Critical Thinking information from Richard Paul Linda Elder

Critical Thinking information from Richard Paul & Linda Elder – The Miniature Guide to Critical Thinking: Concepts and Tools

Why Critical Thinking is Important • Much of our thinking is biased, distorted, partial, uninformed, or downright prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely of 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.

Definition of Critical Thinking • Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. Critical thinking is self-directed, selfdisciplined, self-monitored, and self corrective. It entails a commitment of overcoming our native egocentrism and sociocentrism.

3 Levels of Thought • Level 1 – unreflective, low to mixed skill level, frequently relies on gut intuition (feeling), largely self-serving/self-deceived; • Level 2 – selectively reflective, high skill level, lacks critical thinking vocabulary, inconsistently fair, may be skilled in sophistry (adroit but fallacious arguing); • Level 3 – explicitly reflective, highest skill level, routine use of critical thinking tools in analyzing and assessing thinking, consistently fair.

Good Critical Thinkers… • …raise vital questions and problems, formulating them clearly and precisely; • gather and assess relevant information using examples and ideas to interpret information effectively; • come to well-reasoned conclusions and solutions by testing them against relevant criteria and standards; • think open mindedly within alternative systems of thought, recognizing and assessing the assumptions, implications, and practical consequences; • communicate effectively with others in figuring out solutions to complex problems.

Checklist for critical thinking in writing • Points of View – what is my point(s) of view, should I consider any others • Purpose – what am I trying to accomplish, what is my goal • Questions – what question am I addressing, am I considering the complexities in the question, am I raising other questions • Information – what information do I need to address the question, what information am I using to draw conclusions

…more • Inferences/Conclusions – how did I reach my conclusion, is there another way to interpret the information • Concepts – what is the main idea, can I explain it • Assumptions – what am I taking for granted, what assumptions led to my conclusion • Implications/Consequences – what are the implications or consequences of another accepting my idea or putting it into action

Checklist for use of universal intellectual standards in writing: • Clarity – can I elaborate further, use an example • Accuracy – how can I (or another) check, test, or verify the information • Precision – be specific, add details, be exacting • Relevance – relates to or aids with problem, question, or issue • Depth – assess factors, complexities, difficulties in question or problem

…more • Breadth – how can I look at the information from other perspectives • Logic – does thought (articulation) follow from evidence, does paper make sense • Significance – am I focused on the most important facts or ideas • Fairness – do I have a vested interest, am I sympathetically representing other viewpoints

Checklist for assessing my intellectual traits • Intellectual Humility vs. Intellectual Arrogance – recognize that I should not claim to know more than I actually do • Intellectual Courage vs. Intellectual Cowardice – do I recognize a need to fairly address ideas, beliefs, or viewpoints towards which I have strong negative emotions – do I just “accept” what I have “learned” • Intellectual Empathy vs. Intellectual Narrow. Mindedness – do I genuinely attempt to understand other viewpoints enough to articulate them – do I remember times I was wrong when I truly thought I was right so that I can guard against being deceived

…more • Intellectual Autonomy vs. Intellectual Conformity – do I have command over my thought processes enough so that I can make choices based on reason and evidence • Intellectual Integrity vs. Intellectual Hypocrisy – do I hold myself to the same rigorous standards evidence and proof that I require of others – do I honestly admit to inconsistencies in my own thoughts and actions • Intellectual Perseverance vs. Intellectual Laziness – do I understand that some questions or issues require struggling with over a period of time to achieve deeper understanding

…more • Confidence in Reason vs. Distrust of Reason and Evidence – do I understand that by encouraging and cultivating reason, people will learn to think for themselves, persuade one another to be reasonable, think coherently and logically, and this will best serve humankind • Fairmindedness vs. Intellectual Unfairness – do I adhere to intellectual standards without reference to feelings or vested interests or advantages for myself or my friends