Critical thinking

essentials
Dr. Rick Rudd
Associate Professor
Department of Agricultural
Education and Communication
University of Florida
 Why Critical Thinking
“It is human irrationality, not a lack of
knowledge that threatens human potential”
(Nickerson cited in Kurfiss, 1986).
 Benefits of thinking critically
 Students are able to raise vital questions and problems,
as well as formulate and present them clearly
 Students can gather and assess information and
interpret it effectively
 Students can reach well-reasoned conclusions and
solutions to problems while testing them against
relevant criteria and standards
 Students can be open-minded
 Students can clearly communicate ideas, positions, and
solutions to others
 Novice Vs.
Expert
Thinker
 Expert thinkers
– Quickly identify relevant information
– Can formulate a solution with “sketchy” information

 Novice thinkers
– Consider all information equally important
– Develop hypothesis, test hypothesis
– Cannot focus on central issues
 What is Critical Thinking?
A reasoned, purposive, and introspective
approach to solving problems or
addressing questions with incomplete
evidence and information and for
which an incontrovertible solution is
unlikely.

Rudd & Baker, 1999

The Critical / Creative Thinking
Bridge

Application Evaluatio Decision Making

Comprehension n Problem Solving
Knowledge Synthesis Concept attainment
Analysis
 Critical thinking dispositions
 Engagement
– Looking for opportunities to use reasoning
– Anticipating situations that require reasoning
– Confident in reasoning ability
 Innovativeness
– Intellectually curious
– Wants to know the truth
 Cognitive maturity
– Aware that real problems are complex
– Open to other points of view
– Aware of biases and predispositions
 Critical Thinking
skills and sub-skills
 Interpretation – categorization, decoding,
clarifying meaning
– Notes, matrices, charts, patient history
 Analysis – examining ideas, identifying
arguments, analyzing arguments
– Elements of reasoning, listening, data
 Evaluation – assessing claims, assessing
arguments
– Questioning, credibility, reasonableness, trust
 Critical thinking
skills and sub-skills
 Inference – querying claims, conjecturing
alternatives, drawing conclusions
– Problem solving, decision making, differential,
diagnosis
 Explanation – stating results, justifying
procedures, presenting arguments
– Elements of reasoning, stating the case, clarity
 Self-regulation – self examination, self
correction
– Self critique, questioning, changing, recognizing
personal errors in thinking
Conclusion / Information /
Implications / Facts / Data
Consequences
Assumptions
Points of
View
Concepts / Data
Theories Interpretation
 Purpose / objective
 We should reason to address an end,
achieve an objective, or meet a need
 The purpose must be clear for good
reasoning to occur
 The purpose should be meaningful, not
trivial
 The purpose should be achievable
 Information / facts / data
 Relevant evidence should be provided
 Evidence should be reliable and true
 Evidence should be reported clearly
 All data should be considered
 Adequate data to address the purpose
 Assumptions
 The starting point for reasoning
 All reasoning takes some things for granted
– the purpose is good
– the problem is solvable
– the resources are available
 Assumptions should be clearly stated and be
justifiable
 Data interpretation
 Because we know “X” we can infer “Y”
 Putting together data points to clarify your
proposed answer or justify your position
 Need to be consistent, deep, and clear
 Concepts and theories
 Using concepts and theories in the
discipline to solve disciplinary problems
 Requires a deep understanding of concepts,
theories, rules, and axioms
 Must use relevant concepts and theories
 Points of view
 Understanding and articulating your point
of view
– how was it developed
– does it make sense
 Acknowledging that similar and opposing
points of view exist
 Understanding and discussing opposing
points of view
 Conclusions / implications /
consequences
 Reasoning should lead somewhere!
 What are the consequences or implications
of our reasoning?
 What will happen if we take the course of
action suggested?
 Are the implications, conclusions, and
consequences realistic / valid?
Universal Intellectual Standards
 Clear: If a statement is unclear we cannot
evaluate its fit with the other standards.
 Accurate: Accuracy = TRUTH. Is it true?
 Precise: Is there enough detail to
completely understand the statement.
 Relevant: Is the information connected to
the question at hand?
Universal Intellectual Standards
 Depth: Does the statement, fact, etc.
address the complexity of the issue?
 Breadth: Are there other points of view or
other ways to consider this question? Are
you considering the key factors?
 Logic: Does it make sense? Can you make
that conclusion based on the information
and evidence?
 Course Design
 What are the fundamental and powerful
concepts in your course?
 Is your instructional time used to teach
these concepts?
 Why do we tend to get away from the
fundamental concepts and teach more
“stuff?”
Assumption into question
 ASSUMPTION: Agriculture teachers
make low salaries.
– Do you think this is true / false / other ?
– How important is this assumption to YOU (1-5)
– Why is it important to you?
– Write two - three questions that you can generate
from this assumption.
– Which questions are realistic to answer?
– Develop and implement a plan to answer the vital
questions
 Socratic Discussion
Conflicting views – How does the student’s
thinking conflict with other points of view?

Implications and
Origin or Source –
Student’s Consequences –
How did the student
Point of What follows from
Arrive at this point
view This point of
Of view?
View?

Support. Reasons, Evidence, and Assumptions –

Can the student support the point of view with
Reasons and / or evidence?
 Pitfalls…
 Teaching for critical thinking takes more
time to prepare
 Teaching for critical thinking will reduce
the amount of “material” covered
 Teaching for critical thinking is not
popular with students in the beginning
 BUT…
 Resources
 Criticalthinking.ifas.ufl.edu
 Biotechcriticalthinking.ifas.ifl.edu