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1、Introduction to Critical ThinkingPart IIAsking Analytical Questions using Elements of Reasoning3 Key QuestionsWhy do we need critical thinking?What is critical thinking?What do we do to think critically? The Three Dimensions of Critical Thinking ReasoningThe process of drawing conclusions orfiguring
2、 something out Elements of ReasoningTraits ofthe DisciplinedMindStandardsfor ReasoningReasoning: three aspectsThe quality of our thinking is largely reflected in the quality of our questions.Circle DotsCritical thinking is the way you do everything you doLOGIC OFInstructionContentStudent ThinkingSta
3、ndardsElementsTraitsWhat is involved in analyzing reasoning? (Story, argument, point of view, subject)In other words, what elements must you account for in order for the analysis to be substantive? Analyzing a CartoonnLook at the cartoon and analyze it by asking questions.1.Individually, write a ser
4、ies of questions that attempt to probe the meaning of the cartoon. 2.With a group, compare your questions with others. Add to your list.Whenever we thinkWe think for a purposewithin a point of viewbased on assumptionsleading to implications and conse -quences.We use data, facts, and experiencesto ma
5、ke inferences and judgmentsbased on concepts and theoriesin attempting to answer a question.Whenever we thinkElementsofThoughtPurpose of the ThinkingGoal, objectivePoints of ViewFrame of Reference PerspectiveOrientationQuestions at IssueProblemImplications &ConsequencesInformationData, observations,
6、 facts, experiencesAssumptionsPresuppositions, taking for grantedConceptsTheories, laws, models, defini-tions, principlesInterpretation & InferenceConclusions, solutionsA CRITICAL THINKERConsiders the Elements of ThoughtElements wheelEightQuestionsStudentsCanRoutinelyAskWhenTheyUnderstandtheElements
7、ofReasoning1.What is the main purpose of the reasoning?2.What are the key issues, problems, and questions being addressed?3.What is the most important information being used?4.What main inferences are embedded in the reasoning? 5.What are the key concepts guiding the reasoning?6.What assumptions are
8、 being used?7.What are the positive and negative implications?8.What point of view is/should be represented?Logic of a CartoonnNow use the elements of reasoning to generate more questions for the same cartoon. ALSO,nExamine your original questions and identify which elements they target. Key Pointsn
9、Individually we can ask a limited number of questionsnCollectively we can ask even morenHowever, when equipped with a framework, individually and collectively we can ask even moreWe must routinely take our thinking apartWe must routinelyTake our thinking apart EightQuestionsStudentsCanAsktoFigureout
10、theLogicofaSubjectorDiscipline:1.What is the main purpose of the subject?2.What are the key issues, problems, and questions addressed within the subject?3.What kinds of information are pursued within the discipline?4.What types of inferences or judgments are made? 5.What key concepts inform the disc
11、ipline?6.What key assumptions underlie the discipline?7.What are some important implications of studying the discipline?8.What points of view are fostered within the discipline?EightQuestionsStudentsCanAsktoFigureouttheEightQuestionsStudentsCanAsktoFigureouttheLogicofaCharacterinaStoryLogicofaCharac
12、terinaStory1.What is the main purpose of the character?2.What are the key issues and problems facing the character?3.What is the most significant information the character uses in his or her reasoning?4.What main inferences or judgments are made by the character? 5.What key concepts guide the charac
13、ters reasoning?6.What main assumptions guide the behavior of the character?7.What are the most important implications of the characters thinking and behavior? 8.What is the main point of view of the character? Does that point of view change during the story? If so, how?QuestionsTargetingtheElementso
14、fThoughtQuestionsTargetingtheElementsofThoughtinawritingapaperPurpose: What am I trying to accomplish? What is my central aim or goal?Information: What information am I using in coming to that conclusion? What experience have I had to support this claim? What information do I need to settle the ques
15、tion?Inferences/Conclusions: How did I reach this conclusion? Is there another way to interpret the information?Concepts: What is the main idea here? Could I explain this idea?Assumptions: What am I taking for granted? What assumption has led me to that conclusion?Implications/Consequences: If someo
16、ne accepted my position, what would implications? What am I implying?Points of View: From what point of view am I looking at this issue? Is there another point of view I should consider?Questions: What question am I raising? What question am I addressing? (Attach a detailed description of the experi
17、ment or laboratory procedure.)The main goal of the experiment isThe hypothesis(es) we seek to test in this experiment is(are)The key question the experiment seeks to answer isThe controls involved in this experiment areThe key concept(s) or theory(ies) behind the experiment is(are)The experiment is
