Lecture 1 intro and concepts(critical thinking)

ISM5001 Critical Thinking and Argumentation

Introduction to Critical
Thinking
Welcome
to
Critical Thinking
Foundations
of Critical
Thinking
Elements of
Arguments
FallaciesCritical &
Logical
Reasoning
ISM5001 Critical Thinking and Argumentation

Do You Agree With This Statement?
Some people study all their life and at their
death they have learned everything except
to THINK”
– Francois Domergue
3

What comes to mind when someone says
you need to use
‘Critical Thinking’?
4

What is Critical Thinking?
 Wide range of cognitive skills and intellectual dispositions needed to
 effectively identify, analyze, and evaluate arguments and truth claims;
 to discover and overcome personal preconceptions and biases;
 to formulate and present convincing reasons in support of conclusions;
 to make reasonable, intelligent decisions about what to believe & what to
do. (Basham et al, 2011)
 Critical thinking is the intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to belief
and action. (Scriven & Paul, 1987)
5

What is Critical Thinking?
(Cont’d)
 Critical thinking is
 skeptical without being cynical.
 open-minded without being wishy-washy.
 analytical without being nitpicky
 Critical thinking can be:
 decisive without being stubborn,
 evaluative without being judgmental,
 forceful without being opinionated.”
(Facione, 2010)
6

What Critical Thinking is Not
 Not Negativity- it is not mere ‘criticism’
 Not ‘Emotionless’
 Not Reproduction of someone else’s critical thinking
 Not Creative thinking
 Not just problem solving- but finding questions to ask
7

History of Critical Thinking
 The intellectual roots of critical thinking are traceable,
ultimately, to the teaching practice and vision of Socrates 2,500
years ago
 Socrates discovered by a method of probing questioning that
people could not rationally justify their confident claims to
knowledge.
8

History of Critical Thinking (Cont’d)
 Socrates established the fact that one cannot depend upon
those in "authority" to have sound knowledge and insight.
 Persons may have power and high position and yet be deeply
confused and irrational.
 He established the importance of asking deep questions that
probe profoundly into thinking before we accept ideas as
worthy of belief.
9

 Socrates established the importance of seeking evidence,
closely examining reasoning and assumptions, analyzing basic
concepts, and tracing out implications not only of what is said
but of what is done as well.
 His method of questioning is now known as "Socratic
Questioning"
10

In every domain of human thought, and within every use of reasoning within any
domain, it is now possible to question:
 ends and objectives,
 the status and wording of questions,
 the sources of information and fact,
 the method and quality of information collection,
 the mode of judgment and reasoning used,
 the concepts that make that reasoning possible,
 the assumptions that underlie concepts in use,
 the implications that follow from their use, and
 the point of view or frame of reference within which reasoning takes place.
11

History of Critical Thinking
 Socrates’ practice was followed by the critical thinking of Plato,
Aristotle, and the Greek skeptics, all of whom emphasized that
things are often very different from what they appear to be.
Plato
12

Characteristics of Critical Thinking
 Inference: “to identify and secure elements needed to draw
reasonable conclusions; to form conjectures and hypotheses; to
consider relevant information and to educe the consequences
flowing from data, statements, principles, evidence, judgments,
beliefs, opinions, concepts, descriptions, questions, or other
forms of representation.”
 Explanation: “Being able to present in a cogent and coherent
way the results of one’s reasoning...”
 Self-Regulation: “You can monitor and correct an
interpretation you offered. You can examine and correct an
inference you have drawn. You can review and reformulate one
of your own explanations
13

Characteristics of Critical Thinking
 Interpretation: “to comprehend and express the meaning or
significance of a wide variety of experiences, situations, data,
events, judgments, conventions, beliefs, rules, procedures, or
criteria.”
 Analysis: “to identify the intended and actual inferential
relationships among statements, questions, concepts,
descriptions, or other forms of representation....
 Evaluation: “to assess the credibility of statements or other
representations...and to assess the logical strength of the actual
or intended inferential relationships among statements,
descriptions, questions or other forms of representation.”
14

1. All reasoning has a purpose.
 Take time to state your purpose clearly.
 Distinguish your purpose from related purposes.
 Check periodically to be sure you are still on target.
 Choose significant and realistic purposes.
2. All reasoning is an attempt to figure something out, to settle some
question, to solve some problem.
1. Take time to clearly and precisely state the question at hand.
2. Express the question in several ways to clarify its meaning and scope.
3. Break the question into sub questions.
4. Identify if the question has one right answer, is a matter of opinion, or
requires reasoning from more than one point of view.
(5) http://criticalthinking.org/University/helps.html
The Elements of Thought 15

