Thinking Critically Bruce Edmonds MRes slides available at

Thinking Critically Bruce Edmonds MRes (slides available at http: //cfpm. org/mres) Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-1

Does/should academic argument differ from other kinds (e. g. political)? • What does society expect from academics (as compared to, say, politicians)? • What does society hope to gain in return for the money put into business/management research? • Is this the same as what it hopes to gain from other fields (e. g. physics or engineering)? • What are the consequences of these obligations in terms of kinds of academic argument? • To what extent do these obligations conflict with an individual academic’s desire for success/advancement? Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-2

Example Read the example selection… …and discuss the following: • What is it arguing for? • What is it arguing against? • What is the context it comes from? • Why is it/is it not convincing for you? • What are its assumptions? • Given its assumptions how reliable are its conclusions? Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-3

Why is a critical approach important? The multiplication/disintegration of truth: – Theories approximate truth because of their ability to resist refutation – Popper’s Falisficationism – Theories approximate truth because of their usefulness and/or elegance – Peirce/Quine’s Pragmatism – Theories approximate truth because of their orthodoxy – Kuhn/Lakatos’ Paradigms/Programmes Does this add up to saying nothing is true or that all truth is equally true? Are there any reliable foundations? Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-4

Examples illustrating the spirit of critical research • Independent thinking – Simon’s Administrative Behaviour – Einstein’s Relativity • Challenging the group and the species – Mill’s On Liberty – Shoemakers’ Small is beautiful • Going beyond the surface – Freud’s ego-id-super-ego – Quantum mechanics Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-5

Some characteristics of critical thought in research… • Using existing knowledge in new contexts – e. g. Post-It Notes • Follow promising avenues of investigation – e. g. : Viagra • Recognize distinctions between: solutions; resolutions and dissolution – e. g. : Brent Spa • Recognise the importance of rhetorical skill – e. g. : Ratner • Know your limits Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-6

Some more characteristics of critical thought in research • • Identify the bedrock (beliefs; assumptions; habits) Look for relevant evidence Look for contradictions – are they bad? Work out consequences – compare with evidence Be aware of authority (power over and power to) Put yourself in the place of others Reflect on the importance of emotions, feelings and intuition (as distinct from prejudice) • Court the strange – insight is often unorthodox • Ensure integrity of approach (consistency; ethics) Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-7

Some relevant cognitive abilities Interpretation – giving meaning to experience/evidence: – selection by relevance; categorization (classification); significance testing; clarifying meaning/language Analysis –inferences to and from experience/evidence: – Ideas; arguments; assumptions/bedrock Evaluation – assessing the credibility of representations: – relevance; consistency; integrity; comparison Inference – drawing conclusions: – creating meaning; projecting consequences of ideas Explanation –the logical scaffold of your argument/models: – justify methods; justify assumptions; present argument Self-regulation – cognitively self-aware and self critical: – think abut thinking; honesty about limitations, assumptions; trying to criticise own argument Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-8

Some elements of a critical argument • What so? - the description of states of affairs (events, beliefs, relations) remaining fully aware of the possibility of these being different from different perspectives • How so? - the investigation of how states of affairs came to be, the traditions, habits and histories that are brought into the frame in establishing something as ‘being the case’ • So what? - the explanation of implications arising from the presented states of affairs, including an awareness of the prevailing interests being served Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-9

A second example Read the example selection… …and discuss the following: • What do you think the academic background to the piece is? • What do you guess is the academic position of the author? • What are the roles of argument and rhetoric in this paper? • Who is it aimed at (or against)? • What do you think the purpose it is? Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-10

The End Critical thinking sessions in the near future (these slides will be at: http: //cfpm. org/mres) Critical Thinking. MMUBS Mres Induction, Bruce Edmonds, http: //cfpm. org/mres slide-11