Critical Thinking : A Methodology for Interpreting Information 'deconstructs' common errors in thinking and teaches students to become smarter consumers of research results. Written to complement a textbook or a collection of readings, this brief methods book strengthens students' ability to interpret information whenever and wherever data are used. It includes a wide range of examples along with end of chapter exercises for further discussion. This book will be a coursebook for the undergraduate social science courses where critical (...) thinking, numeracy, and data literacy are common learning objectives"--Provided by publisher. (shrink)

Current work in language models (LMs) helps us speed up or even skip thinking by accelerating and automating cognitive work. But can LMs help us with critical thinking -- thinking in deeper, more reflective ways which challenge assumptions, clarify ideas, and engineer new concepts? We treat philosophy as a case study in critical thinking, and interview 21 professional philosophers about how they engage in critical thinking and on their experiences with LMs. We find that philosophers (...) do not find LMs to be useful because they lack a sense of selfhood (memory, beliefs, consistency) and initiative (curiosity, proactivity). We propose the selfhood-initiative model for critical thinking tools to characterize this gap. Using the model, we formulate three roles LMs could play as critical thinking tools: the Interlocutor, the Monitor, and the Respondent. We hope that our work inspires LM researchers to further develop LMs as critical thinking tools and philosophers and other 'critical thinkers' to imagine intellectually substantive uses of LMs. (shrink)

Our earliest tools are our bodies. Our hands raise and turn and toss and carry and push and pull, our legs walk and climb and kick allowing us to move and act in the world and to create the multitude of artifacts that improve our lives. The list of actions made by our hands and feet and other parts of our bodies is long. What is more remarkable is we turn those actions in the world into actions on thought (...) through gestures, language, and graphics, thereby creating cognitive tools that expand the mind. The focus here is gesture; gestures transform actions on perceptible objects to actions on imagined thoughts, carrying meaning with them rapidly, precisely, and directly. We review evidence showing that gestures enhance our own thinking and change the thought of others. We illustrate the power of gestures in studies showing that gestures uniquely change conceptions of time, from sequential to simultaneous, from sequential to cyclical, and from a perspective embedded in a timeline to an external perspective looking on a timeline, and by so doing obviate the ambiguities of an embedded perspective. We draw parallels between representations in gesture and in graphics; both use marks or actions arrayed in space to communicate more immediately than symbolic language. (shrink)

Now available from Rowman & Littlefield, the third edition of this introductory critical thinking text features streamlined chapters, Think for Yourself activities, and a complete glossary of critical thinking terms.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously. Here I tell a cautionary tale about flying saucers and take a brief look at the virtues of ‘open-mindedness’.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously. Here we get to grips with two everyday reasoning errors.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously. Here l explain some of the techniques commonly used by ‘gurus’ to dupe people into thinking they have something profound to say.

Thinking tools is a regular feature that offers tips and pointers on thinking clearly and rigorously.

Thinking tools is a regular feature that offers tips and pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously. In this installment, we focus, not on faulty reasoning per se, but on an example of how we can be led astray or manipulated without our even realizing what is going on. Our critical faculties are entirely sidestepped!

Thinking tools is a regular feature that offers tips and pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces tips and pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously. Here we get to grips with an everyday reasoning error: the gambler's fallacy.

Thinking Tools is a regular feature that introduces tips and pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces tips and pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces tips and pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces tips and pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously. Here we look at a particularly underhand way of avoiding answering a question. It is popular with politicians around the world.

Thinking Tools is a regular feature that introduces pointers on thinking clearly and rigorously.

Theological thinking is hard. It takes various forms depending on its object of reflection, and needs to be doctrinally informed, contextually appropriate and methodologically consistent. Theological thinking about evolutionary creation meets all said conditions and restrictions on some sort of a larger-than-usual scale. I, thus, introduce a thinking tool – intuition pump, as Daniel Dennett calls it – that can help us theologically contemplate evolutionary creation. This approach aims to put together and to combine evolution and creation (...) within the context of the structure and form of Dennett’s proposed methodology and thought experiments using at one instance Gödel’s incompleteness theorems. This intuition pump has its implications and effects in other theological domains (Trinity, Christology and Sacramentology) but its natural context lies within theology of creation. I will start by presenting Dennett’s heterophenomenological method for scientific research of consciousness, stretching our theological imagination by using it. This thinking tool enables us to see this world as God’s heterophenomenological world. At the same time, it enables us to recognize and confirm intrinsic properties or essences in nature and it warrant thinking about historicity of Adam and Eve. (shrink)

Critical Thinking, 2nd Edition is about becoming a better thinker in every aspect of your life—as a professional, as a consumer, citizen, friend, or parent. Richard Paul and Linda Elder identify the core skills of effective thinking, then help you analyze your own thought processes so you can systematically identify and overcome your weaknesses.