18、based on the following assumptionsThe data that will be collected in the experiment areThe potential implications of the experiment areThe point of view behind the experiment isThe Logic of an ExperimentElementsofThoughtPurpose of the ThinkingGoal, objectivePoints of ViewFrame of Reference Perspecti
19、veOrientationQuestions at IssueProblemImplications &ConsequencesInformationData, observations, facts, experiencesAssumptionsPresuppositions, taking for grantedConceptsTheories, laws, models, defini-tions, principlesInterpretation & InferenceConclusions, solutionsA CRITICAL THINKERConsiders the Eleme
20、nts of ThoughtElements wheelConscious and Unconscious thinkingUnconscious Level of ThinkingInformationInferenceAssumption1. You see a man with a black eye2. A police officer trails your car for several blocks3. During class, a student asks “is this going to be on the test?”4. You see a child crying
21、next to her mother in a grocery store5. You see a man in tattered clothes sitting on a curb with a paper bag in his handHe has been hit by someonePeople who have black eyes have been hitHe is trying to catch me breaking the lawAnytime a police officer trails you he is trying to catch you breaking th
22、e lawThis student is not interested in learning the subjectStudents who ask questions like: “Is this going to be on the test?” are not interested in learning the subjectThe mother has hurt the childWhenever a child is crying next to her mother she has been hurt by her motherHe must be a bumAll men i
23、n tattered clothes sitting on curbs with paper bags in their hands are bums(situation) InformationAssumptionInference1. Your teenage son is late coming home from a late night date2. Your spouse is late coming home from work3. You meet a beautiful woman with blond hair4. You get an A on a history tes
24、t. 5. Your spouse is talking to a member of the opposite sex at a late night partyA critical thinker considers the elements of reasoningActivity Two: Beginning to Figure Out the Logic of EducationUsing your beginning understanding of the elements of reasoning, take turns completing these statements.
25、The purpose of education isThe main problem(s) we face in educating our students is/areIf we truly educate students, some of the important implications areElements blank wheelStandardsElementsTraitsTake your understanding of the elements of reasoning to the next levelnWork in pairs.nEach person draw
26、s two circlesnUsing your best thinking, fill in your two circles with as much detail as possible:a.One circle includes the main points about the elements.b.One circle has questions you can ask when you understand the elements. Elements wheel with directionsElements of wheel add questionsActivity Thr
27、ee: Beginning to Figure Out the Logic of a Subject or DisciplineUsing your beginning understanding of the elements of reasoning, take turns completing these statements.The purpose of the discipline isSome of the main questions pursued within the discipline areSome of the important implications of st
28、udying the discipline areThe Logic of EcologyGoals of Ecologists: Ecologists seek to understand plants and animals as they exist in nature, with emphasis on their interrelationships, interdependence, and interactions with the environment. They work to understand all the influences that combine to pr
29、oduce and modify an animal or given plant, and thus to account for its existence and peculiarities within its habitat.Questions that Ecologists Ask: How do plants and animals interact? How do animals interact with each other? How do plants and animals depend on one another? How do the varying ecosys
30、tems function within themselves? How do they interact with other ecosystems? How are plants and animals affected by environmental influences? How do animals and plants grow, develop, die, and replace themselves? How do plants and animals create balances between each other? What happens when plants a
31、nd animals become unbalanced?Information that Ecologists Use: The primary information used by ecologists is gained through observing plants and animals themselves, their interactions, and how they live within their environments. Ecologists note how animals and plants are born, how they reproduce, ho
32、w they die, how they evolve, and how they are affected by environmental changes. They also use information from other disciplines including chemistry, meteorology and geology.Judgments that Ecologists Make: Ecologists make judgments about how ecosystems naturally function, about how animals and plan
33、ts within them function, about why they function as they do. They make judgments about how ecosystems become out of balance and what can be done to bring them back into balance. They make judgments about how natural communities should be grouped and classified.Concepts that Guide Ecologists Thinking
34、: One of the most fundamental concepts in ecology is ecosystem, defined as a group of living things that are dependent on one another and living in a particular habitat. Ecologists study how differing ecosystems function. Another key concept in ecology is ecological succession, the natural pattern o
35、f change occurring within every ecosystem when natural processes are undisturbed. This pattern includes the birth, development, death, and then replacement of natural communities. Ecologists have grouped communities into larger units called biomes, regions throughout the world classified according t
