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    CHP 1 Intro To Critical Thinking SMS-260913 102209

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    Hafizul Helmy
    This chapter introduces critical thinking and its key concepts. It defines thinking and explains why critical thinking is important. There are two main types of thinking: creative thinking and critical thinking. Critical thinking involves skills like analyzing, evaluating, and reasoning. The document then discusses what critical thinking is, listing its core skills. It provides definitions of critical thinking from various sources. Finally, it outlines the standards of critical thinking: clarity, precision, accuracy, relevance, depth, breadth, logic, and fairness. Meeting these standards is important for effective critical thinking.

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    CHP 1 Intro To Critical Thinking SMS-260913 102209

    Uploaded by

    Hafizul Helmy
    57 views41 pages
    This chapter introduces critical thinking and its key concepts. It defines thinking and explains why critical thinking is important. There are two main types of thinking: creative thinking and critical thinking. Critical thinking involves skills like analyzing, evaluating, and reasoning. The document then discusses what critical thinking is, listing its core skills. It provides definitions of critical thinking from various sources. Finally, it outlines the standards of critical thinking: clarity, precision, accuracy, relevance, depth, breadth, logic, and fairness. Meeting these standards is important for effective critical thinking.

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    Critical Thinking SMS-260913 102209

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    Chp 1 Intro to Critical Thinking SMS-260913 102209

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    This chapter introduces critical thinking and its key concepts. It defines thinking and explains why critical thinking is important. There are two main types of thinking: creative thinking and critical thinking. Critical thinking involves skills like analyzing, evaluating, and reasoning. The document then discusses what critical thinking is, listing its core skills. It provides definitions of critical thinking from various sources. Finally, it outlines the standards of critical thinking: clarity, precision, accuracy, relevance, depth, breadth, logic, and fairness. Meeting these standards is important for effective critical thinking.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    57 views41 pages

    CHP 1 Intro To Critical Thinking SMS-260913 102209

    Uploaded by

    Hafizul Helmy
    This chapter introduces critical thinking and its key concepts. It defines thinking and explains why critical thinking is important. There are two main types of thinking: creative thinking and critical thinking. Critical thinking involves skills like analyzing, evaluating, and reasoning. The document then discusses what critical thinking is, listing its core skills. It provides definitions of critical thinking from various sources. Finally, it outlines the standards of critical thinking: clarity, precision, accuracy, relevance, depth, breadth, logic, and fairness. Meeting these standards is important for effective critical thinking.

    Copyright:

    © All Rights Reserved
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    of 41

    Chapt er 1

    I nt roduct i on t o c ri t i c al t hi nki ng
    UBB 3023
    Critical Thinking
    Overview
    1. What is Thinking?
    6. Barriers to
    Critical Thinking
    2. Types of Thinking
    4. Critical Thinking
    Standards
    5. Benefits of
    Critical Thinking
    7. Characteristics of
    a Critical Thinker
    . What is
    Critical Thinking?
    Introduction
    Source: zaid.alsagoffg!ail.co!
    "hat is Thinking#
    $efinitions

    % the action of using one&s !ind to 'roduce


    thoughts 2 . o'inion( )udg!ent * +erria! "e,ster online htt':--
    www.!erria!.we,ster.co!-dictionar/-thinking

    Thinking is a 'ur'oseful( organized cognitive


    'rocess that we use to !ake sense of our world.

    "h/ it +atters to Think#

    0ver/da/ we are ,o!,arded with infor!ation fro!


    'eo'le( events and !edia which for!s our set of
    ,eliefs.

    So!e of these infor!ation infor! us and so!e ,lind


    us.

