Critical Thinking:
Designing Instructional Strategies To
Promote Critical Thought Part II
Enoch Hale, Ph.D.
Fellow, Foundation for Critical Thinking
Enoch Hale, Ph.D.
Fellow, Foundation for Critical Thinking
hale@criticalthinking.org ; 707-878-9100
3 Key Questions
Why do we need critical thinking?
What is critical thinking?
What do we do to think critically?
The Three Dimensions
of Critical Thinking
Critical
Thinking
Analysis
of thinking
byfocusing on
the parts
Evaluation
of thinking
byfocusing on
thestandards
Improvement
of thinking
byusingwhat
youlearned
Essential Elements for
Analyzing Reasoning
Traits of
the
Disciplined
Mind
Reasoning: three aspects
Reasoning:
The process of
drawing conclusions or
figuring something out
Standards
for
Evaluating
Reasoning
The quality of our thinking is largely
reflected in the quality of our
questions.
Circle –
Dots
Critical thinking is the way you do
everything you do
LOGIC
OF
Student
Thinking
Instruction
Content
The Underlying Principles of Critical Thinking
Elements of Reasoning
purposes
inferences
questions
concepts
points of view implications
information assumptions
reasons
claims
hypotheses
alternatives
StandardsElementsTraits
Intellectual Traits
intellectual humility
intellectual perseverance
intellectual autonomy
intellectual integrity
confidence in reasoning
intellectual courage
intellectual empathy
Fair-mindedness
intellectual flexibility
are assessed by
Standards / Criteria
clarity
precision
accuracy
significance
relevance
completeness
logical
fairness
breadth
depth
valid
timely
as we develop
The educated mind
as a
questioning mind
Essential Elements for
Analyzing Reasoning
Traits of
the
Disciplined
Mind
Reasoning: three aspects
Reasoning:
The process of
drawing conclusions or
figuring something out
Standards
for
Evaluating
Reasoning
What is involved in analyzing reasoning?
(Story, argument, point of view, subject)
In other words, what elements must you account for in order for
the analysis to be substantive?
Analyzing a Cartoon
 Look at the cartoon and analyze it by asking questions.
Individually, write a series of questions that attempt to
probe the meaning of the cartoon.
2. With a group, compare your questions with others. Add to
your list.
1.
Considers the
Elements of Reasoning
A CRITICAL THINKER
Points ofView
Frame of Reference
Perspective
Orientation
Implications &
Consequences
Goal, objective
Elements
of
Reasoning
Assumptions
Presuppositions,
taking for granted
Questions at
Issue
Problem
Information
Data, observations,
facts, experiences
Concepts
Theories, laws,
models, defini tions , principles
Elements wheel
Purpose of the
Thinking
Interpretation
& Inference
Conclusions,
solutions
Eight Questions Students Can Routinely Ask
When They Understand
the Elements of Reasoning
1. What is the main purpose of the reasoning?
2. What are the key issues, problems, and questions being addressed?
3. What is the most important information being used?
4. What main inferences are embedded in the reasoning?
5. What are the key concepts guiding the reasoning?
6. What assumptions are being used?
7. What are the positive and negative implications?
8. What point of view is/should be represented?
Logic of a Cartoon
 Now use the elements of reasoning to generate more questions
for the same cartoon.
ALSO,
 Examine your original questions and identify which elements
they target.
Key Points
 Individually we can ask a limited number of questions
 Collectively we can ask even more
 However, when equipped with a framework, individually and
collectively we can ask even more
We must
routinely
Take our
thinking
We must routinely take our thinking apart
apart
Questions Targeting the Elements of Reasoning
in a writing a paper
Purpose: What am I trying to accomplish? What is my central aim or goal?
Information: What information am I using in coming to that conclusion? What
experience have I had to support this claim? What information do I need to settle
the question?
Inferences/Conclusions: How did I reach this conclusion? Is there another way to
interpret the information?
Concepts: What is the main idea here? Could I explain this idea?
Assumptions: What am I taking for granted? What assumption has led me to that
conclusion?
Implications/Consequences: If someone accepted my position, what would
implications? What am I implying?
Points of View: From what point of view am I looking at this issue? Is there another
point of view I should consider?
Questions: What question am I raising? What question am I addressing?
Activity Two:
Beginning to Figure Out the Logic of Education
Using your beginning understanding of the elements of reasoning,
take turns completing these statements.
