PA RT 3

WHAT IS CRITICAL THINKING?

SUBJECTS TO EXAMINE

• Part 1• Distinctions between the brain and the mind• Critical thinking defined

• Part 2• Characteristics of critical thinkers• The role of intuition

• Part 3• Basic activities in critical thinking• Critical thinking and writing• Critical thinking and discussion

CRITICAL THINKINGBASIC ACTIVIT IES

BASIC ACTIVITIES IN CRITICAL THINKING

• Three basic activities are evident in critical thinking• Investigation• Interpretation• Judgment

• Are we supposed to “judge”? Isn’t that a “no-no”?• Of course we are supposed to judge; how else do we

make decisions?

Investigate InterpretObjectively Gather facts Make a

judgment, based on evidence

Subjectively Express opinions

Assign motive, based on feelings and opinions

That is the question!

TO JUDGE OR NOT TO JUDGE?

WHAT IS INVESTIGATION?

• Investigation is finding evidence – that is, data that will answer key questions about the issue• What are the requirements for investigation?• Evidence must be relevant• Evidence must be sufficient

WHAT IS INTERPRETATION?

• Interpretation is deciding what the evidence means• What are the requirements for interpretation?• It must be the most reasonable position or conclusion,

among competing interpretations• How do you determine what is most reasonable? You

have to “weigh” evidence to see where the truth lies

WHAT IS JUDGMENT?

• Judgment is reaching a conclusion about an issue• What is the requirement for judgment?• It must meet the test of logic• It must not cause you to violate your conscience

HOW DO IRRESPONSIBLE THINKERS FUNCTION?

• They first choose their conclusions, then seek out evidence to justify their choices • They fail to realize that the only conclusion worth

drawing is one based on a thorough understanding of the problem or issue and its possible solutions or resolutions, tempered with moral considerations

WHAT ABOUT SPECULATION?

• It is acceptable to speculate, guess, and form hunches and hypotheses• Such activities can provide a helpful starting point for the

thinking process• Besides, we couldn’t avoid doing that even if we tried!

• But we should not let our hunches and hypotheses manipulate our thinking and dictate our conclusions in advance

CRITICAL THINKING AND WRITING

DISCOVERY AND COMMUNICATION

WRITING’S TWO BROAD PURPOSES

• Writing is a tool for communicating ideas• Writing is a tool for discovering ideas• Most of the writing we do centers on the former• But the latter can be very helpful in both sorting out

ideas we’ve already produced, as well as stimulating the flow of new ideas

• The act of writing can generate new ideas, which is why it is an important tool for learners

THE DISCOVERY PROCESS

• Whenever you write to discover ideas, focus on the issue you are examining and record all your thoughts, questions, and assertions• Don’t worry about organization or correctness• If ideas come slowly, be patient• If they come suddenly, in a rush, don’t try to slow down

the process and develop any one of them; simply jot them all down

THE DISCOVERY PROCESS (CONT.)

• Direct your mind’s effort, but be sensitive to ideas on the fringes of your consciousness• These often prove to be valuable

• What you have collected through this kind of writing is called “discovery writing”• Once you have discovered what you think about a

subject, you can move on to a more formal approach

STAGES OF THE WRITING PROCESS

• Planning and Prewriting (Discovery)

• Collaborating – talking your ideas out with other folks

• Researching – examining reliable reference material

• Drafting – forming a draft of your first thoughts

• Editing – checking your organization and “flow”

• Reviewing – getting someone else to give you written feedback

• Revising – in response to feedback, strengthening your ideas and getting more clear

• Publishing – sharing with a larger audience

CRITICAL THINKING AND DISCUSSION

G E T T I N G B E YO N D “ E I T H E R / O R” A N D “ Y E S / N O ” I N C O M M U N I T Y

DISCUSSION IN CONTEMPORARY CULTURE

• Many radio/TV hosts demand that their guests answer complex questions with a “yes” or “no”• When the guest responds that way, they are accused of

oversimplifying• If they instead try to answer the question, the host

shouts “You’re not answering the question!”• Guests who agree with the host treated warmly;

others dismissed as ignorant or dishonest

DISCUSSION IN CONTEMPORARY CULTURE (CONT.)

• Often, a “debate” between two people is simply one interrupting the other, with the other shouting “Let me finish!”• Neither shows a desire to learn from the other

• The host then thanks each for a “vigorous debate” when in fact no debate has occurred!

