group work and peer-review
• Interpretive and practical logical exercises
2. Learning Resources
The course has been developed with the aid of the following resources, which contain sever-
al of the prescribed readings. Your course coordinator will make sure you have access to the-
se resources when needed.
2.1 A note about readings
I have made several suggestions for required and further readings for each topic. I strongly
encourage you to at least read the required readings before you turn up to class. This will
equip you with a basic understanding of what will be discussed and help you get the most
out of the class. If there is anything that remains unclear at the end of the class you should
consult the required readings and the further readings for clarification.
One of the important differences between university and high-school is that, rather than
teachers simply telling you what you need to know (like at school), at university you are ex-
pected to take responsibility for your own learning and become self-directed learners. This means that
if there is something you don't understand it is up to you to fix this, with the lecturer there to fa-
cilitate. Similarly, if there is something you want to learn more about you are strongly encour-
aged to explore the topic. This unit outline refers to many useful resources for you to con-
sult, you can ask your friends and fellow students to explain something to you, or you can
ask a question in class. If there's something that you find difficult to understand it's very like-
ly that others will have had trouble too, so don't be shy.
Remember, you will have an examination at the end of term to assess how well you met the
learning objectives. If you wish to do well in this examination it is important for you to keep
up with the materials as you go through the course.
2.3 Highly recommended books:
Bassham, Gregory, William Irwin, Henry Nardone, and James M Wallace. Critical Thinking: a
Student's Introduction. 4 ed., New York: McGraw-Hill, 2011.
Cottrell, Stella. Critical Thinking Skills: Developing Effective Analysis and Argument, Basingstoke:
Palgrave Macmillan, 2005.
Kallet, Michael. Think Smarter: Critical Thinking to Improve Problem-Solving and Decision-Making
Skills, Hobroken, N.J.: John Wiley & Sons, 2014.
Ruggiero, Vincent. Beyond Feelings: a Guide to Critical Thinking, McGraw-Hill, 2011.
Lau, Joe Y F. An Introduction to Critical Thinking and Creativity: Think More, Think Better, Hobro-
ken, N.J.: John Wiley & Sons, 2011.
Kravitz, S Michael, and Susan D Schubert. Emotional Intelligence Works: Think, Be and Work
Smarter, Rochester, N.Y.: Axzo Press, 2010.
Moore, Brooke Noel, and Richard Parker. Critical Thinking. 10 ed., New York: McGraw-Hill,
2012.

Dr Charlie Thame
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Sloane, Paul. The Leader's Guide to Lateral Thinking Skills: Powerful Problem-Solving Techniques to
Ignite Your Team's Potential, London: Kogan Page, 2003.
2.4 Other useful resources include:
Starkey, Lauren. Critical Thinking Skills Success in 20 Minutes a Day, New York: Learning Ex-
press, 2004.
Haskins, Greg R. A Practical Guide to Critical Thinking, 2006.
van den Brink-Budgen, Roy. Critical Thinking for Students: Learn the Skills of Critical Assessment
and Effective Argument. 3rd ed., Oxford: How to Books, 2000.
Morrow, David R, and Anthony Weston. A Workbook for Arguments: a Complete Course in Criti-
cal Thinking, Indianapolis: Hackett Publishing Company, 2011.
Sonnreich, Tim. Monash Association of Debaters Guide to Debating: Tips, Tactics, and First Principles,
March 23, 2012.
Gula, Robert J. Nonsense, Axios Press, 2006.
2.5 Some useful websites:
Critical Thinking Web offers tutorials about Logic, Argument, Fallacy, Argument Analysis,
Venn Diagrams, Scientific Reasoning. It also hosts some critical thinking activities to practice
and hone your skills:
http://philosophy.hku.hk/think/misc/sitemap.php
Rationale Exercises hosts a site that focuses on critical thinking maps, helping with argument
analysis and composition:
http://rationale.austhink.com/rationale2.0/exercises/
Core Concepts in Critical Thinking:
www.mcckc.edu/longview/ctac/corenotes.htm
Fallacies in Critical Thinking:
http://www.mcckc.edu/services/criticalthinking/fallacies/distraction.asp

