The document discusses the importance of critical and creative thinking. It provides Martin Luther King Jr.'s quote that education should teach one to think critically and intelligently. Critical thinking is needed to solve complex problems. Examples of fallacies in reasoning are given, as are tips for becoming a critical thinker, such as examining sources and asking questions. Kohlberg's stages of moral development and how they relate to critical thinking are explained. Creative thinking techniques like brainstorming and visualization are also discussed. The document emphasizes developing creativity and using humor and laughter to find happiness in life.

1. ThinkingThinking
CriticallyCritically
and Creativelyand Creatively

2. ““The function of education isThe function of education is
to teach one to thinkto teach one to think
intensively and to thinkintensively and to think
critically. Intelligence pluscritically. Intelligence plus
character—that is the goal ofcharacter—that is the goal of
true education.”true education.”
Martin Luther King, Jr.Martin Luther King, Jr.

3. Critical thinking is needed to solveCritical thinking is needed to solve
the complex problems in the worldthe complex problems in the world
today.today.

4. For example:For example:
“Now that I look back, I realize that a“Now that I look back, I realize that a
life predicated on being obedient andlife predicated on being obedient and
taking orders is a very comfortabletaking orders is a very comfortable
life indeed. Living in such a waylife indeed. Living in such a way
reduces to a minimum one’s ownreduces to a minimum one’s own
need to think.”need to think.”
--Adolph Eichman who played a central role
in the killing of six million Jews

5. Fallacies in ReasoningFallacies in Reasoning
Patterns of incorrect reasoningPatterns of incorrect reasoning

6. Appeal to A QuestionableAppeal to A Questionable
AuthorityAuthority
Example: Using sports figures toExample: Using sports figures to
endorse productsendorse products

7. Jumping to ConclusionsJumping to Conclusions
A hasty generalizationA hasty generalization
Example: One college student does notExample: One college student does not
pay back a loan. The bank managerpay back a loan. The bank manager
concludes that students are poor risksconcludes that students are poor risks
for loans.for loans.

8. Making GeneralizationsMaking Generalizations
Assume all members of the group areAssume all members of the group are
the samethe same
Example: All lawyers are greedy.Example: All lawyers are greedy.

9. Attacking the PersonAttacking the Person
We attack the person rather thanWe attack the person rather than
discussing the issuediscussing the issue
Example: Attacking the President toExample: Attacking the President to
sidetrack the issuessidetrack the issues

10. Appeal to Common BeliefAppeal to Common Belief
Just because it is common belief doesJust because it is common belief does
not make it truenot make it true
Example: At one time people believedExample: At one time people believed
that the world was flatthat the world was flat

11. Common PracticeCommon Practice
If everyone does it, it must be OKIf everyone does it, it must be OK
Example: It’s OK to cheat on yourExample: It’s OK to cheat on your
taxes. Everyone else does.taxes. Everyone else does.

12. Appeal to TraditionAppeal to Tradition
We’ve always done it that wayWe’ve always done it that way
Example: Some jobs are only for menExample: Some jobs are only for men
and others only for womenand others only for women

13. Two WrongsTwo Wrongs
It is OK to do something wrong becauseIt is OK to do something wrong because
other people do itother people do it
Example: Someone cuts you off on theExample: Someone cuts you off on the
freeway so you pull in front and cutfreeway so you pull in front and cut
them offthem off

14. Slippery SlopeSlippery Slope
Dire consequencesDire consequences
Example: If you fail this class, you are aExample: If you fail this class, you are a
failure for lifefailure for life

15. Wishful ThinkingWishful Thinking
An extremely positive outcome isAn extremely positive outcome is
proposed to distract from logicproposed to distract from logic
Example: Get rich quick schemesExample: Get rich quick schemes

16. Appeal to Fear or ScareAppeal to Fear or Scare
TacticsTactics
Emotions interfere with rational thinkingEmotions interfere with rational thinking
Example: Political advertisements thatExample: Political advertisements that
describe dire consequencesdescribe dire consequences

