12/7/2010
What Critical Thinking Is (and Isn‟t)
Critical Thinking in General
Critical thinking is a set of skills that
can help us to…
&
1) evaluate the acceptability of claims
through
The Box and Arrow Method
a) assessing the sources of the
claims
Dona Warren
Department of Philosophy, College of Letters and Science
UWSP
2) acquire new acceptable claims by
b) analyzing and evaluating the
arguments in support of the claims
a) engaging in scientific reasoning
b) engaging in “open-ended”
argument construction
3) demonstrate to someone else that a
claim is acceptable (or unacceptable)
by communicating arguments
What Critical Thinking Is (and Isn‟t)
What Critical Thinking Is (and Isn‟t)
Critical thinking is a set of skills that
can help us to…
Critical thinking is
not…
Critical thinking is a set of skills that
can help us to…
Critical thinking is
not…
1) evaluate the acceptability of claims
through
the practice of
simply believing
claims without
conscious
deliberation or
investigation
1) evaluate the acceptability of claims
through
the practice of
simply believing
claims without
conscious
deliberation or
investigation
the exercise of prereflective creativity
or intuition.
2) acquire new acceptable claims by
engagement in nonpersuasive
communication
3) demonstrate to someone else that a
claim is acceptable (or unacceptable)
by communicating arguments
a) assessing the sources of the
claims
b) analyzing and evaluating the
arguments in support of the claims
2) acquire new acceptable claims by
a) engaging in scientific reasoning
b) engaging in “open-ended”
argument construction
3) demonstrate to someone else that a
claim is acceptable (or unacceptable)
by communicating arguments
a) assessing the sources of the
claims
b) analyzing and evaluating the
arguments in support of the claims
a) engaging in scientific reasoning
b) engaging in “open-ended”
argument construction
What Critical Thinking Is (and Isn‟t)
Critical thinking is a set of skills that
can help us to…
Critical thinking is
not…
1) evaluate the acceptability of claims
through
the practice of
simply believing
claims without
conscious
deliberation or
investigation
a) assessing the sources of the
claims
b) analyzing and evaluating the
arguments in support of the claims
2) acquire new acceptable claims by
a) engaging in scientific reasoning
b) engaging in “open-ended”
argument construction
3) demonstrate to someone else that a
claim is acceptable (or unacceptable)
by communicating arguments
What does critical
thinking look like
in your discipline?
the exercise of prereflective creativity
or intuition.
engagement in nonpersuasive
communication
What Critical Thinking Is (and Isn‟t)
Critical thinking is a set of skills that
can help us to…
Critical thinking is
not…
1) evaluate the acceptability of claims
through
the practice of
simply believing
claims without
conscious
deliberation or
investigation
a) assessing the sources of the
claims
b) analyzing and evaluating the
arguments in support of the claims
the exercise of prereflective creativity
or intuition.
2) acquire new acceptable claims by
engagement in nonpersuasive
communication
3) demonstrate to someone else that a
claim is acceptable (or unacceptable)
by communicating arguments
a) engaging in scientific reasoning
b) engaging in “open-ended”
argument construction
What does critical
thinking look like
in your discipline?
the exercise of prereflective creativity
or intuition.
engagement in nonpersuasive
communication
1
12/7/2010
Box and Arrow Method
Steps for Analyzing and Evaluating Arguments
 Recognizing Arguments
 An argument is a unit of reasoning that attempts to establish that
an idea (the ultimate conclusion) is acceptable by citing other ideas
as evidence.
 Analyzing Arguments
 Distinguishing between important an unimportant ideas and
understanding how the important ideas work together to establish
the acceptability of the ultimate conclusion.
 Evaluating Arguments
 Evaluate the premises (true and acceptable to the argument‟s
audience)
 Evaluate the inferences
 Understand what bearing the argument has upon the acceptability
of the ultimate conclusion (Good arguments mean that the
conclusion is acceptable. Bad arguments tell us nothing about the
acceptability of the conclusions.)
Box and Arrow – Example 1
“You‟re attending a critical thinking conference. Chances are
