Critical Thinking LO2 6 (1) (1).pdf

TOPIC 2 CRITICAL THINKING SKILLS OBJECTIVES ◦ Define and broadly understand ‘critical thinking skills’ and why these are important for student success ◦ Practice how to gather and break down information ◦ Understand barriers to critical thinking and to identify personal barriers ◦ Describe d...

TOPIC 2 CRITICAL THINKING SKILLS OBJECTIVES ◦ Define and broadly understand ‘critical thinking skills’ and why these are important for student success ◦ Practice how to gather and break down information ◦ Understand barriers to critical thinking and to identify personal barriers ◦ Describe deductive and inductive reasoning ◦ Differentiate between deductive and inductive arguments ◦ Infer arguments presented in simple texts ◦ Demonstrate basic skills in critical reading BREAKDOWN OF TOPIC Class 4 Class 1 Class 2 Class 3 Difference Analyzing Understand what between fact and academic is critical thinking opinion arguments and why it is Understanding through critical important inferences Test reading Asking the right Deductive questions reasoning In-class Barriers to critical Inductive assignment – thinking reasoning activity on critical reading TEST 1 CONTENT Critical Thinking  What is Critical Thinking? 1.What is Thinking? 3. What is 2.Types of Thinking Critical Thinking? 4. Characteristics of Critical Thinking 5. Benefits of Critical Thinking 6. Barriers to 7. Reflect Critical Thinking Thinking Vs. Critical Thinking? Dr. Edward de Bono divided thinking into two categories. He called one, "vertical thinking," which uses the processes of logic--the traditional, historical method. (Thinking) He called the other, "lateral thinking," which involves disrupting an apparent thinking sequence and arriving at the solution from another angle.” (Critical Thinking) What is Critical Thinking? As a critical thinker you will be able to… ◦ Effectively identify, analyze, and evaluate arguments. ◦ Discover and overcome personal prejudices and biases. ◦ Formulate and present convincing reasons in support of conclusions. ◦ Make reasonable, intelligent decisions about what to believe and what to do. Barriers to critical thinking There are many barriers to critical thinking, also known as cognitive bias. Cognitive biases interfere with our ability to think clearly, process information accurately, and reason objectively. ◦ Culture ◦ Close mindedness ◦ Belief system/emotional blocks ◦ Biases ◦ Claims without evidences ◦ Opinion without Facts ◦ Weak Argument (will study more in the next chapter)  Barriers to critical thinking ◦ Here, we will deal with the following: ◦ Emotional blocks ◦ Biases ◦ Beliefs: bandwagon effect, overconfidence effect Emotional blocks to critical thinking ◦ Feelings (anxieties, fears) inhibit our thinking. ◦ Biggest fear: fear of being wrong: tied to perception of how people will think of us. ◦ Emotional block: inability to tolerate confusion, uncertainty and ambiguity. Biases ◦ Belief Bias/Confirmation Bias: tendency to think that our side of an issue must be the correct side. ◦ For example, if you are on a non-carb diet, you will be inclined to think that all carbs are bad for you, even though scientists say some carbs are necessary for a balanced diet ◦ For example, if you prefer Cristiano Ronaldo, you will be tempted to dismiss Leo Messi, even though statistically he has scored 1 in every 20 goals for Barcelona in its 150 year history  Biases ◦ Negativity Bias: People tend to pay more attention to bad news —the theory is that we perceive negative news as being more important or profound. We tend to give more credibility to bad news. ◦ For example, even though statistics show us that that crime, violence, war, and other injustices are steadily declining, yet most people would argue that things are getting worse.  Biases ◦ In Group Bias: we tend to have social ties only with people in our own social, cultural or religious groups. ◦ We tend to be fearful, suspicious and dismissive of people outside our own groups. ◦ This causes us to overestimate the abilities and value of our immediate group at the expense of people we don't really know. Bandwagon Effect ◦ Bandwagon Effect: tendency to align one’s thinking with that of other people. The bandwagon effect is potentially a powerful source of cognitive distortion. Examples? Overconfidence Effect ◦ Someone believes subjectively that his or her judgment is better or more reliable than it objectively is. Refers to a biased way of looking at a situation. ◦ For example, a person who thinks he is invaluable to his employer will be demanding and demanding. ◦ For example, a student who thinks he is smarter than he is, will demand grades from his instructor when he has not shown the aptitude. Questioning skills ◦ Important skill for university students ◦ Questions come in two forms: ◦ Know why you are questioning: what is ◦ Compelling your purpose? ◦ Supporting ◦ To challenge Other kinds of questions: ◦ To clarify ◦ Open-ended ◦ To extend knowledge ◦ Close-ended Use questions to: ◦ Analyze ◦ Come up with creative ideas ◦ Apply practical solutions  Arguments: Key Terms ◦ Fact: statement that is true and can be verified objectively or proven. ◦ Opinion: statement that holds an element of belief; it tells how someone feels. An opinion is not always true and cannot be proven. ◦ Claim: Claim is the value of something that is either true or false. Also called ‘statement’ or ‘proposition’ or ‘Assertion’ ◦ Premises: evidences that support an argument’s conclusion ◦ Conclusion: the main claim in an argument ◦ Argument: a claim supported by premise(s) Activity: Complete the fact vs. opinion worksheets Arguments An Argument is a claim that contains BOTH: a conclusion and at least one premise 1. All musicians can read music 2. Barry is a musician 3. Therefore, Barry can read music Premise Today’s kids are all tech savvy Premise Joe is a 10-year old Conclusion So he must be tech savvy Premise & Conclusion There are 2 components of arguments: Premise: Often indicated by words like – Because, For, As, Since, In as much, etc. Conclusion: the final result you are trying to prove. A conclusion is identified by the indicators like - therefore, thus, so, hence, as a result, it follows that, consequently. Note: The first step in analyzing any argument is to identify its conclusion by looking for indicators. E.g. We should take the metro tonight, because it is New Year’s Eve and there will be too much traffic, so we should leave the car at home.  