A demonstration that you can prove a negative.

The investigative strategy that Vaesen uses presumes that cognitive skills are to some extent hardwired; developmentally plastic traits would not provide the relevant comparative information. But recent views of cognition that stress external resources, and evolutionary accounts such as cultural niche construction, urge us to think carefully about the role of technology in shaping cognition.

In this paper, we introduce the Societal Readiness Thinking Tool to aid researchers and innovators in developing research projects with greater responsiveness to societal values, needs, and expectations. The need for societally-focused approaches to research and innovation—complementary to Technology Readiness frameworks—is presented. Insights from responsible research and innovation concepts and practice, organized across critical stages of project-life cycles are discussed with reference to the development of the SR Thinking Tool. The tool is designed to complement not only shortfalls (...) in TR approaches, but also improve upon other efforts to integrate RRI, sustainability, and design thinking in research and innovation cycles. Operationalization and early-stage user tests of the Tool are reported, along with discussion of potential future iterations and applications. (shrink)

One of the world’s leading philosophers offers aspiring thinkers his personal trove of mind-stretching thought experiments. Over a storied career, Daniel C. Dennett has engaged questions about science and the workings of the mind. His answers have combined rigorous argument with strong empirical grounding. And a lot of fun. Intuition Pumps and Other Tools for Thinking offers seventy-seven of Dennett’s most successful "imagination-extenders and focus-holders" meant to guide you through some of life’s most treacherous subject matter: evolution, meaning, (...) mind, and free will. With patience and wit, Dennett deftly deploys his thinking tools to gain traction on these thorny issues while offering readers insight into how and why each tool was built. Alongside well-known favorites like Occam’s Razor and reductio ad absurdum lie thrilling descriptions of Dennett’s own creations: Trapped in the Robot Control Room, Beware of the Prime Mammal, and The Wandering Two-Bitser. Ranging across disciplines as diverse as psychology, biology, computer science, and physics, Dennett’s tools embrace in equal measure light-heartedness and accessibility as they welcome uninitiated and seasoned readers alike. As always, his goal remains to teach you how to "think reliably and even gracefully about really hard questions." A sweeping work of intellectual seriousness that’s also studded with impish delights, Intuition Pumps offers intrepid thinkers—in all walks of life—delicious opportunities to explore their pet ideas with new powers. (shrink)

Thinking Tools is a regular feature that introduces tips and pointers on thinking clearly and rigorously. Here we get to grips with two everyday reasoning errors.

The broad use of social networking and user-generated content has increased the online footprint of many individuals. A generation of healthcare professionals have grown up with online search activities as part of their everyday lives. Sites like Facebook, Twitter, and Instagram have given the public new ways to share intimate details about their public and private lives and the lives of their friends and families. As a result, careproviders have the ability to find out more about their patients with just (...) the tap of a key or the click of a mouse. This type of online searching for patient information is known as patient-targeted googling or PTG.This article provides an overview of the emergence of PTG, identifies the potential benefits and possible pitfalls of engaging in PTG, and explores current ethical frameworks that guide decisions about PTG. The article describes the development of a critical thinking tool developed by the Behavioral Health Ethics Committee at CHI Health, that can serve as a best-practice model for other hospitals and health systems. Called TTaPP (Together Take a Pause and Ponder), this tool is designed to help healthcare professionals across settings practice collaborative critical thinking skills as they consider the ethical questions of whether or not to engage in PTG. Finally, this article suggests areas for further study, including ways to prompt collaboration and appropriate documentation by maximizing electronic medical records systems, exploring the effectiveness of the TTaPP tool as a way to promote a culture of collaborative critical thinking practices, and the attitudes of patients and the public regarding PTG. (shrink)

