This document discusses critical thinking skills and provides a 5-step model for critical thinking:
1. Stop and think before diving into an issue to focus thoughts.
2. Recognize assumptions and separate facts from fiction by questioning one's own positions and theories.
3. Remain objective and avoid bias when evaluating information by considering multiple perspectives.
4. Draw conclusions by making logical decisions after separating facts from assumptions and objectively analyzing information.
5. Plan a course of action by considering next steps like sharing findings or solving a problem.
LaneThinking about Thinking Using the Elements of Thoug.docxsmile790243
Lane
Thinking about Thinking:
Using the Elements of Thought to
Determine the Logic of _____
Assess your writing
Assess someone else’s writing
Assess or evaluate _________
The elements of thought are...
Purpose of
the
Thinking
goal, objective
Concepts
theories,
definitions,
axioms, laws,
principles,
models
Assumptions
Information
data, facts,
observations,
experiences
Points of
View
frame
of reference,
perspective,
orentation
Question at
issue
problem
Interpretation &
Inference
conclusions, solutions
Consequences
and
Implications
THINKING ABOUT THINKING
How can we know what to believe when the facts are confusing and experts disagree? As you learn about environmental science-in this book and elsewhere-you will find many issues about which the data are indecisive, leading reasonable people to disagree on how they should be interpreted. How can we choose between competing claims? Is it simply a matter of what feels good at any particular moment, or are there objective ways to evaluate arguments? Critical thinking skills can help us form a rational basis for deciding what to believe and do. These skills foster reflective and systematic analysis to help us bring order out of chaos, discover hidden ideas and meanings, develop strategies for evaluating reasons and conclusions in arguments, and avoid jumping to conclusions. Developing rational analytic skills is an important part of your education and will give you useful tools for life.
Certain attitudes, tendencies and dispositions are essential for critical or reflective thinking. Among these are;
· Skepticism and independence. Question authority. Don't believe everything you hear or read, including this book. Even the experts can be wrong.
· Open-mindedness and flexibility. Be willing to consider differing points of view and entertain alternative explanations.
· Accuracy and orderliness. Strive for as much precision as the subject permits or warrants. Deal systematically with parts of a complex whole.
· Persistence and relevance. Stick to the main point and avoid allowing diversions or personal biases to lead you astray.
· Contextual sensitivity and empathy. Consider the total situation, feelings, level of knowledge, and sophistication of others as you study situations. Try and put yourself in another person's place to understand his or her position.
· Decisiveness and courage. Draw conclusions and take a stand when the evidence warrants doing so.
· Humility. Realize that you may be wrong and that you may have to reconsider in the future.
Critical thinking is sometimes called metacognition or "thinking about thinking." It is not critical in the sense of finding fault but rather is an attempt to rationally plan how to think about a problem. It requires a self-conscious monitoring of the process while you are doing it and an evaluation of how your strategy worked and what you learned when you have finished. Assembling, understanding, and evaluat ...
Stephanie Cooper - Genuine Curiosity - Conversations for ChangeAgileNZ Conference
People often ask for the golden phrase, the silver bullet they can use to convince their teams, managers or executives to ‘go Agile’. While it would certainly help to talk about outcomes and benefits over practices and methods, it can sometimes be your own mindset that is holding back your ability to influence change.
In this session, Steph looks at mindsets (the values and assumptions you make) and explore how a lack of genuine curiosity can provoke defensive behaviours in others and stop organisations from resolving the issues that really matter, but are challenging to address.
She’ll use the setting of a small conversation to explore and better understand these ideas. While organisational change is big, the momentum for change can often be won or lost in small conversations. Becoming better in small conversations will help you grow your role in influencing organisational change. When you approach conversations with genuine curiosity about the other person’s point of view, you will not only have a more productive conversation, but build the trust needed for the work ahead.
These ideas and techniques are popular as they are accessible and relatively easy to adopt.
LaneThinking about Thinking Using the Elements of Thoug.docxsmile790243
Lane
Thinking about Thinking:
Using the Elements of Thought to
Determine the Logic of _____
Assess your writing
Assess someone else’s writing
Assess or evaluate _________
The elements of thought are...