The purpose of education is…
The main problem(s) we face in educating our students is/are…
If we truly educate students, some of the important implications
are…
Elements blank wheel
Process
 What important insights did you gain through
doing these activities – insights about the
elements of reasoning?
 How might you better foster use and
understanding of the elements of reasoning in
your classes?
Essential Elements for
Analyzing Reasoning
Traits of
the
Disciplined
Mind
Reasoning: three aspects
Reasoning:
The process of
drawing conclusions or
figuring something out
Standards
for
Evaluating
Reasoning
Standards of Reasoning
Clarity: Understandable, the meaning can be grasped
Accuracy: Free from errors or distortions, true
Precision: Exact to the necessary level of detail
Relevance:
Depth:
Relating to the matter at hand
Containing complexities and interrelationships
Breadth: Involving multiple viewpoints
Logic: The parts make sense together, no contradictions
Significance:
Fairness:
Standards of Reasoning
Focusing on the important, not trivial
Justifiable, not self-serving (or egocentric)
SEEI
 STATE in your own words what someone else has said or written
or the key concept, problem or question at issue.
 ELABORATE on your statement. In other words…
 EXEMPLIFY: give an example of the concept from your life and
from the content.
 ILLUSTRATE: create an analogy, metaphor, simile, graph, chart,
cartoon, etc.
Intellectual Standards:
 Make our thinking transparent
 Invite critique and accountability
 Provide a common language for evaluation
Intellectual Standards
In each item below, a reason is given then a conclusion is
drawn.
In each case explain why the reason is not enough to draw the
conclusion.
Do not disagree with the reason; focus instead on why it is not
sufficient.
1.
2.
3.
4.
5.
My 80-year-old grandfather smoked a pack of cigarettes a day his
whole life. - Cigarettes are not harmful.
I’ve studied every night for a week. – I’ll do well on the exam.
You have lied to me. – Now I can never trust you.
“I cried b/c I had no shoes, until I met a man who had no feet.” – I
shouldn’t cry about my own suffering.
The Bible says “Thou shalt not kill.” – Capital punishment is
forbidden by the Bible.
Intellectual Standards and Teaching
Make a list of the standards that are used in your discipline.
Then make a list of ways in which you can better bring the
intellectual standards into instruction.
What is Your Philosophy of Education?
 B Questions C
A observes
 C Questions A
B observes
 A Questions B
C observes
What is the difference/relationship
between education and the concepts of
socialization, indoctrination, and
training?
 C questions A
B observes
Focus questions on depth and clarity.
Focusing on a key concept in your
course
Explain in writing the most fundamental concept in one course
you teach.
State, elaborate, exemplify
Focus on a key concept in your course.
 A Questions B
C observes
Essential Elements for
Analyzing Reasoning
Traits of
the
Disciplined
Mind
Reasoning: three aspects
Reasoning:
The process of
drawing conclusions or
figuring something out
Standards
for
Evaluating
Reasoning
Intellectual Standards
How do these intellectual virtues interrelate?
To what extent should we foster the development of
these virtues in student thinking?
How does the development of these virtues relate to
learning –
or does it?
How can we teach these virtues to students?
Uncovering the Traits
 Write down a vignette illustrating how you personally
witnessed the positive contribution of one of the traits to a
team on which you served.
 Write down a vignette exemplifying how a deficit in one trait
had adversely affected a team on which you served.
Think for Yourself (4-1):
Intellectual Humility
Name a person that you “know” and are interested in. Now
make two lists. In the first list include everything you
know for sure about the person. In the second list include
everything you know you don’t know about them. For
example, I know for sure that my grandmother (father’s
side) loved to cook, but I’m also sure that I never really
understood what her fears and personal desires were. I
knew many superficial things about her, but about her
inner self I knew nothing. Be prepared to back up what
you claim with an explanation of your thinking.
Think for Yourself (4-2):
Recognizing Superficial Learning
Think of a college course you completed in which you received
a high final grade. Take a blank sheet of paper and try to write
out and elaborate, without consulting any sources, answers to
the following questions: What is ……?(put in the name of
subject; history, biology, etc.) What is the main goal of
studying this subject? What are people in this field trying to
accomplish? What kinds of questions do they ask? What kinds
of problems do they solve?
