An Invitation to

Critical Thinking
Meeting 1
Objectives
understand the definition, importance, basic
concepts, building blocks and models of, as well as
hindrances to, critical thinking (CT)
understand key vocabulary items related to CT
identify CT universal standards, characteristics of
critical thinkers and inter-relationship of CT to logic
and language learning
practice making and analyzing arguments
Why do we need to be critical?
In business context, eg.
deciding on a solution to a problem,
accepting a business proposal ,
etc.

Can you think of other context in which we have to be

critical?
 VOCABULARY: PARTS OF SPEECH,
WORD STRESS AND MEANING
multitud skeptici relianc refine ideolo flawed embrace
e sm e gy
pursue refute cherish perspect divers indiscrimi rejection
ive e nate
assumpti bias factual untenabl claim dismiss intrinsic
on e
intrinsi momentou trivial obstruct barrie dichotomy dichotomy
c s ive r
reluctan refusal ambigui ignoranc valid mystificat profound
ce ty e ion
NOUN Meaning
multitude a great number; many
reliance a state of needing someone or something for help, support, etc.; dependence
skepticism an attitude of doubting the truth of something (such as a claim or statement)
perspective outlook; point of view; mental view
ideology a set of ideas and beliefs of a group or political party
assumption a fact or statement taken for granted;
bias prejudice; unfair view; distorted opinion about something
rejection the action of rejecting; refusal
barrier something that blocks the passage of something; block
dichotomy a division into two
reluctance unwillingness
refusal an act of saying or showing that you will not do, give, or accept something
ambiguity something that does not have a single clear meaning
ignorance a lack of knowledge, understanding, or education; the state of being ignorant
mystification an act of confusing or instance of being confused
claim to assert in the face of possible contradiction
VERB Meaning

refine to make something fine; to smoothen; to improve

cherish to feel or show great love (for someone or something); to

remember or hold dearly
pursue to follow and try to catch or capture

dismiss to decide not to think about or consider (someone or

something)
claim to say that (something) is true when some people may
say it is not true
Exercise time...
Direction:
Decide whether the sentences Statements or not (S or
NS).
 FACT, ASSERTION, & OPINION
FACT = 100 % true
ASSERTION = perhaps true
OPINION = relative, can be true or false
 
stronger Fact
Assertion
Opinion

.
Barriers to Critical Thinking
1. Basic Human Tendencies
2. Language Use
3. Fallacy
Basic Human Tendencies
1. The Problem of Egocentricism
= self-centered

2. The Problem of Sociocentricism

= culture-bound
Language Use
1. Vagueness unclear
2. Emotive word +/_ feelings
3. Ambiguity more than 1 meaning
4. Nice expressions nice words
5. Euphemisms soften the meaning
6. False implications misleading
7. Judgmental words looks like a fact
8. Meaningless comparisons than what?

1. See further explanations & samples on your textbook

Real Meaning or Euphemisms?
Direction: Match the left (real meanings) with the
1 right (euphemisms)
Retarded A First-year student
2 Downsizing B Newly single
3 Used car C Enhanced interrogation technique
4 Deaf D Adult entertainment
5 Old people E Gaming
6 Divorced F Firing
7 Primitive G Pre-owned car
8 Pimples H Pacified
9 Pornography I Blemishes
10 Bombed J Preliterate
11 Torture K Hearing impaired
12 Freshman L Friendly shooting
13 Gambling M Mentally challenged
14 N Senior citizen
 Fallacy
1. Ad Hominem hate the person
2. Ad Populum (Bandwagon) follow the crowd
3. Cherry Picking half truth
4. Hasty Generalization rush thinking/stereotype
5. Irrelevant Comparisons/Weak Analogy wrong comparison
6. False Dilemma/False Dichotomy 2 dificult choices
only
7. Irrelevant Appeal to Authority believe in well-known person
8. Begging the Question need proofs
9. Post Hoc 1st event makes 2nd event happens
10. Slippery Slope wrong conclusion

1. See further explanations & samples on your textbook.

Answers:
1. Hasty Generalization.
2. Slippery Slope = not give holiday break = wrong conclusion.
3. Ad Populum/Bandwagon = follow the trend
4. Beging the Question = because it’s safe is not a proof.
5. Irrelevant Comparisons/Weak Analogy = A dog vs. A bear?
6. Ad Hominem = hate Dewi
7. Post Hoc = 1st event: wearing necklace, 2nd event: GPA
improves
8. False Dillema/False Dichotomy = study at PMBS or useless
adults
9. Irrelevant Appeal to Authority = believe in a famous person
10. No Fallacy
11. Cherry Picking = half true
Critical Thinking Models

Always ask WH questions,

especially Why & How

Review...
Direction:
Discuss the 5 questions.
Let’s think critically...

Always use the model of critical thinking to

state your arguments.
Models of Critical Thinking
Models of Critical Thinking
Models of questions asked by a
critical thinker, p. 18
 
TYPICAL QUESTIONS THAT REFLECT STANDARDS OF CRITICAL THINKING
 
Could you elaborate further?
CLARITY Could you give me an example?
Could you illustrate what you mean?
How could we check on that?
ACCURACY How could we find out if that is true?
How could we verify or test that?
Could you be more specific?
PRECISION Could you give me more details?
Could you be more exact?
How does that relate to the problem?
RELEVANCE How does that bear on the question?
How does that help us with the issue?
What factors make this a difficult problem?
DEPTH What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
Do we need to look at this from another perspective?
BREADTH Do we need to consider another point of view?
Do we need to look at this in other ways?
Does all this make sense together?
LOGIC Does your first paragraph fit in with your last?
Does what you say follow from the evidence?
Is this the most important problem to consider?
SIGNIFICANCE Is this the central idea to focus on?
Which of these facts are most important?
Do I have any vested interest in this issue?
FAIRNESS
Am I sympathetically representing the viewpoints of others?
Characteristics of Critical Thinkers
(a.k.a Universal Intellectual Standards)

Clear Logical
Precise Complete
Accurate Fair
Relevant Curious
Consistent Humble
 So, how can we be more critical?
5 Steps
STEP 1: ADOPT THE ATTITUDE OF A CRITICAL THINKER
STEP 2: RECOGNIZE AND AVOID CRITICAL THINKING
HINDRANCES
STEP 3: IDENTIFY AND CHARACTERIZE ARGUMENTS
STEP 4: EVALUATE INFORMATION SOURCES
STEP 5: EVALUATE ARGUMENTS

Frinadiniarta Nur S., S.E., M.Hum.