Purpose of
the
Thinking
goal, objective
Concepts
theories,
definitions,
axioms, laws,
principles,
models
Assumptions
Information
data, facts,
observations,
experiences
Points of
View
frame
of reference,
perspective,
orentation
Question at
issue
problem
Interpretation &
Inference
conclusions, solutions
Consequences
and
Implications
THINKING ABOUT THINKING
How can we know what to believe when the facts are confusing and experts disagree? As you learn about environmental science-in this book and elsewhere-you will find many issues about which the data are indecisive, leading reasonable people to disagree on how they should be interpreted. How can we choose between competing claims? Is it simply a matter of what feels good at any particular moment, or are there objective ways to evaluate arguments? Critical thinking skills can help us form a rational basis for deciding what to believe and do. These skills foster reflective and systematic analysis to help us bring order out of chaos, discover hidden ideas and meanings, develop strategies for evaluating reasons and conclusions in arguments, and avoid jumping to conclusions. Developing rational analytic skills is an important part of your education and will give you useful tools for life.
Certain attitudes, tendencies and dispositions are essential for critical or reflective thinking. Among these are;
· Skepticism and independence. Question authority. Don't believe everything you hear or read, including this book. Even the experts can be wrong.
· Open-mindedness and flexibility. Be willing to consider differing points of view and entertain alternative explanations.
· Accuracy and orderliness. Strive for as much precision as the subject permits or warrants. Deal systematically with parts of a complex whole.
· Persistence and relevance. Stick to the main point and avoid allowing diversions or personal biases to lead you astray.
· Contextual sensitivity and empathy. Consider the total situation, feelings, level of knowledge, and sophistication of others as you study situations. Try and put yourself in another person's place to understand his or her position.
· Decisiveness and courage. Draw conclusions and take a stand when the evidence warrants doing so.
· Humility. Realize that you may be wrong and that you may have to reconsider in the future.
Critical thinking is sometimes called metacognition or "thinking about thinking." It is not critical in the sense of finding fault but rather is an attempt to rationally plan how to think about a problem. It requires a self-conscious monitoring of the process while you are doing it and an evaluation of how your strategy worked and what you learned when you have finished. Assembling, understanding, and evaluat ...
Stephanie Cooper - Genuine Curiosity - Conversations for ChangeAgileNZ Conference
People often ask for the golden phrase, the silver bullet they can use to convince their teams, managers or executives to ‘go Agile’. While it would certainly help to talk about outcomes and benefits over practices and methods, it can sometimes be your own mindset that is holding back your ability to influence change.
In this session, Steph looks at mindsets (the values and assumptions you make) and explore how a lack of genuine curiosity can provoke defensive behaviours in others and stop organisations from resolving the issues that really matter, but are challenging to address.
She’ll use the setting of a small conversation to explore and better understand these ideas. While organisational change is big, the momentum for change can often be won or lost in small conversations. Becoming better in small conversations will help you grow your role in influencing organisational change. When you approach conversations with genuine curiosity about the other person’s point of view, you will not only have a more productive conversation, but build the trust needed for the work ahead.
These ideas and techniques are popular as they are accessible and relatively easy to adopt.
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an .docxsimonithomas47935
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an argument? [Video file]. Retrieved from https://youtu.be/Nq8-w2BAJkU?list=PLB8A5292FC68E2D77
· This video teaches students what arguments are and helps them to identify the premises and conclusions of arguments. This helps students to fulfill the writing assignment and discussion post for the week.
deLaplante, K. [Kevin deLaplante]. (2013, January 31). What is a good argument? (Part I) [Video file]. Retrieved from https://youtu.be/AlRYrBFoQqA?list=PLB8A5292FC68E2D77
· This video teaches students about argument quality, including the quality of the reasoning and the truth of the premises. This video helps students to fulfill the writing assignment and discussion post for the week.
deLaplante, K. [Kevin deLaplante]. (2013, January 31). Identifying premises and conclusions [Video file]. Retrieved from https://youtu.be/07mehbgE5jc?list=PLB8A5292FC68E2D77
· This video teaches students how to identify premises and conclusions of arguments, including noticing indicator words. This will help students to fulfill the writing assignment and discussion post for the week.
