This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage
Critical thinking is a intellectually disciplined process of actively and skilfully conceptualising, applying, synthesising and evaluating information gathered by observation, experience, reasoning or communication as a guide to belief and action.
This slideshow was created with images from the web. I claim no copyright or ownership of any images. If a copyright owner of any image objects to the use in this slideshow, contact me to remove it. This is for a course in Introductory Psychology using Wayne Weiten's "Psychology: Themes and Variations" 8th ed. Published by Cengage
Critical thinking is a intellectually disciplined process of actively and skilfully conceptualising, applying, synthesising and evaluating information gathered by observation, experience, reasoning or communication as a guide to belief and action.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
critical thinking is the most important concept with every day life like, school,work place, society for more information reed this power point.five point of this power point .What is critical thinking?
• Characteristics of a critical thinking
• Critical thinking standards
• benefits to critical thinking
• barriers of critical thinking
• How to improve critical thinking
Critical thinking is a kind of thinking in which you question, analyse, interpret, evaluate and make a judgement about what you read, hear, say, or write. The term critical comes from the Greek word kritikos meaning “able to judge or discern”Critical thinking is the ability to analyze and evaluate information, arguments, and situations in a logical and systematic manner. It involves questioning assumptions, seeking evidence, considering multiple perspectives, and using reasoning to make informed decisions and judgments. Critical thinkers are adept at identifying biases, logical fallacies, and inconsistencies in arguments or information. They actively engage in problem-solving, applying their analytical skills to assess and solve complex problems. Critical thinking fosters intellectual curiosity, objectivity, and intellectual humility, allowing individuals to make well-informed decisions and navigate challenges effectively. It is an essential skill for academic, professional, and personal success, enabling individuals to think independently and make sound judgments based on evidence and reasoning. for more information visit: www.monash.edu
This presentation was created for the School-based Prefessional Development of Irushadhiyya School teachers. Ms Junaina Ismail , the PD Coordinator , worked with me to do the literature review and design the group activities and co-presented it with me.
___ Mohamed Nasir
Answer the following question in complete sentences. Minimum 1 page .pdfshalini518936
Answer the following question in complete sentences. Minimum 1 page and use examples from
the chapter. Do you believe critical thinking requires skepticism, why or why not? For our
purposes, critical thinking means being able to build and understand a reasoned argument, to
apply skepticism to what we hear, and especially to recognize an incorrect or fraudulent
assertion. From a professional perspective, please explain why this does or does not make sense?
Solution
The primary goal of teaching students to think critically, and he objected that “Teaching students
to be critical thinkers is very important but teaching them to have a skeptical disposition is more
important.”
I would argue, however, that
a.skepticism is good and rational only to the extent that it arises out of critical thinking and
conforms to the principles and standards of critical thinking, and that
b. Teaching students to be critical thinkers is the best way to promote rational skepticism.
I noticed that a book quoted by Loftus in the above post was co-authored by the leading skeptic
Michael Shermer. It would be worthwhile to consider what Shermer has to say about skepticism,
and then to think about how his ideas about skepticism relate to critical thinking.
First of all, Shermer’s brief statement about skepticism on his website emphasizes critical
thinking. In the very first paragraph critical thinking is mentioned in the first sentence and in the
last sentence:
THE SKEPTICS SOCIETYis a nonprofit 501(c)(3) scientific and educational organization
whose mission is to engage leading experts in investigating the paranormal, fringe science,
pseudoscience, and extraordinary claims of all kinds, promote critical thinking, and serve as an
educational tool for those seeking a sound scientific viewpoint. Our contributors—leading
scientists, scholars, investigative journalists, historians, professors and teachers—are top experts
in their fields. It is our hope that our efforts go a long way in promoting critical thinking and
lifelong inquisitiveness in all individuals. [emphasis added]
Clearly Shermer sees a close connection between skepticism and critical thinking.
At the end of Shermer’s brief statement about skepticism, he makes the following comment:
The key to skepticism is to continuously and vigorously apply the methods of science to navigate
the treacherous straits between “know nothing” skepticism and “anything goes” credulity.
