Critical Thinking Across Critical Thinking Across the Curriculumthe Curriculumthe Curriculumthe Curriculum

Prepared by Ryan Falcioni for the Prepared by Ryan Falcioni for the Faculty Success Center @ Chaffey Faculty Success Center @ Chaffey

College (9/18/09)College (9/18/09)

Workshop TopicsWorkshop Topics

nn Why are we here?Why are we here?nn What is critical thinking?What is critical thinking?nn How/Why did critical thinking develop?How/Why did critical thinking develop?

What are some of the tools of critical What are some of the tools of critical nn What are some of the tools of critical What are some of the tools of critical thinking?thinking?

nn How can we cultivate critical thinking How can we cultivate critical thinking across the disciplines?across the disciplines?

nn A little A little icebreakericebreaker..

The Critical Thinking Crisis?The Critical Thinking Crisis?

nn "Many 17"Many 17--yearyear--olds do not possess the 'higherolds do not possess the 'higher--order' intellectual skills we should expect of order' intellectual skills we should expect of them. Nearly 40 percent cannot draw inferences them. Nearly 40 percent cannot draw inferences from written material; only onefrom written material; only one--fifth can write a fifth can write a persuasive essay; and only onepersuasive essay; and only one--third can solve a third can solve a persuasive essay; and only onepersuasive essay; and only one--third can solve a third can solve a mathematics problem requiring several steps." mathematics problem requiring several steps."

nn A Nation at Risk,A Nation at Risk, the National Commission on the National Commission on Excellence in Education (1983).Excellence in Education (1983).

nn The situation is even more grim today.The situation is even more grim today.

CT Crisis hits Chaffey?CT Crisis hits Chaffey?

nn 1% of our students assess at the collegiate level 1% of our students assess at the collegiate level in English, Math and Readingin English, Math and Reading

nn Over 90% need remediation in English.Over 90% need remediation in English.–– Yet 57% selfYet 57% self--rate their reading skills and 49% their rate their reading skills and 49% their

writing skills as “good” or “excellent”.writing skills as “good” or “excellent”.–– 51% state that they have not had experience in 51% state that they have not had experience in –– 51% state that they have not had experience in 51% state that they have not had experience in

writing essays or reports.writing essays or reports.–– 30% report that they 30% report that they do not read at alldo not read at all. . –– 42% read less than 2 hours per week.42% read less than 2 hours per week.

nn Over 60% of our students received a C or lower Over 60% of our students received a C or lower in their last math class.in their last math class.

nn Average Reading Level (6Average Reading Level (6thth grade).grade).

What is Critical Thinking?What is Critical Thinking?

nn Isn’t all thinking critical?Isn’t all thinking critical?nn How is CT different than other varieties of How is CT different than other varieties of

thinking?thinking?There is no solid definition of CT.There is no solid definition of CT.nn There is no solid definition of CT.There is no solid definition of CT.nn Some focus on CT as the application of logic.Some focus on CT as the application of logic.nn For others, CT is the cultivation of intellectual For others, CT is the cultivation of intellectual

virtues.virtues.nn Many have a “problem solving” view of CT.Many have a “problem solving” view of CT.

Some proposed definitionsSome proposed definitionsnn A neat definitionA neat definition: “reasonable, reflective thinking that is focused on : “reasonable, reflective thinking that is focused on

deciding what to believe or do” (Norris and Ennis)deciding what to believe or do” (Norris and Ennis)nn A not so neat definitionA not so neat definition: "We understand critical thinking to be : "We understand critical thinking to be

purposeful, selfpurposeful, self--regulatory judgment which results in interpretation, regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry. As upon which that judgment is based. CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one's such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a personal and civic life. While not synonymous with good thinking, CT is a such, CT is a liberating force in education and a powerful resource in one's such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a personal and civic life. While not synonymous with good thinking, CT is a pervasive and selfpervasive and self--rectifying human phenomenon. The ideal critical thinker rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, wellis habitually inquisitive, well--informed, trustful of reason, openinformed, trustful of reason, open--minded, minded, flexible, fairminded in evaluation, honest in facing personal biases, prudent flexible, fairminded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and consistently yield useful insights and which are the basis of a rational and democratic society." (Facione)democratic society." (Facione)

nn A few more A few more attemptsattempts..