Chapter 1
1.1 What Is Critical Thinking?
What is critical thinking? What is a critical thinker? Why do you need a guide to think critically? These are good questions, but ones that are seldom asked. Sometimes people are afraid to ask questions because they think that doing so will make them seem ignorant to others. But admitting you do not know something is actually the only way to learn new things and better understand what others are trying to tell you.
There are differing views about what critical thinking is. For the most part, people take bits and pieces of these views and carry on with their often imprecise—and sometimes conflicting—assumptions of what critical thinking may be. However, one of the ideas we will discuss in this book is the fundamental importance of seeking truth. To this end, let us unpack the term critical thinking to better understand its meaning.
First, the word thinking can describe any number of cognitive activities, and there is certainly more than one way to think. We can think analytically, creatively, strategically, and so on (Sousa, 2011). When we think analytically, we take the whole that we are examining—this could be a term, a situation, a scientific phenomenon—and attempt to identify its components. The next step is to examine each component individually and understand how it fits with the other components. For example, we are currently examining the meaning of each of the words in the term critical thinking so we can have a better understanding of what they mean together as a whole.
Analytical thinking is the kind of thinking mostly used in academia, science, and law (including crime scene investigation). In ordinary life, however, you engage in analytical thinking more often than you imagine. For example, think of a time when you felt puzzled by someone else’s comment. You might have.
Description of Critical Thinking?
Critical Thinking & Achievement
Main Purpose of College Experience
Critical Thinking Concepts
What is Thinking?
Biology of Thinking
Stages of Development of the Thinking Process
What does “not thinking critically” look like?
What does Critical Thinking Look Like?
Why is critical thinking important?
What are the Major Concepts in Critical Thinking?
A Critical Thinking Problem Solving Model
Problem Solving Content /Component
Focus on solutions & not on problems
Reality Testing of Possible Solutions to Problem
Strategies for teaching skills related to Critical Thinking
skills related to critical thinking
Rich Dad, Poor Dad Introduction
Critical thinking is a valuable skill that will help you to analyse, evaluate, and understand information and ideas more effectively.
Nowadays normally people Especially Students are not able to think out of the box, think smarter not harder they need to work on the art of Critical thinking.
It’s not just about thinking harder but thinking smarter. Here, we’ll explore the art of critical thinking in a straightforward way.
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an .docxsimonithomas47935
deLaplante, K. [Kevin deLaplante]. (2013, January 29). What is an argument? [Video file]. Retrieved from https://youtu.be/Nq8-w2BAJkU?list=PLB8A5292FC68E2D77
· This video teaches students what arguments are and helps them to identify the premises and conclusions of arguments. This helps students to fulfill the writing assignment and discussion post for the week.
deLaplante, K. [Kevin deLaplante]. (2013, January 31). What is a good argument? (Part I) [Video file]. Retrieved from https://youtu.be/AlRYrBFoQqA?list=PLB8A5292FC68E2D77
· This video teaches students about argument quality, including the quality of the reasoning and the truth of the premises. This video helps students to fulfill the writing assignment and discussion post for the week.
deLaplante, K. [Kevin deLaplante]. (2013, January 31). Identifying premises and conclusions [Video file]. Retrieved from https://youtu.be/07mehbgE5jc?list=PLB8A5292FC68E2D77
· This video teaches students how to identify premises and conclusions of arguments, including noticing indicator words. This will help students to fulfill the writing assignment and discussion post for the week.
Chapter 1
1.1 What Is Critical Thinking?
What is critical thinking? What is a critical thinker? Why do you need a guide to think critically? These are good questions, but ones that are seldom asked. Sometimes people are afraid to ask questions because they think that doing so will make them seem ignorant to others. But admitting you do not know something is actually the only way to learn new things and better understand what others are trying to tell you.
There are differing views about what critical thinking is. For the most part, people take bits and pieces of these views and carry on with their often imprecise—and sometimes conflicting—assumptions of what critical thinking may be. However, one of the ideas we will discuss in this book is the fundamental importance of seeking truth. To this end, let us unpack the term critical thinking to better understand its meaning.
