the postgrad critical discussion toolbox

The Postgrad Critical Discussion Toolbox

Techniques to have more interesting

discussions, tutorials and debates

Presenter: Nina Ginsberg

26/7/19 1NINA GINSBERG (T2 2019) BICYCLES CREATE CHANGE.COM

Diversity & Inclusion

English language useEthnicityAge ReligionPoliticsCultureGenderDiff-AbilitiesGPA resultsPhysical attributesEmotional stateIdentity/OrientationFamily StructureEmployment status

Race NationalityNeuro diverseSES statusPersonalityExperiencesLiving conditionsHistorical biographySkills and CompetenciesEducational backgroundThinking and learning stylesPersonal perspectives/beliefsHow well you ride a bikeAmount of imaginary friends

All are welcome, safe and valued in my sessions

Images: Deloitte, Auckland Council & PRSA


PPT available atGo to: Bicycles Create Change.com > Resources Page


Other upcoming workshops


In this session…ØMore verbally focused – not written

ØTechniques are valuable precursors to improve critical thinking

ØAdapted from Edward de Bono’s work

ØParticipatory

ØWill take time to integrate into practice, so this session is about introducing + reinforcing some key moves

ØListen (to yourself and others) - how is what we cover today not/used?

ØThere are many more techniques – these are just a few key ones

ØTechniques in this session can be frustrating, not because they are difficult, but because once you know them and start applying them, you realise how insufficient and uninteresting many conversations are!


Why is this session useful?Critical thinking is how the university trains us to evaluate material and make ‘judgements’

Helps expand how to ‘think about the real world’ – which is mainly perceptual, not critical

VIP: Being able to think about thinking (metacognition) – not just what you think (UG), but WHY and HOW you think it (PG)

Ability to fully explore a subject, not just make a judgement about it

Making a judgement about a subject comes AFTER you have thoroughly explored the subject in comprehensive detail (today’s focus)

Applying these skills improve participation in discussions, tutorials and debates – skills can also be applied elsewhere (transferable)


Quick Warm-up PracticeAs you discuss: notice some of the ‘conversational

moves’ that occur and how the idea is ‘examined’ by your team

Should university education be free?


Todays Focus

1. All Rounders2. Agreeing3. Disagreeing4. Being interesting

Extras: Much more content at the end of this PPT


0% 50% 100%

= BIASED OR BORING (or BOTH)


Two extremesAGREEMENT

You are totally right…

I agree with everything you said..

I completely agree with you…

Absolutely right..

I agree with you 100%....

= no discussion!

Insignificant contribution

DISAGREEMENT

Yes, but…

I totally disagree…

You are wrong there….

That is not so…

You are not right about that at all..

=argumentative / superiority

Common in academia

Never 100% ( or 50%) take a position


A discussion should be a genuine attempt to explore a subject rather than a battle between completing

egos

Curious exploration of a subjectNot personal

Avoid the need to be right◦ Society = emphasizes argument/debate

◦ Government, law and media◦ Winning and losing = is not very ‘beautiful’


All Rounders


All rounder 1: OB3OB3 = Opinion + because + 3 reasons

Anyone can provide an opinion – few give reasons for it!

‘because’ is your new favorite word! Why?

Three is the magic number – why?

◦ Is a quick and easy way thinking approach that can be applied universally◦ Provides some dimensionality - avoid binary thinking◦ Adds interest, critical details and depth◦ Gives more critical detail for the audience to connect with ◦ Is much more interesting, advanced and thoughtful – esp. at PG level◦ Challenges your audience to be more engaged and active – sets a bench mark

Revisit this question using OB3: Should Australia introduce a sugar tax?


All rounder 2: PMIPMI = Positive, Minus, Interesting point

What do you think of Australian politics?

I think Australian politics is _(+)_ , however __(-)_. I find it interesting that _____ .

Take Aways:◦ Quick and easy to give an interesting answer◦ Gives a better answer and your listener has more to respond to◦ Applies to MANY situations – IELTS, conversations, essay brainstorms, etc..◦ Transitions words helps to ‘guide’ and ‘build up’ your points (helps with vocab & cohesion)

Use in a combo …like with OB3 = ‘critical details’

I think Australian politics could be seen as useful because it is (+ #1), (+ #2) and (+ #3). Conversely, I think that it has a number of drawbacks, such as (- #1), (- #2) and ( - #3). Also, I do find it interesting that …..

Great for pretty much any topic, discussion or brainstorm!


