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1. THINKING SKILLS
Adnan Magsi
Lecturer English
University of Sindh Dadu
Campus

2. Anything you never want to do
& why?

3. Do not believe everything
you think, see, or read

4. THINKING SKILLS
Thinking skills refer to the cognitive abilities and
processes involved in understanding, analyzing, evaluating,
and synthesizing information to solve problems, make
decisions, and generate new ideas.
These skills are fundamental for effective learning,
problem-solving, and decision-making across various
domains of life.

5. MYTHS & MISCONCEPTIONS ABOUT THINKING SKILLS
a. Thinking Skills Are Innate and Cannot Be Developed
b. Critical Thinking Means Being Critical of Everything
c. Creativity Is an Inborn Talent
d. Memory Equals Intelligence
e. There Is Only One Right Way to Think
f. Thinking Skills Are Only Relevant in Academic Settings
g. You Either Have It or You Don't

6. SOME COMMON THINKING SKILLS INCLUDE:
I. Critical thinking
II. Creative thinking
III. Analytical thinking
IV. Problem-solving
V. Decision-making
VI. Metacognition
VII.Logical reasoning
VIII.Reflective thinking
Developing and honing these
thinking skills is essential for
individuals to navigate complex
challenges, adapt to change, and
achieve success in various
personal, academic, and
professional endeavors.

7. CRITICAL THINKING
Critical thinking lies at the heart of intellectual development and is
a cornerstone of academic excellence.
It involves the ability to question assumptions, analyze information
objectively, and make reasoned judgments.
Students equipped with critical thinking skills are proficient at
discerning credible sources, evaluating arguments (look for
evidence, logical reasoning, and support for each perspective), and
drawing well-founded conclusions.

8. CRITICAL THINKING
By encouraging students to engage in activities
such as Socratic questioning, debate, and inquiry-
based learning, educators can cultivate their
capacity for critical thinking, enabling them to
approach challenges with confidence and clarity.

9. PRACTICE: THINK, PAIR, SHARE
Critically Analyze: Information overload
and misinformation on social media.

10. Judge a man [woman] by his
questions rather than his answers. –
Voltaire

11. In today's digital age, social media platforms are inundated
with vast amounts of information, ranging from news articles
and opinion pieces to memes and personal anecdotes.
However, not all of this information is accurate or reliable.
Misinformation, disinformation, and fake news often spread
rapidly, leading to confusion, polarization, and even harm.
Let’s see how critical thinking can be applied to this topic

12. a. Analyzing sources
b. Fact-checking:
c. Evaluating credibility
d. Questioning assumptions
e. Detecting manipulation tactics
f. Promoting critical consumption

13. CREATIVE THINKING
Creativity is the driving force behind innovation and originality.
It involves the ability to generate novel ideas, perspectives, and
solutions to problems.
Cultivating creative thinking skills in students encourages them to
think outside the box, explore unconventional avenues, and express
themselves imaginatively.
Activities such as brainstorming sessions, artistic endeavors, and
design thinking workshops stimulate students' creativity, fostering a
culture of innovation and ingenuity.

14. CREATIVE THINKING
Empowering students to harness their creative
potential not only enhances their academic
performance but also equips them with the agility to
adapt to evolving circumstances in an ever-changing
world.

15. ANALYTICAL THINKING
Analytical thinking entails breaking down complex problems into
manageable components and systematically examining each part to
gain deeper insights.
Students proficient in analytical thinking possess the ability to identify
patterns, discern relationships, and draw logical conclusions.
By incorporating tasks such as data analysis, problem-solving
exercises, and case studies into the curriculum, educators can sharpen
students' analytical skills, honing their capacity to approach challenges
with methodical precision.

16. THINKING FRAMEWORKS
Thinking frameworks are structured approaches or models that
provide a systematic way to approach problem-solving, decision-
making, and critical thinking.
These frameworks offer a set of principles, processes, and
strategies to organize information, analyze data, and generate
insights.

17. The five Ws and one H
The Socratic Method: Wisdom through Questioning
PESTLE Analysis
Mind Map: Spark Creativity and Effective Thinking
A Rainbow of Ideas: Edward De Bono’s Six Thinking
Hats
Lateral Thinking: Think Beyond Obvious
Systems Thinking: Connecting dots
THINKING FRAMEWORKS

18. THINKING FRAMEWORKS
Design Thinking: Generating Creative Solutions to
Complex Problems
SCAMPER Method
The ABCD Method
The SWOT Analysis
THEVES Method of Thinking & Studying
Brainstorming & Reverse Brainstorming

19. ASSUMPTIONS, IMPLICIT BIASES AND
PRE-CONCEIVED NOTIONS
Assumptions are underlying beliefs or ideas that are taken
for granted without necessarily being explicitly stated or
proven. In critical thinking, identifying assumptions involves
recognizing the implicit ideas or expectations that influence
our thinking and decision-making.

20. IMPLICIT BIASES
Implicit biases are unconscious attitudes or stereotypes
that affect our understanding, actions, and decisions in
subtle ways, often without our awareness. These biases can
be based on factors such as race, gender, age, or
socioeconomic status.
For Example, in a hiring process, a manager might
subconsciously favor candidates who share similar
backgrounds or characteristics to their own, even if they
consciously believe in equal opportunity. This implicit bias
can lead to unintentional discrimination against qualified
candidates from underrepresented groups.

21. PRE-CONCEIVED NOTIONS
Pre-conceived notions are preconceived ideas or beliefs that
individuals hold about a particular subject, often based on personal
experiences, cultural influences, or societal norms. These notions can
shape our perceptions and interpretations of new information.
Example: A person who has always lived in a rural area might
have pre-conceived notions about city life, assuming it to be
chaotic, stressful, and impersonal. However, upon visiting a city and
experiencing its diverse culture, amenities, and opportunities, they
may realize that their initial assumptions were incomplete or
inaccurate.

22. LOGICAL FALLACIES OR ERRORS IN REASONING
Logical fallacies, also known as errors in
reasoning, are flaws in the structure or content of an
argument that render it invalid or unreliable. These
fallacies can distort reasoning, weaken arguments,
and mislead audiences.

23. AD HOMINEM
Ad Hominem: This fallacy involves attacking the person
making an argument rather than addressing the argument
itself.
Example: "You shouldn't listen to Dr. Smith's research on
climate change. He's been divorced three times, so he
obviously can't be trusted."

24. APPEAL TO AUTHORITY
Appeal to Authority: This fallacy occurs when an
argument relies on the opinion of an authority figure
rather than on evidence or reasoning.
Example: "Because Elon Musk believes that artificial
intelligence is a threat to humanity, we should all be
concerned about its potential dangers."

25. HASTY GENERALIZATION
Hasty Generalization: This fallacy involves drawing
a conclusion based on insufficient or biased
evidence.
Example: "I met two rude people from France, so all
French people must be rude."

26. ESSENTIAL MODERN TEXTS FOR MENTAL
AGILITY AND ADAPTABILITY
1. Thinking, Fast and Slow by Daniel Kahneman
2. The Art of Thinking Clearly" by Rolf Dobelli
3. The Five Elements of Effective Thinking by
Edward Burger and Michael Starbird
4. Black Box Thinking by Matthew Syed