Transcript FP_chapter5 - Nash Community College

Thinking Critically
and Creatively
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© 2012 Wadsworth, Cengage Learning
You’re About to
Discover…
© 2012 Wadsworth, Cengage Learning
Desiree Moore
© 2012 Wadsworth, Cengage Learning
p. 104-105
Rethinking Thinking
• Learn to think, not regurgitate.
• True thinking is intentional, not just idle daydreaming.
• We never stop thinking… but what is focused thinking?
• Focused thinking is thinking critically and creatively.
• Critical Thinking is
evaluating ideas.
• Creative Thinking is
producing new ideas.
© 2012 Wadsworth, Cengage Learning
“ ”
‘Knowledge is power.’ Rather, knowledge is happiness.
To have knowledge, deep broad knowledge, is to
know truth from false and lofty things from low.
Helen Keller, American author, activist, and lecturer
What Is Critical Thinking?
© 2012 Wadsworth, Cengage Learning
p. 109
Exercise 5.1:
Critical Thinking
I. Reasoning: Induction vs. Deduction
Inductive arguments go from
specific observations to general
conclusions
© 2012 Wadsworth, Cengage Learning
Deductive arguments go from
broad generalizations to specific
conclusions
I. Reasoning : Relevance and Adequacy
Two things are required to judge the soundness of an argument:
Relevance
Adequacy
Look at an example:
Now look at this example:
“I don’t see why all students have
to take an introductory writing
course. It’s a free country. Students
shouldn’t have to take courses they
don’t want to take.”
“Everyone taking Math 100 failed the
test last Friday. I took the test last
Friday. Therefore, I will probably get an
F in the course.”
Is the statement “It’s a free country
relevant? What does living in a free
country have to do with courses that
community college students are
required to take? Nothing.
© 2012 Wadsworth, Cengage Learning
How many tests are left in the
course? What other assignments
figure into students’ grades? The
information present may not be
adequate to predict an F in the
course.
I. Reasoning: Analyzing Arguments
Sound or Unsound?
Is it Relevant?
Is it Adequate?
Is it Logical?
© 2012 Wadsworth, Cengage Learning
“ ”
The aim of argument, or of discussion,
should not be victory, but progress.
Joseph Joubert, French moralist
I. Reasoning: Assessing Assumptions
Assumptions are things you
take for granted, and they
can limit your thinking.
Understand your own
assumptions and see an
argument in new ways.
“One day Kerry celebrated her
birthday. Two days later her older
twin brother, Harry, celebrated his
birthday. How could that be?”
Think! What assumptions
are you making about this
puzzle?
© 2012 Wadsworth, Cengage Learning
“ ”
What we need is not the will to believe, but
the will to find out. Bertrand Russell, British
philosopher, logician, and mathematician
I. Reasoning: Considering Claims
Generally speaking, be wary of claims that:
 are supported by unidentified sources
(“Experts claim . . . ”).
 are made by a person or company who stands to gain
(“Brought to you by the makers of . . .”).
 come from a a single person claiming his experience as
the norm (“I tried it and it worked for me!”).
 use a bandwagon appeal (“Everybody’s doing it.”).
 mislead with statistics (“over half” when it’s really only
50.5 percent).
© 2012 Wadsworth, Cengage Learning
Simple vs.
Complex
Reasoning
p. 113
© 2012 Wadsworth, Cengage Learning
Focus TV:
Critical Thinking
Help Stamp Out Faulty Reasoning
1. False Cause and Effect
2. Personal Attack
3. Unwarranted Assumption
4. Emotional Appeal
5. False Authority
6. Hasty Conclusion
7. Straw Man
8. Shifting the Burdon of Proof
9. Oversimplification/Overgeneralization
10. Either/Or Thinking
© 2012 Wadsworth, Cengage Learning
Exercise 5.2:
Case Study
II. Problem Solving: How-To’s
STEP 1: Define the problem.
STEP 2: Brainstorm possible options.
STEP 3: Devise criteria to evaluate each option.
STEP 4: Evaluate each option you’ve proposed.
STEP 5: Choose the best solution.
STEP 6: Plan how to achieve the best solution.
STEP 7: Implement the solution and evaluate results.
© 2012 Wadsworth, Cengage Learning
III. Decision Making:
What’s Your Style?
Directive
Analytical
Conceptual
Behavioral
© 2012 Wadsworth, Cengage Learning
Thinking about Your Thinking:
Metacognition
In short, Metacognition is thinking about your
thinking.
Improve your metacognitive skills:
• Develop a plan of action
• Monitor your plan
• Evaluate your plan
© 2012 Wadsworth, Cengage Learning
Becoming a Better Critical Thinker
1. Admit when you don’t know.
2. Realize you have buttons that
can be pushed.
3. Learn more about the
opposition.
4. Trust and verify.
5. Remember that critical
thinking is the foundation of
all academic achievement.
© 2012 Wadsworth, Cengage Learning
Thinking Creatively:
What’s Your Style?
Intuitive
© 2012 Wadsworth, Cengage Learning
Innovative
Imaginative
Inspirational
Ten Ways to Become a More
Creative Thinker
1. Find new eyes.
2. Accept your creativity.
3. Make your thoughts visible.
4. Generate lots of ideas.
5. Don’t overcomplexify.
6. Capitalize on your mistakes.
7. Let it flow.
8. Bounce ideas off others.
9. Stop searching for the “right” answer.
10. Detach your self-concept.
© 2012 Wadsworth, Cengage Learning
VARK Activity
© 2012 Wadsworth, Cengage Learning
p. 116
Chapter 5: Exercises and Activities
Chapter Exercise
p. 108
And Just Why Is Critical
Thinking Important?
Chapter Exercise
p. 115
Aspen Commons Apartment
Complex Case Study
Audio
Chapter Summary
Audio Summary of Chapter 5
Focus TV:
Critical Thinking
Focus TV: Critical Thinking
Back to Menu
© 2012 Wadsworth, Cengage Learning
And Just Why Is Critical
Thinking Important?
Exercise 5.1, p. 108
© 2012 Wadsworth, Cengage Learning
Aspen Commons Apartment Complex Case Study
Exercise 5.2, p. 115
© 2012 Wadsworth, Cengage Learning
Chapter 5 Audio Summary
© 2012 Wadsworth, Cengage Learning
FOCUS TV
Critical
Thinking
Focus TV
Discussion ?s
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© 2012 Wadsworth, Cengage Learning
FOCUS TV Presentation
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Focus TV
Discussion
Questions
1. FOCUS correspondent Anna Carolina says that “Ghandi once said:
Those who know how to think need no teachers.” What does she
mean?
2. Anna seems to misunderstand the term “critical thinking” at the
beginning of this episode. What does she think critical thinking is?
3. Can you remember the levels of thinking depicted while Professor
Nicholson describes what critical thinking is to Anna? See if you
can list the questions for each of the pyramid’s three levels.
4. “Complex reasoning isn’t that complex, after all” says our FOCUS
correspondent. “We just have to ask ourselves tougher questions.”
Do you agree? Why or why not?
5. By the end of the episode, Professor Nicholson understands the
joke being played on him. What does he mean by asking, “This
isn’t one of those Borat things, is it?”?
© 2012 Wadsworth, Cengage Learning
FOCUS Points
F CUSPoints
An Interactive Teaching Tool
FOCUS on COMMUNITY COLLEGE SUCCESS
Second Edition
Chapter 5
Constance Staley and Aren Moore
© 2012 Wadsworth, Cengage Learning