Thinking about thought -- Everything's an inference -- Out of context or the situation -- The rational unconscious -- The formerly dismal science -- Should you think like an economist? -- Spilt milk and free lunch -- Foiling foibles -- Coding, counting, correlation, and causality -- Odds and Ns -- Linked up -- Experiments -- Ignore the hippo -- Experiments natural and experiments proper -- Eekonomics -- Don't ask, can't tell -- Thinking, straight and curved -- Logic -- (...) Dialecticism -- Knowing the world -- Kiss and tell -- Keeping it real -- Whom to believe. (shrink)

This chapter considers in what sense, if any, planning and future thinking is involved both in the sort of behaviour examined by McCarty et al. (1999) and in the sort of behaviour measured by researchers creating versions of Tulving's spoon test. It argues that mature human planning and future thinking involves a particular type of temporal cognition, and that there are reasons to be doubtful as to whether either of those two approaches actually assesses this type of cognition. (...) To anticipate, it argues that there is a commonsense notion of planning according to which planning involves event-independent thought about time. It also argues that thinking about the future involves the ability to think about the potential temporal locations of events within a linear temporal framework in which temporal locations are unique rather than repeated. (shrink)

In growing recognition that the business community must play a key role in the global issues encapsulated by the United Nations Sustainable Development Goals, Babson College, which has a business-focused curriculum, has striven first to reinvent its teaching of ethics and then, particularly over the past decade, to enhance its focus on sustainability, social responsibility, and social entrepreneurship. As previous initiatives did not build sufficient linkages between the liberal arts, natural sciences, and business curriculum, the College is now engaged in (...) a far more comprehensive effort to educate our undergraduate business students in “integrated sustainability,” which it defines as “systems thinking that integrates ecological integrity, social responsibility, and value creation simultaneously.” By examining the meaning, skills, and pedagogical opportunities in systems thinking within the context of larger discussions on humanistic management, this article shows how systems thinking is a particularly fruitful way to ground business students in the natural sciences and the liberal arts, develop their complex problem-solving skills, and thereby reinvigorate management education in ways that prepares students to “render service to humanity.” Our hope is that sharing Babson College’s experience in this regard – both our successes and challenges - may provide useful insights to other faculty and academic leaders seeking to enhance humanistic management within their own higher education institutions. (shrink)

One of the many research projects of Jaakko Hintikka was entitled “Logical tools for human thinking and their history”. This is in fact an apt summary of the lifetime work of this master logician who developed several new methods and systems in mathematical and philosophical logic, among them distributive normal forms, model sets, possible-worlds semantics, epistemic logic, doxastic logic, inductive logic, semantic information, game-theoretical semantics, interrogative approach to inquiry, and independence-friendly logic. He applied them to study problems in (...) philosophy of language, formal epistemology, and philosophy of science. He combined systematic work with novel interpretations of important historical figures like Aristotle, Leibniz, Kant, Peirce, and Wittgenstein. Hintikka was one of the most cited analytic philosophers, and he influenced logic and philosophy also as a successful teacher and the long-time editor of the journal Synthese. (shrink)

A great deal of scholarship defines rational thought in terms of probability theory. An important problem with such an approach is that disasters, particularly large disasters, do not provide us with a meaningful distribution of events that would approximate a normal curve. Here, I propose that using possibilistic thinking can helpfully complement probabilistic thinking regarding risk and disaster. Possibilistic thinking highlights consequences of actions or events, while not ignoring their likelihood of occurrence. I point out the myriad (...) ways that individuals and organizations use possibilistic thinking, even if they do not recognized it as such. I propose several conceptual tools to help discipline a possibilistic approach. (shrink)

In this paper, I question the notion that tool-use must be driven by an internal representation which specifies the “motor program” enacted in the behaviour of the tool-user. Rather, it makes more sense to define tool-use in terms of characteristics of the dynamics of this behaviour. As the behaviour needs to be adjusted to suit changes in context, so there is unlikely to be a one-to-one, linear mapping between an action and its effect. Thus, tool-use can best be described using (...) concepts from Nonlinear Dynamics. Such an approach can be used to create a sort of cybernetic model of tool-use. However, there is a danger that such a model can either lead us back to internal representations or could fail to capture cognitive aspects of behaviour. In particular, the question of how the craftworker’s intent can be enacted in the use of tools to produce a specific object seems to be lost in the cybernetic account. My solution is two-fold. First, the “model” is created on-the-fly and adapted through moment-by-moment interactions in the system of tool-user–tool–material–environment. This means that, rather than assuming a pre-defined internal representation that drives behaviour, I propose that cognition involves the selection of salient parameters that characterize the behaviour and the continued monitoring and management of behaviour in terms of these parameters. Second, intent is only loosely defined a priori but crystallizes through the continued interactions between craftworker and object through a process in which the affordances of the object become apparent to, and responded to by, the craftworker. (shrink)