    The 1ualit/ of our ,eliefs is the funda!ental of


    critical thinking.
    "here2s Black,err/#
    T/'es of Thinking
    Creative Thinking vs Critical Thinking
    T/'es of Thinking
    3ro,le! Solving
    $ecision +aking
    Critical
    Thinking


    Analyzing


    Evaluatin
    g


    Reasonin
    g
    New
    Ideas
    Creative
    Thinking
    Right
    Left
    Source: zaid.alsagoffg!ail.co!
    Critical Thinking

    "h/ do /ou choose U4567879 to further /our


    stud/#

    "h/ do /ou choose that 'rogra!-area of stud/ /ou


    are taking now#

    :ow do /ou see /ourself 3 /ears fro! now#


    "hat is Critical Thinking#
    ;Critical thinking is the intellectuall/ disci'lined
    'rocess of activel/ and skillfull/ conce'tualizing(
    a''l/ing( anal/zing( s/nthesizing( and-or
    evaluating infor!ation gathered fro!( or
    generated ,/( o,servation( e<'erience( reflection(
    reasoning( or co!!unication( as a guide to ,elief
    and action. ;
    . +ichael Scriven = 6ichard 3aul
    Source: zaid.alsagoffg!ail.co!
    "hat is Critical Thinking#
    ;>a''ro'riate wa/s of handling knowledge and
    infor!ation( that is( ?good thinking2 or ?s!art thinking2
    as suggested ,/ 3ithers and Soden @2000A( ,eco!e
    !ore i!'ortant than !ere ac1uisition of infor!ation.B
    @OIDA International Journal Sustainable Development: Tan( 20%2A
    "hat is Critical Thinking#
    Critical Thinking is the general ter! given to a wide range of
    cognitive and intellectual skills needed to:

    0ffectivel/ identif/( anal/ze( and evaluate argu!ents.

    $iscover and overco!e 'ersonal 're)udices and ,iases.

    Cor!ulate and 'resent convincing reasons in su''ort of conclusions.

    +ake reasona,le( intelligent decisions a,out what to ,elieve and what


    to do.
    Source: zaid.alsagoffg!ail.co!
    "hat is Critical Thinking#
    CRITICAL
    THINKING
    SKILLS
    Analyzing
    Reasoning
    Evaluating
    Decision Making Po!le" Solving
    Source: zaid.alsagoffg!ail.co!
    Critical
    Thinking
    Standards
    Clarit/
    3recision
    7ccurate
    6elevance
    $e'th
    Breadth
    Dogical
    Cairness
    Critical Thinking Standards

    R
    e
    l
    e
    v
    a
    n
    c
    e

    B
    r
    e
    a
    d
    t
    h

    F
    a
    i
    r
    n
    e
    s
    s
    "hat do /ou see first#
    Clarit/
    "hich state!ent is clearer#
    7. E"hat can ,e done a,out the education s/ste! in
    +ala/sia#;
    B. E"hat can educators do to ensure that students
    learn the skills and a,ilities which hel' the!
    function successfull/ on the )o, and in their dail/
    decision.!aking#E
    Fetting Clarification

    Could /ou ela,orate further on that 'oint#

    Could /ou e<'ress that 'oint in another wa/#

    Could /ou give !e an illustration#

    Could /ou give !e an e<a!'le#


    Source: zaid.alsagoffg!ail.co!
    3recision

    3recision is i!'ortant is s'ecialized fields such as


    !edicine( architecture( engineering( !ilitar/ and
    diving

    Cut through confusions and certainties


    Fetting 3recise

    Could /ou give !ore details#

    Could /ou ,e !ore s'ecific#


    Source: htt':--www.fctl.ucf.edu-tresources-content-6uland.CriticalThinkingStandards.'df
    7 state!ent can ,e ,oth clear and accurate(
    ,ut not 'recise
    Gao +ing is
    T7DDH
    Source: zaid.alsagoffg!ail.co!
    7ccurac/
    Clear ,ut not accurate @false infor!ation-false
    assu!'tionsA

    E+ost dogs are over 300 'ounds in weight.;

    US7 decision on Iietna! "ar was ,ased on failure


    of )udg!ents.