First, the word thinking can describe any number of cognitive activities, and there is certainly more than one way to think. We can think analytically, creatively, strategically, and so on (Sousa, 2011). When we think analytically, we take the whole that we are examining—this could be a term, a situation, a scientific phenomenon—and attempt to identify its components. The next step is to examine each component individually and understand how it fits with the other components. For example, we are currently examining the meaning of each of the words in the term critical thinking so we can have a better understanding of what they mean together as a whole.
Analytical thinking is the kind of thinking mostly used in academia, science, and law (including crime scene investigation). In ordinary life, however, you engage in analytical thinking more often than you imagine. For example, think of a time when you felt puzzled by someone else’s comment. You might have.
Description of Critical Thinking?
Critical Thinking & Achievement
Main Purpose of College Experience
Critical Thinking Concepts
What is Thinking?
Biology of Thinking
Stages of Development of the Thinking Process
What does “not thinking critically” look like?
What does Critical Thinking Look Like?
Why is critical thinking important?
What are the Major Concepts in Critical Thinking?
A Critical Thinking Problem Solving Model
Problem Solving Content /Component
Focus on solutions & not on problems
Reality Testing of Possible Solutions to Problem
Strategies for teaching skills related to Critical Thinking
skills related to critical thinking
Rich Dad, Poor Dad Introduction
Critical thinking is a valuable skill that will help you to analyse, evaluate, and understand information and ideas more effectively.
Nowadays normally people Especially Students are not able to think out of the box, think smarter not harder they need to work on the art of Critical thinking.
It’s not just about thinking harder but thinking smarter. Here, we’ll explore the art of critical thinking in a straightforward way.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
7. Before you answer the items that follow, reflect on your school experiences. Maybe
it was last year—or as long as 20 years ago. Can you remember the types of
questions your teachers asked you? Not the content of the questions but rather the
difficulty level of the questions? Were you asked to memorize lists of terms and “spit
them back” (known as a lower-order thinking skill), or did you have to understand
and analyze and evaluate terms and concepts (higher-order thinking skills)?
8. There are no right answers for the questions below. It’s okay if you cannot recall exactly which
type of questions you most often faced; remember as best you can. As with all of the reflective
activities in this text, write from your heart. This exercise is not meant for you to answer just
like your classmates—or to match what you may think the instructor wants to see. Take your
time to give a respectful and responsible general accounting of your experiences with critical
thinking. A truthful self-assessment now will help you build on skills you possess while
developing those you lack.
9. For each of the following items, circle the number that best describes your typical
experience with critical thinking. The key for the numbers is as follows:
0 = never, 1 = almost never, 2 = occasionally, 3 = frequently, 4 = almost always, 5 =
always
When considering your past schoolwork, how often:
10.
11.
12. Self-Assesment Practice
● Lower-order thinking skills experience. Add up your scores for items 1, 2, 3, and 8. Divide
by 4. Write your answer here:
……………………………………………………………………………………………………………………………….
Using the key explanations provided for each number (0, 1, 2, 3, 4, 5) for this activity, complete
this sentence: When it
comes to thinking, I have _________ used lower-order thinking skills.
Higher-order thinking skills experience. Add up your scores for items 4, 5, 6, and 7. Divide by 4.
Write your answer here: ...................................................
13. Self-Assesment Practice
Using the key explanations provided for each number (0, 1, 2, 3, 4, 5) for this activity,
complete this sentence: When it comes to thinking, I have _________ used higher-
order thinking skills.
14.
15. Critical thinkers demonstrate command of basic information about an issue as they logically,
precisely, and systematically examine the issue from many sides—even if that examination
may uncover information that differs from a deeply held personal belief. College life exposes
students to situations that will challenge what they already “know” to be certain. For instance,
your opinion may tell you there is no need to read the textbook assignments or come to class
every day. However, as you gain experience—such as failing quizzes or exams—you may revisit
and then change that mindset. You may also “know” that you can exist on minimal sleep. But a
few weeks into the semester, you may question that “truth.”
16. Active learning involves many forms of thinking. Some people use the terms critical
thinking, problem solving, and creative thinking interchangeably, freely substituting
one term for another.
A more precise view would be to think of each as a distinct thinking process; one
leads to the other; one builds on the previous and uses deeper thinking skills.
17.