3. All reasoning is based on assumptions.
 Clearly identify your assumptions and determine whether they
are justifiable.
 Consider how your assumptions are shaping your point of view.
4. All reasoning is done from some point of view.
 Identify your point of view.
 Seek other points of view and identify their strengths as well as
weaknesses.
 Strive to be fair-minded in evaluating all points of view.
The Elements of Thought
16

5. All reasoning is based on data, information and evidence.
 Restrict your claims to those supported by the data you have.
 Search for information that opposes your position as well as
information that supports it.
 Make sure that all information used is clear, accurate, and
relevant to the question at issue.
 Make sure you have gathered sufficient information.
6. All reasoning is expressed through, and shaped by, concepts and
ideas.
 Identify key concepts and explain them clearly.
 Consider alternative concepts or alternative definitions to
concepts.
 Make sure you are using concepts with care and precision.
17

7. All reasoning contains inferences or interpretations by which we
draw conclusions and give meaning to data.
 Infer only what the evidence implies.
 Check inferences for their consistency with each other.
 Identify assumptions which lead you to your inferences.
8. All reasoning leads somewhere or has implications and
consequences.
 Trace the implications and consequences that follow from your
reasoning.
 Search for negative as well as positive implications.
 Consider all possible consequences.
18

Critical Thinking STANDARDS
1. Clarity
2. Accuracy
3. Precision
4. Relevance (Focus)
5. Consistency
6. Logical correctness
7. Completeness (Depth)
8. Fairness
19

CLARITY
 Before we can effectively evaluate a person’s argument or claim, we
need to understand clearly what he or she is saying
 Example: Miss Teen South Carolina
http://www.youtube.com/watch?v=lj3iNxZ8Dww
Sample Questions:
 Could you elaborate further on that point?
 Could you express that point in another way?
 Could you give me an illustration?
 Could you give me an example?
20

Accuracy
A statement can be clear but not accurate
Sample Questions :
 Is that really true?
 How could we check that?
 How could we find out if that is true?
Source: http://www.fctl.ucf.edu/tresources/content/Ruland-CriticalThinkingStandards.pdf 21

Precision
A statement can be clear and accurate, but not precise
 Could you give more details?
 Could you be more specific?

Relevance, Focus
A statement can be clear, accurate and precise, but not relevant to the question at hand
Example
Robert Riech’s Petition: “Your typical employee is now earning $8.25 to $8.80 an hour,” Reich
states in the petition. “[Walmart and McDonald’s] can easily afford to pay [workers] $15 an hour
without causing layoffs or requiring price hikes”
Walmart’s Response: Walmart’s spokesman told the Huffington Post that my petition fails to
mention that Walmart is a major job creator and that it promotes some of its employees.
Sample Questions:
 How is that connected to the question?
 How does that bear on the issue
23

CONSISTENCY
 Lookout for inconsistencies: in your own thinking and in the arguments
and assertions of others.
 Logical consistency: saying or believing two (or more) things that
could not simultaneously be true
 Example: P & ~P
 Practical consistency: saying one thing and doing another
 Critical thinking helps us become aware of such unconscious practical
inconsistencies,
 Allows us to deal with them on a conscious and rational basis that
human beings often
24

LOGICAL CORRECTNESS
 To think logically is to reason correctly—that is, to draw well-founded
conclusions from the beliefs we hold
All mammals are dangerous.
Bobo is dangerous.
Therefore Bobo is a mammal.
I am a man.
Brad Pitt is a man.
Therefore, I am Brad Pitt.
All humans are animals.
Most animals can climb trees.
Therefore, most humans can climb trees.
25

Depth
A statement can be clear, accurate……but not superficial
Sample Questions:
 How does your answer address the complexities in the question?
 How are you taking into account the problems in the question?
 Is that dealing with the most significant factors?

Fairness
Critical thinking demands that our thinking be fair.
 Open-minded
 Impartial
 Free of distorting biases and preconceptions
 Not resisting unfamiliar ideas, prejudging issues, stereotyping
outsiders

CTS – Good Thinking is…
CLEAR……….....rather than........UNCLEAR
ACCURATE…....rather than…….INACCURATE
PRECISE……....rather than…….VAGUE
RELEVANT…….rather than…….IRRELEVANT
CONSISTENT….rather than……INCONSISTENT
LOGICAL……….rather than……ILLOGICAL
COMPLETE……rather than……INCOMPLETE
FAIR…………….rather than…....BIASED

Benefits of Critical Thinking
In Classroom
 Understand the material you are studying
 Improve ability to understand the arguments and issues in
textbook and classes
 Marshall arguments and evidence in a way that convincingly
supports your view
29
(Basham et al, 2011)

In the Workplace
Employers are looking for quick learners who can:
 solve problems
 think creatively,
 gather and analyze information
 draw appropriate conclusions from data
 communicate their ideas clearly and effectively
30

