Lfs 109 chapter 1 winter
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The document discusses critical thinking and different approaches to processing information. It describes the "sponge approach" which focuses on absorbing as much information as possible without evaluation. In contrast, the "panning for gold" approach requires asking questions, reflection, and active evaluation of information to uncover the best conclusions. Strong-sense critical thinking aims to strengthen initial beliefs through evaluation rather than forcing changes. Critical thinking skills improve writing, speaking, and understanding different perspectives. The document encourages considering barriers to critical thinking and exploring the concept of "group think".
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Lfs 109 chapter 1 winter
- 1. ▪ "Reason obeys itself: ignorance submits to what is dictated to it." - Thomas Paine
- 7. ▪ Critical Thinking begins with the desire to improve what we think
- 8. Being aware there is a set of interrelated critical questions The ability and willingness to ask and answer them at appropriate times ▪ Don’t be this guy:
- 9. This is not rhetorical.
- 10. ▪ The critical questioning will help you: ▪ React critically ▪ Judge the quality
- 11. ▪ Form an argument ▪ Write an essay based on a reading assignment ▪ Participate in class
- 12. Sponge Approach Panning for Gold
- 13. ▪ Sponge Approach ▪ Most commonly used thinking style ▪ Encourages “absorbing” as much information as you are able
- 14. ▪Does not require strenuous mental effort ▪Provides no method for deciding which information to believe and which to reject
- 15. ▪ You read carefully trying to remember as much information as you can.
- 16. ▪ Underline key words and phrases ▪ Take notes summarizing the major topics/points
- 17. ▪ Your mission is to understand what the author has to say
- 18. ▪ You memorize the reasoning, but do not evaluate it.
- 20. ▪Requires you to ask frequent questions ▪Reflect on the answers
- 22. ▪ You will ask yourself a series of questions to uncover the best decision or conclusion
- 23. ▪ You will critically evaluate the material and base your conclusions from your evaluation.
- 24. ▪ You will write notes in the margins noting any problems with the reasoning. ▪ You will continually interact with the material
- 25. ▪ The “Right Answer” myth ▪ With human behavior is there always a right answer?
- 26. ▪ Do you think that a right answer for me may be a right answer for you? ▪ Why? ▪ Why not?
- 28. ▪ Most of you already have opinions about personal and social issues. ▪ Abortion ▪ Gun control ▪ Welfare
- 29. ▪ You bring these initial opinions with you to what you hear and read ▪ You need to use your critical thinking skills to ▪ evaluate and revise your initial beliefs
- 31. ▪ You use weak- sense critical thinking if you are unconcerned with moving toward truth or virtue.
- 33. ▪ Does not force you to give up initial beliefs. ▪ Can provide a basis for strengthening those beliefs.
- 35. ▪ What are the right questions to ask? ▪ What are the issues and the conclusions? ▪ What are the reasons? ▪ Which words or phrases are ambiguous? ▪ What are the value and descriptive assumptions? ▪ Are there any fallacies in the reasoning? ▪ How good is the evidence? ▪ Are there rival causes? ▪ Are the statistics deceptive? ▪ What significant information is omitted? ▪ What reasonable conclusions are possible?
- 36. ▪ The skills you will learn as a critical thinker will greatly improve your writing and speaking.
- 37. ▪ Critical thinking will enhance your understanding of other people and their expectations.
- 39. ▪ Get text book- read chapters 1-3 ▪ Thoroughly complete homework (due next wed.) ▪ Think about possible barriers that could interfere with your ability to critically think. ▪ Come to the film on Monday ▪ Think about the concept “Group Think”