Chapter 1 Introduction To Critical Thinking PDF

FBH0033 THINKING SKILLS CHAPTER 1 INTRODUCTION TO CRITICAL THINKING  CLASS ACTIVITY 1: In your group, discuss what you think the term “critical thinking” means. How it differed to “creative thinking”? Write down your ideas, views or definitions and present them to the...

FBH0033 THINKING SKILLS CHAPTER 1 INTRODUCTION TO CRITICAL THINKING  CLASS ACTIVITY 1: In your group, discuss what you think the term “critical thinking” means. How it differed to “creative thinking”? Write down your ideas, views or definitions and present them to the class. * Remember that there are no right or wrong answers at this point. CRITICAL THINKING? The origin word of “CRITICAL” is from the Greek word ”KRITIKOS”. It’s referred to: the ability to evaluate, access and judge; the ability to make decision and solve problems; the ability to differentiate, discriminate and judge. Critical thinking is the process of acquiring information, evaluation, interpretation and communication. Skills that assist in developing critical thinking: analytical skill, asking relevant questions, reflection, evaluation skill, ability to interpret, drawing logical conclusions, logical reasoning, and communication skills.  LET’S DEFINE CRITICAL THINKING IN TRADITIONAL WAY “Education is not the learning of facts, but the training of the mind to think.” – Albert Einstein  (i) John Dewey: “We don’t learn from experience; we learn from reflecting on experience.” - J. Dewey, 1938 An American educationist, philosopher and psychologist who propagated the concept of “reflective thinking”. Known as the father of the modern critical thinking tradition. Reflective thinking is an active process involves receiving information from external resources and processing the information received. John Dewey's concept of reflective thinking underscores the idea that meaningful learning and growth occur when individuals actively engage with their experiences, analyze problems critically, and make informed decisions. Reflective thinking encourages open-mindedness, continuous learning, and the integration of past and present experiences to navigate the complexities of life and society effectively.  (ii) Robert Ennis 'Critical Thinking is reasonable, reflective thinking that is focused on deciding what to believe or do' - R.Ennis, 1989  Ennis is best known for his work in providing a widely accepted definition of critical thinking. He defined critical thinking as "reasonable, reflective thinking that is focused on deciding what to believe or do." This definition has become a foundational concept in discussions and education related to critical thinking. Ennis has also been involved in the development of tools and methods for assessing critical thinking skills. His contributions in this area have been valuable for educators seeking to evaluate and improve students' critical thinking abilities.  (iii) Edward De Bono "Why have a mind if you can't change it?" “If you never change your mind, why have one?” ― Edward de Bono De Bono developed innovative techniques and tools to encourage and enhance creative and lateral thinking. His work had a significant influence on the fields of education, business, and problem-solving methodologies. De Bono’s main contributions to critical thinking: Lateral Thinking, Six Thinking Hats and The CoRT Thinking Program Lateral Thinking: Lateral thinking is a problem-solving approach that encourages individuals to think "outside the box" and consider unconventional or creative solutions to problems. It involves breaking away from traditional linear thinking patterns and exploring alternative perspectives. "Six Thinking Hats" technique as a method for structured group thinking and decision-making. Each hat represents a different thinking style or perspective (e.g., analytical, creative, critical, and optimistic), allowing teams to explore a problem comprehensively and make well-rounded decisions. The CoRT Thinking Program: De Bono developed the "CoRT" (Cognitive Research Trust) program, which is designed to teach thinking skills to students and individuals of all ages. The program includes specific techniques and tools for improving critical thinking, creative thinking, and problem-solving abilities.  (iv) Vincent Ryan Ruggiero “Keep your ego from interfering with you search for the truth.” ― Vincent Ryan Ruggiero, The Art of Thinking: A Guide to Critical and Creative Thought Vincent Ryan Ruggiero is an author and educator who has made significant contributions to the field of thinking skills, particularly in the context of education and personal development. His work emphasizes the importance of critical thinking, clear communication, and ethical decision-making. His practical framework for critical thinking, emphasis on ethics, and accessible writing style have made his ideas valuable resources for individuals seeking to enhance their thinking skills and make ethical choices in their personal and professional lives. INTELLIGENCE, THINKING & KNOWLEDGE  INTELLIGENCE Intelligence refers to the capacity of an individual to Memperoleh acquire and apply knowledge, solve problems, adapt to new situations, and learn from experiences. It involves a wide range of cognitive abilities and skills that allow a person to reason, understand complex concepts, and make effective decisions. las pelbagai rupa It is often considered to be a broad and multifaceted sifat trait that can encompass various types of mental abilities, including logical reasoning, creativity, memory, analytical skills, and more. wujnd Intelligence is typically thought of as an inherent or sitat bawaar innate trait that varies from person to person.  