good that you think critical thinking skills should be
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking
skills in our general education courses. For one thing,
critical thinking skills are inextricably discipline-specific.
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
Argument
Box and Arrow – Example 1
“You‟re attending a critical thinking conference. Chances are
good that you think critical thinking skills should be
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking Ultimate
Conclusion
skills in our general education courses. For one thing,
critical thinking skills are inextricably discipline-specific.
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
Argument
(67.46% / 89.4%)
Box and Arrow – Example 1
“You‟re attending a critical thinking conference. Chances are
good that you think critical thinking skills should be
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking
skills in our general education courses. For one thing,
critical thinking skills are inextricably discipline-specific.
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
Box and Arrow – Example 1
“You‟re attending a critical thinking conference. Chances are
good that you think critical thinking skills should be
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking
skills in our general education courses. For one thing,
critical thinking skills are inextricably discipline-specific.
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
Argument
(67.46% / 89.4%)
Box and Arrow – Example 1
“You‟re attending a critical thinking conference. Chances are
good that you think critical thinking skills should be
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking Ultimate
Conclusion
skills in our general education courses. For one thing,
(80.91% /
critical thinking skills are inextricably discipline-specific.
92.8%)
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
Argument
(67.46% / 89.4%)
2
12/7/2010
Box and Arrow – Example 1
Unimportant
Ideas
“You‟re attending a critical thinking conference. Chances are
good that you think critical thinking skills should be
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking Ultimate
Conclusion
skills in our general education courses. For one thing,
(80.91% /
critical thinking skills are inextricably discipline-specific.
92.8%)
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
Box and Arrow – Example 1
Argument
(67.46% / 89.4%)
Box and Arrow – Example 1
Unimportant
Ideas
“You‟re attending a critical thinking conference. Chances are (42.08% /
81.7%)
good that you think critical thinking skills should be
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking Ultimate
Conclusion
skills in our general education courses. For one thing,
(80.91% /
critical thinking skills are inextricably discipline-specific.
92.8%)
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
Argument
(67.46% / 89.4%)
Box and Arrow – Example 1
Unimportant
Ideas
“You‟re attending a critical thinking conference. Chances are (42.08% /
81.7%)
good that you think critical thinking skills should be
Unimportant
Ideas
“You‟re attending a critical thinking conference. Chances are (42.08% /
81.7%)
good that you think critical thinking skills should be
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking
skills in our general education courses. For one thing,
critical thinking skills are inextricably discipline-specific.
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking
skills in our general education courses. For one thing,
critical thinking skills are inextricably discipline-specific.
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
Ultimate
Conclusion
(80.91% /
92.8%)
Argument
(67.46% / 89.4%)
Box and Arrow – Example 1
Unimportant
Ideas
“You‟re attending a critical thinking conference. Chances are (42.08% /
81.7%)
good that you think critical thinking skills should be
integrated into general education courses. Well, you‟re
wrong. We shouldn‟t try to explicitly teach critical thinking
skills in our general education courses. For one thing,
critical thinking skills are inextricably discipline-specific.
This means that they aren‟t generalizable, and general
education courses should focus on generalizable skills.
For another thing, general education courses should teach