17. Appeal to PityAppeal to Pity
Again, emotions replace logicAgain, emotions replace logic
Example: Sob storyExample: Sob story

18. Appeal to LoyaltyAppeal to Loyalty
Group behavior, right or wrongGroup behavior, right or wrong
Example: Voting for the candidate whoExample: Voting for the candidate who
appears most popularappears most popular

19. Appeal to PrejudiceAppeal to Prejudice
A stereotype in which all members of aA stereotype in which all members of a
group are judged to be the samegroup are judged to be the same
Example: Racial prejudicesExample: Racial prejudices

20. Appeal to VanityAppeal to Vanity
Making complimentsMaking compliments
Example: “Apple polishing”Example: “Apple polishing”

21. Post Hoc Reasoning or FalsePost Hoc Reasoning or False
CausesCauses
Cause and effect are not relatedCause and effect are not related
Example: SuperstitionsExample: Superstitions

22. Straw Men or WomenStraw Men or Women
Create an image of someoneCreate an image of someone
else, like a scarecrow, toelse, like a scarecrow, to
discredit the persondiscredit the person
Example: Political speechesExample: Political speeches
which paint the opponent in anwhich paint the opponent in an
unfavorable lightunfavorable light

23. Cult BehaviorCult Behavior
Beliefs for which hard evidence isBeliefs for which hard evidence is
lackinglacking
Example: Cults such as Heaven’s GateExample: Cults such as Heaven’s Gate
The opposite of critical thinkingThe opposite of critical thinking
Blindly following a charismatic leaderBlindly following a charismatic leader
Belonging to a groupBelonging to a group

24. Critical Thinking Over theCritical Thinking Over the
InternetInternet
Beware of appearances.Beware of appearances.
What is the source?What is the source?
Why was the information posted?Why was the information posted?
What is the date of the Web site?What is the date of the Web site?
Can the information be verifiedCan the information be verified
elsewhere?elsewhere?

25. Beware of ScamsBeware of Scams
It’s too good to be trueIt’s too good to be true
There is a rush to make a decisionThere is a rush to make a decision
You have to pay money or give yourYou have to pay money or give your
credit card numbercredit card number
High pressure, time limitsHigh pressure, time limits
Prizes and big promisesPrizes and big promises
The word “free”The word “free”

26. How to Become a CriticalHow to Become a Critical
ThinkerThinker

27. The Critical Thinking ProcessThe Critical Thinking Process
State the problem in a clear wayState the problem in a clear way
Identify the alternative viewsIdentify the alternative views
Watch for fallacies in reasoningWatch for fallacies in reasoning
Find at least 3 different answersFind at least 3 different answers
Construct your own reasonable viewConstruct your own reasonable view

28. Tips for Critical ThinkingTips for Critical Thinking
Beware of your mind-setBeware of your mind-set
Be willing to say, “I don’t know.”Be willing to say, “I don’t know.”
Practice tolerancePractice tolerance
Understand different points of viewUnderstand different points of view
Understand before criticizingUnderstand before criticizing
Emotions get in the way of clearEmotions get in the way of clear
thinkingthinking
Examine the sourceExamine the source

29. Questions for Critical ThinkersQuestions for Critical Thinkers
Who said it?Who said it?
What makes the author think so?What makes the author think so?
So what?So what?

30. Critical Thinking and MoralCritical Thinking and Moral
ReasoningReasoning

31. Level 1: Pre-Conventional MoralityLevel 1: Pre-Conventional Morality
Obedience and punishment:Obedience and punishment:
Heinz should not steal the drug becauseHeinz should not steal the drug because
it is against the law.it is against the law.
Heinz should steal the drug because theHeinz should steal the drug because the
pharmacist is asking too much moneypharmacist is asking too much money
for it.for it.

