Intellectual StandardsIntellectual Standards

What standards do you think are important whenWhat standards do you think are important whenWhat standards do you think are important when What standards do you think are important when evaluating your students reasoning (writing, evaluating your students reasoning (writing, speaking reading)?speaking reading)?speaking, reading)? speaking, reading)?

I h d h i i d hI h d h i i d hIn other words, what criteria do you use when In other words, what criteria do you use when evaluating an essay or article?evaluating an essay or article?

Join with the person sitting next to you and make a Join with the person sitting next to you and make a p g yp g ylist of the standards you think are important list of the standards you think are important when evaluating the quality of a person’s when evaluating the quality of a person’s g q y pg q y preasoning?reasoning?

The Underlying Principles of Critical Thinkingh S d dStandardsElementsTraitsThe Standards

clarity precisionaccuracy significance

must be applied toy g

relevance completenesslogical fairnessbreadth depth The Elementsbreadth depth

purposes inferencesquestions conceptspoints of view implications

Intellectual Traitsi ll l h ili points of view implications

information assumptionsintellectual humilityintellectual perseveranceintellectual autonomyintellectual integrityconfidence in reasoningintellectual courageintellectual empathyFair-mindedness as we develop

Red/green thinking

System 2: Red Thinking: Higher order executive f i ifunctioning. Thinking that analyzes, assesses and improves greenThinking.

System 1: Green Thinking: Instinctive, automatic, spontaneous thinking.Unconsciously guided

Green ThinkingUnconscious Mixture Of High Quality Unconscious Mixture Of High Quality

And Low Quality ThinkingAnd Low Quality ThinkingSpontaneous Subconscious Uncontrolled

Impulsive Self protecting Unanalyzed

fl lf l dReflexive Self validating

Includes ideas that are valid, as well as nonsense, confusion, , , ,stereotypes, prejudices. The key is that we cannot distinguish the difference between high and low quality thought in green thinking modethinking mode.

Green thinking goes without assessing itself.

Red ThinkingRed Thinking

Red Thinking Red Thinking stopsstops and assesses itself before going forward.and assesses itself before going forward.

Disciplined Disciplined Seeks the truthSeeks the truth Self assessingSelf assessing

Critical ThinkingCritical Thinking Self correctingSelf correcting ProbingProbinggg gg gg

In red thinking mode, we actively work to eliminate In red thinking mode, we actively work to eliminate prejudices, biases, dysfunctional thinking from our prejudices, biases, dysfunctional thinking from our thinking. We actively work on our thinking.thinking. We actively work on our thinking.

We rigorously apply intellectual standards to our thinking.We rigorously apply intellectual standards to our thinking.

Understanding Intellectual Standards

One of the mostOne of the most fundamental goals in g

teaching

Acc rate and consistentAccurate and consistentstudent self assessment

Fundamental Goal in Teaching

student self assessment

Standards of ReasoningClarity: Accuracy:

Understandable, the meaning can be grasped

Free from errors or distortions, true

Precision:

Relevance:Exact to the necessary level of detail

Relevance:Depth:

Relating to the matter at hand

Containing complexities and interrelationships

Breadth:Logic:

Involving multiple viewpoints

The parts make sense together no contradictionsLogic:

Significance:

The parts make sense together, no contradictions

Focusing on the important, not trivial

Standards of ReasoningFairness: Justifiable, not self-serving (or egocentric)

CLARITY1. State: give a brief explanation

2. Elaborate: expand on your explanation

3. Exemplify: give a concrete example

ll4. Illustrate: use metaphor, analogy, picture

Clarify the concept of criticalClarify the concept of critical thinking

Critical thinking is…Critical thinking is… In other words…In other words… For exampleFor example For example…For example… To illustrate…To illustrate…

Clarify the Standards

I would define intellectual standards in I would define intellectual standards in the following waythe following waythe following way…the following way…

In other words…In other words…For example…For example…To illustrateTo illustrateTo illustrate…To illustrate…

Taking initial ownership of the standards

Working in pairs usingWorking in pairs using Concepts and ToolsConcepts and ToolsWorking in pairs using Working in pairs using Concepts and ToolsConcepts and Toolsguide guide –– pp. 8pp. 8--9, 109, 10

Person A Person A –– clarity, accuracy, precision, clarity, accuracy, precision, relevancerelevance

Person B Person B –– depth, breadth, logic, fairnessdepth, breadth, logic, fairnessR d i d t t h t tR d i d t t h t tRead in order to teach your concepts to your Read in order to teach your concepts to your

partner. When teaching, be prepared to point partner. When teaching, be prepared to point out how each standard applies to your work.out how each standard applies to your work.

Discuss your understanding of the standards Then answer thesestandards. Then answer these questions:

Why and how are these standards important in Why and how are these standards important in teaching?teaching?

Why and how are they important in human life?Why and how are they important in human life? How do they relate to your content?How do they relate to your content? What can you do to better foster student use of What can you do to better foster student use of

these standards, to help students construct them these standards, to help students construct them into their thinking and regularly use them?into their thinking and regularly use them?

Intellectual Standards andIntellectual Standards and TeachingMake a list of the standards that are used in Make a list of the standards that are used in

your discipline.your discipline.y py p

Then make a list of ways in which you canThen make a list of ways in which you canThen make a list of ways in which you can Then make a list of ways in which you can better bring the intellectual standards into better bring the intellectual standards into instructioninstructioninstruction.instruction.

