2. www.mollydwyer.com
Molly has a Masters degree in
English, and PhD in
Philosophy & Religion. She
has taught Freshman
Composition in community
college for over 15 years and is
an award-winning novelist.
3. Critical Thinking
English 205, Mendocino College, Ukiah, CA
Instructor: Molly Dwyer, PhD.
http://criticalthinking-mc205.wikispaces.com
6. Thinking
Thinking is not a natural
process of human
consciousness. You may say,
“Sure it is. Everybody
thinks.” I have news for you:
very few people think. Most
people react, and then pass
that off as thinking.
Thinking is the cause of
things. Reaction is the
effect.
—John-Roger, The Power Within You
7. How often are you actually thinking, and how often are you
reacting? You are probably reacting about 90% of the time. For
the most part, you are reacting either to your previous
reactions or to someone else's reactions. It's a long chain of
effect and effect and effect. It's like dominos: you hit one and
they all go.— John-Roger, The Power Within You
16. “I am an optimist. It does not seem to be
much use being anything else.”
—Winston Churchill
This simple argument contains a
premise and a conclusion. The
premise is the reason for
Churchill’s conclusion that being
an optimist is justifiable.
17. “I am an optimist. It does not seem to be much
use being anything else.”
—Winston Churchill
18. How do we decide what to think?
World View, Belief Systems, & Paradigms
19. World View, Belief System & Paradigm
We use these words to talk about the
intellectual structures that define the way
we think about reality. They help us
describe and understand how we view
existence and the world we live in. They
are the patterns of thought that underlie
our collective intelligence, and they
determine how we make meaning. These
structures can change individually and/or
collectively.
20. World View
A World View is a framework of ideas and beliefs through
which we interpret the world and interact with it.
21. Until sometime near the close of the 15th century (Columbus sailed in
1492), the vast majority of commoners believed the earth was flat.
This idea formed the common world view.
23. Soviet Union & Communism
A World View often has hidden
implications.
24. Paris
architecture is
quite different
from what’s
commonly found
in the US. And a
simple thing like
architecture can
influence our
world view, that
is, what we take
for granted.
25. Belief Systems
A belief system
answers questions
about life and
death and about
consciousness and
the existence of
higher or more
evolved forms of
power.
27. Paradigms shift as our understanding of reality shifts.
We move, for example, from an earth-centered universe
to a sun-centered solar system, to a universe full of
galaxies.
28. An optical illusion can be a visual cue for understanding the
implications of a paradigm shift. The same information looks
different. Is it a Duck or a Rabbit? There are three ways to see it:
Rabbit, Duck, both. Those who see it only one way find it difficult to
agree about the truth, about what the information means or represents.
35. There is something “out there,” but it is not what we see (or
experience with our senses). What we see bears some
relationship to what is “out there,” to be sure, but what we see
is selective. We attend to what’s important to our survival.
36. What is Perception?
The electromagnetic spectrum extends from low frequencies used for
radio communication to radioactive gamma rays. Radiation is energy
that travels and spreads out as it goes—visible light and the radio waves
that come from a radio station are both electromagnetic radiation. So are
x-rays. The electromagnetic spectrum is infinite and continuous.
39. Understanding the Brain
The human brain is not like a computer, it’s more
like a lush rain forest, an organic living system, a
living jungle of dense neuron arbors.
41. Information flows from one neuron to another across
a small gap called a synapse. Communication of
information between neurons is accomplished by the
movement of chemicals called neurotransmitters.
42. How does the human
mind work?
The mind is mostly
intra-connected,
mostly focused
inward on itself. It
is a process, not a
thing.
43. We are a symbolic species. We
engage in thought in ways no other
species appear to, and we use
symbolic, written languages. We live
in a world no other species can
access. Ours is a shared “virtual
world” of thought-designed stories—
stories of “real” experience, invented
stories, stories that imply hidden or
esoteric meaning, stories we use to
explain and organize our
understanding of the world, stories
about the way things are.
44. Here’s a story
about sea squirts.
Infant sea squirts
are a little like
tadpoles. They
have a notochord,
the simplest
manifestation of
brain tissue. It’s a
rod-like structure
that stiffens their
tail and allows
them to move.
45. As the sea squirts mature, however, they began to feel a
vague sense of desire to find others of their kind and
settle down in one place and become part of a colony.