32. Level 1: Pre-Conventional MoralityLevel 1: Pre-Conventional Morality
Individualism and exchange:Individualism and exchange:
Heinz should not steal the drug becauseHeinz should not steal the drug because
he will be unhappy if he goes to prison.he will be unhappy if he goes to prison.
Heinz should steal the drug because heHeinz should steal the drug because he
will be happier if he can save his wife.will be happier if he can save his wife.

33. Level 2: Conventional MoralityLevel 2: Conventional Morality
Interpersonal relationships:Interpersonal relationships:
Heinz should not steal the drug becauseHeinz should not steal the drug because
stealing is bad and he is not a criminal.stealing is bad and he is not a criminal.
Heinz should steal the drug because he isHeinz should steal the drug because he is
a good husband and wants to take carea good husband and wants to take care
of his wife.of his wife.

34. Level 2: Conventional MoralityLevel 2: Conventional Morality
Maintaining social order:Maintaining social order:
Heinz should not steal the drug becauseHeinz should not steal the drug because
the law prohibits stealing. If everyonethe law prohibits stealing. If everyone
broke the law, there would be no orderbroke the law, there would be no order
in society.in society.
Heinz should steal the drug, but beHeinz should steal the drug, but be
prepared to accept the punishment andprepared to accept the punishment and
repay the druggist.repay the druggist.

35. Level 3: Post-Conventional MoralityLevel 3: Post-Conventional Morality
Social contract and individual rights:Social contract and individual rights:
Heinz should not steal the drugHeinz should not steal the drug
because a scientist has a right to fairbecause a scientist has a right to fair
compensation which encourages newcompensation which encourages new
research.research.
Heinz should steal the drug becauseHeinz should steal the drug because
everyone has the right to life,everyone has the right to life,
regardless of the law.regardless of the law.

36. Level 3: Post-Conventional MoralityLevel 3: Post-Conventional Morality
Universal principles:Universal principles:
Heinz should not steal the drug becauseHeinz should not steal the drug because
others may need the drug just as badlyothers may need the drug just as badly
and all lives are equally important.and all lives are equally important.
Heinz should steal the drug becauseHeinz should steal the drug because
saving a human life is more importantsaving a human life is more important
than property rights.than property rights.

37. What resolution doesWhat resolution does
Kohlberg suggest?Kohlberg suggest?

38. Creative ThinkingCreative Thinking

39. Creative thinking is part of theCreative thinking is part of the
critical thinking process. Usecritical thinking process. Use
it for:it for:
Generating alternativesGenerating alternatives
Thinking of possibilitiesThinking of possibilities
Creative problem solvingCreative problem solving
Creating new ideasCreating new ideas
Using more of your potentialUsing more of your potential

40. The Creative IndividualThe Creative Individual
Asks, “Why?”Asks, “Why?”
Is curious about the worldIs curious about the world
Looks at many possibilities orLooks at many possibilities or
alternatives (divergent thinking)alternatives (divergent thinking)

41. The Three S’s of CreativityThe Three S’s of Creativity
SensitivitySensitivity
SynergySynergy
SerendipitySerendipity

42. Uses the senses to discover the worldUses the senses to discover the world
Asks, “Why does this happen?”Asks, “Why does this happen?”
““How can I do this?”How can I do this?”
Problem finders as well as problemProblem finders as well as problem
solverssolvers

43. Two or more elements are associatedTwo or more elements are associated
in a new way and the result is greaterin a new way and the result is greater
than the sum of the partsthan the sum of the parts
Example: “Two heads are better thanExample: “Two heads are better than
one.”one.”

44. Unexpected discoveriesUnexpected discoveries
Lucky accidentsLucky accidents
Some examples . . . .Some examples . . . .