What sort of information or data do they gather? How do
they go about gathering information in ways that are
distinctive to this field? What is the most basic idea,
concept, or theory in this field? How did studying this
field change your view of the world? If you find it difficult
to answer these questions, consider the hypothesis that you
might have gotten your high grade by “cramming” for tests
or by some other means of superficial learning. Do you
think you are able to begin to identify the difference in
your own past learning between what you learned
superficially and what you learned (or might have learned)
deeply?
For every problem under the sun
There is a solution or there is none.
If there be one, seek till you find it
If there be none, then never mind it.
 To me this means…
 In other words…
 To exemplify…
 To illustrate…
Think for Yourself:
Intellectual Courage
Try to think of a circumstance in which either you or someone
you knew defended a view that was very unpopular in a group
to which you belonged. Describe the circumstances and
especially how the group responded. If you can’t think of an
example, what is the significance of that?
Sample Activity
U.S. History
Developing Empathy & Recognizing
Biases in the Text
Directions
 Read the passage alone.
(30 seconds)
 We will discuss the answers to the
questions on the slides following the
passage.
(2 minutes)
“These Native Americans (in the Southeast) believed
that nature was filled with spirits. Each form of life,
such as plants and animals, had a spirit. Earth and air
held spirits too. People were never alone. They
shared their lives with the spirits of nature.”
 What point of view is this statement written
from?
 Do you think that the passage is an accurate
representation of Native American religion?
Why or why not?
How might a Christian react if his/her
beliefs were succinctly summarized in
the following way?
“These Americans believed that one great male god
ruled the world. Sometimes they divided him into
three parts, which they called father, son and holy
ghost. They ate crackers and wine or grape juice,
believing that they were eating the son’s body and
drinking his blood. If they believed strongly enough,
they would live on forever after they died.”
 Do these quotes reflect the depth and breadth of
each religious view?
 How might one reconstruct these statements to
reflect a greater degree of fairmindedness?
 To what extent do you tend to stereotype and
simplify beliefs other than your own?
Personal Forms of Formal Writing
1. Thesis-Seeking Essay (as opposed to a thesis-supporting
essay)
 Students construct a narrative that describes their thinking
process as they think through a problem.
 Easily adaptable to any discipline.
 Often encourages student motivation.
Example next slide.
Write a first-person, chronologically organized account of your
thinking process as you explore possible solutions to a question
or problem related to this course. Begin by describing what the
question is and how and why you became interested in it. Then,
as you contemplate the problem and do research, narrate the
evolving process of your thinking.Your exploratory essay should
include both external details (what you read, how you found it,
who you talked to) and internal mental details (what you were
thinking about, how your ideas were evolving).
For this essay, it doesn’t matter whether you reach a final
position or solve the problem; your reader is interested in
your process, not your final product. Show us, for example,
your frustration when a promising source turned out to be
useless. Show us how new ideas continually led you to
reformulate your problem through expansion, narrowing,
shifting of focus, or whatever. Make your exploratory essay an
interesting intellectual detective story – something your
readers will enjoy.
Bean, p. 92
The Underlying Principles of Critical Thinking
Elements of Reasoning
purposes
inferences
questions
concepts
points of view implications
information assumptions
reasons
claims
hypotheses
alternatives
StandardsElementsTraits
Intellectual Traits
intellectual humility
intellectual perseverance
intellectual autonomy
intellectual integrity
confidence in reasoning
intellectual courage
intellectual empathy
Fair-mindedness
intellectual flexibility
are assessed by
Standards / Criteria
clarity
precision
accuracy
significance
relevance
completeness
logical
fairness
breadth
depth
valid
timely
as we develop
Selected Sources
 Foundation for Critical Thinking; www.criticalthinking.org ;
707-878-9100
• Bean, J.C. (1996). Engaging Ideas: A Professor’s Guide to
IntegratingWriting, Critical Thinking, and Active Learning in
the Classroom.
• Nosich, G. (2009). Learning to Think Things Through: A
Guide to Critical Thinking Across the Curriculum. 3rd Ed.
Selected Sources
• Tishman, S., Perkins, D., & Jay, E. (1995). The Thinking
Classroom: Learning and Teaching in a Culture of Thinking.
• Tovani, C. (2000). I Read It, But I Don’t Get It: Comprehension
Strategies for Adolescent Readers.
• Unrau, N. (1997). Thoughtful Teachers,Thoughtful Learners: A
Guide to Helping Adolescents Think Critically.