Critical Thinking Meanings and Methods

Carol McGuinness School of Psychology Queens University Belfast Enhancing Learning Skills UCD 11 November 2004

Critical Thinking a central aim for higher education

In the liberal education tradition (Newman) For life-long learning For employability For citizenship and the survival of democratic values

Graduateness what graduates should know and be able to do

Dearing (1997)

Disciplinary knowledge Methods of enquiry, ways of reasoning and thinking typical of a discipline, technical skills, professional practices Generic skills communication, numeracy, ICT, problem-solving, team-working, self-management Values and attitudes to learning

Subject benchmark statements focus on critical thinking

Critical Thinking Different Meanings

Critical thinking is reasonable, reflective thinking that is focused on what to believe and do (Ennis, 1982)

Truth-seeking

Critical thinking is skilled and active interpretation and evaluation of observations and communications, information and argumentation (Fisher & Scriven, 1997)

Evaluation and argumentation

Critical Thinking Different Meanings

Critical thinking is the use of those cognitive skills and

strategies that increase the probability of a desirable outcomepurposeful, reasoned and goal directed the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions.. (Halpern, 1996)

Cognitive skills and strategies wide range of contexts

Halperns Framework
Memory Skills Thinking and Language Argument Analysis

Creative Thinking

Different Kinds of Critical Thinking

Hypothesis testing
science reasoning

Problem-solving Decision-making

Dealing with likelihood and uncertainty

Halperns Framework
Thinking and Language

Recognising persuasive language Misuse of definitions Leading questions Paraphrasing Using multiple representations

Halperns Framework
Argument Analysis

Creative Thinking

Identifying premises, counter-arguments and conclusions Judging credibility of information

Redefining a problem Generating possibilities Seeing multiple perspectives Taking risks

Difference between opinion, judgement, fact Avoiding common fallacies

Halperns Framework
Predicting and confirming hypotheses Operational definitions Controlling variables Sampling and generalisation Limits of correlational reasoning

Hypothesis testing
science reasoning

Estimating probabilities Recognising regression to mean Using base rates Limits of extrapolation Risk assessments

Dealing with likelihood and uncertainty

Halperns Framework
Defining and redefining problem situations Setting goals Generating solutions Using alternative representations Recognising constraints Evaluating solutions Framing a decision Generating options Predicting consequences and weighing pros and cons Recognising bias in hindsight analysis

Problem-solving Decision-making

Seeking disproving evidence Effects of memory on decision-making

Halperns Framework
Memory Skills Thinking and Language Argument Analysis

Creative Thinking

Reflective Thinking
metacognition

Hypothesis testing
science reasoning

Problem-solving Decision-making

Dealing with likelihood and uncertainty

Halperns Framework
Memory Skills Thinking and Language Argument Analysis

Creative Thinking

Dispositions
Open-mindedness Flexibility Truth-seeking Confidence in reason

Hypothesis testing
science reasoning

Problem-solving Decision-making

Dealing with likelihood and uncertainty

Developing critical thinking being explicit

Making critical thinking more explicit

identifying what it means building up a vocabulary talking about thinking and learning trying to make it more visible to students

Developing critical thinking designing tasks?

Tasks that require critical thinking

Tutorials, assignments, essays, exams Beyond memorising or even good summarising

Justify Compare and contrast Argue in favour of a position Evaluate a position, evidence, conclusions Challenge assumptions Problem solve in regard to .. Examine other options

Developing critical thinking Dialogue?

Importance of Dialogue for critical thinking Socratic dialogue Questioning (teacher-student) Peer interaction about reasons and explanations

Role of virtual learning environments (

Cognitive conflict (contradictions, inconsistencies)

Developing critical thinking evaluating?

Evaluating and monitoring thinking

Talking about the kinds of thinking that is required in a task or assignment Monitoring and evaluating the thinking metacognition Writing logs, journals, reflective pieces, critiques

Learner in Context
Curriculum Tasks Flexibility

Confidence Argument
Truthseeking

Using language

Self-Regulating Learning for Critical Thinking

Hypothesis testing
Evaluating Sceptical

Problem Open-mindedness solving Disciplinary traditions

Assessments

Start early - in first year!