18. If you have a Facebook account and have ever received a “friend” request, you were using
critical-thinking skills to make your decision to “confirm” or “quietly ignore.” We all have done
this. Critical thinking is not new. But still, aren’t you amazed by the number of people who
seem to stumble through life making one uninformed decision after another? (And it is even
more worrisome to think that there are people who vote without using critical-thinking skills!)
Let’s examine a model that will help you make sure you are thinking critically and not, in fact,
using noncritical “stinkin’ thinkin’.”
19.
20. Step #1. STOP AND THINK
● This is old yet sage advice. Before you can start the critical-thinking process, you have to
stop all of the chatter and distractions in your mind. Prior to diving into an issue, pause,
take a breath, and focus your thoughts.
21. Step #2. RECOGNIZING ASSUMPTIONS:
Separating Fact from Fiction
● When we assume (make an assumption), we make a decision based on many things—but
not necessarily facts. Consider an assumption to be a theory, paradigm, or one’s view of
the world. When we assume, we accept something to be correct. We may or may not have
actual proof, but we believe the opinion or position to be accurate.
22. Step #2. RECOGNIZING ASSUMPTIONS:
Separating Fact from Fiction
When we question assumptions, we evaluate whether what we assume to be true is
actually true.
We may assume, for example, a political candidate is telling the truth because he belongs
to the political party we belong to. Or we assume posting a comment on a social media
site will never be seen by anyone except our “friends.” Or maybe a student assumes she
cannot be an engineer because females just cannot do math.
23. Step #2. RECOGNIZING ASSUMPTIONS:
Separating Fact from Fiction
Each of these assumptions is based on an opinion. Sometimes, that opinion comes from past
experience; other times, it evolves from personal prejudices and biases. The problem with
assumptions is that they can very easily be more fiction than fact. Critical thinking requires
that you understand the issue or situation in front of you. That requires that you question your
own positions, theories, and assumptions.
24. Step #3. EVALUATING INFORMATION:
Remaining Objective and Unemotional
Think about this: In the case of Snyder v. Phelps (2011), the Chief Justice of the Supreme Court
of the United States issued an opinion that said, in part, “As a nation we have chosen . . . to
protect even hurtful speech on public issues to ensure that we do not stifle public debate.”
Another judge stated in a dissenting opinion, “Our profound national commitment to free and
open debate is not a license for the vicious verbal assault that occurred in this case.” The final
8–1 decision held that the First Amendment does in fact protect hurtful speech in public.
25. Step #3. EVALUATING INFORMATION:
Remaining Objective and Unemotional
When you read what the two justices said, do you automatically gravitate to one
side of the debate? If you are like most people, you probably do. Be careful in this
step. Avoid confirmation bias. That is, don’t let your preconceived ideas get in the
way of an unbiased decision.
26. Step #3. EVALUATING INFORMATION:
Remaining Objective and Unemotional
Can you see beyond the emotion and objectively judge the information that is
before you? Did the judges actually say these things? Do you understand the
vocabulary? Do you need additional facts? Once you have determined that the
information presented is actually factual, you are on your way to understanding
whether an argument is credible or not.
27. Step #4. DRAWING CONCLUSIONS: Making
a Decision
The next step of our critical-thinking model logically follows the preceding two.
Once you have separated fact from fiction and have objectively analyzed and
evaluated the information presented, you are in a good position to make a decision
about what you have before you.
28. Step #5. PLAN OF ACTION
Once you have a basic understanding of the facts and have formed your educated
opinion about the issue at hand, you are ready to plan your next step. This could
range from thinking about the findings to sharing them with someone else to using
the information to solve a problem.
29.
30. Using C.A.R.L. to Understand Critical Thinking
Certain terms and concepts constantly pop up when talking about critical thinking.
Here are four such terms:
31.
32. ■ Clarity. Facts and arguments are presented clearly and unambiguously.
■ Accuracy. The information presented is factual.
■ Relevance. The information presented relates to the argument or problems at hand.
■ Logic. The position makes sense.
33. In 1956, educational pioneer Benjamin Bloom developed a six-tier thinking skills
model that has become the backbone of the critical-thinking process. Again, these
terms, listed in Table 2, are commonly used with critical thinking. Become familiar
with them.