Critical Thinking COS 4870 Bruce K. Barnard. Review Snowball Fight!

Critical ThinkingCritical Thinking

COS 4870COS 4870

Bruce K. BarnardBruce K. Barnard

ReviewReview

Snowball Fight!Snowball Fight!

ReviewReview

Critical thinking is an active process …Critical thinking is an active process …Critical thinking is a skill we can develop in Critical thinking is a skill we can develop in ourselves and promote in others …ourselves and promote in others …We can use critical thinking in all of our We can use critical thinking in all of our rolesroles ParentParent SupervisorSupervisor EmployeeEmployee CitizenCitizen

ReviewReview

Critical thinking involves metathinking.Critical thinking involves metathinking.

ReviewReview

Emancipatory LearningEmancipatory Learning ““learners becoming aware of the forces that brought learners becoming aware of the forces that brought

them to their current situation and taking some action them to their current situation and taking some action to change some aspect of the situation.to change some aspect of the situation.

Dialectical ThinkingDialectical Thinking ““understanding and resolving contradictions … looks understanding and resolving contradictions … looks

for and recognizes contradiction as a stimulus to for and recognizes contradiction as a stimulus to development”development”

Reflective LearningReflective Learning ““internally examining and exploring an issue of internally examining and exploring an issue of

concern, triggered by an event”concern, triggered by an event”

ReviewReview

Analyzing argumentsAnalyzing arguments Reasons Reasons ConclusionsConclusions Reason – conclusionReason – conclusion Side by sideSide by side Chain of reasoningChain of reasoning Joint ReasoningJoint Reasoning Hypothetical Hypothetical

Applying the “therefore” testApplying the “therefore” test

ReviewReview

Context Matters!Context Matters! Examine your world-view and cultureExamine your world-view and culture Attempt to adopt alternate frames of referenceAttempt to adopt alternate frames of reference Think about who is making the argumentThink about who is making the argument Put it in historical and cultural context.Put it in historical and cultural context. Analyze your own assumptionsAnalyze your own assumptions Analyze the consequences of assumptions Analyze the consequences of assumptions

and decisions.and decisions.

ReviewReview

Egocentric ThinkingEgocentric Thinking

Identifying SourcesIdentifying Sources Get as close to the original source as possibleGet as close to the original source as possible Identifying SourcesIdentifying Sources Credibility of SourcesCredibility of Sources

Point of ViewPoint of View Positivism vs. ConstructivismPositivism vs. Constructivism

Intellectual TraitsIntellectual Traits

Intellectual humility vs. arroganceIntellectual humility vs. arrogance

Intellectual courage vs. cowardiceIntellectual courage vs. cowardice

Intellectual empathy vs. narrow-mindednessIntellectual empathy vs. narrow-mindedness

Intellectual autonomy vs. conformityIntellectual autonomy vs. conformity

Intellectual integrity vs. hypocrisyIntellectual integrity vs. hypocrisy

Intellectual perseverance vs. lazinessIntellectual perseverance vs. laziness

Confidence in reason vs. distrust of reasonConfidence in reason vs. distrust of reason

Fair-mindedness vs. intellectual unfairnessFair-mindedness vs. intellectual unfairness

DecisionsDecisions

Consider a decision you have made in a Consider a decision you have made in a workplace or organization setting. A workplace or organization setting. A decision that turned out not to be the best decision that turned out not to be the best decision. decision.

Work with your group and generate a list Work with your group and generate a list of the common flaws in decision-making. of the common flaws in decision-making. What are the most common mistakes that What are the most common mistakes that lead to poor decisions?lead to poor decisions?

Critical Thinking, Fisher (2001)Critical Thinking, Fisher (2001)

Decision ModelDecision Model

Why is this decision necessary?Why is this decision necessary?What are the alternatives?What are the alternatives?What are the possible consequences of What are the possible consequences of each alternative?each alternative?How likely/unlikely are the possible How likely/unlikely are the possible consequences?consequences?Are there ethical or moral considerationsAre there ethical or moral considerationsConsider each alternative in light of the Consider each alternative in light of the possible consequences.possible consequences.


Let’s talk about lunch tomorrow.Let’s talk about lunch tomorrow.

Apply the decision model to the question Apply the decision model to the question “what should we do about lunch”?“what should we do about lunch”?

Be prepared to present your analysis to Be prepared to present your analysis to the class. the class.


Now follow the same process with a Now follow the same process with a decision you are facing soon.decision you are facing soon.

