Lesson 3: What is Critical
Thinking?
/ Critical Reading
SOCI 108 - Thinking Critically about Social
Issues
Spring 2012
1
Learning Outcomes
• Define critical thinking
• Evaluate your learning style
• Recall characteristics of critical thinkers
• Apply the six tasks of effective critical
thinking
2
Current Social Issues

3
What are some examples of current social
issues which have a multitude of possible
positions?
Current Social Issues (cont)





4
Do any of these have one right answer?
Many sides to social issues
Make intelligent guesses/decisions about
what to believe
Thinking is biased, distorted, partial,
uninformed, or prejudiced
As the world becomes more complex, we tend
to depend on others to filter information for
us—we can’t be experts on everything
Learning channel / style Exercise

5
Workbook page 10-13
What is Critical Thinking?

6
Critical thinking is reasonable, reflective
thinking that is focused on deciding what to
believe or do.

Can you tell the difference between “well
supported” and “widely accepted” ideas?
–
–

What makes something well-supported?
–
–
7
Superstitions are often widely accepted
What are some superstitions that people believe?
Evidence
Facts
A Well-cultivated Critical Thinker:
1)
Raises vital questions and problems,
formulating them clearly and precisely
1)
2)
Gathers and assesses relevant information
1)
3)
8
Eg: why this pattern?
Eg: Will more data support the pattern?
Comes to well-reasoned conclusions and
solutions, testing them against relevant
criteria and standards
A Well-cultivated Critical Thinker:
4)
Thinks open-mindedly within alternative
systems of thought, recognizing and
assessing their assumptions, implications,
and practical consequences
1)
5)
9
Eg: really look at the other side
Communicates effectively with others in
figuring out solutions to complex problems.
6 Tasks to Effective Critical Thinking:
1)
Knowledge

2)
Comprehension




10
Reading, listening, and discussing
Understand what you read and hear
Restate in your own words
Word meaning, e.g. cell
Context – how it is used and when change the
meaning
6 Tasks to Effective Critical Thinking:
3)




Application
Apply to situations
Give examples
Knowledge=beliefs influence perceptions and vice
versa
Application: 3 umpires:



11
#1: “I call them as I sees ‘em.”
#2: “I call them as they are.”
#3: “They ain’t nothing ‘til I calls ‘em.”
6 Tasks to Effective Critical Thinking:
4)
Analysis



5)

Synthesis
Combine the parts with other parts to make a new
whole


6)
Legos=make what’s on the box, application
Combine two or more boxes to make a new
structure=synthesis
Evaluation

12
Break it down into component parts
Deconstruct the knowledge
What does family mean to you? Who is a part of it?

Judge its worthiness
Weigh the argument
Critical Reading

Skim
–
–
–
–
–
Article: 5-10 min
Book: 15-20 min
What is the author’s position
What are the relevant subtopics?
Evidence?


Reflect
–
13
What type?
–
Your views on the topic?
Your biases?
Critical Reading

Read
–
–
–
–

Evaluate
–
–
–
14
Deepen and refine understanding
Underline, highlight sparingly
Summarize in writing
Translate into your own words
Read over your summary
Vague terms—look up!
Emotionally charged language?

Feel and think is ok, NOT feel instead of think