• Consider how your assumptions are shaping your point of view. • Strive to be fairminded in evaluating all points of view.
© 2008 Foundation for Critical Thinking Press The Miniature Guide to Critical Thinking Concepts and Tools 5) All reasoning is based on DATA, INFORMATION and EVIDENCE. Implications/ Consequences: If someone accepted my position, what would be the implications? Points of View: From what point of view am I looking at this issue? © 2008 Foundation for Critical Thinking Press The Miniature Guide to Critical Thinking Concepts and Tools Three Levels of Thought Level 3: Highest Order Thinking t&YQMJDJUMZSFøFDUJWFt)JHIFTUTLJMMMFWFM t3PVUJOFVTFPGDSJUJDBMUIJOLJOHUPPMTJO analyzing and assessing thinking t$POTJTUFOUMZGBJS Level 2: Higher Order Thinking t4FMFDUJWFMZSFøFDUJWFt)JHITLJMMMFWFM t-BDLTDSJUJDBMUIJOLJOHWPDBCVMBSZ t*ODPOTJTUFOUMZGBJS NBZCF skilled in sophistry Level 1: Lower Order Thinking t6OSFøFDUJWFt-PXUPNJYFETLJMMMFWFM t'SFRVFOUMZSFMJFTPOHVUJOUVJUJPO t-BSHFMZTFMGTFSWJOH TFMGEFDFJWFE Lower order thinking is often distinguished from higher order thinking. If a statement is unclear, we cannot determine whether it is accurate or relevant.
Excellence in thought, however, must be systematically cultivated.
A Definition: Critical thinking is the art of analyzing and evaluating thinking with a view to improving it.
In the same spirit, all conference sessions will be interactive—integrating reading, writing, and teaching as modes for internalizing the ideas.
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Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought.
Shoddy thinking is costly, both in money and in quality of life.
• Make sure that all information used is clear, accurate, and relevant to the question at issue. Clarity: Could you elaborate further on that point? A clearer question might be “What can educators do to ensure that students learn the skills and abilities which help them function successfully on the job and in their daily decision-making? Often, however, “effort” does not measure the quality of student learning, and when that is so, effort is irrelevant to their appropriate grade. Am I sympathetically representing the viewpoints of others?
• Make sure you have gathered sufficient information. Inferences/ Conclusions: How did I reach this conclusion? © 2008 Foundation for Critical Thinking Press The Miniature Guide to Critical Thinking Concepts and Tools Depth: How does your answer address the complexities in the question? © 2008 Foundation for Critical Thinking Press The Miniature Guide to Critical Thinking Concepts and Tools Template for Analyzing the Logic of an Article Take an article that you have been assigned to read for class, completing the “logic” of it using the template below.