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1、Critical Thinking: An IntroductionLecture 1Fall 20081Course Contacts/URLsSyllabus/Lecture Notes :/ phhp.ufl.edu/rbauerInstructor and TA contactsRus Bauer ()Catherine (Kitty) Christian ()Bradley Daniels ()Wendy Gray ()Chad Neilsen ()Allysha Robinson ()Jennifer Wester ()2Plan For the CourseYou will fi
2、rst receive basic information on critical thinking and problem-based learningYou will be active participants, not recipients of informationYou will be given problems to solve, and your success in problem solution will be the focus of attention and evaluationWe will be concerned primarily with proces
3、s, not just achievement34Characteristics of Critical ThinkersCriticalthinkers:Carethattheirbeliefsbetrueandthattheirdecisionsbejustified;thatis,caretogetitright“totheextentpossible.ThisincludesthedispositionstoSeekalternativehypotheses,explanations,conclusions,plans,sources,etc.,andbeopentothemEndor
4、seapositiontotheextentthat,butonlytotheextentthat,itisjustifiedbytheinformationthatisavailableBewellinformedConsiderseriouslypointsofviewotherthantheirown5Characteristics IICriticalthinkers:Caretopresentapositionhonestlyandclearly,theirsaswellasothers.ThisincludesthedispositionstoBeclearabouttheinte
5、ndedmeaningofwhatissaid,written,orotherwisecommunicated,seekingasmuchinformationandprecisionasthesituationrequiresDetermine,andmaintainfocuson,theconclusionorquestionSeekandofferreasonsfortheiropinions/conclusionsTakeintoaccountthetotalsituationBereflectivelyawareoftheirownbasicbeliefs6Characteristi
6、cs IIICriticalthinkers:Careaboutotherspointofviewandtreatitwithrespect.They:DiscoverandlistentoothersviewsandreasonsAvoidintimidatingorconfusingothers,takingintoaccountothersfeelingsandlevelofunderstandingAreconcernedaboutotherswelfareAreconcernedabouteducatingothersontheissues7Steps in Critical Thi
7、nking:Formulating your argumentFocusonaquestionIdentifyandformulatethequestionDevelopcriteriaforjudgingpossibleanswersDevelopaplanforcollectingdataDevelopanargumentGeneratepremisesandconclusions(the“whereas”and“therefore”)Developreasoningsteps/supportforconclusions(the“why”)8Steps in Critical Thinki
8、ng:Deconstructing your ArgumentAnalyzearguments1.Identifyconclusions2.Identifyunstatedreasons(assumptions)3.Identifystatedreasons4.Identifyandhandleirrelevance5.Seethestructureofanargument6.Summarize9Steps in Critical Thinking:Clarifying ArgumentsAskandanswerquestionsofclarificationand/orchallenge,s
9、uchas:1.Why?2.Whatisyourmainpoint?3.Whatdoyoumeanby?4.Whatwouldbeanexample?5.Whatwouldbeanexception?6.Howdoesthatapplytothiscase(describeacase,whichmightwellappeartobeacounterexample)?7.Whatdifferencedoesitmake?8.Whatarethefacts?9.Isthiswhatyouaresaying:_?10.Wouldyousaysomemoreaboutthat?10Steps in C
10、ritical Thinking:Knowing/Analyzing SourcesJudgethecredibilityofasource.Majorcriteria(butnotnecessaryconditions):1.Expertise2.Lackofconflictofinterest3.Agreementamongsources4.Reputationorrisktoreputation5.Useofestablishedprocedures6.Abilitytogivereasons11Steps in Critical Thinking:Knowing the Basis f
11、or DecisionsExample:guiltorinnocenceofanaccusedcriminaldefendantIstheevidencephysicalorcircumstantial?Howgoodistheevidence?Werethereeyewitnesses?Howreliablearethey?Directobservationsarestrongevidencebecause:1.Minimalinferenceinvolved2.Shorttimeintervalbetweenobservationandreport3.Reportbytheobserver
12、,ratherthansomeoneelse(thatis,thereportisnothearsay,andcanbeverified)4.Corroborationorpossibilityofcorroboration5.Goodaccesstoactualphysicalevidence6.Competentemploymentoftechnology,iftechnologyisuseful7.Satisfactionbyobserver(andreporter,ifadifferentperson)ofcredibilitycriteria12Inference Induction
13、: moving from specific to general (arguments based on observation or experience) Deduction: moving from general to specific (arguments based on laws, rules, or widely-accepted principles)Gravity example13Types of Explanatory Conclusions1.Causalclaims(“TreatmentXcausesimprovementinstrengthandmobility
14、”)2.Claimsaboutthebeliefsandattitudesofotherpeople(“TheAmericanpeoplewantsecuritymorethanprosperity”)3.Interpretationofothersintendedmeanings(“Sheisalwayslate,soshemustnotreallywanttodothis”)4.Historicalclaimsthatcertainthingshappened(“Hewokeupinabathtubofice,missingakidney”)14Getting the DataDesign
15、ingexperiments,includingplanningtocontrolvariablesSeekingevidenceandcounterevidenceSeekingotherpossibleexplanationsEvaluatingthestrengthofavailableevidence,withafocusonmethodology15Judging Conclusions1.Theproposedconclusionwouldexplaintheevidence2.Theproposedconclusionisconsistentwithallknownfacts3.
16、Competitivealternativeexplanationsareinconsistentwithfacts4.Theproposedconclusionseemsplausible(lessimportantthan1-3)16Ask Testable QuestionsDo infants dream?Does caffeine make people anxious?Are some people born evil?Does smoking lead to lung cancer?Are dreams an indication of our unconscious desir
17、es and conflicts?Is physical therapy beneficial?18Causal ArgumentsTruck, bicycle, and car exampleWhat causes the accident?The “one significant difference” idea (inductive)Two important rules:Cause must precede the effect in timeCorrelation does not prove causation.19Example: Economics of ObesityIn t
18、he study, one of the first to examine the economic effects of obesity on mature men and women, the researchers examined a wide range of demographic, physical and mental health characteristics to see whether these factors explained the economic differences between obese and non-obese women. Average a
19、djusted individual net worth (women)Normal to overweight - $225,973 Mildly obese - $247,140 Moderately to severely obese - $90,303“Obesity is economically burdensome for women. This may be due to cultural norms of attractiveness, which stigmatize obese women in a variety of ways, the researchers con
20、clude.What do you think of this conclusion? 20Introduction to StatementsMost sentences can be true or false, but a few cannot (e.g., commands “Dont do that”, exclamations “Awesome!”)True or false sentences are called statements or claimsThree qualities can categorize statements:Whether they are veri
21、fiable, evaluative, or avocatory claims“That sweater is green” (verifiable)“Thats lovely” (evaluative) vs. “The majority of the jury felt the defendant was guilty”“He should treat her better”, “We should legalize marijuana” (advocatory)Whether they are specific, of if nonspecific, whether the qualification strengthens or weakens the claim“47.6% of us want class to end now.”“Approximately half of us are bored”.Whether they serve as conclusions, premises, or support in an argumentSpecific claims are often the most persuasive, but are also most easily refuted.21