facts, not how to think. And finally, most of our students will
acquire their critical thinking skills without explicit
instruction because most of us acquired our own critical
thinking skills that way.”
Ultimate
Conclusion
(80.91% /
92.8%)
Argument
(67.46% / 89.4%)
Ultimate
Conclusion
(80.91% /
92.8%)
Argument
(67.46% / 89.4%)
Box and Arrow – Example 1 - Analysis
Most of us acquired
our critical thinking
skills without explicit
instruction.
Critical
thinking skills
are
inextricably
discipline specific.
Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.
General ed
courses
should teach
facts, not how
to think.
Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
3
12/7/2010
Box and Arrow – Example 1 - Analysis
Most of us acquired
our critical thinking
skills without explicit
instruction.
Premise
Critical
thinking skills
are
inextricably
discipline specific.
Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.
General ed
courses
should teach
facts, not how
to think.
Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.
Subconclusion
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
Box and Arrow – Example 1 - Analysis
Premise
Critical
thinking skills
are
inextricably
discipline specific.
Critical
thinking skills
aren‟t
generalizable
.
+
(52.71% / 74%)
Gen ed
courses
should focus
on
generalizable
skills.
Reasons
Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.
Most of us acquired
our critical thinking
skills without explicit
instruction.
General ed
courses
should teach
facts, not how
to think.
Sub(17.79%
conclusion / 66.7%)
Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.
Independent
Reasons
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
Ultimate conclusion
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
(52.71% / 74%)
Most of us acquired
Premise
Critical
our critical thinking
thinking skills
“A therefore B” (73.75% / 84.2%)
skills without explicit
are
“A because B” (66.59% / 82.8%)instruction.
Inference
inextricably
discipline specific.
Dependent (43.17% / 71.7%)
General ed
Reasons
courses
should teach
Gen ed
Most of our
facts, not how
courses
students will
to think.
Critical
should focus
acquire their
thinking skills
on
critical thinking
aren‟t
generalizable
skills without
(53.58%
generalizable
skills.
explicit
/ 67%)
.
instruction.
Sub-
+
(17.79%
conclusion / 66.7%)
Independent
Reasons
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
Ultimate conclusion
We won‟t always diagram an argument.
We will always distinguish important ideas
from unimportant ideas and find some way to
understand how the important ideas work
together to support the ultimate conclusion.
+
Independent
Reasons
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
Ultimate conclusion
(80.91% / 92.8%)
Box and Arrow – Example 1 - Evaluation
(52.71% / 74%)
Most of us acquired
Premise
Critical
our critical thinking
thinking skills
“A therefore B” (73.75% / 84.2%)
skills without explicit
are
“A because B” (66.59% / 82.8%)instruction.
Inference
inextricably
discipline specific.
Dependent (43.17% / 71.7%)
General ed
Reasons
courses
should teach
Gen ed
Most of our
facts, not how
courses
students will
to think.
Critical
should focus
acquire their
thinking skills
on
critical thinking
aren‟t
generalizable
skills without
(53.58%
generalizable
skills.
explicit
/ 67%)
.
instruction.
Sub-
(80.91% / 92.8%)
Box and Arrow – Example 1 - Analysis
(80.91% / 92.8%)
Box and Arrow – Example 1 - Analysis
(17.79%
conclusion / 66.7%)
Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.
Ultimate conclusion
Box and Arrow – Example 1 - Analysis
Premise
Critical
thinking skills
are
inextricably Inference
discipline specific.
Dependent
General ed
courses
should teach
facts, not how
to think.
Sub(17.79%
conclusion / 66.7%)
Ultimate conclusion
(52.71% / 74%)
Most of us acquired
our critical thinking
skills without explicit
instruction.
Most of us acquired
our critical thinking
skills without explicit
instruction.
Critical
thinking skills
are
inextricably
discipline specific.
Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.
General ed
courses
should teach
facts, not how
to think.
Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
(80.91% / 92.8%)
4
12/7/2010
Box and Arrow – Example 1 - Evaluation
Critical
thinking skills
are
inextricably
discipline Premise is
specific.

