a. Identify conclusions
b. Identify stated reasons
c. Identify unstated reasons
d. Identify and handle irrelevance
e. See the structure of an argument
f. Summarize
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How to Teach Critical Thinking
6. Is open-minded and mindful of alternatives
7. Tries to be well-informed
8. Judges well the credibility of sources
9. Identifies conclusions, reasons, and assumptions
5. Judges well the quality of an argument, including the acceptability of its reasons, assumptions, and evidence
6. Can well develop and defend a reasonable position
7. Asks appropriate clarifying questions
8. Formulates plausible hypotheses plans experiments well
9. Defines terms in a way appropriate for the context
65. Draws conclusions when warranted, but with caution
66. Integrates all items in this list when deciding what to believe or do
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The key is that the time is "gone" even though, if we had thought about it and considered our options, we would never have deliberately spent our time in the way we did. So why not take advantage of the time you normally waste by practicing your critical thinking during that otherwise wasted time? For example, instead of sitting in front of the TV at the end of the day flicking from channel to channel in a vain search for a program worth watching, spend that time, or at least part of it, thinking back over your day and evaluating your strengths and weaknesses. For example, you might ask yourself questions like these:
(The first twelve abilities are constitutive abilities. The next three are auxiliary critical thinking abilities: Having them, though very helpful in various ways, is not constitutive of being a critical thinker.)
Dewey, John
Critical thinking is "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends (Dewey 6988: 668)."
Examples of fallacy labels are "circularity," "bandwagon," "post hoc," "equivocation," "non sequitur," and "straw person."
Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant most is undeveloped. Improvement in thinking is like improvement in basketball, in ballet, or in playing the saxophone. It is unlikely to take place in the absence of a conscious commitment to learn. As long as we take our thinking for granted, we don't do the work required for improvement.
It's too easy to always find a solution for a student who needs your help. Kindergarteners especially will get very upset when they can't find their crayons or scissors. The easy way for a teacher to answer is "It's OK, you can borrow a pair of scissors from me." Instead of always readily finding a solution for your students, try responding with "Let's think about how we can find them." Then, you can assist the student in figuring out the best possible solution for finding their lost item.
65. Employ appropriate rhetorical strategies in discussion and presentation (orally and in writing), including employing and reacting to "fallacy" labels in an appropriate manner.
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