All Rounder 3: Past, Present, Future

Past

Present

Future

Good for general topics or ‘discuss the issue of X..’ questions

Connected to 3 is the magic number

Compare & Contrast variation

Check facts (past), present (experience) & speculation (future)

Check use of tense

What do you think about education?


All Rounder 4: Spheres of experienceglobally

continent

regionally

country

state

suburb

family

Compare and contrast variation

How many sphere to include? Depends..

Expand out OR contract in

Need to clearly identify spheres (who, where)

Discuss recycling.


All Rounder 5: Social DomainsExplore topic in relation to a (new?) social domainCan help extend a subject in a new directionStimulates lateral thinking on how issues could be connected or influencedSome examples:Education Food Entertainment Business Leisure Sport Sanitation Parklands Family Media Employment Resources Fashion Law/Legal Manufacturing PetsAdvanced: Domains can be used creatively to extend, such as..Classifications: Sports: Basketball, Roller Derby, Netball, Soccer.Opposites: Employment vs FamilyAnd in many any other ways - it is up to you!Make a list of as many ‘Social Domains’ as you can in 1 min


Social DomainsEconomics

Production

Resources

Logistics

Transport

Accounting

Regulations

Law/Legal

Labour

Employment

Welfare

Technology

Buildings

Sanitation

Wealth

Distribution

Governance

Justice

Communication

Migration

Identity

Security

Ethics

Energy

Water

Air

Flora

Animals

Pets

Farming

Food

Habitat

Waste

Sanitation

Sustainability

Mobility

Recreation

Creativity

Beliefs

Fashion

Religion

Gender

Age

Disability

Violence

Crime

Shopping

Gardening

Skills

Sexuality

Customs

Norms

Industry

Learning

Education

Health

Medical

Wellbeing

Fitness

Games

Family

Friends

Work

Leisure

Spirituality

Travel

Memory

Furniture

Business

Commerce

Art

Music

Dance

Poetry

Time

Culture

Science

Houses

Drugs

Nature

Weather

Geography

Sub-cultures

Rights

Task: Discuss ‘Pets’ in relation to: Public Holidays or Music or Religion or Buildings…


All Rounder 6: Super/Sub

Main Idea (Super)

Support Idea (Sub 1)

Details Details Details



Helps people understand the various elements in your contribution

Clear distinction between your ‘levels’ of super/sub (you can also include whys ‘because’)

Strong link to critical thinking

Transition words are critical here!

Helps with summary, expression & cohesion skills

Shows strong organisation/structure and logic

Helps connect/link elements within a subject/categories

What are the main reasons some university students do not complete their studies?


All Rounder 7: ScaleVisualise a scale 0 – 10

Never position: 0 or 5 or 10

Useful for your discussion and assignments:To what degree…?The scale can structure your answer

Is a good way to more interestingly answer closed questions

Is Australia the ‘lucky country’?


All Rounder 8: RankingHelps you think widely and rank answers

You can explain your ‘thinking out aloud’ as part of you answer (this can be a great ‘discussion move!)

Forces you to take a position and make a judgement (which then needs to backed it up!)

Gives some structure (for you) and gives you audience more to respond to

Challenge your audience to commit to ranking answers like: ‘What do you think are the three most…

What daily actions can individuals take to protect

the environment?

You can then modify and specify for more critical

detail or focused discussion

What three daily actions can individuals take in the

morning to protect the environment?

Watch: who is stumped, who is really ‘listening’ and who actually answers the (full) question


All Rounders: Summary• PMI• Past, Present, Future• Spheres of experience• Social Domains• Super/Sub• Scale• Ranking

Discuss: What is today’s most critical environmental issue?

(Use one technique fully before moving on to the another)


Agreeing


Agreeing: Special CircumstancesHow to turn a disagreement into agreement

Arranged marriages are a good idea• Romance? Soul mate? Free choice?• Isolated communities – distinction between ‘arranged’ and ‘forced’

Take away: Make an effort to find a special circumstance within a statement that does make sense, and then agree with the statement but only for those circumstances


Agreeing: Special Values“If I had those values, I would agree with you”

Similar to special circumstances

Telling a lie is never acceptable. Answer is based on values

◦ A moral principle – you should never lie◦ You can lie for the greater good

Consider: Murderer in pursuit of a victimConflicting values – moral principle vs. pragmatism: value of human life

Take away: Spell out the different values involved and that you would agree under one set of values, but not under another set of values.


Agreeing: Exceptions & ExemptionsHow to turn a disagreement into agreement

Exception: an instance or case not conforming to the general rule.