Be prepared to discuss your process with Be prepared to discuss your process with your group.your group.

Problem Solving ModelProblem Solving Model

Figure out your goals, purposes, and Figure out your goals, purposes, and needs.needs.

Wherever possible take problems one at a Wherever possible take problems one at a timetime

Study the problemStudy the problem

Distinguish problems over which you have Distinguish problems over which you have control and those over which you have no control and those over which you have no controlcontrol

Problem Solving ModelProblem Solving Model

What information do you need to solve the What information do you need to solve the problemproblem

Analyze the informationAnalyze the information

Determine your optionsDetermine your options

Evaluate your options, advantages and Evaluate your options, advantages and disadvantagesdisadvantages

Adopt a strategy – follow through on itAdopt a strategy – follow through on it

Monitor the implications of your actionsMonitor the implications of your actions

Moral/Ethical ThinkingMoral/Ethical Thinking

Essential Moral Virtues, Paul (1995) Essential Moral Virtues, Paul (1995) HumilityHumility

Awareness of the limits of our moral knowledgeAwareness of the limits of our moral knowledge

Understand how native egocentrism can lead to Understand how native egocentrism can lead to self-deceptionself-deception

Sensitivity to bias and prejudice in our own Sensitivity to bias and prejudice in our own viewpointviewpoint

Acknowledge the limits of our understandingAcknowledge the limits of our understanding


CourageCourageWillingness to face and assess moral/ethical ideas Willingness to face and assess moral/ethical ideas or viewpoints to which we are unfamiliaror viewpoints to which we are unfamiliar

Recognition that some things we consider Recognition that some things we consider dangerous or absurd can be rationally justified, dangerous or absurd can be rationally justified, while some things espoused by those around us while some things espoused by those around us are false and misleading.are false and misleading.


EmpathyEmpathyRecognize our egocentric tendency to identify truth Recognize our egocentric tendency to identify truth from long held beliefs and immediate perceptions.from long held beliefs and immediate perceptions.

Be aware of the need to attempt to put ourselves in Be aware of the need to attempt to put ourselves in the world of another in order to genuinely the world of another in order to genuinely understand themunderstand them


IntegrityIntegrityBe true to our own moral/ethical beliefsBe true to our own moral/ethical beliefs

Hold ourselves to the same rigors of evidence to Hold ourselves to the same rigors of evidence to which we hold those with conflicting viewswhich we hold those with conflicting views

To be honest when there is a discrepancy in our To be honest when there is a discrepancy in our own thoughts or actionsown thoughts or actions


PerseverancePerseveranceWillingness to pursue insights and truths in spite of Willingness to pursue insights and truths in spite of obstacles and difficultiesobstacles and difficulties

Adherence to moral principle in spite of the Adherence to moral principle in spite of the opposition of othersopposition of others


FairmindednessFairmindednessWillingness to entertain all moral viewpoints and Willingness to entertain all moral viewpoints and assess them without reference to our own feelings assess them without reference to our own feelings or vested interestsor vested interests

Application of moral principles without concern for Application of moral principles without concern for our own advantage, or the advantage of our group.our own advantage, or the advantage of our group.

DialogueDialogue

ActivityActivity RULESRULES

Stay on Topic The topic of the discussion is how Stay on Topic The topic of the discussion is how can we make ourselves, and each other better can we make ourselves, and each other better critical thinkers using Paul’s description of critical thinkers using Paul’s description of moral/ethical thinkingmoral/ethical thinkingBefore interjecting a thought or idea you MUST Before interjecting a thought or idea you MUST summarize the last speakers statement to their summarize the last speakers statement to their satisfaction.satisfaction.Reach for new meaningsReach for new meaningsChallenge yourselfChallenge yourself

Critical Thinking in the WorkplaceCritical Thinking in the Workplace

T chart exerciseT chart exercise Take out a piece of paper.Take out a piece of paper. Write assumptions on one side and Write assumptions on one side and

consequences on the other.consequences on the other. Now think of a disagreement you have had Now think of a disagreement you have had

with a co-worker or supervisor. What with a co-worker or supervisor. What assumptions did you make? What were the assumptions did you make? What were the consequences. What other assumptions consequences. What other assumptions might you have made. What would the might you have made. What would the consequences have been. consequences have been.

Critical Thinking in the WorkplaceCritical Thinking in the Workplace

What are the forces at play that make it What are the forces at play that make it difficult for us to identify and clarify our difficult for us to identify and clarify our assumptions. assumptions.

