Chapter 5: Thinking Critically
and Creatively
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© 2010 Wadsworth, Cengage Learning
You’re About to Discover…
• How focused thinking, critical thinking, and
creative thinking are defined
• How a four-part model of critical thinking works
• How to analyze arguments, assess
assumptions, and consider claims
• How to avoid mistakes in reasoning
• What metacognition is and why it’s important
• How to become a more creative thinker
© 2010 Wadsworth, Cengage Learning
Challenge
and
Reaction
STEP
1
CHALLENGE FOCUS Challenge Case
Desiree Moore
STEP
2
REACTION What Do YOU Think?
p. 100-101
© 2010 Wadsworth, Cengage Learning
Rethinking Thinking
• Learn to think, not regurgitate.
• True thinking is intentional, not just idle daydreaming.
• We never stop thinking… but what is focused thinking?
• Focused thinking is thinking critically and creatively.
• Critical Thinking is
evaluating ideas.
• Creative Thinking is
producing new ideas.
“‘Knowledge is power.’ Rather, knowledge is happiness.
To have knowledge, deep broad knowledge, is to
know truth from false and lofty things from low.”
Helen Keller, American author, activist, and lecturer
© 2010 Wadsworth, Cengage Learning
What Is Critical Thinking?
© 2010 Wadsworth, Cengage Learning
p. 105
Chapter Exercise
p. 104
I. Reasoning: Induction vs. Deduction
Inductive arguments go from
specific observations to general
conclusions
© 2010 Wadsworth, Cengage Learning
Deductive arguments go from
broad generalizations to specific
conclusions
I. Reasoning : Relevance and Adequacy
Two things are required to judge the soundness of an argument:
Relevance
Adequacy
Look at an example:
Now look at this example:
“I don’t see why all students have
to take an introductory writing
course. It’s a free country. Students
shouldn’t have to take courses they
don’t want to take.”
“Everyone taking Math 100 failed the
test last Friday. I took the test last
Friday. Therefore, I will probably get an
F in the course.”
Is the statement “It’s a free country
relevant? What does living in a free
country have to do with courses that
community college students are
required to take? Nothing.
© 2010 Wadsworth, Cengage Learning
How many tests are left in the
course? What other assignments
figure into students’ grades? The
information present may not be
adequate to predict an F in the
course.
I. Reasoning: Analyzing Arguments
Sound or Unsound?
Is it Relevant?
Is it Adequate?
Is it Logical?
© 2010 Wadsworth, Cengage Learning
“The aim of argument, or of discussion,
should not be victory, but progress.”
Joseph Joubert, French moralist
I. Reasoning: Assessing Assumptions
Assumptions are things you
take for granted, and they
can limit your thinking.
Understand your own
assumptions and see an
argument in new ways.
“One day Kerry celebrated her
birthday. Two days later her older
twin brother, Harry, celebrated his
birthday. How could that be?”
Think! What assumptions
are you making about this
puzzle?
© 2010 Wadsworth, Cengage Learning
“What we need is not the will to believe, but
the will to find out.” Bertrand Russell, British
philosopher, logician, and mathematician
I. Reasoning: Considering Claims
Generally speaking, be wary of claims that:
 are supported by unidentified sources
(“Experts claim . . . ”).
 are made by a person or company who stands to gain
(“Brought to you by the makers of . . .”).
 come from a a single person claiming his experience as
the norm (“I tried it and it worked for me!”).
 use a bandwagon appeal (“Everybody’s doing it.”).
 mislead with statistics (“over half” when it’s really only
50.5 percent).
© 2010 Wadsworth, Cengage Learning
Simple vs. Complex Reasoning
© 2010 Wadsworth, Cengage Learning
p. 109
Focus TV:
Critical Thinking
Help Stamp Out Faulty Reasoning
1. False Cause and Effect
2. Personal Attack
3. Unwarranted Assumption
4. Emotional Appeal
5. False Authority
6. Hasty Conclusion
7. Straw Man
8. Shifting the Burdon of Proof
9. Oversimplification/Overgeneralization
10. Either/Or Thinking
© 2010 Wadsworth, Cengage Learning
Chapter Exercise
p. 111+
II. Problem Solving: How-To’s
STEP 1: Define the problem.
STEP 2: Brainstorm possible options.
STEP 3: Devise criteria to evaluate each option.
STEP 4: Evaluate each option you’ve proposed.
STEP 5: Choose the best solution.
STEP 6: Plan how to achieve the best solution.
STEP 7: Implement the solution and evaluate results.
© 2010 Wadsworth, Cengage Learning
III. Decision Making:
What’s Your Style?
Directive
Analytical
Conceptual
Behavioral
© 2010 Wadsworth, Cengage Learning
Thinking about Your Thinking:
Metacognition
In short, Metacognition is thinking about your
thinking.
Improve your metacognitive skills:
• Develop a plan of action
• Monitor your plan
• Evaluate your plan
© 2010 Wadsworth, Cengage Learning
Becoming a Better Critical Thinker
1. Admit when you don’t know.
2. Realize you have buttons that
can be pushed.
3. Learn more about the
opposition.
4. Trust and verify.
5. Remember that critical
thinking is the foundation of
all academic achievement.
© 2010 Wadsworth, Cengage Learning
Control Your Learning
© 2010 Wadsworth, Cengage Learning
p. 116
Thinking Creatively:
What’s Your Style?
Intuitive
© 2010 Wadsworth, Cengage Learning
Innovative
Imaginative
Inspirational
Ten Ways to Become a More
Creative Thinker
1. Find new eyes.
2. Accept your creativity.
3. Make your thoughts visible.
4. Generate lots of ideas.
5. Don’t overcomplexify.
6. Capitalize on your mistakes.
7. Let it flow.
8. Bounce ideas off others.
9. Stop searching for the “right” answer.
10. Detach your self-concept.
© 2010 Wadsworth, Cengage Learning
VARK Activity
© 2010 Wadsworth, Cengage Learning
p. 121
Insight and
Action
STEP
3
INSIGHT NOW What Do You Think?
Desiree Moore
STEP
4
ACTION
Your Plans for Change
p. 121
© 2010 Wadsworth, Cengage Learning
And Just Why Is Critical
Thinking Important?
Exercise 5.1, p. 104
© 2010 Wadsworth, Cengage Learning
Aspen Commons Apartment Complex Case Study
Exercise 5.2, p. 111+
© 2010 Wadsworth, Cengage Learning
Chapter 5 Audio Summary
© 2010 Wadsworth, Cengage Learning
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