PLU3205 Session 1: Methods of Developing Critical Thinking Skills PDF

PLU3205 Session 1: Methods of Developing Critical Thinking Skills Session 1 Methods of Developing Critical Thinking Skills Contents Introduction 1.1 What is critical thinking? 1.2 Tips for critical thinking 1.3 The importance of developing critical think...

PLU3205 Session 1: Methods of Developing Critical Thinking Skills Session 1 Methods of Developing Critical Thinking Skills Contents Introduction 1.1 What is critical thinking? 1.2 Tips for critical thinking 1.3 The importance of developing critical thinking skills 1.4 The importance of critical thinking to understand clarity and consistency 1.5 Internal consistency 1.6 Identifying opposing arguments through critical thinking Summary Learning Outcomes Introduction This first session of this course will provide information on “what is critical thinking” and how it will be useful for academic work in Psychology. This session will focus on what is meant by the term critical thinking, the skills that go hand in hand with it and the possessions that may limit the development of such skills. Although it is difficult for many students to organize thoughts in a logical and consistent manner, the understanding of critical thinking provides the guidance for it. This session is also inclusive of activities that will help you to practice the techniques you learned. Critical thinking is an activity that involves cognition. Mental processes such as attention, judgment, selection and categorization are all important in the process of critical thinking as illustrated in Figure 1.1. Cognition, Attention, Judgment Selection categorization Figure 1.1: Mental processes involved in critical thinking (Source https://pixabay.com/illustrations/think-thinking-hand-reflect-622689/) 1 Copyright © 2018, The Open University of Sri Lanka PLU3205 Session 1: Methods of Developing Critical Thinking Skills 1.1 What is Critical Thinking? Critical Thinking is weighing up arguments and evidence for and against a particular view point. Edward Glaser (1941) has defined critical thinking as: “Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of evidence that supports it and the further conclusions to which it tends” (Glaser, 1941, p.06). Through this definition Glaser emphasizes the importance of: Persistence: considering an issue carefully, and more than once Evidence: evaluating the evidence put forward in support of the belief of viewpoint Implications: considering where the belief or viewpoint leads – what conclusions would follow; are these suitable and rational; and if not, should the belief or viewpoint be reconsidered? (Thomas, 2014). Some have misunderstood critical thinking as negative thinking. This is not true. Critical thinking involves number of processes. It means that an argument is analyzed before it is accepted. Critical thinking is a process that includes a range of attitudes and skills. It is inclusive of: ‘Identifying other people’s positions, arguments, and conclusions; Evaluating the evidence for alternative points of view; Weighing up opposing arguments and evidence fairly, Being able to read between the lines, seeing behind surfaces, and identifying false or unfair assumptions; Recognizing techniques used to make certain positions more appealing than others, such as false logic and persuasive devices; Reflecting on issues in a structured way, bringing logic and insight to bear; Drawing conclusions about whether arguments are valid and justifiable based on good evidence and sensible assumptions; Presenting a point of view in a structured, clear, well-reasoned way that convinces others’ (Cottrell, 2005, p. 2) 2 Copyright © 2018, The Open University of Sri Lanka PLU3205 Session 1: Methods of Developing Critical Thinking Skills 1.2 Tips for Critical Thinking Keep an open and enquiring mind. Question yourself: What have you been asked to think or believe? Does the author have anything to gain by it? What evidence is being produced to convince you? Are there other interpretations of the evidence? What further evidence do you need? 1.3 The Importance of Developing Critical Thinking Skills Continuous practice in critical thinking will help to distinguish relevant material from irrelevant ones. Once you achieve the skills of critical thinking, you would notice that it saves a lot of time and also helps to identify relevant information more accurately and quickly. Furthermore, students lose more marks for lack of critical analysis than for any other single weakness in their work. Good critical writing generally makes the difference between getting the highest grades for a degree and lower grades. Typical tutor comments on student writing include: More analysis needed Less description, more critique Too descriptive Descriptive rather than analytical You have told me what the theory is rather than how you evaluate it The more advance the level of study becomes, the more improved these skills should be. Competency in critical thinking skills will enhance your ability to deal with complex projects and present its outcome with confidence. 