    ;7ll cats are four.legged ani!als( Cido is a four.


    legged ani!al( Therefore( Cido is a cat.B
    $eter!ining 7ccurac/

    5s that reall/ true#

    :ow could we check that#

    :ow could we find out if that is true#


    6elevance

    7 state!ent can ,e clear( accurate( and 'recise( ,ut


    not relevant to the 1uestion at issue. Cor e<a!'le(
    students often think that the a!ount of effort the/
    'ut into a course should ,e used in raising their
    grade in a course. Often( however( the EeffortE does
    not !easure the 1ualit/ of student learningJ and
    when this is so( effort is irrelevant to their
    a''ro'riate grade.
    $eter!ining 6elevance

    :ow is that connected to the 1uestion#

    :ow does that ,ear on the issue#


    Source: htt':--www.fctl.ucf.edu-tresources-content-6uland.CriticalThinkingStandards.'df
    5 studied hard all
    se!ester( therefore 5
    should get 7K.
    7 state!ent can ,e clear( accurate( and 'recise(
    ,ut not relevant to the 1uestion at issue.
    !o" #"st
    "nlearn $hat
    yo" ha%e
    learned.
    Source: zaid.alsagoffg!ail.co!
    $e'th
    7 state!ent can ,e clear( accurate( 'recise( and
    relevant( ,ut su'erficial @that is( lack de'thA.
    Cor e<a!'le( the state!ent( ELust sa/ 4oHE which is
    often used to discourage children and teens fro! using
    drugs( is clear( accurate( 'recise( and relevant.
    4evertheless( it lacks de'th ,ecause it treats an
    e<tre!el/ co!'le< issue( the 'ervasive 'ro,le! of
    drug use a!ong /oung 'eo'le( su'erficiall/. 5t fails to
    deal with the co!'le<ities of the issue.
    Source: zaid.alsagoffg!ail.co!
    "h/ the anti.s!oking in +ala/sia is a failure#
    $eter!ining the $e'th of an 5ssue

    :ow does /our answer address the co!'le<ities in


    the 1uestion#

    :ow are /ou taking into account the 'ro,le!s in


    the 1uestion#

    5s that dealing with the !ost significant factors#


    Source: htt':--www.fctl.ucf.edu-tresources-content-6uland.CriticalThinkingStandards.'df
    &ra%e danger
    yo" are in.
    '#patient
    yo" are.
    7 state!ent can ,e clear( accurate(
    'recise( and relevant( ,ut su'erficial.
    Source: zaid.alsagoffg!ail.co!
    Breadth

    7 line of reasoning !a/ ,e clear( accurate( 'recise(


    relevant( and dee'( ,ut lack ,readth @as in an
    argu!ent fro! either the US7 or +usli! stand'oint
    which gets dee'l/ into an issue( ,ut onl/ recognizes
    the insights of one side of the 1uestion.A
    $eter!ining the Breadth of an 5ssue

    $o we need to consider another 'oint of view#

    5s there another wa/ to look at this 1uestion#

    "hat would this look like fro! a conservative


    stand'oint#

    "hat would this look like fro! the 'oint of view of...#
    Source: htt':--www.fctl.ucf.edu-tresources-content-6uland.CriticalThinkingStandards.'df
    That is
    $hy yo"
    fail.
    7 line of reasoning !a/ ,e clear( accurate(
    'recise( relevant( and dee'( ,ut lack ,readth.
    :eadacheH
    HH
    Gou got 0 !arks for
    ;3artici'ationB( ,ecause
    /ou didn2t 'artici'ate in the
    class discussion at all.
    Source: zaid.alsagoffg!ail.co!
    5t&s ,een %% /ears since al.Maeda&s "orld Trade Centre attacks. See the !ost
    haunting i!ages of that fateful da/.
    See the !ost haunting i!ages of 5ra1 and 7fghanistan wars. 7re their lives and
    ,lood chea'er than those in US N-%%#
    Dogical

    "hen we think( we ,ring a variet/ of thoughts


    together into so!e order. "hen the co!,ination of
    thoughts are !utuall/ su''orting and !ake sense in
    co!,ination( the thinking is Elogical.E "hen the
    co!,ination is not !utuall/ su''orting( is
    contradictor/ in so!e sense or does not E!ake
    sense(E the co!,ination is not logical.
    $eter!ining Dogic