A few common CT skills/goalsA few common CT skills/goals

nn Understand the logical connections between Understand the logical connections between ideas ideas

nn Identify, construct and evaluate arguments Identify, construct and evaluate arguments nn Detect inconsistencies and common mistakes in Detect inconsistencies and common mistakes in

reasoning reasoning reasoning reasoning nn Solve problems systematically Solve problems systematically nn Identify the relevance and importance of ideas Identify the relevance and importance of ideas nn Reflect on the justification of one's own beliefs Reflect on the justification of one's own beliefs

and values and values (http://philosophy.hku.hk/think/critical/ct.php)(http://philosophy.hku.hk/think/critical/ct.php)

Chaffey College Chaffey College Core Core CompetenciesCompetencies

nn Identify vital questions, problems, or issues and evaluate Identify vital questions, problems, or issues and evaluate the plausibility of a solution. the plausibility of a solution.

nn Analyze, compose, and assess the validity of an Analyze, compose, and assess the validity of an argument. argument.

nn Compute and analyze multiple representations of Compute and analyze multiple representations of quantitative information, including graphical, formulaic, quantitative information, including graphical, formulaic, Compute and analyze multiple representations of Compute and analyze multiple representations of quantitative information, including graphical, formulaic, quantitative information, including graphical, formulaic, numerical, verbal, and visual. numerical, verbal, and visual.

nn Compare, contrast and analyze scientific CONCEPTS and Compare, contrast and analyze scientific CONCEPTS and scientific observation. scientific observation.

nn Select, analyze and evaluate the accuracy, credibility, Select, analyze and evaluate the accuracy, credibility, relevance and reasonableness of information and its relevance and reasonableness of information and its sources. sources.

A few questions?A few questions?

nn Any questions for me yet?Any questions for me yet?nn How do you develop critical How do you develop critical thinking in your classes?thinking in your classes?Are there areas of critical Are there areas of critical nn Are there areas of critical Are there areas of critical thinking that are absent in your thinking that are absent in your curriculum?curriculum?

nn What areas of critical thinking What areas of critical thinking would you like more help with?would you like more help with?

A very brief history of CTA very brief history of CT

ll The first known primate was a shrewThe first known primate was a shrew--like creature which like creature which appeared about 85 million years ago. appeared about 85 million years ago.

ll It took almost 80 million years for the first hominids to It took almost 80 million years for the first hominids to appear.appear.

ll It was five million more years before the first “human” It was five million more years before the first “human” appeared (in the genus appeared (in the genus homohomo).).It was five million more years before the first “human” It was five million more years before the first “human” appeared (in the genus appeared (in the genus homohomo).).

ll It took two million years until It took two million years until homo sapiens homo sapiens arrived arrived (roughly 200,000 years ago)(roughly 200,000 years ago)..

ll Some argue for a new designation ofSome argue for a new designation of homo criticus homo criticus sapiens sapiens for modern man.for modern man.

ll http://www.criticalthinking.org/files/Ancient%20Greecehttp://www.criticalthinking.org/files/Ancient%20Greece%20and%20Rome.ppt%20and%20Rome.ppt

A very brief history of CT cont…A very brief history of CT cont…

ll CT has been a part of the human experience CT has been a part of the human experience since the emergence of since the emergence of homo sapienshomo sapiens..

ll We see it emerge as a formal intellectual We see it emerge as a formal intellectual enterprise in the writings of Preenterprise in the writings of Pre--Socratic thinkers Socratic thinkers (650(650--450 BCE).450 BCE).(650(650--450 BCE).450 BCE).ll They are the first historical examples of questioning They are the first historical examples of questioning

the natural world without appeal to myth or the natural world without appeal to myth or superstition.superstition.

ll They utilized/developed the tools of reason in They utilized/developed the tools of reason in attempting to understand the world.attempting to understand the world.

A bit more historyA bit more history

ll Socrates builds upon the foundations of logic and Socrates builds upon the foundations of logic and argumentation and believed that CT is most valuable in argumentation and believed that CT is most valuable in the service of becoming a virtuous person.the service of becoming a virtuous person.ll It is this ethical component of CT that seems to be at the heart It is this ethical component of CT that seems to be at the heart

of ancient philosophy.of ancient philosophy.ll One has a moral duty to question established knowledge.One has a moral duty to question established knowledge.ll One has a moral duty to question established knowledge.One has a moral duty to question established knowledge.ll One has a moral duty to think for themselves and to pursue the One has a moral duty to think for themselves and to pursue the

truth with all of their ability.truth with all of their ability.ll The ability to think rationally (and morally) is what separates us The ability to think rationally (and morally) is what separates us

from the animals.from the animals.

ll The “Socratic Method” is still a primary tool of CT.The “Socratic Method” is still a primary tool of CT.ll The best way to learn is through dialectic (rigorous questioning The best way to learn is through dialectic (rigorous questioning

aimed at clearing up conceptual and moral confusions).aimed at clearing up conceptual and moral confusions).

