Hale_intro_to_CT.pdf

7/27/2019 Hale_intro_to_CT.pdf

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FoundationsFoundations

of Critical Thinkingof Critical Thinking


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r ca n ng r ca n ng

h is it Im ortant?h is it Im ortant?How Does it ImproveHow Does it Improve

Teaching and Learning?Teaching and Learning?


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LOGICOF

Studentn ng

Content


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A man may hear a thousand lectures, and read aA man may hear a thousand lectures, and read a

thousand volumes, and be at the end of the processthousand volumes, and be at the end of the processvery much where he was, as regards knowledge.very much where he was, as regards knowledge.Something more than merely admitting it in aSomething more than merely admitting it in a

negative way into the mind is necessary if it is tonegative way into the mind is necessary if it is toremain there. It must not be passively received, butremain there. It must not be passively received, butactually and actively entered into, embraced,actually and actively entered into, embraced,

mastered. The mind must go halfmastered. The mind must go half--way to meet whatway to meet whatcomes to it from without.comes to it from without.


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Booth Tarkin ton, authorBooth Tarkin ton, authorHe had learned how to pass examinations byHe had learned how to pass examinations by

cramm ng ; t at s, n t ree or our ays an n g ts ecramm ng ; t at s, n t ree or our ays an n g ts ecould get into his head enough of a selected fragmentcould get into his head enough of a selected fragmento some sc ent c or p osop ca or terary oro some sc ent c or p osop ca or terary or

linguistic subject to reply plausibly to six questions outlinguistic subject to reply plausibly to six questions outo ten. e cou reta n t e n ormat on necessary oro ten. e cou reta n t e n ormat on necessary orsuch a feat just long enough to give a successfulsuch a feat just long enough to give a successful

per ormance; t en t wou evaporate utter y rom sper ormance; t en t wou evaporate utter y rom sbrain, and leave him undisturbed.brain, and leave him undisturbed.

n w a eorge m erson a earne n co ege, rom e agn can m ersonsn w a eorge m erson a earne n co ege, rom e agn can m ersons


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CircleCircle

DotsDots


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Whitehead,Whitehead,

number of subjects is the passive receptionnumber of subjects is the passive reception,,

any spark of vitality. Let the main ideasany spark of vitality. Let the main ideasc are ntro uce nto a c s e ucat onc are ntro uce nto a c s e ucat on

be few and important, and let them bebe few and important, and let them be

thrown into every combination possible.thrown into every combination possible.


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The child should make them his own andThe child should make them his own andshould understand their application here andshould understand their application here and

..

From the very beginning of his education,From the very beginning of his education,e c s ou exper ence e oy oe c s ou exper ence e oy o

discovery. The discovery which he has todiscovery. The discovery which he has tomake is that general ideas give anmake is that general ideas give anunderstanding of that stream of events whichunderstanding of that stream of events which

pours through his life.pours through his life.


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T ical student beliefs.T ical student beliefs. Learning should be fun.Learning should be fun.

Learning should be easy.Learning should be easy. If I do what the teacher says, thats all that matters.If I do what the teacher says, thats all that matters.

nee o o s e a so u e m n mum o ge an .nee o o s e a so u e m n mum o ge an .

Learning means doing what the teacher says.Learning means doing what the teacher says.

I shouldnt have to waste m time learnin an thin I cant use.I shouldnt have to waste m time learnin an thin I cant use.

Cheating to get by is fine because all I need is the piece of paperCheating to get by is fine because all I need is the piece of paper(the college degree) to get a job anyway.(the college degree) to get a job anyway.

..


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Inert InformationInert Information

ct vate gnorancect vate gnorance

Activated KnowledgeActivated Knowledge


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Critical thinking is the way youCritical thinking is the way you

do everything you dodo everything you doCritical ThinkingCritical Thinking

Something you add onto everything else

The Way You Do

Everything You Do


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built of bricks, but an accumulation ofbuilt of bricks, but an accumulation ofacts s no more sc ence t an a p e oacts s no more sc ence t an a p e o

bricks is a house!bricks is a house!