Quiz: Identify the Argument ◦ Vending machines stocked with soda, chips and chocolate, should be removed from the campus. ◦ ‘Pirates of the Caribbean I’ is the best movie ever. ◦ We’d better leave now. If we don’t, we might miss the last train and we’ll be stuck here all night. Summary – Deductive & Inductive Argument 22 1. Deductive Argument o Is generally viewed as the most precise and the most persuasive. o It is an argument such that the premises provide (or appear to provide) complete support for the conclusion. o A good deductive argument is known as a valid argument and is such that if all its premises are true, then its conclusion must be true. o If all the argument is valid, and actually has all true premises, then it is known as a sound argument. If it is invalid or has one or more false premises, it will be unsound. 23 Example 1. If you place wood in the fire, it will burn (i.e., if P then Q) 2. This is a piece of wood (i.e., P) 3. Therefore, it will burn (i.e., Q) If the premises are all true, then so is the conclusion. In deductive terms, as an argument, this is both valid and sound. 24 Key Terms ◦ Valid: an argument is valid if it is impossible for its premises to be true and conclusion false. ◦ Invalid: If an argument is invalid, then it’s possible for the conclusion to be false even if all the premises are true. ◦ Unsound: An argument that has at least one false premise. ◦ Sound: An argument is valid and contains only true premises. Examples Sound Argument Unsound Argument: 2 is less than 4 All cats are fish 4 is less than 6 Fish can swim Therefore, 2 is less than 6 Therefore, all cats can swim Examples If the patient has malaria, then blood test will indicate the presence of malaria virus in his blood sample. Blood test indicate that the patient does not has the virus. Therefore, the patient is not a patient of malaria. If the premises are all true, then so is the conclusion - Valid and sound. Which of these is a deductive argument? Example 1: 1. “You are much older than Jane. Therefore, you were born before she was.” 2. “You are much older than Jane. Therefore, you are wiser than she is.” 3. “You are much older than Jane. Therefore, you will die before her.” Example 2: ◦ Either Elizabeth owns a Toyota car, or she owns a BMW car. ◦ Elizabeth does not own a Toyota. ◦ Therefore, Elizabeth owns a BMW.  2. Inductive Argument Is an argument such that the premises provide (or appear to provide) some degree of support (but less than complete support) to the conclusion. Induction is usually described as moving from the specific to the general. Arguments based on experience or observation is best expressed inductively. Example: Most of Mubadala staff are British Mary is a Staff of Mubadala, Therefore, Mary is British 29 Inductive Argument ◦ Induction is usually described as moving from the specific to the general. ◦ Arguments based on experience or observation are best expressed inductively. ◦ Inductive arguments are evaluated according to the degree to which the conclusion is probably true, as distinct from conclusively true in deductive arguments. In terms of validity, an inductive argument is neither valid nor invalid. ◦ A good inductive argument is known as a strong inductive argument. Implies that if the premises are true, the conclusion is likely to be true. 30  Deductive or Inductive? Activity 8: The Differences Between Inductive and All men are mortal. Deductive Reasoning Birds are men. https://www.google.ae/webhp?sourceid=chrome- Therefore, birds are mortal. instant&rlz=1C1CAFA_enAE656AE656&ion=1&esp (Valid, but the premise birds are men is false, v=2&ie=UTF-8#q=deductive+arguments&tbm=vid making the argument unsound) All cats have six legs. Activity 9: Inductive Reasoning Online Quiz A tiger is a cat. https://www.123test.com/inductive-reasoning- Therefore, a tiger has six legs. test/ (Valid, but the premise all cats have six legs is false, making the argument unsound) Activity 10: Deductive Reasoning Worksheet 32  CRITICAL THINKING ASSIGNMENT CONTENT  Improving your critical thinking skills ◦ Step by step process: Gather Break it into Examine the Make information smaller parts parts connections Gather information: 1. Think about what information you need, where you will find it and how much you need 2. You may need information for an assignment, a test or research 3. Identify places where you can get information  Improving your critical thinking skills Examine the parts: 1. Examine the information and assess its relevance. Make connections: 2. Use the following questions to evaluate what you are reading: 1. Find new ways of connecting ideas. You 1. Do examples support main idea? can do this in the following ways: 2. Is information fact or opinion? 1. Compare and contrast 3. Are ideas linked logically? 2. Look for themes and patterns 4. Is evidence biased or neutral? 2. See next page to clarify each of the four steps. Improving your critical thinking skills Practice Reading Critically ◦ Activity 11: Practice ◦ Activity 12: Practice  Critical Reading MAKE NOTES ON THE READING. PRESENT KEY POINTS ACTIVITY 13: COMPLETE THIS READING. Applying Critical Reading Strategies ◦ Activity: Review this article: ◦ Look at the title and publication details ◦ Read the Abstract; what is the article about? ◦ From the handout, apply the questions about the Author/Source and Evidence