CRITICAL THINKINGCRITICAL THINKING

An Introduction byAn Introduction by

Mark HeyneMark Heyne

The BeginningsThe Beginnings

This is SocratesThis is Socrates He was a teacher in Athens about 2500 years ago, and he He was a teacher in Athens about 2500 years ago, and he

started a movement called Critical Inquiry, which is a started a movement called Critical Inquiry, which is a method of questioning and research that hopefully method of questioning and research that hopefully uncovers or leads us to the truth.uncovers or leads us to the truth.

The Wisest man?The Wisest man? Socrates was actually a very annoying old man. Socrates was actually a very annoying old man. He questioned people about their beliefs and about what He questioned people about their beliefs and about what

they thought they knew to be true.they thought they knew to be true. Some people thought him the wisest man in town. Some people thought him the wisest man in town. But he just said; “If I am wise, it is because I admit I know But he just said; “If I am wise, it is because I admit I know

nothing!nothing!

QUESTIONSQUESTIONS Socrates made it his business to unmask the false wisdom of Socrates made it his business to unmask the false wisdom of

his contemporaries.his contemporaries.

He asked simple but awkward questions like “What is Right?”He asked simple but awkward questions like “What is Right?”Or “What is Good?” and “How do we know what we know?” Or “What is Good?” and “How do we know what we know?”

Eventually the people of Athens got fed up with Socrates Eventually the people of Athens got fed up with Socrates questioning them and making them feel foolish. They questioning them and making them feel foolish. They arrested him and charged him with corrupting the youth of arrested him and charged him with corrupting the youth of the city and denying the truths of religion.the city and denying the truths of religion.

They found him guilty and voted to put him to death.They found him guilty and voted to put him to death.

Which just goes to show the dangers of Critical Inquiry!Which just goes to show the dangers of Critical Inquiry!

Six Types of QuestionSix Types of Question

1 Questions for Clarification1 Questions for Clarification

2 Questions about Assumptions 2 Questions about Assumptions

3 Questions about Reasons and Evidence 3 Questions about Reasons and Evidence

4 Questions about Viewpoints and 4 Questions about Viewpoints and Perspectives Perspectives

5 Questions about Implications and 5 Questions about Implications and Consequences Consequences

6 Questions about the question 6 Questions about the question

1 Clarify Please!1 Clarify Please!

Questions for ClarificationQuestions for Clarification Sometimes statements are ambiguous: their Sometimes statements are ambiguous: their

meaning is unclear.meaning is unclear.

ASK:ASK: Could you define that please?Could you define that please? What exactly do you mean by that?What exactly do you mean by that? I’m not sure I understand, could you explain?I’m not sure I understand, could you explain? How does this relate to what we are talking How does this relate to what we are talking

about?about?

AssumptionsAssumptions If you assume something, you don’t know if it is If you assume something, you don’t know if it is

true or not.true or not.

Let’s assume the weather will be good next week.Let’s assume the weather will be good next week.

It’s a fair assumption, but it may not be true: It’s a fair assumption, but it may not be true: there may be a storm or unusual weather.there may be a storm or unusual weather.

Assumptions come from what we are used to Assumptions come from what we are used to seeing happen, but history does not always seeing happen, but history does not always repeat itself!repeat itself!

2 Don’t Assume !2 Don’t Assume ! Questions that probe underlying assumptionsQuestions that probe underlying assumptions

To test whether something is assumed by an To test whether something is assumed by an argument, you can use the negative test. Insert the argument, you can use the negative test. Insert the opposite of the alleged assumption into the opposite of the alleged assumption into the argument and see if it still makes sense.argument and see if it still makes sense.

ASK:ASK: Aren’t you assuming that such-and-such is true? Aren’t you assuming that such-and-such is true? What could we assume instead? What could we assume instead? How can you verify or disapprove that assumption? How can you verify or disapprove that assumption?

3 Reasons and Evidence3 Reasons and Evidence

Questions that ask “ Why?” Questions that ask “ Why?” and “ On what evidenceand “ On what evidence ?” ?”

ASK:ASK: What criteria are we using here?What criteria are we using here? What values are we assuming?What values are we assuming? What do you think caused this to happen?What do you think caused this to happen? Might there be another explanation?Might there be another explanation? How is this relevant? How is this relevant?

4 4 Viewpoints and PerspectivesViewpoints and Perspectives

ASK YOURSELF:ASK YOURSELF: Is the writer / speaker qualified? What is his expertise? Is the writer / speaker qualified? What is his expertise? Is the speaker objective or biased? Is the speaker objective or biased? Is he neutral or does he have a vested interest?Is he neutral or does he have a vested interest? Does the writer show a cultural bias?Does the writer show a cultural bias?

ASK:ASK: · Is there another way to look at it? · Is there another way to look at it? · Why it is necessary, and who benefits? · Why it is necessary, and who benefits? · What are the strengths and weaknesses ? · What are the strengths and weaknesses ? · How are this and that similar? · How are this and that similar? · What might be a counterargument?· What might be a counterargument?

5 I5 Implications and mplications and ConsequencesConsequences

An implication is an unstated consequence. Try to An implication is an unstated consequence. Try to bring unstated arguments out into the open.bring unstated arguments out into the open.

ASK:ASK: · What are you implying? · What are you implying? · What are the consequences of that · What are the consequences of that

assumption? assumption? · How does this affect the outcome...? · How does this affect the outcome...? · How does this tie in with what we learned · How does this tie in with what we learned

before?before? · Isn’t that a generalization? · Isn’t that a generalization?