A little bit more historyA little bit more history

ll For Plato and Aristotle, thinking critically was also For Plato and Aristotle, thinking critically was also essential for citizenship.essential for citizenship.ll When people do not think for themselves they are easily led.When people do not think for themselves they are easily led.ll George Carlin on critical thinkingGeorge Carlin on critical thinking

ll Aristotle is often credited with the first attempts at Aristotle is often credited with the first attempts at naturalistic science.naturalistic science.naturalistic science.naturalistic science.ll He developed the first formal systems of logic.He developed the first formal systems of logic.ll Aristotelian logic is still the foundation of CT.Aristotelian logic is still the foundation of CT.ll Discussed the cultivation of intellectual virtues.Discussed the cultivation of intellectual virtues.

ll It is the mark of an educated mind to be able to It is the mark of an educated mind to be able to entertain a thought without accepting itentertain a thought without accepting it. . -- Aristotle Aristotle

ll Michael Shermer on skepticism, critical thinking and Michael Shermer on skepticism, critical thinking and sciencescience

Time for a little logicTime for a little logicTime for a little logicTime for a little logicTime for a little logicTime for a little logicTime for a little logicTime for a little logic

§§ We will attempt to do some basic logic We will attempt to do some basic logic and argumentation here.and argumentation here.

§§ These exercises can also be used in the These exercises can also be used in the §§ These exercises can also be used in the These exercises can also be used in the classroom.classroom.

§§ Hopefully this will be a relatively painless Hopefully this will be a relatively painless process.process.

Identify the premise(s) and Identify the premise(s) and Identify the premise(s) and Identify the premise(s) and Identify the premise(s) and Identify the premise(s) and Identify the premise(s) and Identify the premise(s) and conclusion of each argumentconclusion of each argumentconclusion of each argumentconclusion of each argumentconclusion of each argumentconclusion of each argumentconclusion of each argumentconclusion of each argument

§§ Racism and sexism are wrong because all Racism and sexism are wrong because all people deserve equal respect.people deserve equal respect.

§§ It is immoral to use rabbits in cosmetic It is immoral to use rabbits in cosmetic experiments because causing pain is immoral, experiments because causing pain is immoral, experiments because causing pain is immoral, experiments because causing pain is immoral, and animals such as rabbits are capable of and animals such as rabbits are capable of feeling pain.feeling pain.

§§ People need to pass a driving test to get a People need to pass a driving test to get a license to drive a car. People should also have license to drive a car. People should also have to take a test and get a license before they can to take a test and get a license before they can become a parent. After all, parenting is a become a parent. After all, parenting is a greater responsibility and requires more skill greater responsibility and requires more skill than driving. (Boss)than driving. (Boss)

Logical FallaciesLogical Fallaciesnn Informal fallacies occur when an argument is logically incorrect, yet Informal fallacies occur when an argument is logically incorrect, yet

is still compelling in some way. is still compelling in some way. nn Fallacy NewsFallacy Newsnn Fallacy of equivocationFallacy of equivocationnn Slippery SlopeSlippery Slopenn Appeal to forceAppeal to forcenn Ad hominemAd hominemnn Ad hominemAd hominemnn Appeal to inappropriate authorityAppeal to inappropriate authoritynn Popular appealPopular appealnn Hasty generalizationHasty generalizationnn Fallacy of ignoranceFallacy of ignorancenn Begging the questionBegging the questionnn Irrelevant conclusionIrrelevant conclusionnn Naturalistic fallacyNaturalistic fallacynn Red HerringRed Herring

Fun with FallaciesFun with Fallacies

nn Rush Limbaugh on Rush Limbaugh on WarWarnn Jeremy Glick vs Bill O'ReillyJeremy Glick vs Bill O'Reillynn Religious Propaganda Religious Propaganda 1984 Or Bust1984 Or Bustnn Michael Moore vs. Bill O'Reilly Pt. 1of 2Michael Moore vs. Bill O'Reilly Pt. 1of 2nn Michael Moore vs. Bill O'Reilly Pt. 1of 2Michael Moore vs. Bill O'Reilly Pt. 1of 2nn Michael Moore vs. Bill O'Reilly Pt. 2of 2Michael Moore vs. Bill O'Reilly Pt. 2of 2nn Jon Stewart on Crossfire (part 1)Jon Stewart on Crossfire (part 1)nn Jon Stewart on Crossfire (part 2)Jon Stewart on Crossfire (part 2)

Identify the hidden assumptions

n The Bible says, ‘women are to be silent in the churches; utterance is not permitted to them.’ Therefore, women should not speak in the churches.

n From past experience, all lemons are sour. Therefore, the lemons on this tree are also sour.From past experience, all lemons are sour. Therefore, the lemons on this tree are also sour.

n Most people disapprove of extra-marital affairs. So extra-marital affairs are wrong.

n You want to be rich in a short time. So you should invest in the stock market.

n http://philosophy.hku.hk/think/misc/ex-public-1.pdf

A critical definition gameA critical definition game

n Divide the students into two groups. One group identifies an object in the room (e.g. chair, mobile phone) and asks the other group to provide a definition. The first group is responsible for criticizing the definition and the responsible for criticizing the definition and the second group will continue to modify the definition to deal with objections from the first group.

n (http://philosophy.hku.hk/think/misc/ex-public-1.pdf)

Group Participation TimeGroup Participation Time

nn Work in groups of 3Work in groups of 3--4.4.nn Discuss an assignment that you currently Discuss an assignment that you currently

use that involves critical thinking.use that involves critical thinking.–– What elements of critical thinking does it What elements of critical thinking does it –– What elements of critical thinking does it What elements of critical thinking does it

involve?involve?–– What can be done to improve it? What can be done to improve it?

nn Develop a new CT assignment for one of Develop a new CT assignment for one of your courses. your courses.