36、o physical features, including temperature, rainfall and type of vegetation. Another fundamental concept in ecology is balance of nature, the natural process of birth, reproduction, eating and being eaten, which keeps animal/plant communities fairly stable. Other key concepts include imbalances, ene
37、rgy, nutrients, population growth, diversity, habitat, competition, predation, parasitism, adaptation, coevolution, succession and climax communities and conservation.Key Assumptions that Ecologists Make: Patterns exist within animal/plant communities; these communities should be studied and classif
38、ied; animals and plants often depend on one another and modify one another; and balances must be maintained within ecosystems.Implications of Ecology: The study of ecology leads to numerous implications for life on Earth. By studying balance of nature, for example, we can see when nature is out of b
39、alance, as in the current population explosion. We can see how pesticides, designed to kill pests on farm crops, also lead to the harm of mammals and birds, either directly or indirectly through food webs. We can also learn how overfarming causes erosion and depletion of soil nutrients.Point of View
40、 of Ecologists: Ecologists look at plants and animals and see them functioning in relationship with one another within their habitats, and needing to be in balance for the earth to be healthy and sustainable.Activity Three: Beginning to Figure Out the Logic of a Subject or DisciplineUsing your begin
41、ning understanding of the elements of reasoning, take turns completing these statements.The purpose of the discipline isSome of the main questions pursued within the discipline areSome of the important implications of studying the discipline areProcessnWhat important insights did you gain through do
42、ing these activities insights about the elements of reasoning?nHow might you better foster use and understanding of the elements of reasoning in your classes?Circle DotsElements of ReasoningnConclusions, assumptions, points of viewThink of a difficult situation in your life, a problem in your relati
43、onship w/ someone, a decision you have to make, or something important about CT and education. Formulate three good questions about that situation, using each of the three elements listed. Answer the questions as well as you can. For ExamplenSituation (from a students point of view): Im considering
44、dropping this course b/c it looks too hard. Question: What assumptions am I making about this situation? Answer: I am assuming it will be too hard I wonder if that is accurate? Question: What conclusion should I draw?Answer: My conclusion is to wait and see. I need more information. Making the Stand
45、ards IntuitiveFor X in the questions below, substitute the name of your discipline (course). Then answer them.nIn what ways is it necessary to be clear in X?nWhat are the areas where people are most likely to be inaccurate in X? What are the most important aspects of X to master?nWhat are the danger
46、s of giving insufficient responses in X?nIn what ways are depth and breadth central to X? nHow is precision most important in X? Discovering and Following out the ImplicationsnUsing the word critical in the sense of critical thinking, what would you say are the main earmarks of critical reading? nWh
47、at is the difference between reading your text and reading it critically?nHow about critical listening? nWhat is the difference between listening to a lecture in a course and listening to it critically? nCan a person listen critically and not disagree at all? Essential Idea:To learn well, we must wr
48、ite well.Short Writing: PhysicsAcceleration and Velocity You are Dr. Science, the questionandanswer person for a popular magazine called Practical Science. Readers of your magazine are invited to submit letters to Dr. Science, who answers them in “Dear Abby” style in a special section of the magazin
49、e. One day you receive the following letter: Dear Dr. Science: Youve got to help me settle this argument I am having with my girlfriend. We were watching a baseball game several weeks ago when this guy hit a high popup straight over the catchers head. When it finally came down, the catcher caught it
50、 standing on home plate. Well, my girlfriend told me that when the ball stopped in midair just before it started back down, its velocity was zero, but its acceleration was not zero. I said she was stupid. If something isnt moving at all, how could it have any acceleration? Ever since then, she has b
51、een making a big deal out of this and wont let me kiss her. I love her, but I dont think we can get back together until we settle this argument. We checked some physics books, but they werent very clear. We agreed that I would write to you and let you settle the argument. But, Dr. Science, dont just
52、 tell us the answer. Youve got to explain it so we both understand because my girlfriend is really dogmatic. She said she wouldnt even trust Einstein unless he could explain himself clearly. Sincerely, Baseball BluesCan this relationship be saved? Your task is to write an answer to Baseball Blues. B
53、ecause space in your magazine is limited, restrict your answer to what can be put on a single fiveby eightinch card. Dont confuse Baseball and his girlfriend by using any special physics terms unless you explain clearly what they mean. Analyzing AssignmentsnWhat is the purpose of this assignment?nWh