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Constructed by thinkingConstructed by thinking

Mo e y t n ng Mo e y t n ng

Applied by thinkingApplied by thinking Questioned by thinkingQuestioned by thinking


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Therefore, to learn contentTherefore, to learn content

students have tostudents have to thinkthinkit intoit into

t e rt e r t n ng t n ng us ng t e rus ng t e r


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Critical thinking provides theCritical thinking provides the

oo s s u en s nee o noo s s u en s nee o n

Critical thinking is a system ofCritical thinking is a system of

thinking that opens up allthinking that opens up all

ot er systems o t n ng.ot er systems o t n ng.


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WhatWhat is Critical Thinkin ?is Critical Thinkin ?To be clear in writin :To be clear in writin :

1)1) statestate2)2) elaborate (In other words)elaborate (In other words)

3)3) exemplify and/or illustrateexemplify and/or illustrate

,,form:form:

1)1) Critical thinking isCritical thinking is ....

22 In other wordsIn other words

3)3) For exampleFor example


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Critical ThinkingCritical Thinking

is ais a selfself--directeddirectedprocessprocessy w c we ta ey w c we ta e


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Read, write hear etcRead, write hear etc

Write

It

It

LearningHear

Draw

It

Teach Apply

It It


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Critical thinking is the way youCritical thinking is the way you

do everything you dodo everything you doCritical ThinkingCritical Thinking

Something you add onto everything else

The Way You Do

Everything You Do


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Overview slideOverview slide

Thinking that

analyzes thinking

Thinking that

assesses thinking

critical thinking: disciplined,

self-guided thinking

aimed at livin a rational life.

Thinking thatdevelops within itself

t n ng t atcombats

its native

egocentricity


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Why Critical Thinking?Why Critical Thinking?

Work in pairs.Work in pairs. Concepts and ToolsConcepts and Toolsminimini--guide. Personguide. Person, . ,, . ,

the following method:the following method:.. ,,his/her own words what has been read. In otherhis/her own words what has been read. In other

words erson B inter rets the sentence.words erson B inter rets the sentence.b.b. Person A then either agrees with the interpretationPerson A then either agrees with the interpretation

or offers a different inter retation adds to theor offers a different inter retation adds to the

interpretation, etc.interpretation, etc.c.c. Durin this rocess do not criti ue what ou areDurin this rocess do not criti ue what ou are

reading, merely interpret.reading, merely interpret.


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. ,. ,and the same process occurs.and the same process occurs.

e.e. Person A then takes the next two sentences,Person A then takes the next two sentences,one sentence at a time readin inter retinone sentence at a time readin inter retin

getting feedback from person B, using thegetting feedback from person B, using the

..

f.f. Take turns reading and interpreting usingTake turns reading and interpreting using

this method, each person reading andthis method, each person reading andinterpreting two sentences, then switchinginterpreting two sentences, then switchingroles, until the entire page is read.roles, until the entire page is read.


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Red/greenRed/green

thinkingthinking

Red Thinking:

Higher order executive

unct on ng.

Thinking that analyzes,assesses and improves green

Thinking.

Green Thinking:

Instinctive, automatic,

spontaneous thinking.Unconsciously guided


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Green ThinkingGreen Thinking

Unconscious Mixture Of High QualityUnconscious Mixture Of High Quality

And Low Quality ThinkingAnd Low Quality Thinking

Spontaneous Subconscious Uncontrolled

Impulsive Self protecting Unanalyzed

Reflexive Self validating

Includes ideas that are valid, as well as nonsense, confusion,

stereotypes, prejudices. The key is that we cannot distinguishthe difference between high and low quality thought in green

.

Green thinking goes without assessing itself.


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e n nge n ng

Red ThinkingRed Thinkingstopsstops and assesses itself before going forward.and assesses itself before going forward.

DisciplinedDisciplined Seeks the truthSeeks the truth Self assessing Self assessing

Critical ThinkinCritical Thinkin Self correctinSelf correctin ProbinProbin

In red thinking mode, we actively work to eliminate prejudices,In red thinking mode, we actively work to eliminate prejudices,biases, dysfunctional thinking from our thinking. We activelybiases, dysfunctional thinking from our thinking. We actively

work on our thinking.work on our thinking.