Shermer does not endorse skepticism in general. What he endorses is a particular form or kind of
skepticism that he calls rational skepticism. This kind of skepticism, like an aristotelian virtue, is
the mean between the extremes of pure skepticism and credulity.
The above comment corresponds to similar ideas in Shermer’s longer essay A Skeptical
Manifesto. Shermer quotes Carl Sagan and then makes a concluding comment:
Carl Sagan summed up this essential tension (in Basil, 1988, p. 366):
It seems to me what is called for is an exquisite balance between .
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!
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.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
3. Do You Agree With This Statement?
“Some people study all their life
and at their death they have
learned everything except to
THINK”
THINK
– Francois Domergue
Why?
4. Do You Agree?
Why is
Imagination
so Important?
I Need input
from you!
5. Why do we study this subject matter?
To help you improve your Thinking
Skills
HOW TO THINK!
6. Module 1: Introduction to Critical Thinking
1. What is Thinking?
2. Types of Thinking
7. Characteristics of
a Critical Thinker
6. Barriers to
Critical Thinking
3. What is
Critical Thinking?
4. Critical Thinking
Standards
5. Benefits of
Critical Thinking
7.
8. 1.1 What is Thinking?
Why doesn’t SHE like me?
Why doesn’t HE like me?
As you start asking questions and seek answers, you are in fact thinking.
9. 1.1 What is Thinking?
Thinking is a purposeful, organized
cognitive process that we use to
make sense of our world.
10.
11. 1.2 Types of Thinking
• Analyzing
• Evaluating
• Reasoning
Problem Solving
Problem Solving
Decision Making
Decision Making
New
Ideas
Critical
Thinking
Left
Right
Creative
Thinking
12.
13. 1.3 What is Critical Thinking?
WARNING: THIS MAN IS NOT THINKING CRITICALLY!!
Source: http://profmulder.home.att.net/introwhatis.htm
14. 1.3 What is Critical Thinking? (2)
“Critical thinking consists of a mental process of analyzing or evaluating
information, particularly statements or propositions that people have
offered as true. It forms a process of reflecting upon the meaning of
statements, examining the offered evidence and reasoning, and
forming judgments about the facts.”
– Wikipedia
“Critical thinking is the intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to
belief and action. “
- Michael Scriven & Richard Paul
More Definitions…
15. 1.3 What is Critical Thinking? (3)
Critical Thinking is the general term given to a wide range
of cognitive and intellectual skills needed to:
Effectively identify, analyze, and evaluate arguments.
Discover and overcome personal prejudices and biases.
Formulate and present convincing reasons in support of
conclusions.
Make reasonable, intelligent decisions about what to believe
and what to do.
16. 1.3 What is Critical Thinking? (4)
• Analyzing
• Evaluating
• Reasoning
Critical
Thinking
Don’t need to
memorize
definitions! Just
understand and
practice the core
critical thinking
skills emphasized
in this course.
Problem Solving
Problem Solving
Decision Making
Decision Making
Left
Right
17. 1.3 What is Critical Thinking? (5)
Reasoning
Analyzing
CRITICAL
THINKING
SKILLS
Decision Making
Evaluating
Problem Solving
20. 1.4 CTS - Clarity
Could you elaborate further on that point?
Could you express that point in another way?
Could you give me an illustration?
Could you give me an example?
Help you I
can, yes.
Clarity is the gateway standard
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
21. 1.4 CTS – Accuracy
Is that really true?
How could we check that?
How could we find out if that is true?
This chicken
weighs over
300 pounds.
Powerful you have
become, the dark
side I sense in you.
A statement can be clear but not accurate
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
22. 1.4 CTS – Precision
Could you give more details?
Could you be more specific?
Yao Ming is
TALL!
Size
matters
not.
A statement can be both clear and accurate,
but not precise
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
23. 1.4 CTS – Relevance
How is that connected to the question?
How does that bear on the issue?
I studied hard all
semester, therefore I
should get A+.
You must
unlearn what
you have
learned.
A statement can be clear, accurate, and precise,
but not relevant to the question at issue.
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
24. 1.4 CTS – Depth
How does your answer address the complexities
in the question?
