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Critical Thinking is the intellectual

G101
Critical Thinking and Problem Solving
discipline of reflective thinking to solve
problems as effectively as possible
(i.e., what to do or believe.
(Ennis 1991; Paul & Elder 2013)
AY2021 Semester 2
Lesson 01 | Closing Presentation
Introduction to Critical Thinking

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Explain Interpret

Is it possible to think without being critical?

Critical
Thinking =
Evaluate Investigate BOTH skills
AND ….

Analyse

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Finally, EXPLAIN by:

1. Consolidating and summarising your ‘position’
(i.e., a considered opinion) on the issue.
2. Communicating this position to persuade others or Explain Interpret
Explain Interpret to convey the rationale for your decision(s).

Scepticism Inquiry
Critical Then, EVALUATE by:
1. Comparing then judging the relative weight of
claims, with respective to their evidence,

Thinking = assumptions, etc.

2. Establishing in context (e.g., the reputation, vested
interests) the credibility of claims and arguments.

Evaluate
Open-
mindedness
Empathy
Investigate BOTH skills ANALYSE by:
Evaluate Investigate

AND dispositions 1. Comparing then categorizing the resources

gathered.
2. Identifying the key components in each part, their
logical links, and evidence provided to support,
and the underlying assumptions. Analyse
Analyse 3. Applying conceptual tools learnt in G101 by
labelling key points (e.g., arguments, fallacies,
biases, etc.)

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Critical Thinking: Skills Critical Thinking: Dispositions

INTERPRET by:
1. Establishing initial boundaries for
problem solving – What do I know, Explain Interpret
Explain Interpret not know and need to find out?
2. Using strategic curiosity – Suppose I Dispositions refer to
were seeing this for the first time,
what jumps out at me? Scepticism Inquiry the intellectual
3. Highlighting key terms – Which are
the key terms, do I need more clarity attitudes we
about their meaning?
intentionally adopt
Evaluate Investigate
Then, INVESTIGATE by:
1. Gathering relevant resources (e.g.,
Evaluate Open-
mindedness
Empathy Investigate to guide the way
definitions, new articles, books or
readings).
we apply our skills.
2. Establishing how they answer the
questions you ‘need to find out’.
3. Re-establishing boundaries for
Analyse problem-solving, if necessary. Analyse

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2

Challenge our
own beliefs
by actively debating with
our initial preferred views
by thinking of how we
could have been wrong.
Seek a range of
different views
by actively checking if we
are balanced, and have
included minority, opposing
or unexpected views.
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Be curious about
learning
ISOE: Application
by asking questions to Ah Did not investigate further the
alleged Channel News Asia post.
understand (not challenge), Lian
Scepticism Inquiry as if encountering the view Did not analyse or evaluate the
questionable parts of the post.
for the very first time.
Tried to explain (i.e., communicate)
without due diligence.
Failed to demonstrate skepticism, as
she wanted to believe in school
Abang Did not interpret or investigate the closures. Raj Did not demonstrate inquiry and
Feel the world truth of the panic buying. open-mindedness simply assumed
Open- from another view
he knew.
Empathy Failed to demonstrate skepticism
mindedness that panic buying was occurring Did not demonstrate empathy
and that it was sufficiently towards Ah Lian and Abang by
by acknowledging feelings, widespread. putting them down.
and discovering how it Failed to be open-minded in Did not investigate further or
shaped another’s view. considering alternative ways to act analyse the posts shared – he
apart from joining the panic disagreed, without appropriate
buying. justification.
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IIAEE: Application Conceptual Overview of G101 Lesson 2 Claims
• What’s known: COVID-19 was spreading around the world, but the severity’s unclear. Lesson 1 Critical Thinking
What’s not known: Any information that might lead us to start panicking? Lesson 3 Good Reasoning (arguments)
• I’ve heard this term before. What does “DORSCON ORANGE” mean? What is COVID?
Interpret What are people buying? What’s panic buying? What is the government doing? Explain Interpret Lesson 4 Bad arguments (fallacies)
• Reports on DORSCON Orange (e.g., Straits Times, Gov.sg) and panic buying (e.g., Lesson 5 Bad arguments (bias)
Straits Times, South China Morning Post) are available.
• Social media posts on panic buying – numerous ones shared in our personal chat Scepticism Inquiry
Investigate groups and widely reported in a variety of news articles.
Lesson 6 Evidence
• Similar patterns abroad (e.g., Today’s report on toilet paper fight in Australia)
Lesson 7 Assessing Credibility
• Government information on DORSCON pertains to health-related information, not
clear about its logical link with the concluding claim of “go stock up… bro”! Open-
Empathy
Analyse
• There is insufficient evidence of country-level shortages in Singapore, even though
there are some pictures of selected supermarkets running short on food supplies.
Evaluate mindedness Investigate Lesson 8 Reading Survey data
Lesson 9 Reporting Surveys
• There is insufficient evidence that the shortage is happening at the national
stockpile/ supply chain level, even though it appears so at the local level.
• There is the real possibility of a shortage if everyone engages in panic buying – but Lesson 10 to 12 Systems Thinking
there is no info on a lock down, so why buy so much?
Evaluate • There is also a lot of misinformation spreading that clouds our judgment about what Analyse
we should be stocking up on (e.g. why toilet paper?) Lesson 13 Consolidation
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Learning Outcomes
1. Explain how the critical thinking processes such as Interpret,
Investigate, Analyse, Evaluate, Explain enable effective
problem-solving.

2. Explain how the critical thinking dispositions such as Inquiry,

Scepticism, Open-mindedness, Empathy enhance problem-
solving.

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