Can we design organizations that “learn” Can we design organizations that “learn” like this as part of their designlike this as part of their design

TWO BASIC TYPES OF POWERTWO BASIC TYPES OF POWER

POSITION POWER – derived from officePOSITION POWER – derived from office Depends upon downward delegation from Depends upon downward delegation from

one’s own supervisorsone’s own supervisors NotNot merely because one has a certain merely because one has a certain

position/titleposition/title Related to trust and confidence one Related to trust and confidence one

engenders among superiorsengenders among superiors Often a matter of the rewards and sanctions Often a matter of the rewards and sanctions

one’s superiors allow one to distributeone’s superiors allow one to distribute

TWO BASIC TYPES OF POWERTWO BASIC TYPES OF POWER

PERSONAL POWER – derived from PERSONAL POWER – derived from personal qualities or characteristics.personal qualities or characteristics. Derived from belowDerived from below Extent to which subordinates respect, value Extent to which subordinates respect, value

you, experience rapport with youyou, experience rapport with you ““charisma” or personal power is charisma” or personal power is notnot inherent inherent

in you as a person. It flows to you from in you as a person. It flows to you from relationship with followersrelationship with followers

It is thus fluid and dynamic - like position It is thus fluid and dynamic - like position powerpower

Can be earned and can be taken awayCan be earned and can be taken away

Which is better?????Which is better?????

IS IT BETTER TO BE LOVED OR IS IT BETTER TO BE LOVED OR FEARED?FEARED?

Machiavelli - better to be feared (but not Machiavelli - better to be feared (but not hated)hated)

Ultimately, supervisors need Ultimately, supervisors need bothboth forms of forms of powerpower Influence Influence UPUP with personal power with personal power Influence Influence DOWNDOWN with positional power with positional power

SEVEN BASES FOR POWERSEVEN BASES FOR POWER

Coercive – Coercive – perceivedperceived ability to sanction, punish ability to sanction, punish

Connection – perceived association with Connection – perceived association with influential person or persons in the organizationinfluential person or persons in the organization

Reward – perceived ability to provide things Reward – perceived ability to provide things people people want to havewant to have

Legitimate – perception that it’s appropriate for Legitimate – perception that it’s appropriate for you to make this decision or take this action you to make this decision or take this action because of position, title, rolebecause of position, title, role

Power Bases, con’t.Power Bases, con’t.

Referent – perceived attractiveness of Referent – perceived attractiveness of interacting with you as the leader/supervisorinteracting with you as the leader/supervisor

Information – perceived access to or possession Information – perceived access to or possession of information that is of information that is useful to themuseful to them..

Expert – perception that you have Expert – perception that you have relevantrelevant expertise, education, experienceexpertise, education, experience

SITUATIONAL LEADERSHIPSITUATIONAL LEADERSHIP

Developed by Hersey & BlanchardDeveloped by Hersey & Blanchard

A Contingency TheoryA Contingency Theory

Leaders adjust their behavior to fit the Leaders adjust their behavior to fit the maturity level of followers.maturity level of followers.

EMPLOYEE READINESSEMPLOYEE READINESS

Job maturity – the amount of Job maturity – the amount of task-relevanttask-relevant knowledge, experience, skill, and ability knowledge, experience, skill, and ability that the follower possesses.that the follower possesses.Psychological maturity – the follower’s Psychological maturity – the follower’s self-confidence, commitment, motivation self-confidence, commitment, motivation and self-respect and self-respect relative to the taskrelative to the task at at hand.hand.MATURITY IS TASK SPECIFIC!!!! There MATURITY IS TASK SPECIFIC!!!! There is no universal maturity level.is no universal maturity level.

ASSESSING READINESSASSESSING READINESS

M4M4 High competenceHigh competence

High commitmentHigh commitment

Experienced at job, comfortable Experienced at job, comfortable with own ability to do it well. Want with own ability to do it well. Want to do an excellent job.to do an excellent job.

M3M3 High competenceHigh competence

Variable Commit.Variable Commit.

Experienced and capable but may Experienced and capable but may lack confidence or motivation to do lack confidence or motivation to do work well or quickly.work well or quickly.

M2M2 Some competenceSome competence

Low commitmentLow commitment

May have some relevant skills but May have some relevant skills but won’t be able to do the job without won’t be able to do the job without help. The task may be new to help. The task may be new to them.them.