Exemption: free from an obligation or liability to which others are subject; release

Women earn less money than men in all occupations.

In Australia, an adult is a person who is over the age of 18.

Take away: Make an effort to present and explore a situation where the general rule (or ‘agreement’) is not the case – then discuss WHY


Agreeing: Sweeping generalisationsCan be difficult to disagree with

◦ All sharks are dangerous◦ No politician can be trusted◦ Men are logical, women are intuitive

You can disagree with the generalisation, but still agree with some aspects of it.For the last example, instead use:ØWomen can be as logical as men when necessary but also tend to be more intuitive.ØMen usually work in groups and logic is a way of convincing others to go along with

a Plan. Women tend to act on their own and can rely on intuition as they do not need to persuade anyone else.

ØI agree that women do tend to have more scanning mind that takes in more factors instead of just moving from one point to another.

ØWhat other statement can you come up with? Think and share.

Take away: You can disagree with the sweeping generalisation but show agreement with some of the implications.


Beware: 100% vs gradationall/every

by and large

the majority

most

many

some

a few

none

Apply gradation language unless backed up by fact (reference).

Be aware of opinions presented as fact

Consider the meaning of the gradation languagethe majority = 50.1% or 99.5%?

Hot Tip: this is ALWAYS useful … readings, literature,…


Be Aware: 100% vs gradationOther types of qualifying language – ‘hedging’1. Modals:….might, may, can, could, must, would, ought to, will, should

2. Use weaker/stronger verbs• Unsound policies led to the financial crisis. (stronger)• Unsound policies contributed to the financial crisis. (weaker)

3. Using a combination of these techniques

For more ideas on hedging: EnglishHELP>Academic Skills>Hedging


https://www.griffith.edu.au/international/englishhelp/hedging-and-boosting

Agreeing: Summary

ØSpecial CircumstancesØSpecial ValuesØExceptions & ExemptionsØSweeping GeneralizationØ100% vs Gradation


Agreeing: Let’s try it!

Money is the primary cause of our social issues today.

Focus: use some of the agreeing techniques


Disagreeing


DisagreeingIs a valuable and important skill

It works most effectively when both parties are genuinely trying to explore a subject

Can be unpleasant, but it it necessary = truth & to fully investigate an issue objectively & comprehensively

Some people’s disagreement can be:Ørude or aggressiveØin order to ‘battle’ and to ‘win’Øto showoff of their egoØto demonstrate superiorityØthey have been taught that is was conversation is aboutØthey don’t know any other way of exploring a subject


Disagreeing: PolitenessHARSH, OFFENSIVE & RUDE

You are just stupid.

You don’t know what you are talking about.

That is the silliest thing I have ever heard.

That is wrong.

That is poor logic.

You obviously haven’t thought about this.

I disagree with everything you have said.

How stupid can you be?

You can’t possibly believe that.

POLITE & RESPECTFUL

I am not sure I follow your reasoning.

That is only one point of view.

How about this other possibility?

I think I have some doubts about your conclusion?

Maybe that is so, and maybe it is not so.

I can think of an alternative explanation.

As much as you think that, others may propose another point of view.

Disagreement is valid – it can be gentle or aggressive. Predominately, being polite is better


Disagreeing: Errors in logicExample: Across Europe, the number of people in prison range from 89-120 per 100,000 people. In the USA, the number is 750 per 100, 000, which is 6 x times more than Europe.

This means that people in the USA are less law abiding.

This preposition does not necessarily follow from the statistics.

What other conclusions did you come up with?

•It may mean that in the USA the police are better at catching criminals.

•It may mean that in USA the more types of crime are treated by prison sentences.

•It may mean that in USA people stay longer in prison.

•It may be that since 95% of criminal cases in the USA are settled by plea bargaining, the number ending up in prison is higher.

By seeking alternatives, you can show that the number of people in prison does not necessarily mean a greater amount of crime. This is just one possible explanation.


Disagreeing: Errors in logicTake Away:

1. When someone offers a conclusion, think of an alternative explanation for how something ‘seems to follow’

2. You can disagree with the logic of how something ‘seems to follow’ = challenge that necessity/conclusion

3. It is best to offer an alterative when you do this – this makes your challenge much stronger


Extension: For ideas on how to identify other errors in logic and fallacies see:

Ideas Channel (PBS Ideas Channel) on YouTube


https://www.youtube.com/user/pbsideachannel/search?query=fallacies

Disagreeing: InterpretationExample 2: Statistics in Australia show that people born under the Zodiac sign of Gemini are more likely to have car accidents than any other sign.

