Critical Thinking ne_critical_thinking.cfm

Critical ThinkingCritical Thinking

http://www.criticalthinking.org/aboutct/http://www.criticalthinking.org/aboutct/define_critical_thinking.cfmdefine_critical_thinking.cfm


Critical thinkingCritical thinking consists of mental consists of mental processes of discernment, analysis and processes of discernment, analysis and evaluation.evaluation.

Critical thinking encompasses several Critical thinking encompasses several cognitive skills that include: 1) cognitive skills that include: 1) analysisanalysis (the (the ability to break a concept or idea into ability to break a concept or idea into component pieces in order to understand its component pieces in order to understand its structure and inherent relationships), 2) structure and inherent relationships), 2) inferenceinference (the skills used to arrive at a (the skills used to arrive at a conclusion by reconciling what is known with conclusion by reconciling what is known with what is unknown), and 3) what is unknown), and 3) evaluationevaluation (the (the ability to weigh and consider evidence and ability to weigh and consider evidence and make reasoned judgments within a given make reasoned judgments within a given context).context).


Critical thinking is useful only in those situations where Critical thinking is useful only in those situations where human beings need to solve problems, make human beings need to solve problems, make decisions, or decide in a reasonable and reflective way decisions, or decide in a reasonable and reflective way what to believe or what to dowhat to believe or what to do


““a well cultivated critical thinkera well cultivated critical thinker":": raises vital questions and problems, formulating them raises vital questions and problems, formulating them

clearly and precisely; clearly and precisely; gathers and assesses relevant information, using abstract gathers and assesses relevant information, using abstract

ideas to interpret it effectively ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing comes to well-reasoned conclusions and solutions, testing

them against relevant criteria and standards; them against relevant criteria and standards; thinks open-mindedly within alternative systems of thought, thinks open-mindedly within alternative systems of thought,

recognizing and assessing, as need be, their assumptions, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and implications, and practical consequences; and

communicates effectively with others in figuring out communicates effectively with others in figuring out solutions to complex problems; without being unduly solutions to complex problems; without being unduly influenced by others thinking on the topic influenced by others thinking on the topic

Tips for Critical ThinkingTips for Critical Thinking

Don't be absolute, yet don't be timid in your criticism: Try Don't be absolute, yet don't be timid in your criticism: Try to avoid absolutes like "never", and use them only when to avoid absolutes like "never", and use them only when you're completely sure. However, at the same time, be you're completely sure. However, at the same time, be assertive in your criticism. Think how much less assertive in your criticism. Think how much less motivating this saying would be: "Slow and steady, in motivating this saying would be: "Slow and steady, in certain cases, wins the race." certain cases, wins the race."

Use libraries and the Internet, to find out information on Use libraries and the Internet, to find out information on the topic you're critiquing. An uninformed critique is the topic you're critiquing. An uninformed critique is sometimes worse than one merely executed badly. sometimes worse than one merely executed badly.

Be diplomatic. Your aim is not the person himself, but Be diplomatic. Your aim is not the person himself, but

the proposal he puts forwardthe proposal he puts forward. .

Tips for Critical ThinkingTips for Critical Thinking

Ask for other people's opinions. They most likely will Ask for other people's opinions. They most likely will offer a new perspective which could change your offer a new perspective which could change your approach. Consider people both from different age approach. Consider people both from different age

groups and different occupations.groups and different occupations. Practice critiquing, as you'll get better at it. Take notice Practice critiquing, as you'll get better at it. Take notice

if others critique your critique.if others critique your critique. Read other people's critiques in newspapers and Read other people's critiques in newspapers and

books, and learn from their mistakes and strengths to books, and learn from their mistakes and strengths to

improve your own style.improve your own style.

EvaluationEvaluation

Evaluation is the systematic assessment of the Evaluation is the systematic assessment of the worth or merit of some objectworth or merit of some object

Evaluation is the systematic acquisition and Evaluation is the systematic acquisition and assessment of information to provide useful assessment of information to provide useful feedback about some objectfeedback about some object

Evaluation StrategiesEvaluation Strategies

Scientific-experimental modelsScientific-experimental models Management-oriented systems modelsManagement-oriented systems models Qualitative/anthropological modelsQualitative/anthropological models Participant-oriented modelsParticipant-oriented models. .

QuestioningQuestioning

A question is an expression of inquiry A question is an expression of inquiry that invites or calls for a reply. that invites or calls for a reply.

Improving QuestioningImproving Questioning

Identify the major focus of what you are reviewing.Identify the major focus of what you are reviewing. ExampleExample What is the major idea being covered in the passage?What is the major idea being covered in the passage? If you could summarize the main point of this passage, If you could summarize the main point of this passage,

what would it be?what would it be? Clearly define the terms being used in the passage.Clearly define the terms being used in the passage. ExampleExample What does the “term” mean to you?What does the “term” mean to you? As you define the “term” what are some clear examples As you define the “term” what are some clear examples

of the “term?” of the “term?”


Recall information from the passage.Recall information from the passage. ExampleExample

Ask questions that relate to the passageAsk questions that relate to the passage.. What date did the author write the passage?What date did the author write the passage? According to the passage, …According to the passage, … Identify material to what you are learning.Identify material to what you are learning. ExampleExample How is the passage related to what we are learning in How is the passage related to what we are learning in

class?class?


Compare the things you are learning.Compare the things you are learning. ExampleExample How is the concept of the passage related to the How is the concept of the passage related to the

material in class?material in class? How is the concept of the passage different from the How is the concept of the passage different from the

material in class?material in class?

AnalyzingAnalyzing

Analyzing the questions you ask is important to help Analyzing the questions you ask is important to help understand the main concept of what you are learning.understand the main concept of what you are learning.

To analyze:To analyze:Identify key words in materialIdentify key words in materialRead the question, think about what it is asking, then re-Read the question, think about what it is asking, then re-

read the questionread the questionAnswer only one question at a timeAnswer only one question at a timeMark through each question as you answer themMark through each question as you answer themRead over your answersRead over your answers

Explicit MethodExplicit Method

Write what information is GIVEN either symbolically or Write what information is GIVEN either symbolically or in a narrative.in a narrative.

Write what is being ASKED.Write what is being ASKED. RECALL any information from past learning that may RECALL any information from past learning that may

prove useful and write it down.prove useful and write it down. Make a PLAN to solve the problem. Flow-chart Make a PLAN to solve the problem. Flow-chart

symbolism is useful heresymbolism is useful here.. SOLVE the problem using mathematics.SOLVE the problem using mathematics. Re-read the problem and CHECK the steps Re-read the problem and CHECK the steps

you used to solve it.you used to solve it.

Marcell ProustMarcell Proust

““The real voyage of discovery consists The real voyage of discovery consists not in seeking new landscapes but in not in seeking new landscapes but in having new eyes.”having new eyes.”

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Critical Thinking ne_critical_thinking.cfm