False

Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.
Box and Arrow – Example 1 - Evaluation
Most of us acquired
our critical thinking
skills without explicit
instruction.
Critical
thinking skills
are
inextricably
discipline Premise is
specific.

General ed
courses
should teach
facts, not how
to think.

False

Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.
Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.

Premise
Assumes the
Conclusion
Most of us acquired
our critical thinking
skills without explicit
instruction.
General ed
courses
should teach
facts, not how
to think.
Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.


We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
Box and Arrow – Example 1 - Evaluation
Box and Arrow – Example 1 - Evaluation
Critical
thinking skills
are
inextricably
discipline Premise is
specific.

False

Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.

Premise
Assumes the
Conclusion
General ed
courses
should teach
facts, not how
to think.
Most of us acquired
our critical thinking
skills without explicit
instruction.

Inference is
Weak


Critical
thinking skills
are
inextricably
discipline Premise is
specific.



False

Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.
Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.

Premise
Assumes the
Conclusion
General ed
courses
should teach
facts, not how
to think.
Most of us acquired
our critical thinking
skills without explicit
instruction.

Inference is
Weak




Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
Box and Arrow – Example 1 - Evaluation
Box and Arrow – Example 1 - Evaluation
Critical
thinking skills
are
inextricably
discipline Premise is
specific.

False

Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.

Premise
Assumes the
Conclusion
General ed
courses
should teach
facts, not how
to think.
Most of us acquired
our critical thinking
skills without explicit
instruction.

Inference is
Weak


Critical
thinking skills
are
inextricably (78.74 % / 86%)
discipline Premise is
specific.


Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.


False

Critical
thinking skills
aren‟t
generalizable
.
+
Gen ed
courses
should focus
on
generalizable
skills.

(9.978 % / 9.95%)
Premise
Assumes the
Conclusion
General ed
courses
should teach
facts, not how
to think.
Most of us acquired
our critical thinking
skills without explicit
instruction.
(19.52% / 57.2%)
Inference is
Weak






Most of our
students will
acquire their
critical thinking
skills without
explicit
instruction.
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
We shouldn‟t try to explicitly teach critical thinking skills in our gen ed courses.
Tells us nothing about the ultimate conclusion.
Tells us nothing about the ultimate conclusion. (39.91% / 69.7%)

5
12/7/2010
Box and Arrow – Example 2
“5. II. …Because we find that an idea from actual sensation, and another from memory,
are very distinct perceptions. Because sometimes I find that I cannot avoid the having
those ideas produced in my mind. For though, when my eyes are shut, or windows fast, I
can at pleasure recall to my mind the ideas of light, or the sun, which former sensations
had lodged in my memory; so I can at pleasure lay by that idea, and take into my view
that of the smell of a rose, or taste of sugar. But, if I turn my eyes at noon towards the
sun, I cannot avoid the ideas which the light or sun then produces in me. So that there
is a manifest difference between the ideas laid up in my memory, (over which, if they
were there only, I should have constantly the same power to dispose of them, and lay
them by at pleasure,) and those which force themselves upon me, and I cannot avoid
having. And therefore it must needs be some exterior cause, and the brisk acting of
some objects without me, whose efficacy I cannot resist, that produces those ideas in
my mind, whether I will or no. Besides, there is nobody who doth not perceive the
difference in himself between contemplating the sun, as he hath the idea of it in his
memory, and actually looking upon it: of which two, his perception is so distinct, that
few of his ideas are more distinguishable one from another. And therefore he hath
certain knowledge that they are not both memory, or the actions of his mind, and
fancies only within him; but that actual seeing hath a cause without.” (Locke, An Essay
Concerning Human Understanding.)
Box and Arrow – Example 2
If our sensory organs are
exposed to objects in the
world in the right way then
we entertain the relevant
sensory ideas
Assumes the
involuntarily.

We don‟t have
complete
control over
our sensory
ideas.
+
We can tell the difference
between our memory of a
sensation and the
immediate sensation.

Conclusion
Weak
Our memory
of a sensation
and the
immediate
sensation
can‟t have the
same causes.
If our sensory ideas
were produced by our
minds alone then we
would have complete
control over our
sensory ideas.

+
Our memory
of a
sensation is
caused by
our minds
alone .