THE EFFECT ON CLASS DISCUSSION

• People have in general had so little training in critical thinking, research skills, how to study, how to present an subject to an audience, etc., that they cannot help but look to contemporary culture for examples• Has anyone seen a “discussion” devolve into a

brawl? Too often, unfortunately!

DISCUSSION GUIDELINES

• We need guidelines for discussion so that our approach is more civil, meaningful, and productive than what we see on, say, the Jerry Springer Show or even (unfortunately) in this season, political debates• Following these guidelines will set a good

example for those around us, especially less verbal students who desire to “enter in” and learn with us

WHENEVER POSSIBLE, PREPARE IN ADVANCE

• Begin by reflecting on what you think you know about the subject• Decide how you can expand your knowledge and

devote some time doing so• Try to anticipate different points of view that

might be expressed in the discussion, and consider the relative merits of each• Keep your conclusions tentative at this point, so

that you will be open to the facts and interpretations others will present

SET REASONABLE EXPECTATIONS

• Don’t expect everyone, or even anyone, to agree with your point of view, and don’t be offended when they don’t• People seldom change their minds easily or quickly,

particularly in the case of long-held convictions• Expect to have your ideas questioned and

challenged, and be cheerful and gracious in your response

LEAVE EGOTISM/PERSONAL AGENDAS AT THE DOOR

• To be productive, discussion requires an atmosphere of mutual respect and civility• Egotism produces disrespectful attitudes toward

others, including• I’m more important than other people• My ideas are better than anyone else’s• Rules don’t apply to me

LEAVE EGOTISM/PERSONAL AGENDAS AT THE DOOR (CONT.)

• Personal agendas can lead to personal attacks on others, and cause an unwillingness to listen to others’ views• Take care with your personal dislike of others and your

excessive zeal on a subject

CONTRIBUTE BUT DON’T DOMINATE

• There is nothing wrong if you are wired to talk a lot or talk a little• But discussions tend to be most productive when

everyone contributes ideas• For this to work, natural talkers need to exercise

restraint and be focused, and more reserved talkers need to accept responsibility for sharing their thoughts

AVOID DISTRACTING SPEECH MANNERISMS

• Don’t do these things• Starting one sentence, then abruptly switching to another

without finishing your first thought• Mumbling your words and not speaking clearly• Using “um” and “uh” and “like” and “you know” and

“man” to punctuate your thoughts• To overcome this, record and listen to yourself

speak so you can see where you need to improve – you will probably be surprised at how you sound!• Aim for clarity, directness, and economy of

expression

LISTEN ACTIVELY

• When discussion participants don’t listen to one another, discussion becomes little more than serial monologue, with each person taking a turn speaking but not listening to what others say• This can happen unintentionally because the mind can

process ideas faster than the fastest speaker can deliver them

LISTEN ACTIVELY (CONT.)

• Your mind may get tired and wander• You focus on someone’s mannerisms or look out the

window and observe what’s happening there• The speaker’s words may trigger an unrelated memory,

and you slip away to someplace else• The speaker may say something you disagree with, so

you immediately begin forming a reply instead of listening fully to where they’re coming from

LISTEN ACTIVELY (CONT.)

• Train yourself to be alert to distractions and to resist them• Strive to enter the speaker’s frame of mind,

understand what is said, and connect it to what was previously said• Whenever you realize your mind is wandering,

drag it back to the task!

JUDGE IDEAS RESPONSIBLY

• Be aware that ideas range in quality from profound to ridiculous, helpful to harmful, ennobling to degrading• It is therefore appropriate to judge them!• But fairness demands that your judgment be

based on thoughtful consideration of the overall strengths and weaknesses of the ideas, not in initial impressions or feelings

JUDGE IDEAS RESPONSIBLY (CONT.)

• Be especially careful with ideas that are unfamiliar or different from your own, because those will be the ones you will be most inclined to deny a fair hearing

RESIST THE URGE TO SHOUT OR INTERRUPT

• No doubt you understand these are disrespectful and rude behaviors, but do you realize they are also often signs of intellectual insecurity?• If you really believe your ideas are sound, you will

not need to raise your voice or silence someone else

RESIST THE URGE TO SHOUT OR INTERRUPT (CONT.)

• Even if someone behaves this way, the best way to demonstrate confidence and character is by refusing to reciprocate• Make it your rule to disagree without being

disagreeable!

FOR NEXT TIME

• What is truth?• Where does it all begin?• Imperfect perception• Imperfect memory• Deficient information• Even the wisest can err• Truth is discovered, not created