3. Skills
You will be encouraged to develop the following skills during the course.
3.1 Ethical Skills
• Fairness. The ability to evaluate claims and assertions from different points of view
according to shared principles of logic.
• Autonomy. Ability to see through attempts to mislead or indoctrinate and act ac-
cording to your own informed volition.
• Tolerance and acceptance of diversity. Respect for different opinions and right to
free expression.
• Integrity and honesty. Ability to be candid and forthright. Not misleading others
and ensuring consistency of thoughts and actions.
• Accountability & open-mindedness. Ability to admit when wrong; change positions
& beliefs when appropriate.
3.2 Cognitive skills
• Comprehension skills. How to select and organise facts, claims, and ideas.
• Analysis skills. Ability to analyse whole arguments into separate constituent parts.
• Evaluation skills. Ability to recognise assumptions, draw conclusions, develop opin-
ions, judgements, and make decisions.
• Synthesis & conceptualisation. Ability to combine ideas to form a new whole.
• Application. Ability to apply facts, rules, principles to new situations.
3.3 Interpersonal (affective) skills
• Receiving skills. Ability to listen to and accept diverse points of view.
• Responding skills. Respectfully challenging and questioning claims and arguments
made by others.
• Valuing. Ability to differentiate clear, logical, innovative, cogent arguments and
make decisions on this basis.
• Organising. Ability to organise and relate ideas, opinions, claims, and assumptions.
• Characterising. Ability to characterise an argument as nonsense, valid, or sound.
3.4 Psychomotor Skills
• Perception. Ability to detect cures, and to detect, describe, and isolate assumptions;
to distinguish forms of argumentation
• Set skills. Ability to act in a way that recognises the importance of emotions, but to
avoid being ruled by them.
• Origination skills. Ability to adapt to new situations and information and to create
new patterns to fit a specific problem or situation.
• Mediation skills. Ability to overcome a simplistic mode of stimulus: response and
mediate and reflect on a problem or proposition before responding.

4. Course Content
The course is comprised of sixteen classes divided up into three sections. Part I focuses on
critical thinking in comprehension & analysis, Part II on critical thinking in evaluating
sources of information, and Part III on helping you to apply these skills.
4.1 Topics
Part I Comprehension & Analysis
Class 1 Introduction session.
Class 2 Intro to Critical Thinking. What is CT? Why is CT important?
Class 3 Emotions & emotional intelligence
Class 4 Subjectivity & Objectivity: Worldviews, beliefs, & paradigms
Class 5 Anatomy of an argument
Part II Evaluation
Class 6 Debate class
Class 7 CT for academic reading
Class 8 CT for academic writing
Class 9 Intro to logic 1. Premises, inferences, conclusions
Class 10 Intro to logic 2. Common logical fallacies
Part III Application
Class 11 Rough draft review; peer critiques (Midterm examination)
Class 12 Recognising & defining a problem
Class 13 Visualising problems and propositions: intro to patterning & graphical organisa-
tion techniques
Class 14 How to persuade & avoid being manipulated: intro to rhetorical techniques
Class 15 Lateral thinking 1. Challenging assumptions
Class 16 Lateral thinking 2. Techniques for innovation and creative problem-solving
4.2 Assessment & Evaluation
4.2.1 Student Assessment
Students must complete the following exercises throughout the course:
- Homework assignments
- Rough draft
- End of term examination
Grading will be based on a student's performance in:
- Their rough draft and the process of peer review (40%)