How are you taking into account the problems in
the question?
Is that dealing with the most significant factors?
Grave danger you
are in. Impatient
you are.
A statement can be clear, accurate,
precise, and relevant, but superficial.
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
25. 1.4 CTS – Breadth
Do we need to consider another point of view?
Is there another way to look at this question?
What would this look like from a conservative standpoint?
What would this look like from the point of view of...?
Headache!!!
You got 0 marks for
“Participation”, because you
didn’t participate in the
class discussion at all.
That is why
you fail.
A line of reasoning may be clear, accurate,
precise, relevant, and deep, but lack breadth.
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
26. 1.4 CTS – Logic
Does this really make sense?
Does that follow from what you said?
How does that follow?
But before you implied this and now you are saying that;
how can both be true?
Superman sees through anything.
Superman sees through walls.
Superman sees through You.
When the combination of thoughts are
mutually supporting and make sense in combination,
the thinking is "logical.“
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
May the force
be with you.
27. 1.4 CTS – Fairness
Critical thinking demands that our thinking be fair.
Open-minded
Impartial
Free of distorting biases and preconceptions
Difficult to
achieve, but
you must try!
Fair-mindedness is an essential
attribute of a Critical Thinker.
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf
30. 1.5 Benefits of Critical Thinking
Examples:
Academic Performance
understand the arguments and beliefs of others
Critically evaluating those arguments and beliefs
Develop and defend one's own well-supported arguments and beliefs.
Workplace
Helps us to reflect and get a deeper understanding of our own and others’ decisions
Encourage open-mindedness to change
Aid us in being more analytical in solving problems
Daily life
Helps us to avoid making foolish personal decisions.
Promotes an informed and concerned citizenry capable of making good decisions
on important social, political and economic issues.
Aids in the development of autonomous thinkers capable of examining their
assumptions, dogmas, and prejudices.
31.
32. 1.6 Barriers to Critical Thinking
If Critical Thinking is so important, why is it that
uncritical thinking is so common?
Why is that so many people including many
highly educated and intelligent people find
critical thinking so difficult?
33. 1.6 Barriers to Critical Thinking
Common Barriers
Lack of relevant background
information
Poor reading skills
Poor listening skills
Bias
Prejudice
Superstition
Egocentrism
Socio-centrism
Peer pressure
Mindless Conformism
Mindless non-conformism
Provincialism
Narrow-mindedness
Closed-mindedness
Distrust of reason
Stereotyping
Unwarranted assumptions and
stereotypes
Relativistic thinking
Scapegoating
Rationalization
Wishful thinking
Short-term thinking
Selective perception / attention
Selective memory
Overpowering emotions
Self-deception
Face-saving
Fear of change
34. 1.6 Barriers to Critical Thinking
Five Powerful Barriers to Critical Thinking:
Egocentrism
Self-centered thinking
self-interested thinking
self-serving bias
Sociocentrism
Group-centered thinking
Group bias
Conformism
Unwarranted
Assumptions
Beliefs that are presumed to be true
without adequate evidence or
justification
Assumption
Stereotyping
Wishful
Thinking
Relativistic
Thinking
Believing that something is true because
one wishes it were true.
The truth is “just a matter of opinion”
Relativism
Subjectivism
Cultural relativism
I am probably
the greatest
thinker since
Socrates!
35. 1.6 Mini Quiz – Question 1
In a 1989 international study of 13-year-olds, Koreans
finished first in mathematics and Americans finished
last. Yet when asked whether they thought they were
"good at mathematics," only 23 percent of Koreans said
"yes," compared to 68 percent of Americans.
Which critical thinking barrier do the American students
exhibit:
A)
B)
C)
D)
Self-interested thinking
Group bias
Self-serving bias
Conformism
36. 1.6 Mini Quiz – Question 2
Muhammad Ali [speaking in Zaire, Africa]: "There's no country
as great as the smallest city in America. I mean [here in Zaire]
you can't watch television. The water won't even run right.
The toilets won't flush. The roads, the cars- there's nothing as
great as America."
Which critical thinking barrier does Ali display in this
passage?