Now available from Rowman & Littlefield, Paul and Elder's concise introductory text focuses on the most basic critical thinking concepts and includes activities to apply these concepts within disciplines and to life.

The need to establish a research field within psychology didactics at secondary level has recently been voiced by several researchers internationally. An analysis of a Swedish case coming out of secondary level education in psychology presented here provides an illustration that complexity thinking – derived from complexity theory – is uniquely placed to consider and indicate possible solutions to challenges, described by researchers as central to the foundation of a new field. Subject-matter didactics is defined for the purpose of (...) this paper as a combination of general didactics and subject- matter content, and considering the international nature of research traditions coming out of psychology, the implications of the results presented here cannot be regarded as limited solely to national concerns. An on-line survey was sent to secondary schools in Sweden. Discussions and lectures along with teaching to the book – alternatively used as inspiration – emerged as central from the thematic analysis of the results, providing the first mapping of teaching practices in secondary level psychology in Sweden. An analysis, founded on complexity thinking – combined with a model enabling a delimitation of the scope of study – focused on time use and the importance placed on self-knowledge, along with the transformation of theory into practice. The former pointing to a teacher centred nested subsystem (e.g. asymmetric relations between teachers and students), the latter pointing to student centred nested subsystems coming out of embodied knowledge (e.g. students as node) where psychological perspectives are learnt through self-reflexion, case studies and everyday life experiences (turning theory to practice), implying a holistic approach. The analysis applied to the Swedish case provides an illustration of how complexity theory has the potential to address challenges at micro and macro level to the establishment of a new research field in psychology didactics and to indicate possible solutions. Psychologies high relevance to everyday life, multi-causality, perspective pluralism, dynamic systems character and scientific character, makes complexity thinking a relevant approach in the consideration of challenges to the establishment of a research field in didactics of psychology. (shrink)

Reading Genesis 1 and 2, we are tempted to see only problems to solve. Yet these two chapters burst with glorious truths about God, our world, and ourselves. In fact, their foundational doctrines are among the richest sources of insight as we pursue robust, sensitive, and constructive engagement with others about contemporary culture and ideas. -/- With deftness and clarity, Christopher Watkin reclaims the Trinity and creation from their cultural despisers and shows how they speak into, question, and reorient some (...) of today's most important debates. (shrink)

This popular pocket-size guide empowers readers with critical thinking tools based on the groundbreaking work of Richard Paul and Linda Elder. This bestselling volume in the Thinker’s Guide Library provides students, educators, and professionals with an authoritative problem-solving framework essential for every aspect of life.

In response to the ever-increasing spread of online disinformation and misinformation, several human–computer interaction tools to enhance data literacy have been developed. Among them, many employ elements of gamification to increase user engagement and reach out to a broader audience. However, there are no systematic criteria to analyze their relevance and impact for building fake news resilience, partly due to the lack of a common understanding of data literacy. In this paper we put forward an operationalizable definition of data (...) literacy as a form of multidimensional critical thinking. We then survey 22 existing tools and classify them according to a framework of 10 criteria pointing to their gameful design and educational features. Through a comparative/contrastive analysis informed by a focus group, we provide a principled set of guidelines to develop more efficient human–computer interaction tools to teach how to critically think in the current media ecosystem. (shrink)

In this paper I argue for the efficacy of scaffolded writing assignments in teaching critical thinking and writing in lower-division philosophy courses. Scaffolding involves converting the skills one expects students to display on a culminating assignment (in this case an argumentative paper) into a progressive series of smaller assignments, moving from papers that use relatively simple skills, such as summarizing small pieces of text, to much more complex skills, such as evaluating others’ positions, constructing their own judgments about an (...) issue, and defending those claims. I use this technique in a course oriented around the idea of enlightenment, so that students see the writing assignments as part of the practice of intellectual maturity. (shrink)