This document outlines the objectives and content of a university course on critical thinking. It aims to help students understand what critical thinking is, recognize its benefits, and identify ways to improve their skills. The document discusses examining ideas objectively, seeking multiple perspectives in arguments, and testing claims and evidence. It emphasizes developing reasoning abilities and applying higher-order thinking. Students are introduced to concepts like forming arguments, using evidence, and maintaining a skeptical yet trusting approach. They are given examples of arguments and engage in activities analyzing short passages to practice critical evaluation skills.

1. Critical Thinking (CT)
Week 1
University of Southampton School of Humanities

2. Course Objectives
1.Understand what CT is
2. Recognise the benefits of CT
3. Recognise qualities needed
for CT
4. Recognise barriers to
development of critical
thinking
5. Identify ways to improve
your CT

3. What is CT?
 To think critically is to examine ideas, evaluate them against what you already
know and make decisions about their merit
 The aim of critical thinking is to try to maintain an ‘objective’ position. When you
think critically, you weigh up all sides of an argument and evaluate its strengths
and weaknesses.
 So, critical thinking skills entail:
 Actively seeking all sides of an argument
 Testing the soundness of claims made
 Testing the soundness of the evidence used to support the claims.
NB Good academic writing aims for objectivity. Keep an eye out for phrases such as:
‘it can be argued that’
‘tends to’
‘there is evidence to suggest’

4. Why CT?
 Writing academically means that you must be able to defend an argument against
charges such as bias, lack of supporting evidence or incompleteness.
 Thinking critically will also help you to create strong arguments of your own (for
example, in assignments).
 If you learn and practice effective critical thinking skills early on in your studies
will contribute at many levels in your academic life. You will be able to analyze
and evaluate – and compare and contrast – the value of particular materials,
including theories, methods, concepts and the major debates that have been
presented.
 Developing critical thinking skills will allow you to develop more reasoned
arguments for your assignments, projects and examination questions. You will be
able to use and draw on evidence to justify your own arguments and ideas. In
addition, you will be able to synthesise your own thoughts with differing
theorists/researchers

5. Being an independent learner
Evaluate
make judgments about the value of information
Synthesise
combine and form ideas into something new
Analyze
Make a methodological and detailed examination
Apply
Use Knowledge
Comprehend
Have understanding
Know
Be aware, remember information
“You may encounter some activities during your
study that don’t require high levels of critical
thinking. For example, some multiple-choice
questions might simply elicit your knowledge and
understanding of your topic.
However, essay- and report-style assignments
frequently demand interpretation and synthesis
skills. Part of this is using ‘higher order thinking
skills’. These are the skills used to analyse and
manipulate information (rather than just
memorise it).
These higher-order thinking skills are the same as
critical thinking skills.”
(OU, 2015)

6. CT: Scepticism and trust
 Scepticism: doubt as to the truth of something
 Trust: Firm belief in the reliability, truth, or ability of someone or something
 CT involves the ability to reflect sceptically and
 The ability to think in a reasoned way
 Scepticism in CT means a reasonable element of doubt, this is NOT the same
as rejecting everything you see and hear

7. What is an argument?
 Arguments have reasons (R)
 Arguments are meant to be persuasive (USE EVIDENCE)
 Arguments have a conclusion (C)

8. A simple example
 Most people who visit zoos want to see animals. (R1)
 Displays can never excite us in the same way as seeing real lions and tigers.
(R2)
 Therefore, zoos need to concentrate on providing lots of living animals rather
than displays of them. (C)
 R1 + R2 = C

9. Is this an argument?
 Some zoos are trying to save endangered species in order to return them to
the wild. Wildlife programmes on television are very popular. Safari parks
provide an opportunity for people to see animals wandering freely.
 The pollution in our rivers is increasing at a fast rate. The more polluted a
river is, the more damage is done to the animals that live there. Therefore,
many of the creatures living in the rivers will disappear.

10. What arguments can you think of for…
 Should marijuana be legalized?
 Should university be free to all?
 Should Southampton have a metro?
 Should Europe accept more refugees?
 Should we use 100% green energy?
 Should the freedom of religious expression (including wearing the niqab) be
allowed in all places across Europe?
 Should Britain leave the EU?
 Should the UK bomb ISIS in Syria?

11. Features of an argument
Feature Description
1. Position Authors may have a position which they attempt to
persuade readers to accept
2. Reasons Reasons support the conclusion and are also known as
‘contributing arguments
3. A line of reasoning A set of reasons, presented in a logical order. NB In a
poor line of reasoning it can be hard to see how each
reason contributes to the conclusion
4. Conclusion Arguments usually lead to a conclusion, this is the
position the author wants you to accept
5. Persuasion An author may use logos (logic/reason), pathos (an
appeal to emotions), or ethos (an appeal to credibility)
to try to convince. Academic work usually relies mainly
on logos.
6. Signal words and
phrases
Words which help audience follow direction of argument

12. Activity 1 – Activity Handout

13. Scepticism and Trust: Activity 1
Read the extract from the article (handout) and then consider the
following:
1) What is the author’s argument in the extract?
2) Consider if you personally agree with what the author writes
3) How certain are you that what the author writes is true? Why?
4) What can you find in the extract that you might consider reliable
evidence for the author’s argument?
5) Is there anything the author rights which you might doubt/be
sceptical of? Why?
6) Do you think the author has a certain agenda/position or makes
certain assumptions? If so, what?
7) Can you think of any counterarguments to the author’s position?
8) Overall, describe how sceptical you are of this piece of writing
as evidence and how much you would trust it as a reliable source

14. Activity 2 – Activity Handout

15. Activity 2
Read the extract from the article (handout) and then consider the
following, comparing it to your answers for Activity 1:
1) What is the author’s argument in the extract?
2) Consider if you personally agree with what the author writes
3) How certain are you that what the author writes is true? Why?
4) What can you find in the extract that you might consider reliable
evidence for the author’s argument?
5) Is there anything the author rights which you might doubt/be
sceptical of? Why?
6) Do you think the author has a certain agenda/position or makes
certain assumptions? If so, what?
7) Can you think of any counterarguments to the author’s position?
8) Overall, describe how sceptical you are of this piece of writing as
evidence and how much you would trust it as a reliable source
9) Discuss the reasons you would/would not include either of the
extracts as evidence in academic work

16. Review
 Discussed objectives
 Discussed what CT is and why we use it
 Looked at being an independent learner
 Looked at scepticism and trust in CT
 Discussed what an argument is, looked at examples and had own arguments
 Began looking critically at two contrasting pieces in the British media

17. Questions?

18. Sources for readings extracts
 http://www.independent.co.uk/voices/editorials/make-your-voice-heard-
sign-the-independents-petition-to-welcome-refugees-10483488.html
 http://www.dailymail.co.uk/debate/article-3221855/RICHARD-LITTLEJOHN-
child-s-death-tragic-not-fault.html

19. References
 Cottrell, S. (2005) Critical Thinking Skills. London:Palgrave