A) Self-interested thinking
B) Group bias
C) Self-serving bias
D) Conformism
37. 1.6 Mini Quiz – Question 3
Adam: My friend Andy is a 1st year student at UNITAR. He is
cool, loves hanging out, and has a very laid-back
personality.
Lee: I bet he’s from KL.
Which critical thinking barrier does Lee exhibit?
A) Self-interested thinking
B) Stereotyping
C) Group bias
D) Conformism
38. 1.6 Mini Quiz – Question 4
Suzie: I can't believe I got a B- on this marketing paper. My friend Sarah
turned in this same paper in a different marketing class last semester,
and she got an A.
Ali
: Don't you realize it's wrong to plagiarize someone else's work?
Suzie: That's your opinion. What's wrong for one person isn't necessarily
wrong for another, and I say there's nothing wrong with plagiarismas long as you don't get caught.
Which critical thinking barrier does Suzie exhibit?
A) Stereotyping
B) Self-interested thinking
C) Wishful thinking
D) Relativistic thinking
39.
40. 1.7 Characteristics of a Critical Thinker
Are you OPEN MINDED about other people’s view?
Are you HONEST to yourself (or others) when you are wrong?
Do you have the COURAGE and PASSION to take initiative and
confront problems and meet challenges?
Are you AWARE of your own biases and preconceptions?
Do you WELCOME CRITICISM from other people?
The Force,
I sense is
with you.
Do you have INDEPENDENT opinions and are not afraid to disagree?
41. Critical Thinkers
Uncritical Thinkers
1.7 Characteristics of a Critical Thinker
Have a passionate drive for clarity, precision, accuracy,
relevance, consistency, logicalness, completeness, and
fairness.
Often think in ways that are unclear, imprecise,
inaccurate, etc.
Are sensitive to ways in which critical thinking can be
skewed by egocentrism, sociocentrism, wishful thinking,
etc.
Often fall prey to egocentrism, sociocentrism,
wishful thinking, etc.
Are intellectually honest with themselves, acknowledging
what they don’t know and recognizing their limitations.
Pretend they know more than they do and ignore
their limitations.
Listen open-mindedly to opposing points of view and
welcome criticisms of beliefs and assumptions.
Are close-minded and resist criticisms of beliefs and
assumptions.
Base their beliefs on facts and evidence rather than on
personal preference or self-interest.
Often base their beliefs on mere personal
preference or self interest.
Are aware of the biases and preconceptions that shape
the way they perceive the world.
Lack awareness of their own biases and
preconceptions.
Think independently and are not afraid to disagree with
group opinion.
Tend to engage in ‘group think’, uncritically following
the beliefs and values of the crowd.
Are able to get to the heart of an issue or problem,
without being distracted by details.
Are easily distracted and lack the ability to zero in on
the essence of a problem or issue.
Have the intellectual courage to face and assess fairly
ideas that challenge even their most basic beliefs.
Fear and resist ideas that challenge their basic
beliefs.
Love truth and curious about a wide range of issues.
Are often relatively indifferent to truth and lack of
curiosity.
Have the intellectual perseverance to pursue insights or
truths, despite obstacles or difficulties.
Tend to preserve when they encounter intellectual
obstacles or difficulties.
42. Summary
1. What is Thinking?
Thinking is a purposeful, organized cognitive process that
we use to make sense of our world.
2. Types of Thinking
Creative & Critical Thinking
3. What is Critical Thinking?
Critical Thinking is the general term given to a wide range of
cognitive and intellectual skills needed to: Effectively
identify, analyze, and evaluate arguments; Discover and
overcome personal prejudices and biases; Formulate and
present convincing reasons in support of conclusions; and
Make reasonable, intelligent decisions about what to believe
and what to do. Critical thinking skills emphasized in this
course, include: Reasoning, Analyzing, Evaluating, Decision
Making and Problem solving.
4. Critical Thinking Standards
Clarity, Accuracy, Precision, Relevance, Depth, Breadth,
Logic and Fairness
5. Benefits of Critical Thinking
Academic performance, workplace and daily life.