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- Final examination (60%)
Both assignments will assess your comprehension and ability to apply the concepts and
skills taught through the course as outlined in the weekly learning objectives.
Assessment 1. Rough Draft & Peer Review
Assignment 1 involves two parts: 1) a rough draft of an argumentative essay and 2) a criti-
cal commentary of someone else's rough draft.
1) A list of propositions will be circulated after 'Class 6. Debate' (17th
September). You will
be expected to provide a rough outline of an argument in less than 800 words, either sup-
porting or criticising the proposition. This is not an essay: you will marked according to the
strength and structure of your argument and not your writing.
Bring three copies of this outline to 'Class 11. Rough Draft; Peer Review' (28th
November),
submit one to the course coordinator for assessment and keep two for yourself and your
peer-review partner. This is your mid-term examination. During the class you will have 20
minutes to go through each other's draft and 20 minutes to provide written feedback on
each other's work. You will then have 15 minutes to reflect on this feedback. At the end of
the class you will submit the feedback you gave to your peer and a written summary reflect-
ing on the feedback you received. This will be marked alongside your rough draft.
The objectives of Assignment 1 are as follows:
1. To demonstrate basic understanding of argument composition and analysis (position,
reason, premise, objection, rebuttal; if position is well supported)
2. To demonstrate ability to express their thinking clearly by summarising an argument in
outline form.
3. To go through a positive peer-review process of giving and receiving feedback
4. To apply CT skills to controversial topics around globalisation, wellbeing, and/or social
entrepreneurship.
You will be assessed on:
a) The strength of your argument, which may include the following:
- Your summary of the proposition in standard format
- Argument structure and organisation of ideas
- Use of indicator words
- Logic (have you committed any logical fallacies? is your argument valid?)
- Use of examples
- The strength of your refutation / defence of the proposition
b) The quality of feedback given to your peer: your comments, questions, and suggestions.
Assessment 2. 2-Hour Examination
The examination will assess the extent to which students have met the learning objectives
outlined for each class throughout the course. There will be no surprises in the exam! All

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questions will relate to a stated learning objective, how well you answer will reflect how
well you understand and are able apply what has been taught.
4.2.2. Course Evaluation
An overall course evaluation questionnaire will be given to students at the end of term.
5. Class Schedule
Class 1. Introduction.
Contents
Welcome, overview of the course, expectations, appropriate behaviour, learning style, les-
son format, assessment objectives, etc.
Activities
Introductions, questions.
Class 2. Introduction to Critical Thinking
What is critical thinking? Why do we need to think critically and creatively?
Contents
Welcome, what is critical thinking?, what does critical thinking involve?, why is it im-
portant?.
Activities
Audio-visual presentation, critical thinking disposition self-assessment.
Learning objectives:
By the end of the class students will be able to:
1. Provide a concise definition of what critical thinking is
2. Outline the basics of what critical thinking involves
3. Explain ways CT skills could be applied in their personal and professional lives
4. Demonstrate familiarity with critical thinking standards of clarity, precision, accuracy,
relevance, consistency, logical correctness, completeness, and fairness
Activities
Self Evaluation.
Learning Resources
Essential Reading
Lau, Joe Y F. An Introduction to Critical Thinking and Creativity: Think More, Think Bet-
ter, Hobroken, N.J.: John Wiley & Sons, 2011.pp1-2

9
Cottrell, Stella. Critical Thinking Skills: Developing Effective Analysis and Argument, Ba-
singstoke: Palgrave Macmillan, 2005.pp1-16
Ruggiero, Vincent. Beyond Feelings: a Guide to Critical Thinking, McGraw-Hill Humani-
ties/Social Sciences/Languages, 2011.pp9-27
Further reading
Kallet, Michael. Think Smarter: Critical Thinking to Improve Problem-Solving and Deci-
sion-Making Skills, Hobroken, N.J.: John Wiley & Sons, 2014.pp3-20
Bassham, Gregory, William Irwin, Henry Nardone, and James M Wallace. Critical Think-
ing: a Student's Introduction. 4 ed., New York: McGraw-Hill, 2011.pp1-28
'A Brief History of the Idea of Critical Thinking' taken from: Richard Paul, Linda Elder,
and Ted Bartell The California Teacher Preparation for Instruction in Critical Think-
ing: Research Findings and Policy Recommendations: State of California, California
Commission on Teacher Credentialing, Sacramento, CA, March 1997. Available online
at: [http://www.criticalthinking.org/pages/a-brief-history-of-the-idea-of-critical-
thinking/408]
Class 3. Emotions & Emotional Intelligence
Contents
Emotional intelligence
Activities
EI self-assessment role-plays.
Learning Objectives
By the end of this class students will be able to:
1. Appreciate how actions are influenced by emotions
2. Explain the concept of emotional intelligence (EI): what it is and what it entails
3. Identify their own EI strengths and weaknesses
4. Assess the influence of emotions on their own actions
5. Apply EI strategies to address their own strengths and weaknesses
Learning Resources
Neale, Steve, Lisa Spencer-Arnell, and Liz Wilson. Emotional Intelligence Coaching, Lon-
don: Kogan Page Publishers, 2011. pp7-29
Further reading
Lynn, Adele B. 50 Activities for Developing Emotional Intelligence, Amherst: Human Re-
source Development, 2000. pp9-299
Hughes, Marcia, L Bonita Patterson, and James Bradford Terrell. Emotional Intelligence in
Action, San Francisco: Pfeiffer, 2005.
Goleman, D. Emotional Intelligence Random House Publishing Group, 2012.

