critical thinking skills
Ø Introduction
Ø Theoretical Background
Ø Definitions
Ø Components of
critical thinking
·
Universal Intellectual
Standards
· Elements of thought
(Reasoning)
·
Intellectual Traits
Ø Argument and critical thinking
Ø Reasoning in critical thinking
Ø Critical
Thinking skills
Ø Importance of critical thinking
Introduction
A major component of the current reforms in science education worldwide
is the shift from the dominant traditional teaching for algorithmic, from
lower-order cognitive skills, to higher-order cognitive/thinking skills. All
universities, specially nursing department,
encourage their students to be ‘independent learners’ and critical
thinking is central to this.
There is considerable
agreement among nursing researchers that critical thinking is a vital component
of successful nursing practice and educational programs are evaluated according
to the development of skills related to this sort of thinking. Numerous authors
have underscored the need for nurses to be able to think critically in order to
use the appropriate knowledge and skilled judgments in delivering patient care
. They agree that critical thinking and decision-making skills are essential to
the future of professional nursing.
Theoretical Background
Science education reforms worldwide are derived from
the constructivist views of teaching and learning. These reforms ask teachers
to change their teaching strategies by shifting the emphasis from the
traditional textbook-based, rote learning, to exploration, inquiry-based
learning situated in real-world phenomena
The
constructivist theory recognizes that students need to be exposed to learning
experiences that enable them to construct their own knowledge and promote their
thinking skills so the promotion of students’ thinking has been the focus of
educational studies and programs.2(Boddy, Watson, &
Aubusson)2
Conceptual
definitions of critical thinking
Conceptual
definitions of critical thinking
The concept ‘critical thinking’
is derived from its roots in ancient Greek. According to Paul,Elder and Bartell
(1995:1), the word ‘critical’ derives
etymologically from two Greek roots: ‘kriticos’, meaning discerning
judgment, and ‘kriterion’, meaning standards. Etymologically, the word implies
the development of discerning judgment
based on standards
Definitions
§ Thinking/reasoning is the process by which we go beyond the
information given (beyond what we see or are told
§
American Philosophical Association in 1990, set the final definition of critical thinking within
Delphi Report as follows.
Critical thinking is a purposeful, self‐regulatory judgement which
results in interpretation, analysis, evaluation and inference as well as
explanation of the evidential conceptual, methodological, criteriological or
contextual considerations upon which that judgement was based. Critical
thinking is essential as a tool of inquiry. Critical thinking is a pervasive
and self‐rectifying human phenomenon.
§ Critical thinking has been described as an ability
to question; to acknowledge and test previously held assumptions; to recognize
ambiguity; to examine, interpret, evaluate, reason, and reflect; to make
informed judgments and decisions; and to clarify, articulate, and justify
positions (Hullfish & Smith, 1961; Ennis, 1962; Ruggiero, 1975; Scriven,
1976; Hallet, 1984; Kitchener, 1986; Pascarella & Terenzini, 1991; Mines et
al., 1990; Halpern, 1996; Paul & Elder, 2001; Petress, 2004; Holyoak &
Morrison, 2005; among others).
1)
Intellectual
traits
§ Intellectual
Humility
§ Intellectual
Courage
§ Intellectual
Empathy
§ Intellectual
Autonomy
§ Intellectual
Integrity
§ Intellectual
Perseverance
§ Confidence in Reason
• Intellectual humility:
Recognize the limits of our own knowledge, including a sensitivity to
circumstances in which we are likely to deceive ourselves; sensitivity to bias,
prejudice and limitations of our viewpoint. Intellectual humility involves
recognizing that we should never claim more than we actually “know.” It does
not imply spinelessness or submissiveness. It implies a lack of intellectual
pretentiousness, boastfulness, or conceit, combined within sight into the
logical foundations (or lack of such foundations) of our beliefs.
• Intellectual courage: Facing
and fairly addressing ideas, beliefs, or viewpoints toward which we have strong
negative emotions and to which we have not given a serious hearing. This
courage is connected with the recognition that ideas considered dangerous or
absurd may be reasonable and that our conclusions and beliefs are sometimes
false or misleading. To determine for our self what is accurate, we must not
passively and uncritically “accept” what we have “learned.” Intellectual
courage comes into play here, because inevitably we will come to see some truth
in some ideas strongly held by others. We need courage to be true to our own
thinking in such circumstances. The penalties for nonconformity can be severe.
• Intellectual empathy: Being aware of
the need to imaginatively put oneself in the place of others in order to
genuinely understand them, which requires awareness of our tendency to identify
truth with our immediate perceptions of long-standing thought or belief. This
trait includes reconstructing accurately the viewpoints and reasoning of others
and reasoning from premises, assumptions, and ideas other than our own. It
includes a willingness to remember occasions when we were wrong in the past
despite a conviction that we were right.
• Intellectual integrity: Honoring the
same rigorous standards of evidence to which we hold others; practicing what we
advocate and admitting discrepancies and inconsistencies in our own thoughts
and actions.
• Intellectual perseverance:
The pursuit of accuracy despite difficulties, obstacles, and frustrations;
adherence to rational principles despite the irrational opposition of others;
recognition of the need to struggle with confusion and unsettled questions over
time to achieve deeper understanding or insight.
• Confidence in reason: Confidence
that, in the long run, our higher interests and those of humankind at large
will be best served by giving the freest play to reason, by encouraging others
to develop their rational faculties; faith that, with proper encouragement and
education, people can learn to think for themselves, to form rational views,
draw reasonable conclusions, think coherently and logically, persuade each
other by reason, and become reasonable persons, despite obstacles to doing so.
• Fair-mindedness: Treating all viewpoints alike,
without reference to our own feelings or vested interests, or the feelings or
vested interests of our friends, community, or nation; this implies adherence
to intellectual standards without reference to our own advantage or the
advantage of our group.
• Autonomy: Motivated to think for yourself
Argument and
critical thinking
Critical
thinking means being able to make good arguments.
- Claims
are statements
about what is true or good or about what should be done or believed. Claims are
potentially arguable.
- Arguments are claims
backed by reasons that are supported by evidence.
Example "A liberal arts education prepares
students best" is a claim, while "I didn't like the book" is
not. The rest of the world can't really dispute whether I liked the book or
not, but they can argue about the benefits of liberal arts
Ø Arguments A form of thinking in which certain reasons are offered
to support a conclusion.
Ø Recognizing an
Argument
•
Dialogue between differing parties
• Discussion of
issues
• The use of
cue words: For Reasoning, For Conclusions,
Since , Therefore , For ,Thus ,Because and Hence
Ø Evaluating
Arguments • Consider the following:
• How true are the reasons being offered to support the conclusion
• To what extent do these reasons support the conclusion
• To what extent does the
conclusion follow from the reasons offered?
Ø Valid vs
Invalid Arguments
Valid Arguments
• Reasons support the
conclusion
• Conclusion follows through from the reasons followed
Invalid Arguments
• Reasons do not support
conclusion
• Conclusion does not follow from the reasons offered
• When an argument includes both true reasons and a valid
structure, the argument is considered sound.
• When the argument is considered unsound, it contains false reasons
or an invalid structure
Constructing Arguments Listening Carefully to other Points of View Supporting Views
with reasons and evidence Responding to the points being made Asking—and trying
to answer—appropriate questions Working to increase understanding (not
necessarily trying to “win” the argument)
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