8
Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013 LQSU

Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013

Embed Size (px)

Citation preview

Page 1: Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013

Critical Thinking and Analysis for Intermediate

level and above

©The Learning Quality Support Unit, 2013

LQSU

Page 2: Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013

What Is The Purpose of this Session?

• To develop your awareness of the critical thinking skills needed for under and postgraduate level academic work.

• Develop critical analytical skills.

Page 3: Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013

Critical thinkingFrancis Bacon, back in 1605:

• “For myself, I found that I was fitted for nothing so well as for the study of Truth; as having a mind nimble and versatile enough to catch the resemblances of things … and at the same time steady enough to fix and distinguish their subtler differences; as being gifted by nature with desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and as being a man that neither affects what is new nor admires what is old, and that hates every kind of imposture”.

Page 4: Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013

Moving to critical thinking

Inquisitive

Judicious

Truth seeking

Confidence in

reasoning

Open-minded

Analytical

Systematic

Adapted from the work of Facione et al (1995)

Page 5: Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013

Critical analysis involves:• Reviewing the claims of theorists,

researchers, governments (law), authorities (policies, guidelines, recommendations).

• Checking the strength of supporting evidence.

• Asking:– how closely they apply to the situation?– Is the work organised so that the outcomes

appear better than opposing research?

• Writing up

Page 6: Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013

Understanding formal logic

It's important to understand that an argument can be logical without necessarily being true.

Consider, for example, the following:• All women are brilliant. • I am a woman. • Therefore, I am brilliant.

Page 7: Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013

Conclusion

• Improved critical thinking skills

• Improved ability to identify key issues in text

• Being analytical

Page 8: Critical Thinking and Analysis for Intermediate level and above ©The Learning Quality Support Unit, 2013

References

• Critical Appraisal Skills Programme (2010). Making sense of evidence. Retrieved from http://www.casp-uk.net/

• Facione, P. A. Sánchez, C. A. Facione N. C. & Gainen, J.(1995). ‘The Disposition Toward Critical Thinking.The Journal of General Education, 44 (1) 1-25. Retrieved from http://www.jstor.org/stable/27797240

• Image on first page: Chartland, J. (2008, September 29). How Good Are Your Critical Thinking Skills?[Web log post]. Retrieved from http://www.google.co.uk/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1120&bih=561&q=critical+thinking+images&oq=critical+thinking+&gs_l=img.1.2.0l10.714.7941.0.9677.20.13.1.6.6.0.129.1189.8j5.13.0...0.0...1ac.1.5.img.5eloYnlnV34