Critical Thinking
The Importance of Critical Thinking in Reading, Writing, and Decision-Making
One major problem the world faces today is people's ability to think critically, analyze, and conclude. The world would be much better if everyone had these essential decision-making and problem-solving skills. Racism, hate, conflicts, and wars would greatly diminish as a result of a more informed and empathetic population.
Critical thinking is reflecting carefully on each speech, reading, or writing activity. Merely absorbing new information without challenging the opinions of writers or teachers does not constitute critical thinking. Students must be active learners who question what they are reading and their own perceptions and beliefs.
Teachers, please encourage students
The Primary Aim
The primary aim is to encourage students to observe themselves and others in the critical process. We want students to be able:
Fundamentals of Critical Thinking
Observations
Students discover facts and evidence through careful, objective observation.
Facts
From observations (or their absence), students identify verifiable facts.
Inferences
Students test inferences for validity and logical consistency.
Assumptions
Students identify and examine the assumptions underlying their reasoning.
Opinions
Students form well-reasoned opinions based on evidence and analysis.
Arguments
Students develop and present arguments to challenge and analyze others' reasoning.
Bloom's Taxonomy of Higher Thinking
One of the most influential critical thinking models in education.
Knowledge
Recall of facts and basic concepts.
Comprehension
Explaining ideas or concepts in one's own words.
Application
Using information in new situations.
Analysis
Drawing connections among ideas.
Synthesis
Producing new or original work.
Evaluation
Justifying a decision or course of action.
What Do We Do?
Throughout the course, students are asked to read articles, essays, reports, and short stories. They discuss the content and write essays synthesizing the information. Students receive a considerable amount of help in the writing process.
Example: Students read the following short stories and are given questions to reflect upon. They discuss the purpose and details of each story and write essays in which they synthesize information from two or more of the stories — expressing their own feelings and thoughts.
A Note for Teachers
Please encourage students to engage actively with every text and discussion. The goal is not to produce students who agree with the teacher, but students who can think for themselves — who can evaluate evidence, identify fallacies, and construct well-reasoned arguments. This is the foundation of a free and democratic society.
Further Reading — Public Affairs & Philosophy