    $oes this reall/ !ake sense#

    $oes that follow fro! what /ou said#

    :ow does that follow#

    But ,efore /ou i!'lied this and now /ou are sa/ing
    thatJ how can ,oth ,e true#
    Source: htt':--www.fctl.ucf.edu-tresources-content-6uland.CriticalThinkingStandards.'df
    Su'er!an sees through an/thing.
    Su'er!an sees through walls.
    Su'er!an sees through Gou.
    "hen the co!,ination of thoughts are
    !utuall/ su''orting and !ake sense in co!,ination(
    the thinking is Elogical.;
    (ay the
    force )e
    $ith yo".
    Source: zaid.alsagoffg!ail.co!
    Cairness

    :u!an think is often ,iased in the direction of the


    thinker . in what are the 'erceived interests of the
    thinker. :u!ans do not naturall/ consider the rights
    and needs of others on the sa!e 'lane with their own
    rights and needs. "e therefore !ust activel/ work to
    !ake sure we are a''l/ing the intellectual standard
    of fairness to our thinking. Since we naturall/ see
    ourselves as fair even when we are unfair( this can ,e
    ver/ difficult. 7 co!!it!ent to fair!indedness is a
    starting 'lace.
    $eter!ining Cairness
    Critical thinking demands that our thinking be fair.

    O'en.!inded

    5!'artial

    Cree of distorting ,iases and 'reconce'tions


    Source: htt':--www.fctl.ucf.edu-tresources-content-6uland.CriticalThinkingStandards.'df
    *iffic"lt to
    achie%e+ )"t
    yo" #"st try,
    Cair.!indedness is an essential
    attri,ute of a Critical Thinker.
    Source: zaid.alsagoffg!ail.co!
    $o /ou agree#
    ;Fraduates e!erging fro! the +ala/sian education
    s/ste! fail to !eet the e<'ectations of 'ros'ective
    e!'lo/ers due to a lack of critical thinking skills and
    'oor co!!unication.B
    .The Star( Sunda/ +arch O( 20%2
    htt':--thestar.co!.!/-news-stor/.as'#
    fileP-20%2-3-O-nation-20%2030O%23QO2=secPnation
    7ctivit/ %: Frou' $iscussion @%R !inutesA
    Check the links and co!'are the following articles on une!'lo/!ent a!ong graduates.
    5dentif/ the reasons for graduates ,eing une!'lo/ed and decide which of the writers co!'l/ to the critical thinking standards in 'resenting their views#

    htt':--www.the,orneo'ost.co!-20%2-0R-%O-QS200.graduates.still.une!'lo/ed.social.activist
    -

    htt':--
    www.nst.co!.!/-o'inion-letters.to.the.editor-une!'lo/!ent.don.t.,la!e.graduates.alone.%.ORQRO

    htt':--
    dria)200N.,logs'ot.co!-20%%-0R-une!'lo/ed.or.une!'lo/a,le.!ala/sian.ht!l

    htt':--thestar.co!.!/-news-stor/.as'#fileP-
    20%2-S-%S-sarawak-%%ON%%0S=secPsarawak

    htt':--,iz.thestar.co!.!/-news-stor/.as'#
    fileP-20%2-%-O-,usiness-%0%NQQST=secP,usiness
    Conclusion . Food Thinking is>
    CLEAR>>>.....rather than........U4CD076
    ACCURATE>....rather than>>.547CCU67T0
    PRECISE>>....rather than>>.I7FU0
    RELEVANT>>.rather than>>.560D0I74T
    CONSISTENT>.rather than>>54CO4S5ST04T
    LOGICAL>>>.rather than>>5DDOF5C7D
    COMPLETE>>rather than>>54CO+3D0T0
    FAIR>>>>>.rather than>....B57S0$
    Source: htt':--www.fctl.ucf.edu-tresources-content-6uland.CriticalThinkingStandards.'df
    Source: zaid.alsagoffg!ail.co!

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