CRITICAL THINKING

BLOCK I COMPETENCE BASED CURRICULUM

EASING THE PENALTY FOR CRITICAL AND ORIGINAL THOUGHT
• “In classroom and in companies, people fear „looking stupid‟ or asking something that is „dumb‟. So teacher and employers must start removing conformity and the fear of dumbness from the classroom and workplace” (Carol Travis, co-author of Psychology)

BACKGROUND • SINCE 1980: CRITICAL THINKING (CT) CONTRIBUTES TO DEVELOPMENT OF RATIONAL DELIBERATION RELEVANT TO DEMOCRATIC SOCIETY .

DEFINITION • CT AS REASONABLE REFLECTIVE THINKING THAT IS FOCUSED ON DECIDING WHAT TO BELIEVE OR TO DO (ENNIS. POSSIBLE SOLUTIONS – PLANS FOR INVESTIGATING SOMETHING . 1991) – FORMULATING HYPOTHESES – ALTERNATIVE WAYS OF VIEWING A PROBLEM. QUESTION.

THIS PROCESS REASONED CONSIDERATION TO EVIDENCE. METHODS. 1990) . CONCEPTUALIZATIONS. AND CRITERIA (ERIC. CONTEXT.DEFINITION • CT IS THE PROCESS OF PURPOSEFUL. SELF REGULATORY JUDGMENT.

AS THE NORM OF GOOD THINKING (RATIONAL ASPECT) 2. AS THE INTELLECTUAL VIRTUES (THE WORLD IN A REASONABLE) . POINT OF VIEW 1.PHILOSOPHICALLY • CT IS PRIMARILY APPROACHED: 1.

CONCEPTUALIZE CT AS HIGHER-ORDER THINKING FOCUS ATTENTION ON THE APPROPRIATE LEARNING AND INSTRUCTION PROCESSES 3. CONCEPT OF CRITICAL PEDAGOGY CAPACITY TO RECOGNIZE AND OVERCOME SOCIAL INJUSTICE .PHILOSOPHICALLY 2.

. ONE OF THESE IS THE COGNITIVE DOMAIN WHICH EMPHASIZES INTELLECTUAL OUTCOMES. ESPECIALLY IN THE HIGHER LEVELS. THE KEY WORDS USED AND THE TYPE OF QUESTIONS ASKED MAY AID IN THE ESTABLISHMENT AND ENCOURAGEMENT OF CT. COGNITIVE DOMAIN THIS DOMAIN IS FURTHER DIVIDED INTO CATEGORIES OR LEVELS.THREE DOMAINS IN CT • BLOOM‟S TAXONOMY DEVIDES THE WAY PEOPLE LEARN INTO THREE DOMAINS. 1.

select. why. tell. when. choose. how. which. name. basic concepts and answers – Key words: who. spell. list. where. recall. define. – Questions: What is …? When did … happen? Can you recall …? . find. terms.THREE DOMAINS IN CT • LEVEL 1: KNOWLEDGE – Exhibits previously learned material by recalling facts. relate. what. match. label. omit. show.

demonstrate. interpreting. contrast. illustrate. relate. show. infer. classify – Questions: How would you compare …? What facts or idea show …? How would you classify the type of …? . outline. explain. translate. extent. interpret. summarize.THREE DOMAINS IN CT • LEVEL 2: COMPREHENSION – Demonstrating understanding of facts and ideas by organizing. giving description and stating main ideas – Key words: compare. comparing. translating. rephrase.

utilize. model. select. plan. organize. solve.THREE DOMAINS IN CT • LEVEL 3: APPLICATION – Solving problems by applying acquired knowledge. build. techniques and rules in a different way – Key words:apply. choose. experiment with. interview. construct. facts. identify – Questions: How would you apply what you learned to develop …? What examples can you find to …? What approach would you use to …? . develop. make use of.

inference. conclusion – Questions: How would you categorize …? Can you identify the difference parts …? What conclusions can you draw …? . compare. divide. contrast. function. motive. categorize. classify. examine. discover. dissect. assumption. relationships. making inferences and finding evidence to support generalization – Key word: analyze.THREE DOMAINS IN CT • LEVEL 4: ANALYSIS – Examining and breaking information into parts by identify motivies or causes.

happen. elaborate. invent. adapt. formulate. discuss. solution. solve. originate. imagine. delete. maximize. make up. theorize. improve. combine. test. develop. predict. create.compile. suppose. estimate. design. original.compose. improve. propose. modify. change – Questions: Can you construct a model that would change …? How would you test …? Can you elaborate on the reason …? . change. minimize. plan. choose.THREE DOMAINS IN CT • LEVEL 5: SYNTHESIS – Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions – Key word: build.construct.

judge. appraise. validity of ideas or quality of works based on a set of criteria – Key words: award. mark. ratem recommend. choose. defend. decide. importance. criteria. select. conclude. criticise. perceive. dispute. support. interpret. evaluate. compare. agree. estimate. deduct – Questions: How would you justify …? How would you prioritize …? What is your opinion of …? . opinion. assess. determine. prioritize.THREE DOMAINS IN CT • LEVEL 6: EVALUATION – Presenting and defending opinions by making judgments about information. justify. influence. disprove. explain. value. influence. prove. rule on. measure.

AND ANSWERING AND ASKING CLARIFYING AND/OR CHALLENGING QUESTIONS . JUDGING CREDIBILITY OF SOURCES.THREE DOMAINS IN CT 2. IDENTIFYINGTHE FOCUS OF THE ISSUES. SKILLS DOMAIN ANALYZING ARGUMENS.

CORE CT SKILLS • • • • • • INTERPRETATION ANALYSIS EVALUATION INFERENCE EXPLANATION SELF-REGULATION .

ATTITUDES DOMAIN (SO-CALLED DYSPOSITION) BE PREPARED TO DETERMINE AND MAINTAIN FOCUS ON THE CONCLUSION OR QUESTION.THREE DOMAINS IN CT 3. WILLING TO TAKE THE WHOLE SITUATION INTO ACCOUNT .

It‟s how I define my self …. author of Critical Thinking . it‟s my philosophy of life.” – John Chaffee.HOW HAS CT CHANGED MY LIFE? • “CT is my life. I‟m convinced that what believe in has to be able to stand the test of evaluation. I‟m an educator because I think these ideas have meaning.

IDENTIFY THE PROBLEMS DEFINE THE CONTEXT ENUMERATE THE CHOICES ANALYZE OPTIONS TO FIND THE BEST LIST THE REASONS EXPLICITLY SELF-CORRECT (5 WHAT‟S AND A WHY) .SIX STEPS TO EFFECTIVE THINKING AND PROBLEM SOLVING 1. 4. 6. 3. 2. 5.

CT AT UNIVERSITY • To think critically requires you to adopt a critical inquiry approach in all aspects of your university learning. • In practical terms. this will mean: – Critically reading different text. and using the information to gain new understanding and insights on a topic or issue . for example.

CT AT UNIVERSITY – Using note making skills to summarise and evaluate reading. identifying meaningful relationships or connections that reach across texts – In your writing assignment. initialy posing questions for explloration and then considering differing perspectives on controversial issues objectively and in a balanced manner .

– During your professional placements/practice.CT AT UNIVERSITY – In tutorial presentations. exploring moral dimensions of conflicting positions and analysing value-laden issues . analysing conflicting views. using creativity in exploring possibilities. and synthesising ideas.

Sign up to vote on this title
UsefulNot useful