1.4 The Importance of Critical Thinking to Understand Clarity and Consistency A good argument could be built with clarity. At times, an author may present valid information. But his or her point of view, or position can get lost in the information. It becomes easier for the audience to grasp what is said by an author if his or her position is presented clearly. This will also help to follow an argument until the very end. 3 Copyright © 2018, The Open University of Sri Lanka PLU3205 Session 1: Methods of Developing Critical Thinking Skills There are number of ways to identify an author’s position in a good argument. For instance: The introductory sentences Final few sentences Conclusion The overall reasoning A summary of the entire argument The attentive selection of points to prevent the argument from being lost Activity 1.1 Read the following position. For each, consider: Is the author’s position clear? What makes the author’s position clear or uncle? Passage 1 The brain of an elephant is five times larger than that of humans. Some people believe elephants are very intelligent but, even if that were true, are they really five times brighter than humans? But maybe we are looking at this the wrong way. After all, is it fair to compare the brain size of a large animal with that of a small creature? Perhaps it is relative size that matters? Human brains weigh as much as 2.5 per cent of body weight whereas elephants' brains are less than half of a per cent of their total body weight. Proportionally, the brain of a human is ten times greater than that of an elephant. Maybe it is the ratio of brain to body size that matters? If that were the case, then the shrew, with its heavier brain, would be brighter than humans and elephants - and yet shrews do little more than eat (Cottrell 2005, p.64). Passage 2 Individuals have free will and so can control their own destiny. On the other hand, groups also have an identity. Research by Campbell (1 984), for example, has shown that girls who mix with boys are more likely to have seen a fight and become involved in a fight than girls who mix mostly with girls. This suggests that aggressive behavior is affected by the social environment and isn't just about character. In everyday life, our sense of self is such that we believe we are making independent decisions. We are aware we have choice and we make decisions for ourselves. Groups can also force decisions upon members, sometimes without them realizing (Cottrell, 2005, p.64). 4 Copyright © 2018, The Open University of Sri Lanka PLU3205 Session 1: Methods of Developing Critical Thinking Skills 1.5 Internal Consistency A consistent argument helps to develop a clear position. It becomes difficult to follow an argument when there is inconsistency and it leaves the audience uncertain of what the author is trying to make them believe. Example: Apples are good for your teeth. Acid corrodes. Apples consist mainly of acid so they cannot be good for teeth. There is inconsistency in this message. The reader is doubtful and does not know exactly whether apple is good or bad for teeth. Activity 1.2 Internal Consistency Read through the following passages. Identify whether each passage is A. internally consistent or B. inconsistent, and why they are so. For the passages with inconsistency, think of how you could rewrite them with consistency. Passage 3 ‘All drugs which enhance performance should be banned from sport as they confer an unfair advantage on those who take them. Anyone caught taking them should be automatically banned from national and international competition. Sportspeople who take such drugs are not acting in the spirit of fair competition. On the other hand, if someone needs drugs on medical grounds, they should be allowed to compete as they did not intend to cheat’ (Cottrell, 2005, p.66). Passage 4 ‘Trainers should discourage sportspeople from taking performance enhancement drugs as these can have serious effects upon their health. Some of these drugs have resulted in distorted body shapes, skin conditions, and increased aggression. The long-term effects of some of these drugs are unknown. On the other hand, some individuals with conditions such as asthma need medication which contains those drugs. For them, taking the drugs may be more beneficial than not taking them. Therefore, it would be wrong to ban performance enhancement drugs altogether’ (Cottrell, 2005, p.66). 5 Copyright © 2018, The Open University of Sri Lanka PLU3205 Session 1: Methods of Developing Critical Thinking Skills Passage 5 ‘Reality TV is not delivering what the public wants. Too many programmes are cheaply made, turning a camera on the experiences of ordinary people who are duped into wanting their short period of fame. As a result, investment in quality programmes is declining. There is much less variety on television. The promise of choice heralded by digital TV has not materialized. Far from exercising choice, last night almost the whole nation switched on to watch the final episode of the latest reality show. What has happened to television drama, good comedy programmes and well-researched documentaries?’ (Cottrell, 2005, p.66). 