Professional Documents
Culture Documents
Critical Thinking
Critical Thinking
Critical Thinking
Section for Co-Curricular Courses, External Faculty Electives and TITAS (SKET) University of Malaya
Adopted from Jennifer Zimmermans teaching materials, http://faculty.mercer.edu
Everyone agrees that students learn in university, but whether they learn to think is even more controversial (McKeachie)
0 (minimum) to 10 (maximum) how would you rate your: Critical Thinking Skills? ____/10 Creative Thinking Skills? ____/10 Problem Solving Skills? ____/10 Overall Thinking Skills? ____/10
Which
Which thinking skill is the most important for your profession? Why do you think so?
Write down your answer(s). Work in pairs. Share with your partner. (Listen to his/her justification).
is acknowledged as the most reliable platform for expanding knowledge across academic disciplines
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information generated by observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
(Center for Critical Thinking)
Final Thoughts. . . . . . . . . . .
Inferences.
By testing the validity of our inferences, we make: Assumptions that lead us to form our Opinions.
Taking our opinions, we use the principles of logic to develop: Arguments.
(9) http://www.dartmouth.edu/%7Ecompose/faculty/pedagogies/thinking.html#elements
Critical Analysis
through which we challenge the observations, facts, inferences, assumptions and opinions in the arguments that we are analyzing
Skills
Develop
Dispositions or Traits
Evaluate your thinking practices according to
Standards
Required Skills
Categorization Decoding significance Clarifying meaning
Traits
Truthseeking: A courageous desire for the best
knowledge, even if such knowledge fails to support or undermine ones preconceptions, beliefs or self-interests.
Open-mindedness:
Analyticity:
Demanding the application of reason and evidence, alert to problematic situations, inclined to anticipate consequences.
Traits
CT Self-Confidence: Trusting of ones own
reasoning skills and seeing oneself as a good thinker.
Inquisitiveness: Maturity:
Curious and eager to acquire knowledge and learn explanations even when the applications of the knowledge are not immediately present. Prudence in making, suspending or revising judgment. An awareness that multiple solutions can be acceptable. An appreciation of the need to reach closure even in the absences of complete knowledge.
(1) p15 paraphrase of an excerpt from The Delphi Report
Standards Clear
Accurate
Deep
Broad
Precise
Relevant
Logical
Significant
(6) http://criticalthinking.org/University/unistan.html (4) http://criticalthinking.org/University/questioningmind.htm
3.
Until you can summarize another viewpoint so well those who hold it agree with your summary, you do not understand that viewpoint.
(2)
6.
A retreat into relativism is a retreat away from critical thinking. Not all viewpoints are equally valid.
(2)
(5) http://criticalthinking.org/University/helps.html
(5) http://criticalthinking.org/University/helps.html
(5) http://criticalthinking.org/University/helps.html
(5) http://criticalthinking.org/University/helps.html
(5) http://criticalthinking.org/University/helps.html
(5) http://criticalthinking.org/University/helps.html
(5) http://criticalthinking.org/University/helps.html
shades of gray - strives for depth interdisciplinary knowledge is open knowledge is intertwined with thinking rational and consistent strives to learn how to think holistic/webbed original/insightful multiple frames of reference
Your SCORE
Non-Critical Thinking
black and white - superficial level uni- or adisciplinary knowledge is closed knowledge is independent of thinking
Modes of Inquiry:
rational and consistent strives to learn how to think holistic/webbed original/insightful multiple frames of reference irrational and inconsistent strives to learn what to think uni-disciplinary/linear relies on second-hand information one or very limited frames of reference
strives for closure dogmatic/avoiding doubting ego-/ethnocentric/emotional passive authoritative vague language
(1)
Dawson, Roy E. Critical Thinking, Scientific Thinking, and Everyday Thinking: Metacognition about Cognition. Academic Exchange Quarterly Fall 2000: v4 i3 p76. Infotrac Online Library. 28 May 2002 <http://www.infotrac-college.com>.
(2)
Edman, Laird R. O. Teaching Critical Thinking: Pedagogy and Assessment. Center for Teaching and Learning Calendar of Past Events. 28 February 2002. Mercer University. 28 May 2002 <http://www.mercer.edu/ctl/edman.htm.>.
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Edman, Laird R. O. Teaching Thinking: The state of the art [handout]. Mercer University. 28 February 2002. Elder, Linda and Richard Paul, University Library: The Critical Mind is a Questioning Mind. Critical Thinking Consortium. Foundation for Critical Thinking. 28 May 2002 <http://criticalthinking.org/University/questioningmind.htm>. Elder, Linda and Richard Paul, University Library: The Elements of Critical Thinking: Helping Students Assess Their Thinking. Critical Thinking Consortium. Foundation for Critical Thinking. 28 May 2002 <http://criticalthinking.org/University/helps.html>.
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Elder, Linda and Richard Paul, R. University Library: Universal Intellectual Standards. Critical Thinking Consortium. Foundation for Critical Thinking. 28 May 2002 <http://criticalthinking.org/University/unistan.html>. Elder, Linda and Richard Paul, R. University Library: Valuable Intellectual Traits. Critical Thinking Consortium. Foundation for Critical Thinking. 28 May 2002 <http://criticalthinking.org/University/intraits.html>. Facione, Peter A. Executive Summary: Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. American Philosophical Association Dephi Research Report. 1990. The California Academic Press. 28 May 2002 <http://www.insightassessment.com/pdf_files/DEXadobe.PDF>. Goscik, Karen. Teaching Critical Thinking: Elements of Critical Thinking. Composition Center. 1997. Dartmouth College. 28 May 2002 <http://www.dartmouth.edu/%7Ecompose/faculty/pedagogies/thinking.html>. Hine, Allison and Lyn Peacock. Thinking Skills to Creatively Enhance Information Competence. Academic Exchange Quarterly Fall 2000: v4 i3 p92. Infotrac Online Library. 28 May 2002 < http://www.infotrac-college.com>.
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Any questions?
Any