False
Our sensory ideas aren‟t produced by our minds alone.
We aren‟t hallucinating everything.
Box and Arrow Method
“Open-Ended” Argument Construction
Box and Arrow Method
“Open-Ended” Argument Construction
Ask a Question
Ask a Question
Do Background Research
Consider various answers. Learn and think more about the issues involved.
Do Background Research
Consider various answers. Learn and think more about the issues involved.
Formulate Answer
Construct & Evaluate an Argument for your Answer
Should we try to teach critical
thinking skills in gen ed courses?
Formulate Answer
Heck yes!
Construct & Evaluate an Argument for your Answer
To construct an argument: Ask “What are some reasons to think this answer is true?” Once you have
some ideas down, determine what argumentative role you intend each of each of these ideas to serve,
decide how you want your inferences to run, and diagram your argument.
To construct an argument: Ask “What are some reasons to think this answer is true?” Once you have
some ideas down, determine what argumentative role you intend each of each of these ideas to serve,
decide how you want your inferences to run, and diagram your argument.
To evaluate the argument: 1. Assess the inferences. If an inference is weak, repair it by adding a
dependent reason to plug the gap. 2. Assess the premises. If a premise isn‟t true, change it to
something that is. If a premise is true but might not be acceptable to the argument‟s audience, make
the premise a subconclusion. 3. Evaluate the new inferences and new premises, repeating the process
until the argument is good, if possible.
To evaluate the argument: 1. Assess the inferences. If an inference is weak, repair it by adding a
dependent reason to plug the gap. 2. Assess the premises. If a premise isn‟t true, change it to
something that is. If a premise is true but might not be acceptable to the argument‟s audience, make
the premise a subconclusion. 3. Evaluate the new inferences and new premises, repeating the process
until the argument is good, if possible.
Construct & Evaluate an Argument for your Answer
Construct & Evaluate an Argument for your Answer
To construct an argument: Ask “What are some reasons to think this answer is true?” Once you have
some ideas down, determine what argumentative role you intend each of each of these ideas to serve,
decide how you want your inferences to run, and diagram your argument.
To construct an argument: Ask “What are some reasons to think this answer is true?” Once you have
some ideas down, determine what argumentative role you intend each of each of these ideas to serve,
decide how you want your inferences to run, and diagram your argument.
To evaluate the argument: 1. Assess the inferences. If an inference is weak, repair it by adding a
dependent reason to plug the gap. 2. Assess the premises. If a premise isn‟t true, change it to
something that is. If a premise is true but might not be acceptable to the argument‟s audience, make
the premise a subconclusion. 3. Evaluate the new inferences and new premises, repeating the process
until the argument is good, if possible.
To evaluate the argument: 1. Assess the inferences. If an inference is weak, repair it by adding a
dependent reason to plug the gap. 2. Assess the premises. If a premise isn‟t true, change it to
something that is. If a premise is true but might not be acceptable to the argument‟s audience, make
the premise a subconclusion. 3. Evaluate the new inferences and new premises, repeating the process
until the argument is good, if possible.
Critical thinking will guarantee true beliefs.
Critical thinking helps people to avoid being
“taken in.”
Critical thinking skills are important.
+
Many students don‟t have strong critical thinking
skills.
We should try to teach critical thinking in gen ed courses.
Critical thinking skills are important.
+
Many students don‟t have strong critical thinking
skills.
We should try to teach critical thinking in gen ed courses.
6
12/7/2010
Construct & Evaluate an Argument for your Answer
Construct & Evaluate an Argument for your Answer
To construct an argument: Ask “What are some reasons to think this answer is true?” Once you have
some ideas down, determine what argumentative role you intend each of each of these ideas to serve,
decide how you want your inferences to run, and diagram your argument.
To construct an argument: Ask “What are some reasons to think this answer is true?” Once you have
some ideas down, determine what argumentative role you intend each of each of these ideas to serve,
decide how you want your inferences to run, and diagram your argument.
To evaluate the argument: 1. Assess the inferences. If an inference is weak, repair it by adding a
dependent reason to plug the gap. 2. Assess the premises. If a premise isn‟t true, change it to
something that is. If a premise is true but might not be acceptable to the argument‟s audience, make
the premise a subconclusion. 3. Evaluate the new inferences and new premises, repeating the process
until the argument is good, if possible.
To evaluate the argument: 1. Assess the inferences. If an inference is weak, repair it by adding a
dependent reason to plug the gap. 2. Assess the premises. If a premise isn‟t true, change it to
something that is. If a premise is true but might not be acceptable to the argument‟s audience, make