46. The Sea Squirt’s last decision is undoubtedly its most dramatic. One might
even call it sacrificial. Once these little squirts are safely situated, they seem to
recognize, however vaguely, that there are no decisions left to be made...
47. And having no
use for their
metabolically
demanding
brains, they eat
them—and, one
hopes, enter into
sea squirt
nirvana.
48. There are two morals to the sea squirt story. The
first is that your brain is metabolically
expensive, the most demanding organ in your
body. Use it or lose it.
49. The other moral of the story is that there is a moral. Which is to
say that we humans are symbolic creatures. We constantly engage
in representations of reality, living essentially in a virtual reality
defined and created by symbols.
50. How we learn
Accommodation
There are two complementary
processes of adaptation and
learning described by child
psychologist Jean Piaget.
Existing mental constructs are changed to
accommodate new concepts and external realities.
51. Assimilation
New ideas and concepts are simplified to fit pre-existing mental
constructs and cognitive structures. Information is interpreted in
terms of existing ideas. Adults tend to stick to this kind of thinking.
52. So, what is Critical
Thinking? It teaches
us how to become
aware of our mind,
and its inner
workings.
53. Critical Thinking teaches us
how to respond to the world
we live in… to the political
and moral choices that face
us, to the events of the world
that confuse and frighten us.
It helps us explore aspects of life we may tend to ignore
because they are difficult, even painful to address.
54. Critical Thinking teaches us to think
consciously, deliberately, and
skillfully; to live well and to make
meaningful, powerful choices.
55. It helps us
develop our
minds in the
same way
physical exercise
helps us develop
our bodies.
56. So we can
choreograph our
own unique
dance, think for
ourselves, follow
the beat of our
own inner drum.
58. We are here to learn how to
think better, to discover the
strings that control our
minds, and learn how to
resist their tug. We are here
to discover how to take more
control of our own thinking
processes.
59. We are not here to argue,
not here to convince others
they must think like we do.
Our concern in this class is
not with the claim itself.
Our concern is with the
argument behind the claim,
the thinking that is used to
construct the claim. Our task
is to develop reasoning that
either proves or disproves that
claim—reasonably, rationally, skillfully, intelligently, successfully, and
most important—to the best of our ability, truthfully.
Editor's Notes
Since the dogs didn’t bark the night of the murderer broke into the barn where Silver Blaze was stabled, Holmes concludes the dogs knew the murderer. His premise leads to an accurate conclusion.
Churchill was the Prime Minister of Britain during World War II, (1940-45). During that time London was under siege. It was being bombed by Hitler’s Germany and Hitler seemed to be winning. It was a frightening time for the British and the world in general. People were discouraged. Still, Churchill’s premise is that there’s no advantage in not being an optimist even in the worst of times. His conclusion, arrived at from his premise, is therefore “I am an optimist.”
The retina collects light and sends signals to a network of neurons that then generate electrical impulses in the brain. The brain processes the impulses and determines what we are seeing. Understanding what we see mostly happens in the brain. This is why we are susceptible to optical illusions. Do we know what the world looks like? We know approximately what it looks like.
What a hawk perceives when it tracks a mouse scampering across a field, is the result of the evolutionary relationship, the predator-prey dynamic that has long existed between them. Were you in your hang-glider to pace the hawk and watch the ground below, what you would see would be different. Your ocular system is not equipped to catch a mouse hundreds of feet below, nor is your brain. We assume what the human sees is the “what” of what is out there, and what the hawk sees is a deviation from that standard. In fact, what the human sees is no more standard than what the hawk sees. Both are the result of the dynamics between the brain and the environment being negotiated. We interpret more than we perceive the world.
There is something “out there,” but it is not what we see (or experience with our senses). What we see bears some relationship to what is “out there,” to be sure, but what we see is selective. We attend to what’s important to our survival.
We are a symbolic species. We engage in thought in ways no other species appear to, and we use symbolic, written languages. We live in a world no other species can access. Ours is a shared “virtual world” of thought-designed stories—stories of “real” experience, invented stories, stories that imply hidden or esoteric meaning, stories we use to explain and organize our understanding of the world, stories about the way things are.
There are two morals to the sea squirt story. The first is that your brain is metabolically expensive, the most demanding organ in your body. Use it or lose it. The brain is the most metabolically active organ in the body. It consumes up to ten times more energy than the average of the whole human body, can burn only pure glucose, and has little capacity to store reserves.