6. Barriers to Critical Thinking
Examples include Egocentrism, Sociocentrism,
Unwarranted Assumptions, Wishful Thinking, and
Relativistic Thinking
7. Characteristics of a Critical
Thinker
Open-mindedness, independent thinking, self-aware,
passionate, insightful, honest and intellectual humility,
intellectual courage, and welcome criticism, etc.
Analyzing
Comparing and contrasting
Classification/definition
Determining parts-whole relationships
Sequencing
Finding reasons and conclusions
Uncovering assumptions
Evaluation
Assessing basic information
Determining the reliability of sources
Determining the accuracy of sources
Well-founded inferences
The use of evidence
Deduction
Decision Making
What makes a decision necessary?
What are my options?
What are the likely consequences of each option?
How important are the consequences?
Which option is best in light of the consequences?
Monitor and review your decision and ask, are there any necessary adjustments?
Problem Solving
What is the Problem?
What Are the Alternatives?
What Are the Advantages and/or Disadvantages of Each Alternative?
What Is the Solution?
How Well Is the Solution Working?
Reasoning
The type of thinking that uses arguments - reasons in support of conclusions to decide, explain, predict, and persuade.
Analyzing (Module 1-7)
Comparing and contrasting
Classification/definition
Determining parts-whole relationships
Sequencing
Finding reasons and conclusions
Uncovering assumptions
Evaluation (Module 1-7)
Assessing basic information
Determining the reliability of sources
Determining the accuracy of sources
Well-founded inferences
The use of evidence
Deduction
Decision Making (Module 2, 6 & 7)
What makes a decision necessary?
What are my options?
What are the likely consequences of each option?
How important are the consequences?
Which option is best in light of the consequences?
Monitor and review your decision and ask, are there any necessary adjustments?
Problem Solving (Module 2 & 7)
What is the Problem?
What Are the Alternatives?
What Are the Advantages and/or Disadvantages of Each Alternative?
What Is the Solution?
How Well Is the Solution Working?
Reasoning (Module 1-7)
The type of thinking that uses arguments - reasons in support of conclusions to decide, explain, predict, and persuade.
Universal intellectual (Critical) standards are standards which must be applied to thinking whenever one is
interested in checking the quality of reasoning about a problem, issue, or situation. To help students learn
them, teachers should pose questions which probe student thinking, questions which hold students
accountable for their thinking, questions which, through consistent use by the teacher in the classroom,
become internalized by students as questions they need to ask themselves. The ultimate goal, then, is for
these questions to become infused in the thinking of students, forming part of their inner voice, which
then guides them to better and better reasoning.
Clarity is the gateway standard. If a statement is unclear, we cannot determine whether it is accurate or relevant. In fact, we cannot tell anything about it because we don't yet know what it is saying.
A statement can be clear but not accurate, as in “This chicken weighs over 300 pounds."
A statement can be both clear and accurate, but not precise, as in “Yao Ming is tall!" (We don't know how
Tall Yao Ming is. E.g. Precise = Yao Ming is 2.29 (7-6) meters tall. )
A statement can be clear, accurate, and precise, but not relevant to the question at issue. For example,
students often think that the amount of effort they put into a course should be used in raising their grade
in a course. Often, however, the "effort" does not measure the quality of student learning, and when this
is so, effort is irrelevant to their appropriate grade.
A statement can be clear, accurate, precise, and relevant, but superficial (that is, lack depth). For example,
the statement "Just say No" which is often used to discourage children and teens from using drugs, is
clear, accurate, precise, and relevant. Nevertheless, it lacks depth because it treats an extremely complex
issue, the pervasive problem of drug use among young people, superficially. It fails to deal with the
complexities of the issue.
A line of reasoning may be clear accurate, precise, relevant, and deep, but lack breadth (as in an argument
from either teacher or student standpoint which gets deeply into an issue, but only recognizes the
insights of one side of the question.)
When we think, we bring a variety of thoughts together into some order. When the combination of
thoughts are mutually supporting and make sense in combination, the thinking is "logical." When the
combination is not mutually supporting, is contradictory in some sense, or does not "make sense," the
combination is not logical.