10
Class 4. Introduction to Subjectivity and Objectivity: worldviews, beliefs, paradigms
Contents
Perception, worldview, cognitive bias, scientific method, democratic debate.
Activities
What is your world-view quiz?
http://quizfarm.com/quizzes/new/eddxii/what-is-your-world-view/
Learning Objectives
1. Demonstrate familiarity with the role physiology and culture play as mediators of human
understanding
2. Appreciate the distinction between subjective perception and objective reality and the
essentially subjective nature of their beliefs and opinions
3. Demonstrate familiarity with the notions of cognitive bias, worldviews, beliefs, and par-
adigms
5. Describe the basic elements of i) democratic debate and ii) scientific method
6. Explain the significance of i) democratic debate and ii) scientific method with reference
to validity and reliability of ideas and opinions
Learning Resources
Essential Reading
'Science as a problem-solving activity.'
'Limitations of Science: Value and Meaning.'
'Cognitive Biases'
ter, Hobroken, N.J.: John Wiley & Sons, 2011. pp185-193
Further Reading
Pitfalls. Ruggiero, Vincent. Beyond Feelings: a Guide to Critical Thinking, McGraw-Hill
Humanities/Social Sciences/Languages, 2011.pp93-152
O'Rourke, Michael. “Appendix 1: Critical Thinking and Worldview.” University of Idaho.
Accessed August 15, 2014.
http://www.webpages.uidaho.edu/crit_think/Critical%20Spirit.htm.

11
Class 5. Anatomy of an Argument
Contents
Dispute vs. argument, propositions, assertions, argument structure, evaluating arguments,
how to refute arguments.
Learning Objectives
1. Distinguish between and argument and a dispute with reference to two essential compo-
nents of an argument: premises and conclusion
2. Employ the standard format for presenting an argument
3. Analyse an argument using the standard format for presenting an argument
4. Identify and employ indicator words in an argument
5. Evaluate an argument with reference to validity and soundness
6. Identify four characteristics of a good argument
7. Apply four different ways of attacking an argument (premises, reasoning, conclusion,
bad analogous argument)
Learning Resources
Essential Reading
'Recognising Argument' Bassham, Gregory, William Irwin, Henry Nardone, and James M
Wallace. Critical Thinking: a Student's Introduction. 4 ed., New York: McGraw-Hill,
2011.pp29-52
Further Reading
'Identifying Arguments'
'Valid and Sound Arguments'
ter, Hobroken, N.J.: John Wiley & Sons, 2011. pp75-77, 84
'Argument Analysis'
'What is argument?' Ruggiero, Vincent. Beyond Feelings: a Guide to Critical Thinking,
McGraw-Hill Humanities/Social Sciences/Languages, 2011.pp83-90
Class 6. Debate Class
Contents

