Critical Thinking

Composition
Critical Thinking
Acknowledge personal limitations.
See problems as exciting challenges.
Have understanding as a goal.
Use evidence to make judgments.
Are interested in others’ ideas.
Are skeptical of extreme views.
Think before acting.
Avoid emotionalism
Keep an open mind
How do you interpret an experience?
 KNOWLEDGE

EXPERIENCE

COMMON SENSE
Thinking outside the box
 Thinking about thinking
 Unlimited thinking
 Divergent thinking
What is critical thinking
Critical Thinking
The objective analysis and evaluation of an issue in
order to form a judgment.
History of Critical Thinking
Socretes-400 BC
2,500 years ago Socrates established the
Importance of asking deep questions, seeking
Evidence,
Analyzing basic evidence
Analyzing basic concepts
Before accepting ideas worthy of belief
No one always acts purely
objectively and rationally. We
connive for selfish interests. 
 We gossip, boast, exaggerate, and equivocate. 
It is "only human" to wish to validate our prior
knowledge, to vindicate our prior decisions, or to
sustain our earlier beliefs. In the process of
satisfying our ego, however, we can often deny
ourselves intellectual growth and opportunity. We
may not always want to apply critical thinking skills,
but we should have those skills available to be
employed when needed.
Judgmental
Biased
One sided thinker
Limited horizon
Critical thinking includes a complex combination of
skills.  Among the main characteristics are the
following:
Rationality
• We are thinking critically when we rely on reason
rather than emotion,
• require evidence, ignore no known evidence, and
follow evidence where it leads, and
• are concerned more with finding the best explanation
than being right analyzing apparent confusion and
asking questions.
Self-awareness
• We are thinking critically when we weigh the
influences of motives and bias, and
• recognize our own assumptions, prejudices, biases,
or point of view.
Honesty
We are thinking critically when we recognize
emotional impulses, selfish motives, nefarious
purposes, or other modes of self-deception.
Open-mindedness

• We are thinking critically when we evaluate all

reasonable inferences
• consider a variety of possible viewpoints or perspectives,
• remain open to alternative interpretations
• accept a new explanation, model, or paradigm(example)
because it explains the evidence better, is simpler, or has
fewer inconsistencies or covers more data
• accept new priorities in response to a reevaluation of the
evidence or reassessment of our real interests, and
• do not reject unpopular views out of hand.
Discipline
• We are thinking critically when we are precise,
meticulous, comprehensive, and exhaustive
(thorough)
• resist manipulation and irrational appeals, and
• avoid snap judgments.
Judgment
• We are thinking critically when we recognize the
relevance and/or merit of alternative assumptions
and perspectives
• recognize the extent and weight of evidence
Questioning
Inquiring
Searching for meaning
Searching for truth
In Sum….
• Critical thinkers are by nature skeptical. They
approach texts with the same skepticism and
suspicion as they approach spoken remarks.
Examine beliefs, assumptions, and opinions; weigh
them against truth
 Listen to others, think about what they say, give
feedback
 Become an open-minded listener and reader
Critical thinkers do not take an egotistical view of the
world. They are open to new ideas and
perspectives.  They are willing to challenge their
beliefs and investigate competing evidence.
Critical thinkers
Critical thinkers are active, not passive.  They ask 
questions and analyze. They consciously apply
tactics and strategies to uncover meaning or assure
their understanding. 
How is it beneficial?
Critical thinking enables us to recognize a wide
range of subjective analyses of otherwise objective
data, and to evaluate how well each analysis might
meet our needs. Facts may be facts, but how we
interpret them may vary.
Passive, Non-critical thinkers take a
simplistic view of the world.
• They see things in black and white, as either-or,
rather than recognizing a variety of possible
understanding.
• They see questions as yes or no with no subtleties.
• They fail to see linkages and complexities.
• They fail to recognize related elements.
Non-critical thinkers take an egotistical
view of the world
• They take their facts as the only relevant ones.
• They take their own perspective as the only sensible
one.
• They take their goal as the only valid one.
Critical thinking skills are based on underlying sets of
thinking skills such as:
Focusing attention so as to recognize the significance of
fine details
Using attention to find detail in order to recognize pattern,
such as similarities and differences, absence and
presence, order and sequence
Recognition of pattern in order to compare and contrast
items and to predict possible outcomes
Sorting and labeling items into groups, so that they form
categories
Position: a point of view
Agreement: to concur with someone else’s point of
view
Disagreement: to hold a different point of view from
someone else
Argument: using reasons to support a point of view,
so that known or unknown audiences may be
persuaded to agree. An argument may include
disagreement, but is more than simply disagreement
if it is based on reasons.
EXAMPLE
Position: genetic engineering really worries me. I don’t think it should be allowed. (no
reasons are given so this is simply a position)
Agreement 1: I don’t know much about genetic engineering but I agree with you
Agreement 2: I know a lot about this subject and I agree with you. (no reason given
so these are simply agreements)

Disagreement: That doesn’t convinces me. I think genetic engineering is really

exciting. (no reason given so this is simply a disagreement)

Argument 1: Genetic engineering should be curtailed because there hasn’t been

sufficient research into what happens when new varieties are created without natural
predators to hold them in check.
Argument 2: the possibilities for improving health and longevity through genetic
engineering offer hope to sufferers of many conditions that currently don’t have an
effective cure. We should be pushing ahead to help these people as quickly as we
can.
Who are the critical thinkers
 Parents
 Doctors Nurses
 Athletic coaches
 Air traffic controllers
 Military commanders
 Lawyers, Judges
 Supervisors
 Accountants
 Teachers/Professors
 Day Care Providers