We rigorously apply intellectual standards to our thinking.We rigorously apply intellectual standards to our thinking.


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Trap or freeTrap or free

can either

Trap Free

You ou

Hold ou

Hostage withinuncritically

mind

to new wa sheld

beliefs

of thinking


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LOGICOF

Studentn ng

Content


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CircleCircle

DotsDots


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T ical student beliefs.T ical student beliefs. Learning should be fun.Learning should be fun.

Learning should be easy.Learning should be easy.

If I do what the teacher says, thats all that matters.If I do what the teacher says, thats all that matters.

nee o o s e a so u e m n mum o ge an .nee o o s e a so u e m n mum o ge an .

Learning means doing what the teacher says.Learning means doing what the teacher says.

I shouldnt have to waste m time learnin an thin I cant use.I shouldnt have to waste m time learnin an thin I cant use. Cheating to get by is fine because all I need is the piece of paperCheating to get by is fine because all I need is the piece of paper

(the college degree) to get a job anyway.(the college degree) to get a job anyway.

..


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The critical thinking mind is the educatedThe critical thinking mind is the educated

mindmind

==


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To Learn Anything, We MustTo Learn Anything, We Must

Actively Bring It Into OurActively Bring It Into Our


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The Test:The Test:

at s r t ca n ng at s r t ca n ng To be clear in writin :To be clear in writin :

1)1) statestate2)2) elaborate (In other words)elaborate (In other words)

3)3) exemplify and/or illustrateexemplify and/or illustrate

,,form:form:

1)1) Critical thinking isCritical thinking is ....

22 In other wordsIn other words

3)3) For exampleFor example


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What do you know aboutWhat do you know about

thinking?thinking?

What do you know about theWhat do you know about theconnection between thinkingconnection between thinking


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What have you learned about how you think?What have you learned about how you think?

Did ou ever stud our thinkin ?Did ou ever stud our thinkin ?

, ,, ,about the intellectual processes that occur asabout the intellectual processes that occur as


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,,

evaluate, or reconstruct your thinking?evaluate, or reconstruct your thinking?

Where does your thinking come from?Where does your thinking come from?

How much of it is of poor quality?How much of it is of poor quality?


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Are you, in any real sense, in control of yourAre you, in any real sense, in control of yourthinkin ?thinkin ?

How do you control your thinking?How do you control your thinking?

Do you have any conscious standards forDo you have any conscious standards foreterm n ng w en you are t n ng we aneterm n ng w en you are t n ng we an

when you are thinking poorly?when you are thinking poorly?


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Have you ever discovered a significantHave you ever discovered a significantpro em n your n ng an en c angepro em n your n ng an en c ange

by a conscious act of will?by a conscious act of will?

If anyone asked you to teach them what youIf anyone asked you to teach them what youhave learned, thus far in your life, abouthave learned, thus far in your life, aboutthinking, would you really have any idea whatthinking, would you really have any idea what

that was or how you learned it?that was or how you learned it?


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enever we are ea ng wenever we are ea ng w,,

l lin i h hinkin .l lin i h hinkin .


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n ng s e way an ng s e way a


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ere s no way oere s no way o

thinking.thinking.


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what is happeningwhat is happening

who our enemies arewho our enemies are

what our options arewhat our options are

who we arewho we are

what is importantwhat is important

a s un mpor ana s un mpor an

Thi ki d iThi ki d i


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Thinking determines:Thinking determines:

hat we learnhat we learn

how we learnhow we learn what we think is important to learnwhat we think is important to learn

what effort we should expendwhat effort we should expend

what we think is truewhat we think is true hat we think is falsehat we think is false

how things should be viewedhow things should be viewed

hether our learning is of high or low qualityhether our learning is of high or low quality whether our learning is deep or superficialwhether our learning is deep or superficial


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Everything we know,Everything we know,

believe, want, fear and hopebelieve, want, fear and hope

for, our thinking tells us.for, our thinking tells us.


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Most of the worlds roblemsMost of the worlds roblems

are caused by problems in humanare caused by problems in humant n ng t n ng


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HumiliationHumiliation

HungerHunger

HomelessnessHomelessness

MurderMurder

apeape Global WarmingGlobal Warming


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students engage in.students engage in.