the premise a subconclusion. 3. Evaluate the new inferences and new premises, repeating the process
until the argument is good, if possible.
Critical thinking
helps people to
avoid being
“taken in.”
Critical thinking helps
people to avoid being
“taken in.”
Critical thinking skills are
important.
+
Many students don‟t have
strong critical thinking skills.
+
Students can learn
critical thinking skills.
Critical thinking
skills are
important.
We should try to teach critical thinking in gen ed courses.
+
Many students don‟t
have strong critical
thinking skills.
+
Students can learn
critical thinking
skills.
+
If many students
don‟t have
important,
learnable skills,
then gen ed
courses should try
to teach students
these skills.
We should try to teach critical thinking in gen ed courses.
Construct & Evaluate an Argument for your Answer
Construct & Evaluate an Argument for your Answer
To construct an argument: Ask “What are some reasons to think this answer is true?” Once you have
some ideas down, determine what argumentative role you intend each of each of these ideas to serve,
decide how you want your inferences to run, and diagram your argument.
To construct an argument: Ask “What are some reasons to think this answer is true?” Once you have
some ideas down, determine what argumentative role you intend each of each of these ideas to serve,
decide how you want your inferences to run, and diagram your argument.
To evaluate the argument: 1. Assess the inferences. If an inference is weak, repair it by adding a
dependent reason to plug the gap. 2. Assess the premises. If a premise isn‟t true, change it to
something that is. If a premise is true but might not be acceptable to the argument‟s audience, make
the premise a subconclusion. 3. Evaluate the new inferences and new premises, repeating the process
until the argument is good, if possible.
To evaluate the argument: 1. Assess the inferences. If an inference is weak, repair it by adding a
dependent reason to plug the gap. 2. Assess the premises. If a premise isn‟t true, change it to
something that is. If a premise is true but might not be acceptable to the argument‟s audience, make
the premise a subconclusion. 3. Evaluate the new inferences and new premises, repeating the process
until the argument is good, if possible.
Critical thinking
helps people to
avoid being
“taken in.”
Pre-test results
demonstrate shaky
critical thinking
skills.
Post-test results
demonstrate
improved critical
thinking skills.
Argument is Good
This means that the conclusion is
probably true.
Critical thinking
skills are
important.
Many students don‟t
have strong critical
thinking skills.
Students can learn
critical thinking
skills.
+
+
+
If many students
don‟t have
important,
learnable skills,
then gen ed
courses should try
to teach students
these skills.
+
If many students
don‟t have
important,
learnable skills,
then gen ed
courses should try
to teach students
these skills.
Report Results
Argument is not Good
We haven‟t established that the conclusion is true
(although it might be true).
Seek better
argument.
Seek better
answer.
Seek better
question.
We should try to teach critical thinking in gen ed courses.
Critical thinking
helps people to
avoid being
“taken in.”
Critical thinking
skills are
important.
Pre-test results
demonstrate shaky
critical thinking
skills.
+
Many students don‟t
have strong critical
thinking skills.
Post-test results
demonstrate
improved critical
thinking skills.
+
Students can learn
critical thinking
skills.
We should try to teach critical thinking in gen ed courses.
“Critical thinking skills are important because they help people to avoid being „taken in‟
by bad reasoning. Pre and post test results demonstrate that although many students
don‟t have strong critical thinking skills, they can learn these skills in courses that take
critical thinking instruction as an important pedagogical objective. If there is a set of
important, learnable skills that many students lack, it‟s clearly within the purview of
general education courses to teach students these skills. Therefore, we should try to
teach critical thinking skills in general education courses.”
Critical thinking
helps people to
avoid being
“taken in.”
Critical thinking
skills are
important.
Pre-test results
demonstrate shaky
critical thinking
skills.
+
Many students don‟t
have strong critical
thinking skills.
Post-test results
demonstrate
improved critical
thinking skills.
+
Students can learn
critical thinking
skills.
+
If many students
don‟t have
important,
learnable skills,
then gen ed
courses should try
to teach students
these skills.
We should try to teach critical thinking in gen ed courses.
“Critical thinking skills are important because they help people to avoid being „taken in‟
by bad reasoning. Pre and post test results demonstrate that although many students
don‟t have strong critical thinking skills, they can learn these skills in courses that take
critical thinking instruction as an important pedagogical objective. If there is a set of
important, learnable skills that many students lack, it‟s clearly within the purview of
general education courses to teach students these skills. Therefore, we should try to
teach critical thinking skills in general education courses.”
7