What is Your Philosophy ofWhat is Your Philosophy of Education? B Questions CB Questions C

A observesA observes C Questions AC Questions A

B observesB observesB observesB observes A Questions BA Questions B

C observesC observesC observesC observes

What is the difference/relationship between education and the concepts of socializationconcepts of socialization, indoctrination, and training?

C questions AC questions AB observesB observes

Focus questions on depth and clarity.Focus questions on depth and clarity.Focus questions on depth and clarity. Focus questions on depth and clarity.

Focusing on a key concept inFocusing on a key concept in your course

E l i i i i h f d lE l i i i i h f d lExplain in writing the most fundamental Explain in writing the most fundamental concept in one course you teach.concept in one course you teach.

State, elaborate, exemplifyState, elaborate, exemplify

Focus on a key concept in yourFocus on a key concept in your course.

A Q i BA Q i B A Questions BA Questions BC observesC observes

Instead of IntellectualInstead of Intellectual St d d h t thStandards, what are the

d d lstandards people most often use in their

thinking?

Standards TypicallyUsed in ThinkingUsed in Thinking

“It’s true because I believe it” (innate egocentrism)It s true because I believe it (innate egocentrism)

“It’s true because we believe it”(innate sociocentrism)

“It’s true because I want to believe it” (innate wish fulfillment)

“It’s true because I have always believed it.”t s t ue because ave a ways be eved t.(innate self-validation)

“It’s true because it is in my selfish interest toIt s true because it is in my selfish interest to believe it.” (innate selfishness)

More Non-intellectual Standards

It’s true because someone in a position of It’s true because someone in a position of perceived power (or authority) said it is perceived power (or authority) said it is p p ( y)p p ( y)true. true.

It’s true because it’s beyond my (our)It’s true because it’s beyond my (our) It s true because it s beyond my (our) It s true because it s beyond my (our) ability to fully understand it. ability to fully understand it.

Non-Critical Thinking Standards

FunFun ExcitingExciting

ChicChic SpontaneousSpontaneous

Feels goodFeels good AttentionAttention--gettinggetting

AdvantageousAdvantageous EasyEasyg gg g

PopularPopular PatrioticPatriotic

yy Beneficial to me Beneficial to me Deeply moving/feltDeeply moving/feltat ot cat ot c

freefreeeep y ov g/ e teep y ov g/ e t

Typical student beliefs.Typical student beliefs.

Learning should be fun.Learning should be fun. Learning should be easy.Learning should be easy. If I do what the teacher says, that’s all that matters.If I do what the teacher says, that’s all that matters.

Learning means doing what the teacher saysLearning means doing what the teacher says Learning means doing what the teacher says.Learning means doing what the teacher says. All I need to do is the absolute minimum to get the grade.All I need to do is the absolute minimum to get the grade. I shouldn’t have to waste my time learning anything I can’t I shouldn’t have to waste my time learning anything I can’t y g y gy g y g

use.use. I believe that learning biology is a waste of my time.I believe that learning biology is a waste of my time.

Cheating to get by is fine because all I need is the piece ofCheating to get by is fine because all I need is the piece of Cheating to get by is fine because all I need is the piece of Cheating to get by is fine because all I need is the piece of paper (the college degree) to get a job anyway.paper (the college degree) to get a job anyway.

Intellectual Standards represent ibl ipossible questions

See handoutSee handout

Clarification/PrecisionIs welfare justifiable?Is welfare justifiable?

Is it ethically justifiable for the government to Is it ethically justifiable for the government to provide goods and services to persons who haveprovide goods and services to persons who haveprovide goods and services to persons who have provide goods and services to persons who have not earned them, and by so doing, taking resources not earned them, and by so doing, taking resources from those who have earned them?from those who have earned them?

Do citizens of a community have an ethical Do citizens of a community have an ethical responsibility to provide for the basic needs of responsibility to provide for the basic needs of people in the community who are unable to meetpeople in the community who are unable to meetpeople in the community who are unable to meet people in the community who are unable to meet those needs themselves?those needs themselves?

If we provide free goods and services to people, will If we provide free goods and services to people, will p g p p ,p g p p ,we discourage them from learning to provide for we discourage them from learning to provide for themselves?themselves?

Clarification/PrecisionShould I declare bankruptcy? Should I declare bankruptcy?

Given my financial condition, what are the Given my financial condition, what are the h d l i li i fh d l i li i fshort and long term implications of short and long term implications of

declaring bankruptcy, or deciding against declaring bankruptcy, or deciding against it?it?it?it?

What will my family and friends think of me What will my family and friends think of me if they find out I have declared bankruptcy?if they find out I have declared bankruptcy?if they find out I have declared bankruptcy?if they find out I have declared bankruptcy?

Do I have an ethical responsibility to avoid Do I have an ethical responsibility to avoid declaring bankruptcy?declaring bankruptcy?declaring bankruptcy? declaring bankruptcy?

The Underlying Principles of Critical Thinkingh S d dStandardsElementsTraitsThe Standards

clarity precisionaccuracy significance

must be applied toy g

relevance completenesslogical fairnessbreadth depth The Elementsbreadth depth

purposes inferencesquestions conceptspoints of view implications

Intellectual Traitsi ll l h ili points of view implications

information assumptionsintellectual humilityintellectual perseveranceintellectual autonomyintellectual integrityconfidence in reasoningintellectual courageintellectual empathyFair-mindedness as we develop

Clarify

Skilled Learner

Unskilled Learner