What Is Critical Thinking
What Is Critical Thinking
What Is Critical Thinking
I.1 What
is critical thinking?
Humans think. You know this. Everyone, whether they seem to or not, thinks. You are thinking at this moment as you read these words. You might be thinking about where the person writing these words (me, that this a good way to start a paragraph on
the author) is going with this topic on thinking. You might be thinking
thinkingtelling you that you think. You might be thinking way to introduce because it is
learn something new about thinking you never thought about. You
might be thinking that you already know all there is to know about thinking, and you might be wondering why you are reading this in because you are human, and humans think. the first place. The point is that you are thinking right now. You think
Critical Thinking
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Introduction
But how do you think? Yes, there is a biology of thinking or a process that is going on in your brain as chemicals are being activated and do you think, and what do you think? What do you think exactly? Do you think that you think clearly, or do you get lost in your deactivated as a result of your thinking. However, beyond biology, how
thinking? Do you sometimes wonder if you are the only one thinking you think?
what you are thinking, or do you wonder if everyone thinks the way
Can you think through a problem, or does it seem like thinking through a problem is the problem? Do you think that there are people who are just naturally good thinkers, like Albert Einstein? Do you think that these naturally good thinkers are the only thinkers who think and
think, and with all their gifted thinking, discover amazing things? Or do you think that you could ever learn to think like Albert Einstein, and someday, think through and discover your own amazing things?
The fact is that almost anyone can learn to think like Albert Einstein. Yes, some people pick thinking up easily, but everyone can learn to think as well as Albert Einstein. Because everyone can learn to think
well, everyone has within him or her new thoughts that could turn into
new discoveries that are just as amazing as Albert Einstein s discoveries. However, good thinking is hard work. Learning to think clearly and
carefully takes training, patience, and practice. Thinking carefully with scientists, like Albert Einstein, who discover amazing things about the world, have trained themselves to think critically. Critical thinking is the process of thinking in a certain way. Critical thinking is the carefully, with logic and depth; and of thinking open-mindedly, by
process of thinking clearly, with accuracy and precision; of thinking examining points of view and acknowledging assumptions and biases think critically if the time is taken to learn.
within a given viewpoint. The point is that everyone can learn how to
I.2 The
So what does it take to think critically? What are the nuts and bolts of critical thinking? Just like math or language or science, critical thinking has necessary tools and a method for using those tools.
There are two main activities we do all the time when we think. The first activity is gathering information or collecting data. As humans, the world around us. We use our five senses to gather information our minds are constantly observing and collecting information about
Critical Thinking
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Introduction
about the world we live in. We are observing the height, size, weight, color, texture, and odor of the objects around us, and we are observing these qualities in relation to each other.
The second activity we do when we think is drawing a conclusion is too high to jump over, or an atom is too small to see with our
based on the information weve collected. We may conclude a building eyes, or a boulder is too heavy to lift with our hands. However, what separates a critical thinker from a non-critical thinker is how she evaluates both the data shes collected and the conclusions shes drawn.
To evaluate both information and conclusions, the critical thinker questions. To think critically, we must ask questions about the information or data we have collected. Is it important? Is it
must use the most important tools in the critical thinking toolbox:
relevant? Is it applicable? Is it significant? But thats not enough. We must also ask questions about the conclusion weve drawn from the information weve collected. We need to ask the following types of questions: Is the conclusion fair? Is is it logical? Is it reasonable? and Is it consistent with all the information collected?
different activities. There are tools for Getting the Facts, Evaluating the Facts, Drawing a Conclusion, and Evaluating the Conclusion.
I.3 Tools
When you first hear a statement or an argument, it is important
Critical Thinking
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Introduction
involved? Which car hit first? Which car hit second? Who was driving? Who wasnt driving? Exactly how fast was the first car going? When as you can. looking at something critically, it is important to collect as many facts
Tools for Getting the Facts include questions like Who? What?
Where? When? and How? The facts need to be accurate, clear, exactly, how much, what time, etc., help to clarify the facts.
and precise. Questions that get to the details of facts, with words like
needs to evaluate the facts. easy as it sounds because only facts, but also involve opinions and preferences.
the accident may claim that moon, the accident was the
other drivers fault. It might be a fact that there was a full moon, but is this fact relevant to the accident? Is it a significant fact concerning the accident? The officer has to evaluate the facts to find out if they are facts that should or should not be used to draw a conclusion. Tools for Evaluating the Facts include questions that explore the
relevance and significance of the facts and questions that explore whether or not the facts are substantial, crucial, or applicable to the conclusion.
I.5
Now that we have collected the facts and evaluated the facts, we can draw a conclusion. A
statement that the information order to make a point or a how do you conclusion decision. But know if the
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Introduction
youve made is valid and consistent, or logically flawed? For example, one driver might not like men in flowered shirts. This driver might want to say that it was not the moon that caused the accident, but that it was the man in the flowered shirt that caused the accident is the driver making a logical error? because men in flowered shirts always cause accidents. Is this true, or
Tools for Drawing a Conclusion use logic (a method that investigates arguments) to help the critical thinker avoid making errors by exploring validity, consistency, and logical flaws.
account all the information available? Is my conclusion reasonable? the officer may conclude that the moon did not cause the accident,
and Is there more information that should be considered? For example, and that the man in the flowered shirt did not cause the accident, but that instead, neither man was watching where he was going. One was they are both at fault. But does that conclusion take into account all the information available, or is there more information that must be considered before the officer can make a fair conclusion? looking at the moon, and the other was fixing a button on his shirt; so
Tools for Evaluating a Conclusion include questions that explore the fairness, reasonableness, depth, and breadth of a conclusion.
