Elder, Linda; Paul, Richard (2007). The Thinker’s Guide to Analytic Thinking (Foundation for Critical Thinking.
Project description
Week 1: You are to carefully read the following material I will provide, define your own level of critical thinking analysis, expand your critical thinking skills as explained in the reading, select one
of the 3 scenarios (Issues) shown at the end of the reading, and address the issue using critical thinking skills. Additionally, I have provided in COURSE CONTENT a Power Point presentation on
Critical Thinking you may find helpful. I will upload reading material/questions/power point. If you have any questions or concerns please contact me as soon as possible.
All Thinking Is Defined by the Eight Elements That Make It Up.
Eight basic structures are present in all thinking:
Week 1 :You are to carefully read the following material, define your own level of critical thinking analysis, expand your critical thinking skills as explained in the reading, select one of the 3
scenarios (Issues) shown at the end of the reading, and address the issue using critical thinking skills.
Additionally, I have provided in COURSE CONTENT a Power Point presentation on Critical Thinking you may find helpful.
Critical Thinking and Analysis
The following is taken from 3 sources:
1. Michael Scriven & Richard Paul, presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987,
2. Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008, and
3. Edward M. Glaser, An Experiment in the Development of Critical Thinking, Teacher?s College, Columbia University, 1941.
Vague Thinking
The “mortal sin” of the class is thinking that is vague, obscure, nebulous, blurred, confused, intangible, indefinite, imprecise, fuzzy, foggy, or indeterminate. If you learn nothing else in the class,
learn to be clear, precise, definite, specific, concrete, distinct, and exact in what you say and write.
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated
by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject
matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning
leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference.
Critical thinking ? in being responsive to variable subject matter, issues, and purposes ? is incorporated in a family of interwoven modes of thinking, among them:
Scientific thinking,
Mathematical thinking,
Historical thinking,
Anthropological thinking,
Economic thinking,
Moral thinking, and
Philosophical thinking.
Critical thinking can be seen as having two components:
1) A set of information and belief generating and processing skills, and
2) The habit, based on intellectual commitment, of using those skills to guide behavior.
It is thus to be contrasted with:
1) The mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated;
2) The mere possession of a set of skills, because it involves the continual use of them; and
3) The mere use of those skills (“as an exercise”) without acceptance of their results.
Critical thinking varies according to the motivation underlying it. When grounded in selfish motives, it is often manifested in the skillful manipulation of ideas in service of one?s own, or one’s
groups?, vested interest. As such it is typically intellectually flawed, however pragmatically successful it might be. When grounded in fair-mindedness and intellectual integrity, it is typically of a
higher order intellectually, though subject to the charge of “idealism” by those habituated to its selfish use.
Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and
dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-
through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical
thinking skills and dispositions is a life-long endeavor.
Why Critical Thinking?
The Problem
Everyone thinks; it is our nature to do so. But much of our thinking left to itself is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we
produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically
cultivated.
A Definition
Critical thinking is that mode of thinking – about any subject, content, or problem – in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures
inherent in thinking and imposing intellectual standards upon them.
The Result
A well cultivated critical thinker:
Raises vital questions and problems, formulating them clearly and precisely;
Gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and
standards;
Thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
Communicates effectively with others in figuring out solutions to complex problems.
Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their
use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and socio-centrism.
In a seminal study on critical thinking and education in 1941, Edward Glaser defines critical thinking as follows ?The ability to think critically, as conceived in this volume, involves three things:
(1) An attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experiences,
(2) Knowledge of the methods of logical inquiry and reasoning, and
(3) Some skill in applying those methods.
Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. It
also generally requires ability to recognize problems, to find workable means for meeting those problems, to gather and marshal pertinent information, to recognize unstated assumptions and
values, to comprehend and use language with accuracy, clarity, and discrimination, to interpret data, to appraise evidence and evaluate arguments, to recognize the existence (or non-existence)
of logical relationships between propositions, to draw warranted conclusions and generalizations, to put to test the conclusions and generalizations at which one arrives, to reconstruct one’s
patterns of beliefs on the basis of wider experience, and to render accurate judgments about specific things and qualities in everyday life.
WEEK 1 FDT ? Directions
For Week 1 FDT?s, select and address one of the following 3 scenarios (Issues) using critical thinking and analysis skills presented in this lecture. This assignment is designed to assess your
critical thinking problem solving, and communication skills. Your answer will be judged for its clarity, relevance, coherence, logic, depth, consistency, and fairness. Additionally, I will be looking
for the following:
a) Does the writer cite relevant evidence, experiences, and/or information essential to the issue?
b) Does the writer clarify key concepts when necessary?
c) Does the writer show a sensitivity to what he or she is assuming or taking for granted and consequences of the position he or she has taken?
d) Does the writer develop a definite line of reasoning, explaining well how he or she is arriving at his or her conclusions?
e) Is the writer’s reasoning well- supported?
f) Does the writer show sensitivity to alternative points of view or lines of reasoning?
g) Does he or she consider and respond to objections framed from other points of view?
Issue #1: Ecology
The nation is facing a variety of ecological problems that have the following general form: an established practice, whether on the part of business and industry or on the part of the public, is
contributing to serious health problems for a large number of people. At the same time it would be costly to modify the practice so as to reduce the health problem.
People often say that the answer is one of achieving a “balance” between the amount of money we spend to correct the problem and the number of lives we would save by that expenditure.
Develop a point of view and some plausible criteria for telling how one would determine this “balance.” Make sure you address any dilemmas inherent in your strategy for solving such problems.
Issue #2: Politics
There is a growing number of Americans who do not vote in national and local elections. Many of them explain their non-participation by saying that their vote would not make a difference.
Some go on to argue that this is true because “money plays such a large role in elections that the candidate with the highest paid, and the highest quality, media campaign wins.” Most people
agree that money sometimes plays an inappropriate role in determining the outcome of elections.
Develop a proposed solution to this problem that takes into account the view that people and organizations with money have a right to use that money to advance political causes they believe
in. If you like, you may decide to develop a position to the effect that there is no solution to the problem and that we have no choice but to accept the status quo.
Issue #3: Morality
Sociologist Erving Goffman has pointed out that all social groups, including professions; develop a protective attitude toward members of their group, even when what some of the members do
is seen as morally wrong. A sense of loyalty to the group often overrides what they would otherwise deem immoral.
Consider the arguments for and against exposing people with whom you are personally close or with whom you have close professional ties. Develop a position on this issue that could serve as a
guide for anyone in such a position.
As you can see, this exercise is designed to expand your critical thinking (CT) ability and apply CT skills to any topic you address.
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