M1M1 Low competenceLow competence

Low commitmentLow commitment

Generally lack the specific skills for Generally lack the specific skills for the task and lack any confidence or the task and lack any confidence or motivation to tackle it.motivation to tackle it.

SLT Prescriptions For Most Appropriate SLT Prescriptions For Most Appropriate Behaviors Based On Follower MaturityBehaviors Based On Follower Maturity

Participating (Lo T, Hi R)

Delegating (Lo T, Lo R)

Telling (Hi T, Lo R)

Selling (Hi T, Hi R)

M3 M1M2M4

Follower maturity

Task behaviors

Rel

atio

nshi

p be

havi

ors

SUPERVISORY RESPONSES SUPERVISORY RESPONSES FOR EACH QUADRANTFOR EACH QUADRANT

PARTICIPATE

DELEGATE

SELL TELL

HIGH MODERATE

LOW

expert referent

reward

coercive

information

legitimate

connection

PERSONAL

POSITIONAL

Situational LeadershipSituational Leadership

So what does all of this have to do with So what does all of this have to do with critical thinking?critical thinking?

ActivityActivity

Workplace IssuesWorkplace Issues

Group ThinkGroup Think

ConflictConflict

Paul and Elder (2006)Paul and Elder (2006)

Problem Solving QuestionsProblem Solving Questions

Six Types of Socratic QuestionsSix Types of Socratic Questions ClarificationClarification Probing AssumptionsProbing Assumptions Probing Reasons and EvidenceProbing Reasons and Evidence Exploring viewpoints and perspectivesExploring viewpoints and perspectives Define implications and consequencesDefine implications and consequences MetaquestionsMetaquestions


Which is it?Which is it? What are the consequences of that What are the consequences of that

assumption?assumption? Why do you think we are asking this Why do you think we are asking this

question?question? Can you give me an example?Can you give me an example? How does that relate to this topic?How does that relate to this topic? Can we verify or refute that assumption?Can we verify or refute that assumption? Is there another way to look at it?Is there another way to look at it?


To participate effectively in Socratic To participate effectively in Socratic Questioning we must:Questioning we must: Listen carefully to what others sayListen carefully to what others say Take what they say seriouslyTake what they say seriously Look for reasons and evidenceLook for reasons and evidence Recognize and reflect on assumptionsRecognize and reflect on assumptions Discover implications and consequencesDiscover implications and consequences Seek analogies, examples, and objectionsSeek analogies, examples, and objections


To participate effectively in Socratic Questioning To participate effectively in Socratic Questioning we must:we must: Distinguish what we know from what we believeDistinguish what we know from what we believe Enter empathetically into another’s point of viewEnter empathetically into another’s point of view Be aware of inconsistencies, vagueness and other Be aware of inconsistencies, vagueness and other

problems in thinkingproblems in thinking Look beneath the surfaceLook beneath the surface Maintain a healthy skepticismMaintain a healthy skepticism Be willing to helpfully play the devil’s advocateBe willing to helpfully play the devil’s advocate

Using Socratic QuestioningUsing Socratic Questioning

ActivityActivity

The logic of …The logic of …

Use the examples in your handoutUse the examples in your handout

As a group, choose a subjectAs a group, choose a subject

Discuss and prepare a “logic of” grid. Be Discuss and prepare a “logic of” grid. Be prepared to present your ideas to the prepared to present your ideas to the class. class.

Analyzing the Logic of an ArticleAnalyzing the Logic of an Article

The main purpose of the article is ______The main purpose of the article is ______

The key question that the author is The key question that the author is addressing is ______________addressing is ______________

The most important information in the The most important information in the article is _______________article is _______________

The main inferences/conclusions in the The main inferences/conclusions in the article are _________________article are _________________

The key concepts are _______________The key concepts are _______________

Analyzing the Logic of an ArticleAnalyzing the Logic of an Article

The main assumptions are __________The main assumptions are __________

If we take this line of reasoning seriously, If we take this line of reasoning seriously, the implications are _________the implications are _________

If we fail to take this line of reasoning If we fail to take this line of reasoning seriously, the implications are ________seriously, the implications are ________

The main point of view of the author is The main point of view of the author is ______________________________

Assignments for Next WeekAssignments for Next Week

Case StudiesCase Studies

PresentationsPresentations

Review for Final ExamReview for Final Exam

Documents

Critical Thinking COS 4870 Bruce K. Barnard. Review Snowball Fight!