In Life
Avoid making foolish decisions:
 Consumer Purchases
 Relationships
 Personal Behavior
Promoting democratic process
 Citizens’ decision be as informed and as deliberate as possible
Simply for enrichment it can bring to our lives
31

BARRIERS To Critical Thinking
1. Egocentrism
2. Sociocentrism
3. Unwarranted assumptions and stereotypes
4. Relativistic thinking
5. Wishful thinking
32

1. EGOCENTRISM
 Egocentrism: Seeing reality as centered on oneself
1. Self-interested thinking: Accepting and defending beliefs that
harmonize with one’s own self-interest
 Example: “A rising tide raises all boats.”
2. Self-serving bias: Overrating oneself
 Example: 90% of drivers rate themselves as above average
33

2. SOCIOCENTRISM
 Sociocentrism: Group-centered thinking
1. Group bias: Seeing One’s own group, tribe, sect, sex as better
Example: “Girls are better than boys.”
2. Conformism: Following the crowd, conforming uncritically to group
standards of conduct and belief
34

3. UNWARRANTED ASSUMPTIONS
 Assumption: Something we take for granted, something we believe to be
true without any proof or conclusive evidence
 We have to make assumptions (the floor was there yesterday when I
got out of bed; it will be there today). This only becomes pernicious
when those assumptions are unwarranted.
 Stereotypes are unwarranted assumptions.
 Error: Hasty generalization – making a generalization about a large
class of people from a small sample
Discussion: Identify assumptions you’ve made since you got up this
morning. Were they warranted?
35

4. RELATIVISTIC THINKING
 Relativism: “There is no objective absolute standard of truth.”
 Subjectivism: “Truth is a matter of individual opinion.”
Exercise: List areas where truth may be a matter of opinion.
 Cultural relativism: “What is true for person A is what person A’s
culture of society believes is true.”
Examples: drinking wine in France/Iran; polygamy
 Moral subjectivism: What is morally right and good for an individual A is
what A believes is morally right and good.
 Example:
 Premarital sex –
 Premarital sex is always wrong.
 Premarital sex is not always wrong
36

5. WISHFUL THINKING
 Wishful thinking: believing something not because you have good
evidence for it, but because you wish it were true.
 Examples: “The wind will pick up.” “He loves me.” “I don’t
have a 1-73 chance of dying in a car accident.”
 Exercise: Generate examples of hindrances to critical thinking.
37

Uncritical Thinkers
o Pretend to know more than they do.
o Get annoyed by problems.
o Are impatient.
o Judge on first impressions and intuition.
o Focus on their own opinions.
o Look only for ideas like their own.
o Are guided by feelings rather than
thoughts.
o Claim that thinking gives them a headache.
Don’t think
about it,
just sign it!
38

+ MDs and critical thinking
 Doctor Is Suspended
Over Errand
 Boston—A Boston
orthopedic surgeon has
been suspended from
practice after disclosures
that he abandoned a
patient midway through
back surgery so he could
go to the bank to deposit
his paycheck.
 (Source: Los Angeles
Times, August 9, 2002)
 Doctor Loses License Over
Carved Initials
 New York state has taken away
the license of an obstetrician
who carved his initials in a
woman’s abdomen immediately
after she gave birth.
 (Source: Times Wire Reports)

Women wearing jeans can’t be raped?
 1999: The Supreme Court of Appeal
in Rome overturned a 1998 rape
conviction, proclaiming the alleged
victim must have agreed to sex
because her jeans could not have
been removed without her consent.
 The court said the alleged victim, an
18-year-old student, was wearing
tight jeans, which could not have
been removed without her consent.
 The accused rapist, a 45-year-old
driving instructor, has been released.
female ministers of the
Italian parliament say they
will protest until the ruling
is overturned

Zimbabwe president allegedly labels Jamaicans as drunkards,
weed smokers
 A country of marijuana smokers, where
women are now taking charge since men
are always sloshed (drunk).
 Jamaicans are free to smoke marijuana
despite the herb being illegal in the island
while also alleging that local men prefer
to sing that get an education.

43
Activity
Break into groups of four or five.
Choose one member of your group to take notes and be the group
reporter.
• Discuss your education up to this point. To what extent has your
education prepared you to think clearly, precisely, accurately,
logically, and so forth?
• Have you ever known a person (e.g., a teacher or a parent) who
strongly modeled the critical thinking standards discussed in this
section? If so, how did he or she do that?
• With your group, come up with some ways that critical thinking can
help to inform the debates, questions and concerns in your various
IS/IT field.

Discussions
 Skin Bleachers
 Ms Jamaica Universe 2015-6
 Judge ask persons to leave
44

Lecture 1 intro and concepts(critical thinking)

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Lecture 1 intro and concepts(critical thinking)