6 6 Questions about the questionQuestions about the question

ASK: ASK:

What is the point of this question? What is the point of this question? What exactly does this mean? What exactly does this mean? How does this apply to everyday life? How does this apply to everyday life? Why is this important? Why is this important? Is this relevant to the problem?Is this relevant to the problem?

Teachers’ ResourcesTeachers’ Resources

Critical Thinking Critical Thinking blogspotblogspot Mission CriticalMission Critical Premises, Conclusions, SupportPremises, Conclusions, Support Inductive and DeductiveInductive and Deductive A-Level in Critical ThinkingA-Level in Critical Thinking Problem SolvingProblem Solving Inference exercisesInference exercises

Exercises from North StarExercises from North Star We hope to encourage habits of critical thinking in our We hope to encourage habits of critical thinking in our

students, and we can do so by showing them some simple students, and we can do so by showing them some simple techniques by which to interrogate a text.techniques by which to interrogate a text.

Questioning the authority of the speaker, asking if he is Questioning the authority of the speaker, asking if he is presenting facts or opinions, looking for evidence of bias, presenting facts or opinions, looking for evidence of bias, are all useful methods of approaching texts critically.are all useful methods of approaching texts critically.

I have given two examples below of a critical approach, I have given two examples below of a critical approach, with sample questions.However, these are only some with sample questions.However, these are only some possible questions we can ask about each text.possible questions we can ask about each text.

We hope that class teachers will familiarize themselves with We hope that class teachers will familiarize themselves with the Six Types of Question and the other materials on the the Six Types of Question and the other materials on the Critical Thinking Blogspot and that they will integrate Critical Thinking Blogspot and that they will integrate approaches from there into their teaching.approaches from there into their teaching.

The Farming Life for MeThe Farming Life for Me

Level 1 R/W Unit 2 Text: p23Level 1 R/W Unit 2 Text: p23 Important statements by the speaker.Important statements by the speaker.

“ “ Farm kids are too busy with farm work to get into trouble with Farm kids are too busy with farm work to get into trouble with guns, drugs and alcohol like a lot of city kids do.”guns, drugs and alcohol like a lot of city kids do.”

“ “ Farm kids understand at an early age what’s really important in Farm kids understand at an early age what’s really important in life”life”

“ “ Farm Kids have a greater sense of responsibility than most city Farm Kids have a greater sense of responsibility than most city kids”kids”

“ “ Farm Kids have a better understanding of nature than many cit Farm Kids have a better understanding of nature than many cit kids do.”kids do.”

“ “ I know why we raise these animals. They are going to be I know why we raise these animals. They are going to be hamburgers and fried chicken.”hamburgers and fried chicken.”

Ask the right questions:Ask the right questions: Are these fair statements by Zachary, who lives on a farm in Colorado Are these fair statements by Zachary, who lives on a farm in Colorado

USA?USA?

Is his view of city kids fair and objective?Is his view of city kids fair and objective?

Is his opposition of city life / farm life the only one, or are there other Is his opposition of city life / farm life the only one, or are there other possibilities?possibilities?

Is Zachary blind to the possibilities of city life, and unaware of the limits Is Zachary blind to the possibilities of city life, and unaware of the limits of farm life?of farm life?

What experience of city life does he have to base his views on?What experience of city life does he have to base his views on?

Zachary works on the farm after school. Is it a good thing for young Zachary works on the farm after school. Is it a good thing for young children to work?children to work?

If he loves the animals on the farm, why does he let them be eaten?If he loves the animals on the farm, why does he let them be eaten?

Is Zachary sincere or is he being defensive?Is Zachary sincere or is he being defensive?

Ask Mr. GreenAsk Mr. Green

Level 1 R/W Unit 7 Text: p126Level 1 R/W Unit 7 Text: p126 Important statements by Mr GreenImportant statements by Mr Green::

“ “ Farmers use pesticides to kill insects that eat their plants.”Farmers use pesticides to kill insects that eat their plants.”

“ “ These chemicals are a great help to farmers…farmers can grow These chemicals are a great help to farmers…farmers can grow more produce on the same amount of land.”more produce on the same amount of land.”

“ “ Farmers use chemicals to artificially ripen fruits and vegetables.”Farmers use chemicals to artificially ripen fruits and vegetables.”

“ “ When we eat produce, we’re also eating a little bit of the When we eat produce, we’re also eating a little bit of the chemicals”chemicals”

“ “ Some scientists believe this buildup of chemicals can cause Some scientists believe this buildup of chemicals can cause cancer.”cancer.”

“ “ Many shoppers…say organic fruits and vegetables taste better and Many shoppers…say organic fruits and vegetables taste better and fresher.”fresher.”

Ask the right questions:Ask the right questions: Who is Mr.Green and who does he work for? Who is Mr.Green and who does he work for?

Do you think Mr.Green is his real name?Do you think Mr.Green is his real name?

Does Mr. Green give us facts or his own opinions?Does Mr. Green give us facts or his own opinions?

Who exactly are the scientists Mr. Green refers to?Who exactly are the scientists Mr. Green refers to?

Has Mr. Green confused herbicides and fertilizers?Has Mr. Green confused herbicides and fertilizers?

Is there any scientific evidence that pesticides cause cancer?Is there any scientific evidence that pesticides cause cancer?

Who are the “many shoppers” he quotes?Who are the “many shoppers” he quotes?

Does Mr. Green present both sides of the argument fairly?Does Mr. Green present both sides of the argument fairly?

The EndThe End Kindly follow up here:Kindly follow up here: criticthink.blogspotcriticthink.blogspot

By: Mark Heyne.By: Mark Heyne.