54、at intellectual skills does it target? nWhat are the key concepts students are to engage? nWhat types of questions should students ask when working through the problem? nWhat are we, as instructors, assuming when giving such an assignment? Are our assumptions sound? Principle of Leveragen“A small am
55、ount of writing preceded by a great amount of thinking.” (Bean, 80). nDesign short writing assignments that target one or two key concepts. nDesign the assignment to require that students explain the concept, differentiate the concept(s) from related and opposite concepts, contextualize/exemplify th
56、e concept. Psychology: Operant Conditioning Consider the following problem: In the morning, when Professor Catlove opens a new can of cat food, his cats run into the kitchen purring and meowing and rubbing their backs against his legs. What examples, if any, of classical condition, operant condition
57、ing, and social learning are at work in this brief scene? Note that both the cats and the professor might be exhibiting conditioned behavior here. You and some fellow classmates have been discussing this problem over coffee, and you are convinced that the other members of your group are confused abo
58、ut the concepts. Write a one to twopage essay that sets them straight. Analyzing AssignmentsnWhat is the purpose of this assignment?nWhat intellectual moves are we asking students to make? nWhat connections are students challenged to make? (content and process)nIf we regularly ask students to engage
59、 in such work, then what insights / skills should we expect to see developed? Analytical FrameworknThe elements of reasoning provide concepts that, when critically engaged, direct our thinking in a way that can lead to greater insight. nThey are a system probing system. nHelp foster critical thought
60、 by giving assignments that explicitly focus student thinking in directions that require reasoning through a problem or issue. Key Point nStudent thinking is easily confused.nWe want to guide student thinking, or model for them the process of asking background and followup questions. nToo many quest
61、ions can confuse students. nMake prompts succinct: give one question instead of many questions. Common ProblemIn the graveyard scene of Hamlet, Shakespeare alters his sources by adding the clownish gravediggers. How does the presence of the gravediggers influence your interpretation of the scene? Do
62、 you think they are funny? Absurd? Blasphemous? How does Hamlets attitude toward the gravediggers affect the scene? Do you think it is appropriate to sing while digging a grave? What about the jokes they tell? Is the scene really lighthearted? EtcConfusingIn the graveyard scene of Hamlet, Shakespear
63、e alters his sources by adding the clownish gravediggers. How does the presence of the gravediggers influence your interpretation of the scene? (Phrased as a single question forces students to frame a single answer as a thesis: focuses their thinking)Clearer1.Present a proposition (thesis) that stud
64、ents defend or refute.2.Give students a problem or question that requires a thesis answer.3.Ask students to follow an organizational structure that requires a problemthesis pattern.Thesis Governed ThinkingMathematics ExampleWrite a letter to the editor against sales tax on the grounds of it being a
65、regressive tax. Explicitly use ratio and proportion to explain to the uninformed reader the meaning of regressive tax. Students take position you specifyUpon arriving home for Christmas, you discover your father writing a letter to his representative in Congress urging the passage of legislation lim
66、iting beef imports from Argentina. He argues that such imports put ranchers out of business, cause U.S. packing houses to close, and generally make this country poorer. Economics ExampleYou, on the basis of your brilliant performance in Economics 105, engage your father in a spirited discussion. Wri
67、te the argument that you use to convince him of the error of his position. Your father doesnt understand economic jargon, so any jargon you use must be explained.n“This proposed bridge design does/does not meet the criteria set forth by the city in its requires for proposal.” (civil engineering) n“T
68、he path to holiness lies through questioning everything.” Agree or disagree. (religious studies)nMercury amalgam fillings are/are not safe. (research project on scientific argument) (1) Present a proposition (thesis) that students defend or refute.nHelp foster critical thought by giving assignments
69、that explicitly focus student thinking in directions that require reasoning through a problem or issue. Key Point Bean, J.C. (1996). Engaging Ideas: A Professors Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom.Nosich, G. (2009). Learning to Think Things Through:
70、 A Guide to Critical Thinking Across the Curriculum. 3rd Ed. Tishman, S., Perkins, D., & Jay, E. (1995). The Thinking Classroom: Learning and Teaching in a Culture of Thinking. Tovani, C. (2000). I Read It, But I Dont Get It: Comprehension Strategies for Adolescent Readers.Unrau, N. (1997). Thoughtful Teachers, Thoughtful Learners: A Guide to Helping Adolescents Think Critically. Selected Sources