Promoting CT in the classroomPromoting CT in the classroom

nn Ask frequent openAsk frequent open--ended questions and provide ended questions and provide a substantial wait time (several, potentially a substantial wait time (several, potentially awkward, seconds) for students to formulate awkward, seconds) for students to formulate responses.responses.–– Make sure to maintain wait times and expect/require Make sure to maintain wait times and expect/require –– Make sure to maintain wait times and expect/require Make sure to maintain wait times and expect/require

answers. This trains students to activate “cognitively answers. This trains students to activate “cognitively complex discourse” (Tobin).complex discourse” (Tobin).

nn Be diligent in creating and tolerating Be diligent in creating and tolerating conflict/dissonance.conflict/dissonance.–– A bit of psychological discomfort can be motivating A bit of psychological discomfort can be motivating

(Frager).(Frager).

More Ways to Promote CTMore Ways to Promote CT

nn Have students journal about what they learned Have students journal about what they learned and what they are confused about after each and what they are confused about after each class session (2 minutes).class session (2 minutes).–– This “classroom assessment” gives you immediate This “classroom assessment” gives you immediate

feedback.feedback.feedback.feedback.–– The single most important thing you can do?The single most important thing you can do?

nn Bring in historical and philosophical information Bring in historical and philosophical information about the development of knowledge in math about the development of knowledge in math and science.and science.

nn http://www.freeinquiry.com/criticalhttp://www.freeinquiry.com/critical--thinking.htmlthinking.html

Some Helpful ResourcesSome Helpful Resources

nn http://www.criticalthinking.orghttp://www.criticalthinking.org–– The website of the Foundation for Physical Thinking The website of the Foundation for Physical Thinking

nn http://philosophy.hku.hk/think/criticalhttp://philosophy.hku.hk/think/critical–– A critical thinking resource page from Hong Kong A critical thinking resource page from Hong Kong

University.University.University.University.

nn http://www.austhink.org/criticalhttp://www.austhink.org/critical–– A directory of online critical thinking sitesA directory of online critical thinking sites

nn http://mcckc.edu/longview/ctac/index.htmhttp://mcckc.edu/longview/ctac/index.htm–– The website of a Critical Thinking Across the The website of a Critical Thinking Across the

Curriculum project at Longview CC.Curriculum project at Longview CC.

BibliographyBibliographynn Frager, Alan. "Conflict: The key to critical reading instruction." Paper Frager, Alan. "Conflict: The key to critical reading instruction." Paper

presented at annual meeting of The Ohio Council of the presented at annual meeting of The Ohio Council of the International Reading Association Conference, Columbus, Ohio, International Reading Association Conference, Columbus, Ohio, October 1984. 18pp. [ED 251 806] October 1984. 18pp. [ED 251 806]

nn Tobin, Kenneth. "The role of wait time in higher cognitive level Tobin, Kenneth. "The role of wait time in higher cognitive level learning," Review of Educational Research, 57 (1), Spring 1987, pp. learning," Review of Educational Research, 57 (1), Spring 1987, pp. 6969--95.95.Peter A. Facione (1990) "Critical Thinking: A Statement of Expert Peter A. Facione (1990) "Critical Thinking: A Statement of Expert nn Peter A. Facione (1990) "Critical Thinking: A Statement of Expert Peter A. Facione (1990) "Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction", Consensus for Purposes of Educational Assessment and Instruction", a report for the American Philosophical Association. a report for the American Philosophical Association.

nn Boss, Judith A. Boss, Boss, Judith A. Boss, Ethics for life : a text with readingsEthics for life : a text with readings. 3rd ed. . 3rd ed. Boston, MA : McGraw Hill ; c2003. Boston, MA : McGraw Hill ; c2003.

nn A Nation at Risk,A Nation at Risk, the National Commission on Excellence in the National Commission on Excellence in Education (1983)Education (1983)

nn Evaluating Critical Thinking (Practitioners' Guide to Teaching Evaluating Critical Thinking (Practitioners' Guide to Teaching Thinking Series)Thinking Series) by Stephen P. Norris and Robert H. Ennis (1989) by Stephen P. Norris and Robert H. Ennis (1989)