THINKING Thinking is a cognitive process that involves using mental abilities to generate, process, and manipulate information in order to understand, make decisions, solve problems, and create new ideas. It encompasses activities such as critical thinking, Merangkumi creative thinking, problem-solving, decision-making, and reflection. Asas Thinking is a fundamental aspect of human cognition and penting is essential for understanding the world, learning, and making informed choices. It's an active mental process that occurs in response to stimuli and helps individuals process and interpret information.  KNOWLEDGE Knowledge refers to the information, facts, concepts, and skills that an individual has acquired through learning and experience. It involves the understanding of various subjects, Fakta topics, or domains. Knowledge can be factual (knowing that certain events happened), procedural (knowing how to perform specific tasks), or conceptual (understanding the underlying principles). terkumpul Knowledge is accumulated over time and can be gained through education, observation, reading, and personal experiences. Imagine two individuals, Sarah and John, both of whom are exceptionally intelligent. They excel in a variety of academic subjects, quickly grasp new concepts, and adapt well to new situations. Sarah and John, with their Sarah and John may have high intelligence, employ acquired knowledge in various different thinking skills. Sarah areas. For instance, Sarah is an excellent critical thinker might have extensive who can analyze complex knowledge of history, having issues and make well- studied it in depth, while John reasoned decisions. John, on might have specialized the other hand, is a creative knowledge in computer thinker who comes up with programming due to his innovative solutions to coursework and work problems. experience. CLASS ACTIVITY 2:  Using the example of CAR ANOLOGY, can you explain about how it can be related to the concept of INTELLIGENCE, THINKING and KNOWLEDGE? Do you think, a powerful car may always be driven well? Do you think, a less powerful car may always be driven badly? TRADITIONAL THINKING METHODS (Socrates, Plato & Aristotle)  Historical Background The fall of the Roman Empire was followed by the Dark Ages. Then came the Renaissance – brought about by the discovery of the classic thinking methods of the ancient Greek philosophers. Thinkers were allowed to use reason to work things out – Logic was now allowed To this day, Western culture depends on this type of thinking. In family arguments, in business discussions, in the law courts, we use the thinking system of the Greeks, based on argument and critical thinking. The prominent philosophers of this kind of thinking are “the gang of three”.  Socrates (469-399 B.C.) Socrates was trained as a “sophist”. Sophists = people who played with words and showed how careful choice of words could lead you to almost any conclusion you wanted. He was interested in challenging people’s thinking and getting them to think instead of just taking things for granted. He wanted people to examine what they meant when they said something. He was not concerned with building things up or making things happen. menekaukau He placed great emphasis on argument and critical thinking. Argument – the main thinking tool Within argument – there was to be critical thinking – e.g. “Why do you say that?”  Plato (c. 427 – 348 B.C.) Plato – the father of western philosophy Known for his famous analogy of the cave trikat Suppose someone is bound up so that the person cannot turn around but can only look at the back wall of the cave. There is a fire at the mouth of the cave. If someone comes into the cave, then the bound person cannot see the newcomer directly but can only see the shadow cast by the fire on the back wall of the cave So as we go through life, we cannot see truth and reality but only “shadows” of these. If we try hard enough and listen to mungkin philosophers, sekilas then perhaps we can get a glimpse of the truth. tanga pan From Plato we get the notion that there is the “truth” somewhere but that we have to search for it to find it. The way to search for the truth is to use critical thinking to attack what is untrue.  Aristotle (384 – 322 B.C.) Aristotle was the pupil of Plato and the tutor of Alexander the Great. He was a very practical person. tanggapan He developed the notion of “categories”, which are really definitions. E.g. “table” & “chair” The object cannot both be a “chair” and not a “chair” at the same time – contradiction. KEY CONCEPT OF CRITICAL THINKING  The SIX (6) concepts in critical thinking: Truth: Objective truth and subjective truth Opinion: Based on life experience, beliefs and personal feeling. bezakan Logic: Used to distinguish good arguments from bad or poor. Argument: Consists of premises and a conclusion (true or false) Reasoning: Assist in progressing from acquired knowledge to acquiring new information and knowledge. Reflection: Refer to the act of deep thinking or giving something a serious thought. Consistency: Critical thinker must always look out for inconsistencies because seeking the truth is important to them. Logical Correctness: Reasoning should make sense. Completeness: CT should have in depth and holistic thought. Fairness: Refer to viewpoint or opinion that are not one-side or self-serving. THE PURPOSE OF THE SKILL Thinking is the most fundamental human skill. It is not just about the study of concepts and theories. This concepts and theories assist in developing skill that have a fairly practical purpose that can be applied to everyday life. You need thinking to make plans, take initiatives, solve problems, open up opportunities and design your way forward. Thinking is a skill that can be learned, practiced and developed. But you have to want to develop that skill. (i.e. you must have the DESIRE to learn and develop thinking skills) CLASS ACTIVITY 3 Worst Case Scenario: Introduce each team with a hypothetical challenging scenario: Each grooup with 10 members stranded on an island or stuck in a forest. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources. Come up with creative solutions to come out from the imaginary problematic situation they are encountering.