How can this fact be explained? Discuss other possible interpretations.

•Rather unlikely that the accident rate for ALL Zodiac signs would be equal

To explore this interpretation: you would like to know whether this finding is significant across different periods and in different locations (countries?). The size of the difference would also be important.

What possible interpretations did you come up with?

One possible interpretation is that those with a Gemini birthday reach a legal age of driving in Winter (June in Australia) and so start driving in difficult conditions and weather.


Disagreeing: Selective PerceptionSelective perception means perceiving things in such a way as to support a pre-formed idea

The mind has a fixed pattern = only notices things that fit that pattern

Examples:

A wife who finds out her husband is having a affair looks back over the whole marriage and picks out only those points which suggest that he did not truly love her.

A fierce feminist would be ready to pick on any male behavior evidence to indicate male chauvinism.

Classic use of selective perception = stereotypes and prejudices (racism)


Disagreeing: Selective Perception1. Can be difficult to challenge because what is said may be correct. You have no way of knowing what has NOT been said, or what has been LEFT OUT.

A person who tells you all the instances where an employee seems to be lazy may choose NOT to tell you all the instances where the same person HAS worked exceptionally hard.

Outside of white Australians, African migrants commit the most crimes in Australia.

If you believe that a certain race commits more crimes, you will only notice instances of that race committing crimes.

You may not see that crime occurs more often in certain economic groups and that there happens to be more of that race in these groups.


Disagreeing: Different ExperienceDifferent personal experiences lead to different opinions

If your personal experience differs from a speakers, you may well find yourself disagreeing with the speaker’s conclusions• A person who lives in a country with a monarch/royalty, will view nation state

differently than those from countries with a government or dictatorship structure.• A person who has gone through a divorce will have a different experience of

marriage than someone who is happily married.

There is not ’right’ or ‘wrong’ or ‘more valid’ experience

TAKE AWAY: In disagreeing, point out that your experience is different

My experience of studying at Griffith University is obviously not that same as yours. I found that …


Disagreeing: Different ExperienceHINT: There is different experience AND different interpretations of experience

For example:1. As a young doctor, I found that the nursing staff took very good care of the patients.2. As a young doctors, I found that the nursing staff had little time for the patients.

At first, these two sets of experience seem contradictory

It could then turn out that in the second case, the hospital was understaffed and the nurses were overworked = little time for patients


Disagreeing: Possible & CertainThis is one of the most important points about disagreement

You maybe willing to accept something as a ‘possibility’ but very unwilling to accept it as a ‘certainty’

◦ It is possible that raising the school leaving age will reduce juvenile crime. It would be difficult to accept this as a certainty.

◦ It is possible that the higher suicide rate among men after the break-up of a relationship is due to the break-up being more of a surprise to men than it is to women.

TAKE AWAY: When disagreeing with something that has been put forward as ‘certainty, you can indicate to level of ‘possible’ at which you are prepared to accept the statement. o It is possible that China may become a dominate economic power in the next 50 years.o It is just possible that a human colony will be established on the moon or a planet.o It is very likely that HIV will become the major problem in Africa.


Disagreeing: Differ or disagreeDisagreement implies a regard for the truth = ‘truth concern’

You do not want to let anyone get away with something which is either untrue or offered as true without being proved to be so

What spaghetti sauce do you like? It is a matter of choice.

If someone suggested sprinkling ground coffee on spaghetti, you would probably reject this as plain ‘wrong’ - but it is still a food, edible and possible

If, however, someone suggested using diesel fuel on spaghetti, you would certainly reject this – not only in terms of taste, but also it may be poisonous


Disagreeing: Differ or disagreeTAKE AWAYS: So in disagreeing you may be implying one of several things…

◦ That is simply wrong◦ That is possible but not certain◦ That is only one of many alternatives◦ That fits your experience◦ That fits your values◦ That is right for you but not for me◦ That is based on emotions and prejudice◦ That is based on selective perception◦ The conclusion does not follow◦ That is one possible view of the future

It is too abrupt and simple to say ‘I disagree!’

This wide range of disagreement should, as far as possible, be spelled out. Once this is done the disagreement can be explored.