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Debate
Learning Objectives
1. Prepare a simple argument
2. Apply concepts learnt in previous classes to real-life debates
3. Propose reasons to support a given conclusion, regardless of whether they agree with
this conclusion
4. Appraise arguments formulated by their peers
5. Propose counter-arguments and defences
6. Employ one of the main techniques for refuting an argument, including but not limited
to: i) finding the inconsistency ii) finding the counter-example, iii) finding the wider context
Learning Resources
Essential Reading
'How to Debate' Hand-out available from course coordinator
'Debate Q&A' Handout available from course coordinator
Further Reading
Sonnreich, Tim. “Training Guide for University Debating,” 2010, 1–55.
Monash Association of Debaters. “Member Training Handbook,” 2010, 1–79.
Class 7. Critical Thinking for Academic Reading
Contents
Note taking, diagramming, summarising, and standardising arguments.
Activities
Group work
Learning Objectives:
1. Outline several benefits of note-taking
2. Develop note-making strategies for reading critically
3. Distinguish between reliable and unreliable sources
4. Able to interpret implicit as well as explicit written arguments
5. Analyse, reflect on, and evaluate written arguments
Learning Resources
Essential Reading
'Taking Notes'
ing: a Student's Introduction. 4 ed., New York: McGraw-Hill, 2011. Bassham, Gregory,

13
William Irwin, Henry Nardone, and James M Wallace. Critical Thinking: a Student's Intro-
duction. 4 ed., New York: McGraw-Hill, 2011.pp361-381
'Making Notes to Support Critical Reading'
in Cottrell, Stella. Critical Thinking Skills: Developing Effective Analysis and Argument,
Basingstoke: Palgrave Macmillan, 2005. pp153-164
'Analysing Arguments'
'Reading Between the Lines'
in Cottrell, Stella. Critical Thinking Skills: Developing Effective Analysis and Argument,
Basingstoke: Palgrave Macmillan, 2005. pp85-99
Further Reading
Diagramming Short Arguments
Summarising Longer Arguments
Summarising Extended Arguments
Class 8. Critical Thinking for Academic Writing
Content
Strategies for critical thinking in academic writing
Learning Objectives
1. Explain ideas clearly and systematically
2. Construct arguments using i) examples, ii) definitions, iii) implications, iv) compare and
contrast, v) breaking things down, vi)
3. Apply five elements of effective communication (audience, central message, organisation
of ideas, simple & direct, redrafting)
4. Summarise and refute arguments in written form
Learning Resources
Essential Reading:

14
'Connecting Ideas'
ter, Hobroken, N.J.: John Wiley & Sons, 2011. pp13-20. (From 2.2 'Connecting Ideas' to
the end of the chapter)
'Refuting Arguments'
'Writing Argumentative Essays'
ing: a Student's Introduction. 4 ed., New York: McGraw-Hill, 2011. pp382-424
Metropolitan Community College ‘Writing Tips’
http://www.mcckc.edu/services/criticalthinking/corenotes/writingtips.asp
Further Reading:
'Linguistic Pitfalls'
ter, Hobroken, N.J.: John Wiley & Sons, 2011. pp 41-52
Class 9. Introduction to Logic 1: commonplace nonsense and logical argumentation
Contents
Basic logic: commonplace nonsense, logical argument
Learning Objectives
1. Explain what logic is and why it is important
2. Identify some of the guises that erroneous thinking assumes
3. Distinguish commonplace nonsense from logical argument
4. Compare & contrast inductive and deductive forms of reasoning
5. Apply this knowledge to their own thought and written work
Learning Resources
Essential Reading
'Commonplace Nonsense' handout
'Logical Argument' handout
Further Reading
'Basic Logical Concepts'
ing: a Student's Introduction. 4 ed., New York: McGraw-Hill, 2011.pp.53-86

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Class 10. Introduction to Logic 2: common logical fallacies
Contents
Intermediate logic; logical fallacies
Learning Objectives
1. Describe logical fallacies as a mistake that violates the principles of correct reasoning
2. Differentiate four types of fallacy (inconsistency, inappropriate assumption, irrelevancy,
insufficiency) and explain the nature of these fallacies.
3. Apply this knowledge by evaluating whether simple claims entail common fallacies
Learning Resources
Essential Reading
Introductory reading on fallacies:
[http://www.webpages.uidaho.edu/crit_think/Chapter-Seven-1.htm]
'Fallacies'
'Logical Fallacies I'
Logical Fallacies II
Class 11. MIDTERM EXAMINATION: rough draft & peer review
Content
Peer review
Learning Objectives
1. Give and receive constructive feedback on written work
2. Compose a simple critical commentary
3. Explain and employ a central principle of CT, the principle of charity
4. Formulate relevant and pertinent questions that help improve arguments and ideas
Learning Resources
Peer Critique Guidelines Handout