1.6 Identifying Opposing Arguments through Critical Thinking A powerful line of reasoning would often consist of different viewpoints including views that oppose the main argument. Such apparent contradictions are managed through good arguments by: Making it clear through the reasoning points which argument it wants its audience to hold on to Making it clear through signal words hat an alternative point of view is introduced Including counter arguments to show that the alternative view is less convincing resolving any contradictions to show how the main argument is the correct argument Example: Apples are better for your teeth than refined sugar snacks. Some people argue that apples are an acid and that acid damages tooth enamel. However, any food, if left on the teeth, is bad for them. Refined sugars are particularly damaging to teeth. Compared with the sugary snacks most people eat, apples provide a more beneficial alternative and have long been recommended by dentists. This is an argument with internal consistency and it has also included an opposing point. ‘Apples are better for your teeth than refined sugar products’. All the reasons in this paragraph supports this point. Although the opposing point which says that acids corrode teeth is included it has been given less prominence. 6 Copyright © 2018, The Open University of Sri Lanka PLU3205 Session 1: Methods of Developing Critical Thinking Skills Activity 1.3 Write a paragraph with no more than 250 words on the topic “Discuss the effects of an unequal distribution of wealth in the world.” ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… Summary Critical thinking is a skill that you will require as a student of Psychology. This includes carefully analyzing a viewpoint by looking at the evidence which supports it and finding if its conclusions are rational or needs reconsideration. Some tips include questioning yourself such as what you have been asked to think and if the evidence given is convincing enough. Practice in critical thinking will help you to distinguish relevant material from irrelevant ones. Internal consistency and opposing arguments help in understanding the strength of a viewpoint. Review Question 1. List important points for a class discussion about the following statement. “Critical thinking is negative thinking” ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… Learning Outcomes Now you should be able to: identify what is meant by critical thinking practice critical thinking using the given tips Identify the importance of critical thinking skills assess your thinking skills 7 Copyright © 2018, The Open University of Sri Lanka PLU3205 Session 1: Methods of Developing Critical Thinking Skills References Cottrell, S. (2005). Critical thinking skills. Developing effective analysis and argument. New York: Palgrave Macmillan. Glaser, E. M. (1941). An experiment in the development of critical thinking. New York: AMS Press. Thomas, A. (2014). Lecture 6: Critical thinking. Academic writing and communication skills [PowerPoint slides] Retrieved from https://www.kent.ac.uk/learning/documents/student- support/value- map/valuemap1516/criticalthinkingandwriting171015alg.pdf. Answers for Activity 1.1 Passage 1 The author's position is not clear. It could be clarified, for example, by using either the opening sentences to introduce the argument and/or the final sentence to sum it up. The author uses too many questions without providing answers to these. There are many facts, but these do not help clarify the position. The author needs to provide more guidance to the reader about the direction of the argument (Cottrell, 2005, p.79). Passage 2 The author's position is not clear. The author is aware of different viewpoints, which is good. However, the writing wanders back and forth between different standpoints without being clear which point of view the author wants the audience to accept. The author doesn't fully agree or disagree with either point of view and does not suggest an alternative third point of view. The author needs to sort the issues so that similar points are considered together, and to order them so that they lead towards a conclusion. The passage reads as though the author doesn't know what to believe. In such cases, an author needs to take up a position for the duration of presenting the argument, even if only to say that one point of view has certain advantages over the other (Cottrell, 2005, p.79). Answers for Activity 1.2 Passage 3 The answer is B: inconsistent. The author argues that performance enhancing drugs should be banned on the grounds that they give an unfair advantage, not on whether 8 Copyright © 2018, The Open University of Sri Lanka PLU3205 Session 1: Methods of Developing Critical Thinking Skills someone intended to cheat or not. By the end of the passage, the 'unfair advantage' argument is replaced by arguments about medical need and intention. To be consistent, the author should maintain the position that taking performance enhancing drugs is always wrong, or else argue a more moderate position (Cottrell, 2005, p.79). Passage 4 The answer is A: consistent. In this case, the author argues consistently that drugs should be generally discouraged on health grounds but permitted on an individual basis for health reasons (Cottrell, 2005, p.79). Passage 5 The answer is B: inconsistent. The author argues that reality TV is not giving the public what it wants, but then points out that 'almost the whole nation' is watching it, which suggests it is popular. The author could have made the argument more consistent by, for example: offering an explanation for why people watched programmes they did not want; giving evidence that there were no other choices; presenting evidence of surveys that show people would prefer to watch a good alternative type of programme (Cottrell, 2005, p.79). 9 Copyright © 2018, The Open University of Sri Lanka