Disagreeing: SummaryØDo not disagree for the sake of disagreeing or just to show cleverness

ØDisagree politely and gently, rather than aggressively and rude

ØDisagreeing can be used to point out:Øa fact or statement is simply wrongØerrors in logic/show that one conclusion does not necessarily follow from what

went beforeØSelective perception and particular interpretations of statics or eventsØShow different personal experience ØSweeping generalisations (you should almost always pick up & challenge these!)ØIt is very important to challenge ‘certainty’ ad to suggest ‘possibility’ insteadØDistinguish between having a different opinion and disagreeing with an opinion


Disagreeing: Let’s try it!

At what age should parents start teaching their children about sex?

Focus: use some of the disagreeing techniques


Being interesting


Did you know?1. Female stick insects can have ‘baby girl’ stick insects without

any need for a male at all. If we could work out the hormonal combination that triggered the cells to divide then feminists could really get rid of men!

2. The seahorse maybe the most feminist of all creatures. The female produces the egg, which the male fertilises. The female then hands the fertilised egg to the male, who has to look after it until the babies hatch.

3. In Queensland, there is a frog that swallows its eggs which have been fertilised by the male frog. The frogs then turns off the hydrochloric acid and digestive juices in it’s stomach. The eggs develop in the frog’s stomach. When the young frogs are mature, the mother frog opens her mouth and the babies just pop out!


Be interesting: InformationUnusual information is one type of ‘interest’

You can accumulate such information by remembering what you have read in the media and research.

You can also take a special interest in some specific or exotic matter and really become an expert:

◦ Zulu Wars ◦ Yacht Design◦ Family structure in Kazakhstan◦ Your research project!! Be careful!

For most discussions, however, let us suppose that you have no special information. How then can you be more interesting?


Be interesting: What if?What if dogs could be taught to speak? What would happen?

What if China becomes the dominant economic power in the world?

What if women were the only ones allowed to propose marriage?

What if human cloning became available and relatively cheap?

What if the HIV/AIDS level in the USA reached the same level in parts of Africa?


Be interesting: What if?The ‘what if?’ approach involves playing with ideas

Since ideas are being played out in the future, there is no way of checking which will happen and which will not

Provides an open ended exploration = if it made to put forward ideas that are as ‘logical’ as possible

For the sake of humour, the occasional ‘fantasy’ might be allowed

This playful approach = simplest of situations can be turned into an interesting exploration

TAKE AWAY: ‘What ifs?’ can add interest and encourage new considerations. Logical suggestions are best, but have some fun as well!


Be interesting: A most useful habitGet into the habit of saying

‘Now that is interesting!’Using this phrase will help reframe anything that comes up in conversation

Instead of just carrying on with the flow of conversation, you now pause at that point… and explore/focus on that point…

You can elaborate around the pointYou can open the possibilities and alternativesYou can make connectionsYou can ask for distinctions, definitions, exceptions and/or exemptions1. You'll need to explain WHY you find that point interesting2. You will need to build up and lay out the interesting aspects 3. You invite the other speaker to join you in exploring the point

TAKE AWAY: learn to use this phrase formally as an attention directing tool. Don't just wait for the attitude to arise. You need to ‘direct attention’ in a deliberate manner.


Be interesting: SummaryØThe truth is important, but so is being interesting

ØInterest may arise from things you have done, are doing or know about

ØUse ‘what if?’ to open up new possibilities and lines of thought

ØFind & make connections = link ideas together & generate interest

ØUse the phrase ‘Now that is interesting’ to direct attention

ØWhen someone else opens up an interesting line of thought, go along with it and help to develop the interest further


Be interesting: Let’s try it!

With a PartnerHow can you be more interesting when you talk about ONE of these subjects….?

Frogs Bicycles Steering wheels

Carrots Chewing gum Alarm ClocksUnderwear Scrambled eggs Flags


Conclusion Overview1. All RoundersoOB3oPMIoPast, Present, FutureoSphere of ExperienceoSocial DomainsoSuper/SuboScaleoRanking

3. Disagreeing

oPoliteness

oErrors in Logic

oInterpretation

oSelective Perception

oDifferent Experiences

oPossibility & Certainty

oDiffer & Disagree

2. Agreeing

oSpecial Circumstances

oSpecial Values

oExceptions & Exemptions

oSweeping Generalisations

o100% vs Gradation

What was the most useful or interesting aspect of this workshop for you?

4. Being InterestingoInformationoWhat ifs..oA Useful Habit


Thank you

Good luck having more amazing discussions!!


ReferencesDe Bono, E. (2004). How to have a beautiful mind. Sydney, Australia:

Random House Australia.


the postgrad critical discussion toolbox

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