45. Creative Thinking TechniquesCreative Thinking Techniques

46. BrainstormingBrainstorming
Quantity without regardQuantity without regard
to quality as a first stepto quality as a first step
Time limitTime limit
Goal or quotaGoal or quota
Wild and unusual is goodWild and unusual is good
Use synergy by doing it in a groupUse synergy by doing it in a group
Use fantasy and imaginationUse fantasy and imagination
Select the best ideas as a last stepSelect the best ideas as a last step

47. Brainstorming Exercise:Brainstorming Exercise:
The PeanutThe Peanut

48. Look at your peanut.Look at your peanut.
How is this peanutHow is this peanut
like you?like you?

49. Can you come up with 10Can you come up with 10
answers in 3 minutes?answers in 3 minutes?

50. Let’s hear your creative ideas.Let’s hear your creative ideas.

51. How is this peanut like you?How is this peanut like you?
It’s wrinkled, like me.It’s wrinkled, like me.
It’s brown, like me.It’s brown, like me.
It cracks under pressure.It cracks under pressure.
What you see is not always what youWhat you see is not always what you
get.get.
Everyone is different.Everyone is different.
It just sits in class.It just sits in class.

52. How is this peanut like goingHow is this peanut like going
to college?to college?
Let’s use some synergy andLet’s use some synergy and
work together on this one.work together on this one.

53. How many answers can weHow many answers can we
come up with in 5 minutes?come up with in 5 minutes?
You can steal other people’sYou can steal other people’s
ideas.ideas.

54. How is this peanut like goingHow is this peanut like going
to college?to college?
There are 2 nuts inside. One is theThere are 2 nuts inside. One is the
teacher and one is the student.teacher and one is the student.
We’re all nuts to a degree!We’re all nuts to a degree!
College drives me nuts!College drives me nuts!
It’s rough.It’s rough.
We both went to class today.We both went to class today.

55. Elements of CreativityElements of Creativity
Use the pressure of a time limit.Use the pressure of a time limit.
Use a goal or quota.Use a goal or quota.
Be relaxed.Be relaxed.
Suspend judgment.Suspend judgment.
Focus your attention.Focus your attention.
Have fun with it.Have fun with it.
Use a different perspective.Use a different perspective.

56. More TechniquesMore Techniques

57. Relaxed AttentionRelaxed Attention
Think about itThink about it
Relax and let it incubateRelax and let it incubate
The creative inspirationThe creative inspiration
is the aha!is the aha!

58. Use Relaxed Attention inUse Relaxed Attention in
StudyingStudying
If you get stuck on a problem, relax andIf you get stuck on a problem, relax and
come back to it latercome back to it later
You are likely to come up with aYou are likely to come up with a
creative inspiration while relaxingcreative inspiration while relaxing
Come back to the problem and solve itCome back to the problem and solve it

59. Idea FilesIdea Files
Ideas you findIdeas you find
interestinginteresting
Can you thinkCan you think
of examples?of examples?

60. Visualization and ImaginationVisualization and Imagination
Useful for:Useful for:
MemoryMemory
RelaxationRelaxation
CreativityCreativity

61. Exercise:Exercise:
Using VisualizationUsing Visualization
and Imaginationand Imagination

62. Can you make the light go on?Can you make the light go on?

63. More Creativity TechniquesMore Creativity Techniques
ReadRead
Keep a journalKeep a journal
Think criticallyThink critically

64. Keys to Success:Keys to Success:
Learn to Laugh at LifeLearn to Laugh at Life

65. Have a laugh at life and lookHave a laugh at life and look
around for happiness insteadaround for happiness instead
of sadness.of sadness.
----Red SkeltonRed Skelton

66. The physical act of smilingThe physical act of smiling
makes you feel happier.makes you feel happier.

67. If you do not feel happy, smileIf you do not feel happy, smile
and pretend to be happy.and pretend to be happy.
Smiling produces seratonin which is aSmiling produces seratonin which is a
neurotransmitter linked with feelings ofneurotransmitter linked with feelings of
happinesshappiness

68. So, smile and be happy. UseSo, smile and be happy. Use
your creativity to make someyour creativity to make some
positive changes in your life.positive changes in your life.