Critical thinkingessentials :Critical thinkingessentials Dr. Rick Rudd Associate Professor Department of Agricultural Education and Communication University of Florida


Why Critical Thinking :Why Critical Thinking “It is human irrationality, not a lack of knowledge that threatens human potential” (Nickerson cited in Kurfiss, 1986).


Benefits of thinking critically :Benefits of thinking critically Students are able to raise vital questions and problems, as well as formulate and present them clearly Students can gather and assess information and interpret it effectively Students can reach well-reasoned conclusions and solutions to problems while testing them against relevant criteria and standards Students can be open-minded Students can clearly communicate ideas, positions, and solutions to others


Novice Vs. Expert Thinker :Novice Vs. Expert Thinker Expert thinkers Quickly identify relevant information Can formulate a solution with “sketchy” information Novice thinkers Consider all information equally important Develop hypothesis, test hypothesis Cannot focus on central issues


What is Critical Thinking? :What is Critical Thinking? A reasoned, purposive, and introspective approach to solving problems or addressing questions with incomplete evidence and information and for which an incontrovertible solution is unlikely. Rudd & Baker, 1999


The Critical / Creative Thinking Bridge :The Critical / Creative Thinking Bridge


Critical thinking dispositions :Critical thinking dispositions Engagement Looking for opportunities to use reasoning Anticipating situations that require reasoning Confident in reasoning ability Innovativeness Intellectually curious Wants to know the truth Cognitive maturity Aware that real problems are complex Open to other points of view Aware of biases and predispositions


Critical Thinking skills and sub-skills :Critical Thinking skills and sub-skills Interpretation – categorization, decoding, clarifying meaning Notes, matrices, charts, patient history Analysis – examining ideas, identifying arguments, analyzing arguments Elements of reasoning, listening, data Evaluation – assessing claims, assessing arguments Questioning, credibility, reasonableness, trust


Critical thinking skills and sub-skills :Critical thinking skills and sub-skills Inference – querying claims, conjecturing alternatives, drawing conclusions Problem solving, decision making, differential, diagnosis Explanation – stating results, justifying procedures, presenting arguments Elements of reasoning, stating the case, clarity Self-regulation – self examination, self correction Self critique, questioning, changing, recognizing personal errors in thinking


Slide 10:Information / Facts / Data Data Interpretation Concepts / Theories Points of View Assumptions Conclusion / Implications / Consequences Purpose / Question Elements of Reasoning


Purpose / objective :Purpose / objective We should reason to address an end, achieve an objective, or meet a need The purpose must be clear for good reasoning to occur The purpose should be meaningful, not trivial The purpose should be achievable


Information / facts / data :Information / facts / data Relevant evidence should be provided Evidence should be reliable and true Evidence should be reported clearly All data should be considered Adequate data to address the purpose


Assumptions :Assumptions The starting point for reasoning All reasoning takes some things for granted the purpose is good the problem is solvable the resources are available Assumptions should be clearly stated and be justifiable


Data interpretation :Data interpretation Because we know “X” we can infer “Y” Putting together data points to clarify your proposed answer or justify your position Need to be consistent, deep, and clear


Concepts and theories :Concepts and theories Using concepts and theories in the discipline to solve disciplinary problems Requires a deep understanding of concepts, theories, rules, and axioms Must use relevant concepts and theories


Points of view :Points of view Understanding and articulating your point of view how was it developed does it make sense Acknowledging that similar and opposing points of view exist Understanding and discussing opposing points of view


Conclusions / implications / consequences :Conclusions / implications / consequences Reasoning should lead somewhere! What are the consequences or implications of our reasoning? What will happen if we take the course of action suggested? Are the implications, conclusions, and consequences realistic / valid?


Universal Intellectual Standards :Universal Intellectual Standards Clear: If a statement is unclear we cannot evaluate its fit with the other standards. Accurate: Accuracy = TRUTH. Is it true? Precise: Is there enough detail to completely understand the statement. Relevant: Is the information connected to the question at hand?


Universal Intellectual Standards :Universal Intellectual Standards Depth: Does the statement, fact, etc. address the complexity of the issue? Breadth: Are there other points of view or other ways to consider this question? Are you considering the key factors? Logic: Does it make sense? Can you make that conclusion based on the information and evidence?


Course Design :Course Design What are the fundamental and powerful concepts in your course? Is your instructional time used to teach these concepts? Why do we tend to get away from the fundamental concepts and teach more “stuff?”


Assumption into question :Assumption into question ASSUMPTION: Agriculture teachers make low salaries. Do you think this is true / false / other ? How important is this assumption to YOU (1-5) Why is it important to you? Write two - three questions that you can generate from this assumption. Which questions are realistic to answer? Develop and implement a plan to answer the vital questions


Socratic Discussion :Socratic Discussion


Pitfalls… :Pitfalls… Teaching for critical thinking takes more time to prepare Teaching for critical thinking will reduce the amount of “material” covered Teaching for critical thinking is not popular with students in the beginning BUT…


Resources :Resources Criticalthinking.ifas.ufl.edu Biotechcriticalthinking.ifas.ifl.edu