Critical thinking essentials

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Critical thinkingessentials

• Dr. Rick Rudd
• Associate Professor
• Department of Agricultural Education and
  Communication
• University of Florida

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Why Critical Thinking

• It is human irrationality, not a lack of
  knowledge that threatens human potential
  (Nickerson cited in Kurfiss, 1986).

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Benefits of thinking critically

• Students are able to raise vital questions and
  problems, as well as formulate and present them
  clearly
• Students can gather and assess information and
  interpret it effectively
• Students can reach well-reasoned conclusions and
  solutions to problems while testing them against
  relevant criteria and standards
• Students can be open-minded
• Students can clearly communicate ideas,
  positions, and solutions to others

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Novice Vs. Expert Thinker

• Expert thinkers
• Quickly identify relevant information
• Can formulate a solution with sketchy
  information
• Novice thinkers
• Consider all information equally important
• Develop hypothesis, test hypothesis
• Cannot focus on central issues

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What is Critical Thinking?

• A reasoned, purposive, and introspective approach
  to solving problems or addressing questions with
  incomplete evidence and information and for which
  an incontrovertible solution is unlikely.
• Rudd Baker, 1999

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The Critical / Creative Thinking Bridge
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Critical thinking dispositions

• Engagement
• Looking for opportunities to use reasoning
• Anticipating situations that require reasoning
• Confident in reasoning ability
• Innovativeness
• Intellectually curious
• Wants to know the truth
• Cognitive maturity
• Aware that real problems are complex
• Open to other points of view
• Aware of biases and predispositions

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Critical Thinking skills and sub-skills

• Interpretation categorization, decoding,
  clarifying meaning
• Notes, matrices, charts, patient history
• Analysis examining ideas, identifying
  arguments, analyzing arguments
• Elements of reasoning, listening, data
• Evaluation assessing claims, assessing
  arguments
• Questioning, credibility, reasonableness, trust

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Critical thinking skills and sub-skills

• Inference querying claims, conjecturing
  alternatives, drawing conclusions
• Problem solving, decision making, differential,
  diagnosis
• Explanation stating results, justifying
  procedures, presenting arguments
• Elements of reasoning, stating the case, clarity
• Self-regulation self examination, self
  correction
• Self critique, questioning, changing, recognizing
  personal errors in thinking

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Purpose / Question
Information / Facts / Data
Conclusion / Implications / Consequences
Elements of Reasoning
Assumptions
Points of View
Data Interpretation
Concepts / Theories
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Purpose / objective

• We should reason to address an end, achieve an
  objective, or meet a need
• The purpose must be clear for good reasoning to
  occur
• The purpose should be meaningful, not trivial
• The purpose should be achievable

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Information / facts / data

• Relevant evidence should be provided
• Evidence should be reliable and true
• Evidence should be reported clearly
• All data should be considered
• Adequate data to address the purpose

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Assumptions

• The starting point for reasoning
• All reasoning takes some things for granted
• the purpose is good
• the problem is solvable
• the resources are available
• Assumptions should be clearly stated and be
  justifiable

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Data interpretation

• Because we know X we can infer Y
• Putting together data points to clarify your
  proposed answer or justify your position
• Need to be consistent, deep, and clear

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Concepts and theories

• Using concepts and theories in the discipline to
  solve disciplinary problems
• Requires a deep understanding of concepts,
  theories, rules, and axioms
• Must use relevant concepts and theories

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Points of view

• Understanding and articulating your point of view
• how was it developed
• does it make sense
• Acknowledging that similar and opposing points of
  view exist
• Understanding and discussing opposing points of
  view

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Conclusions / implications / consequences

• Reasoning should lead somewhere!
• What are the consequences or implications of our
  reasoning?
• What will happen if we take the course of action
  suggested?
• Are the implications, conclusions, and
  consequences realistic / valid?

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Universal Intellectual Standards

• Clear If a statement is unclear we cannot
  evaluate its fit with the other standards.
• Accurate Accuracy TRUTH. Is it true?
• Precise Is there enough detail to completely
  understand the statement.
• Relevant Is the information connected to the
  question at hand?

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Universal Intellectual Standards

• Depth Does the statement, fact, etc. address the
  complexity of the issue?
• Breadth Are there other points of view or other
  ways to consider this question? Are you
  considering the key factors?
• Logic Does it make sense? Can you make that
  conclusion based on the information and evidence?

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Course Design

• What are the fundamental and powerful concepts in
  your course?
• Is your instructional time used to teach these
  concepts?
• Why do we tend to get away from the fundamental
  concepts and teach more stuff?

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Assumption into question

• ASSUMPTION Agriculture teachers make low
  salaries.
• Do you think this is true / false / other ?
• How important is this assumption to YOU (1-5)
• Why is it important to you?
• Write two - three questions that you can generate
  from this assumption.
• Which questions are realistic to answer?
• Develop and implement a plan to answer the vital
  questions

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Socratic Discussion
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Pitfalls

• Teaching for critical thinking takes more time to
  prepare
• Teaching for critical thinking will reduce the
  amount of material covered
• Teaching for critical thinking is not popular
  with students in the beginning
• BUT

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Resources

• Criticalthinking.ifas.ufl.edu
• Biotechcriticalthinking.ifas.ifl.edu