CHAPTER 9 CRITICAL THINKING Bridging the Gap 9e

CHAPTER 9: CRITICAL THINKING Bridging the Gap, 9/e Brenda Smith 2008 Pearson Education, Inc. , publishing as Longman Publishers

In this chapter you will answer the questions: What is thinking? What is critical thinking? What are the characteristics of critical thinkers? What are the barriers to critical thinking? How do critical thinkers analyze an argument? What is the difference between inductive and deductive reasoning? What does creative thinking add to critical thinking? 2008 Pearson Education, Inc. , publishing as Longman Publishers

What is Thinking? Thinking is an organized and controlled mental activity that helps you solve problems, make decisions, and understand ideas. Good thinkers form a plan and systematically try different solutions. 2008 Pearson Education, Inc. , publishing as Longman Publishers

What is Critical Thinking? Critical thinking is deliberating in a purposeful, organized manner to assess the value of information, both old and new. Critical thinkers: Search Compare Analyze Clarify Evaluate Conclude 2008 Pearson Education, Inc. , publishing as Longman Publishers

Critical Thinking Skills and College Goals Think systematically. Evaluate. Draw conclusions based on logic. 2008 Pearson Education, Inc. , publishing as Longman Publishers

Four Habits of Effective Critical Thinkers Reader’s Tip: Be willing to plan. Be flexible. Be persistent. Be willing to self-correct. 2008 Pearson Education, Inc. , publishing as Longman Publishers

Should state legislators vote to take away the driver’s licenses of students age 16 -18 who drop out of school? 2008 Pearson Education, Inc. , publishing as Longman Publishers

Terminology for Critical Thinking 2008 Pearson Education, Inc. , publishing as Longman Publishers

Barriers to Critical Thinking Frame of reference. Wishful thinking. Hasty moral judgments. Reliance on authority. Labels. p. 484 2008 Pearson Education, Inc. , publishing as Longman Publishers

Critical Thinkers: Hold their own opinions up to scrutiny. Drive to the heart of the issues. Assess reasons for opposing views. Solve problems. Gain knowledge. Justify their own positions. Gain confidence. 2008 Pearson Education, Inc. , publishing as Longman Publishers

Review: How to Think Critically Be willing to plan. Think first & write later. Don’t be impulsive. Develop a habit of planning. Be flexible. Be open to new ideas. Consider new solutions for old problems. Be persistent. Continue to work even when you are tired and discouraged. Good thinking is hard work. Be willing to self-correct. Don’t be defensive about errors. Figure out what went wrong and learn from your mistakes. 2008 Pearson Education, Inc. , publishing as Longman Publishers

Assertion vs. Argument Non-argumentative An assertion that statements meant supports a to inform or explain. conclusion that is meant to persuade. I like soy milk. It rained a lot over the weekend. You should water your grass because it won’t be raining in the near future. Pg. 485

Steps in Analyzing an Argument Identify the position on the issue. 2. Identify the support in the argument. 3. Evaluate the support. 4. Evaluate the argument. 1. 2008 Pearson Education, Inc. , publishing as Longman Publishers

Signal Words to Identify the Position on an Issue As a result Consequently Finally For these reasons In summary It follows that Therefore Thus, should Pg. 487

Signal Words to Identify the Support in the Argument Because Since If First, second, finally Assuming that Given that Pg. 489

Reader’s Tip: Types of Support for Arguments Facts: Objective truths. Ask: How were the facts gathered? Are they true? Examples: Anecdotes to demonstrate the truth. Ask: Are the examples true and relevant? Analogies: Comparisons to similar cases. Ask: Are the analogies accurate and relevant? Authority: Words from a recognized expert. Ask: What are the credentials and biases of the expert? 2008 Pearson Education, Inc. , publishing as Longman Publishers

Reader’s Tip: Types of Support for Arguments Causal relationship: Saying one thing caused another. Ask: Is it an actual cause or merely an association? Common knowledge claim: Assertion of wide acceptance. Ask: Is it relevant? Does everyone really believe it? Statistics: Numerical data. Ask: Do the numbers accurately describe the phenomenon? Personal experiences: Personal anecdotes. Ask: Is the experience applicable to other situations? Pg. 491

Evaluate the Support Fallacy - An inference that appears to be reasonable at first glance, but closer inspection proves it to be unrelated, unreliable, or illogical. 1. Relevance fallacies 2. Believability fallacies 3. Consistency fallacies 2008 Pearson Education, Inc. , publishing as Longman Publishers

Relevance Fallacies Bandwagon Testimonials Overgeneralizations Questionable authority Appeals to emotions Appeals to pity Oversimplification Pg. 491 -493 2008 Pearson Education, Inc. , publishing as Longman Publishers

Evaluate the Argument: Four degrees of support Identify the position. 2. Identify the support in the argument. 3. Evaluate the support. 4. Evaluate the argument. 1. Pg. 499 2008 Pearson Education, Inc. , publishing as Longman Publishers

Inductive & Deductive Reasoning Inductive Deductive Inductive reasoning: Deductive reasoning: Starts by gathering Starts with the data. Considers all available material. Formulates a conclusion of a previous experience. Applies it to a new situation. 2008 Pearson Education, Inc. , publishing as Longman Publishers

Creative and Critical Thinking Vertical thinking is straightforward and a logical way of thinking. Lateral thinking is a way of thinking around a problem or even redefining the problem. Creative thinking involves both vertical and lateral thinking. 2008 Pearson Education, Inc. , publishing as Longman Publishers

Summary Points What is thinking? What is critical thinking? What are the characteristics of critical thinkers? What are the barriers to critical thinking? How do critical thinkers analyze an argument? What is the difference between inductive and deductive reasoning? What does creative thinking add to critical thinking? 2008 Pearson Education, Inc. , publishing as Longman Publishers