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Rough Draft prepared by students prior to class
Class 12. Recognising and Defining a Problem
Contents
Problem Solving
Learning Objectives
1. Appreciate the importance of recognising and defining a problem for finding a solution
2. Distinguish between problems and their symptoms or consequences
3. Apply criteria of severity and importance when identifying problems
4. Propose solutions having employed the five stages of problem solving
Learning Resources
Essential Reading
'Making Rational Decisions'
'Recognising a Problem'
Starkey, Lauren. Critical Thinking Skills Success in 20 Minutes a Day, New York: Learning
Express, 2004.pp11-16
'Defining a Problem'
Express, 2004.pp 17-22
Mary Ellen Guffey 'Five Steps to Better Critical-Thinking, Problem-Solving, and Decision
Making Skills'
www.asa3.org/ASA/education/think/ps-guffey.htm
Class 13. Visualising Problems & Propositions: intro to patterning & graphical or-
ganisation techniques
Content
Graphical techniques & problem solving
Learning Objectives
1. Interpret and sketch an argument or proposition in graphical form
2. Design effective solutions using ingredient diagrams
Learning Resources

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Argument Mapping Tutorials:
[http://austhink.com/reason/tutorials/]
Argument Mapping Resources:
[http://www.austhink.org/critical/pages/argument_mapping.html]
'Argument Mapping'
'Ingredient Diagram'
sion-Making Skills, Hobroken, N.J.: John Wiley & Sons, 2014. 2011.pp65-70
Class 14. How to Persuade & Avoid Being Manipulated: introduction to rhetorical
techniques
Content
Rhetoric, persuasion, media, and advertising
Learning Objectives
1. Appraise the reliability of sources of information
2. Identify common rhetorical techniques and ploys used by others to influence thoughts
and actions
3. Employ eleven guidelines to persuasion in their own arguments
Learning Resources
Essential Reading
'Persuading Others'
Ruggiero, Vincent. Beyond Feelings: a Guide to Critical Thinking, McGraw-Hill Humani-
ties/Social Sciences/Languages, 2011. pp206-218
'Persuasion'
Express, 2004. pp71-78
'Thinking Critically about the Media'
'Common Advertising Ploys'

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'Getting us to Pay Attention: What really drives the media'
Further Reading
Wongsamuth, Nanchanok. “Cash for No Comment.” Bangkok Post, July 20, 2014.
http://www.bangkokpost.com/news/investigation/421368/cash-for-no-comment.
McCargo, Duncan. Politics and the Press in Thailand: Media Machinations, London:
Routledge, 2012.
Class 15. Lateral Thinking I: challenging assumptions
Content
Introduction to creative thinking
Learning Objectives
1. Compare and contrast distinctively lateral and logical approaches to thinking
2. Recognise the role of assumptions in arguments and action
3. Explain three important approaches to lateral thinking: thinking outside the box, abduc-
tive thinking, and impossible thinking
Learning Resources
'What is Creativity?'
'The Need for Innovation'
Sloane, Paul. The Leader’s Guide to Lateral Thinking Skills: Powerful Problem-Solving
Techniques to Ignite Your Team’s Potential, London: Kogan Page, 2003.pp1-10
'Conclusions and Innovation'
sion-Making Skills, Hobroken, N.J.: John Wiley & Sons, 2014.pp155-177
Class 16. Lateral Thinking II: techniques for innovation and creative problem-
solving
Content
Learning Objectives

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1. Employ strategies and habits that encourage creative and lateral thinking, including: chal-
lenging assumptions, asking searching questions, seeking different perspectives, combining
the unusual, breaking the rules.
Learning Resources
'Creative Thinking Habits'
ter, Hobroken, N.J.: John Wiley & Sons, 2011.pp223-231
Sloane, Paul. The Leader’s Guide to Lateral Thinking Skills: Powerful Problem-Solving
Techniques to Ignite Your Team’s Potential, London: Kogan Page, 2003 pp33-80,

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