I.7 Putting
In summary, the four main types of critical thinking tools are: Getting the Facts, Evaluating the Facts, Drawing a Conclusion using Logic, and Evaluating a Conclusion.
As weve mentioned, asking questions is the key for critical thinking, thinking tools weve discussed. It is important that we ask questions not just of other peoples thinking, but that we also challenge, and ask questions of, our own thinking.
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and that explore different aspects of the conclusions drawn from that information. Throughout this workbook, we will be asking questions using all of the critical thinking tools.
Finally, one of the most important questions you can ask another
person is, Let me understand what you are saying. Are you saying? Then in different words, repeat what you think the other person is saying, or repeat what you think you are saying in a different way. To admit you may not understand what someone else is saying is a way to open up more critical thinking questions.
do not function properly, a lens helps us see objects way, a critical thinking lens can help you think through problems more clearly. more clearly. In the same
Constructing a critical
thinking tools we have been learning. As you improve your ability to ask good questions, your critical thinking lens will improve. A critical thinking lens can help you decide what kinds and what kinds of statements may not be scientifically valid.
I.9 Summary
There are four main types of critical thinking tools (questions): Getting the Facts, Evaluating the Facts, Drawing a Conclusion using Logic, and Evaluating a Conclusion.
Tools for Getting the Facts include questions like Who? What? Tools for Evaluating the Facts include the following types of questions: Is this fact relevant or significant? Is this fact conclusion? substantial, crucial, and applicable? and Does it support the Tools for Drawing a Conclusion use logic to help the critical thinker to avoid making errors by asking: Is this valid and consistent with other information? and Are there any logical flaws in this conclusion? Where? When? and How?
Tools for Evaluating a Conclusion include the following types of the necessary depth and breadth?
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4. Have you considered enough information to draw that conclusion? (Does your answer have depth and breadth?). If not, what other information should you consider?
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These are the thinking tools (the questions) that, together, make the critical thinking lens.
1.1 The atom 1.2 Gathering the tools 1.3 Building the critical thinking lens 1.4 Using the critical thinking lens 1.5 Now you try 1.6 Make your own
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1.1 The
atom
In chapter 1 of Chemistry Level I, you learned all about the atom. You also read about the history of the atom and how atoms were this scientific claim: discovered. Now you will construct a critical thinking lens to evaluate
[Note: You will need to consider the information you find in your textbook and other resources as facts in order to complete this exercise. However, know that the facts in your textbook and in other resources are really conclusions that are based on many other facts that have been collected over years of investigation and that have been evaluated by many scientists. As a critical thinker, you are encouraged to examine all facts and to evaluate them for yourself, even those facts that have already been evaluated by other scientists.]
1.2 Gathering
Tools for Getting the Facts
the tools
First, we need to gather the critical thinking tools. The four types of tools we will be using are as follows:
Tools for Drawing Conclusions (using logic) Tools for Evaluating Conclusions
questions regarding significance, relevancy, and application questions regarding logical validity, consistency, and flaws questions regarding fairness, depth, breadth, and reasonableness
Answer the following Getting the Facts questions for the statement:
questions regarding clarity, precision, accuracy, and detail Matter is made of atoms.
Answer the following Evaluating the Facts questions for the statement:
1. Q: Is the fact that the atom was discovered significant to the A: argument that matter is made of atoms?
2. Q: Is the data that says what atoms are made of relevant to the A: argument that matter is made of atoms?
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In this section, you will learn how to recognize valid arguments and
Logical Fallacy: Equivocation (fallacy of ambiguity) Definition: A word or phrase used in the argument that is not clearly defined, or that changes definition during the argument. from metal.
To prevent committing the logical fallacy of equivocation, the We are using statements of fact to support this argument: Write a definition for matter.
definitions of all of the terms in the argument must stay the same.
Look at the following two statements and the conclusion. 1. Atoms contain protons, neutrons, and electrons. 2. Matter contains protons, neutrons, and electrons. Matter is made of atoms.
Therefore (conclusion),
Determine if the definitions for matter and atom stay the same. Q: Does the conclusion that matter is made of atoms commit the fallacy of equivocation based on the information you have? Yes No
A:
Answer the following Evaluating the Conclusion questions for the statement:
questions regarding fairness, depth, breadth, and reasonableness Matter is made of atoms.
1. Q: Is the fact that the atom was discovered significant to the A: argument that matter is made of atoms?
2. Q: Is the data that says what atoms are made of relevant to the A: argument that matter is made of atoms?
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Write two Drawing a Conclusion using Logic statements that dont commit a logical fallacy.
Yes
No
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1.5 Now
You run into a scientist on the street, and you start talking. He tells you his scientific opinion:
you try
Evaluate his argument by constructing a critical thinking lens. Tools for Getting the Facts Tools for Evaluating the Facts Tools for Drawing Conclusions (using logic) Tools for Evaluating Conclusions
1.6 Make
Using the questions you came up with in section 1.5, construct your own critical thinking lens.
your own
NOTES