See if you can identify theSee if you can identify the

behavior.behavior.

When we place thinking at theWhen we place thinking at the


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When we place thinking at theWhen we place thinking at the

center of instruction:center of instruction:

we approach students aswe approach students as thinkersthinkers

are teaching to theare teaching to the thinkingthinkingof studentsof students

important to them asimportant to them as thinkersthinkers

we es gn nstruct on so t at stu ents ave towe es gn nstruct on so t at stu ents ave tothinkthink their way into and through the content.their way into and through the content.


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problemsproblems


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Therefore thinkinTherefore thinkin

must bemust beat the coreat the core

o theo the

Think for Yourself: 1Think for Yourself: 1--11


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Think About Your ThinkingThink About Your Thinking

To begin to think about your thinking, make a list ofTo begin to think about your thinking, make a list ofan roblems ou believe currentl exist with ouran roblems ou believe currentl exist with ourthinking. Try to be as explicit as possible. Thethinking. Try to be as explicit as possible. Themore problems you identify the better. For eachmore problems you identify the better. For eachpro em you en y, comp e e e o ow ng pro em you en y, comp e e e o ow ng statements:statements:

..

2.2. This is a problem becauseThis is a problem because

3.3. If I ade uatel addressed this roblem theIf I ade uatel addressed this roblem thequality of my life would improve in the followingquality of my life would improve in the following

waysways

Think for Yourself: 1Think for Yourself: 1--22


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Think for Yourself: 1Think for Yourself: 1 22

r t que our n ngr t que our n ngConsider your thinking in these domains of your life: at work, in personalConsider your thinking in these domains of your life: at work, in personal

relationships, in teaching, in intimate relationships, as a reader, as a writer, inrelationships, in teaching, in intimate relationships, as a reader, as a writer, in

planning your life, in dealing with your emotions, in figuring out complexplanning your life, in dealing with your emotions, in figuring out complexsituations. Com lete these statements:situations. Com lete these statements:

Right now, I believe my thinking across all domains of my life is ofRight now, I believe my thinking across all domains of my life is of

______________ quality. I based this judgment on _________________.______________ quality. I based this judgment on _________________.

1. In the following areas, I think very well1. In the following areas, I think very well

2. In the followin areas, m thinkin is OK, not reat, but not terrible either2. In the followin areas, m thinkin is OK, not reat, but not terrible either

3. In the following areas, my thinking is probably of low quality3. In the following areas, my thinking is probably of low quality

List at least three areas for each of the above.List at least three areas for each of the above.


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Critical Thinking Is Not NewCritical Thinking Is Not New

n , ranc s acon, wro e e rs oo on

critical thinking, The Advancement of Learning,

human irrationality and the need to establishnew habits of thought through education.

Socrates 2,400 years ago discovered by ar u

often could not rationally justify their.


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ParentingParenting

that I do about mthat I do about m

ParentingParenting


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Concepts and Tools GuideConcepts and Tools Guideen y rev s pageen y rev s page en scuss.en scuss.

p. 3p. 3 then discuss.then discuss...

p. 7p. 7

--.. p.11p.11

--

p. 16p. 16 . 19. 19

2121

Robert Reich former secretar ofRobert Reich former secretar of


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Robert Reich, former secretar ofRobert Reich, former secretar of

labor for Bill Clintonlabor for Bill Clinton

Reich identifies four components of the kind ofReich identifies four components of the kind oft n ng t at g y pa wor ers w t n ng t at g y pa wor ers w increasingly need to master:increasingly need to master:

1.1. Command of abstractionsCommand of abstractions

2.2. Abilit to think within s stemsAbilit to think within s stems

3.3. Ability to evaluate ideasAbility to evaluate ideas

..

The Underlying Principles of Critical Thinking


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y g p g

The Standardsclarity precision

accurac si nificance

must be applied to

relevance completeness

logical fairnessThe Elements

purposes inferences

questions conceptsIntellectual Traits

information assumptionsnte ectua um ty

intellectual perseverance

intellectual autonomy

intellectual integrity

confidence in reasoning

intellectual courage

intellectual empathy

Fair-mindednessas we develop

Hale_intro_to_CT.pdf

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