Elements of Thought Parts of Thinking Reasoning

Critical Thinking – Fall 2010 Elements of ThoughtParts of ThinkingReasoning SZABIST University Batch A & B (2 Lectures) Faheem Abbas September 07-15, 2010

1. Purpose(objectives, goals, desired outcomes, intention, function) • Gives goals, objectives, reasons for doing something or the other – yours or others’ • Can happen when in discussion, making a decision or writing or reading a paper/article • In an argument or discussion with a family member, a friend, a colleague, a student • When you are choosing a political party to represent your interests

2. Question at Issue Q at I or Q@I(problem, issue, scenario, dilemma, the point, topic) • We are always trying to get to a central or core set of question (s) in any ct analysis • So our job is to break things down before we synthesize and analyze these • Q@I’s enable us to do this very effectively • Multiple system, one-system, no system questions – will come in the next hourly for sure! • Also see fundamental & powerful concepts (Nosich), but we will discuss this later

3. Points of View(frame of reference, perspective, vantage, approach (?) Definition: A concept is a mental representation of phenomenon that has common characteristics which together explain its core nature • We understand concepts through a) comparison, b) reflection, c) abstraction • CT aims to identify & remove flaws • CT has to have wide representation • CT is fundamentally a democratic concept

4. Information(data, evidence, observations, (paranormal, transpersonal) • Generally, you want or are looking for info data, etc. which supports: • the investigation of the core issue of your CT analysis • enables you to meet purpose of your CT analysis • helps answers your Q’s @ I which you frame/ask in order to conduct your CT analysis

4. Information … Contd. What are typical types of information we should be aware of? • Inert Information: Taking in to mind information that though memorized we do not understand • Activated Ignorance: Taking into the mind & actively using information that is false though we mistakenly think it to be true • Activated Knowledge: Taking into the mind & actively using information that is true and also when understood insightfully , leads us by implication to more & more knowledge

Information Cont’d… • What do you do when you don’t have information? • Can you use non-scientific information to do CT? Under what conditions

Class Exercise - 10 Minutes • Use or apply the 4 elements of thinking that we just studied against a ‘trigger’ of CT • Do you remember what types of instances or situations triggers critical thinking? • Question • Problem • Dilemma • Issue • Others?????

Some Lessons from Class Exercise • Confusion between issue, purpose, question at issue (or core central questions) • Cited “issues” were too general, not focused, pointed, specific enough • Very few looked for connections; elements are reinforcing because they are interdependent • Laziness, lack of interest & lack of ‘creativity’ or even simple out of the box orientation • Cheating!?

5. Concepts(organization, ideas, categories, matrix, taxonomy) • The sum of concepts makes a theory or explains a significant phenomenon • Concepts provide structure, harmony, order to our raw thoughts, & constructions of those thoughts • In all contexts in life, you learn material through understanding & applying concepts • Take the concepts of arithmetic & use these to manage your budget, salary, pocket money • Atoms, molecules; elements & compounds, • Fundamental & Powerful (F & P)concepts 80:20

6. Assumptions, Presumptions (Inferences)(Theory, what’s given or what’s taken for granted, axioms) • In all thinking, making assumptions become a necessity • incapacity to know everything • incapacity to articulate everything • for control • link with other elements – purpose • Some aspects of reality are logically evident & factual, so these can be assumed • For ex: All living people breathe One should be aware of the assumptions one makes or presumes – applies to you & to your ‘context, person in dialogue with you, what you are reading , the CT trigger

7. Implications & Consequences(of what ensues, follows, costs/benefits, corrollory) • Of decisions, indecisions • Of actions, inactions, non-actions • Of going with a point of view or not • Of the nature of all ‘your’ other elements? • Of your analysis, evaluation & reflection of your thinking = Paul & Elder’s definition of CT • Should you ‘always analyze’ I & C’s of ‘all’ elements that you use in your CT analysis?

8. Conclusions, Interpretations(Actions, solutions, revelations., discoveries, accidents, etc.) • What purpose do conclusions have • What do you need to arrive at a conclusion • About what • When to arrive at a conclusion, always • Relating conclusions to claims, hypothesis, purpose, Q@I, the issue

Hourly – Next Week • Essay (Application of Elements) • Q & A • Fill in the Blanks • Read the Nosich Chapter on Elements - Mandatory • Read the Paul & Elder Chapter on Elements Strongly Recommended • NOT open book • Can’t alter/switch days of hourly taking THERE WILL BE A CLASS AFTER THE HOURLY

Alternatives • CT is democratic, representative & aims to identify & remove flaws (biases, prejudices, etc.) • Seeking alternative view points is the hallmark of a truly fair-minded & intellectually humble critical thinker • There are overall alternatives to be looked at in the context of an ‘issue’, ‘problem’, etc. • There are specific alternatives to be looked at/considered against each element of thought • With practice , experience & common sense, you learn to prioritize what to do

Context • Context gives you something to anchor against • You set your boundary with context • Without context CT is not possible • You critically analyze issues against ‘a’ or several contexts • Having context makes CT analysis manageable • Context provides focus in CT analysis

Claims & Hypothesis Claim: • A claim can be thought of as a specific statement of (& embedded) in the issue Ex: “No man can understand a woman”. • If you state a claim in or as an issue, then your objective is to use CT analysis to ‘prove’ it Hypothesis: • You make hypotheses in order test whether your it stands true or false Ex: “There is a co-relationship between elements & standards of thought”. • Hypothesis are typically (bit not always) used in exploratory research papers of sizeable length

The Order of the CT Process in Relation to the Elements of Thinking Should the elements of thinking be handled/treated in any particular sequence? • Depends on the ‘context’ of how & what you are trying to analyze, work through, figure out or solve • The more complex the issue & the less experienced you are in CT, the more beneficial it is to use elements sequentially • At this stage, you should try to use it sequentially for your papers; I’ll let you know when you are ready to do otherwise • With practice & experience of using CT in multiple ways (in a course, personal life, work, politics, religions, etc.), the sequence becomes unimportant because the elements become 2nd nature to you. • That is, they become a part of your ‘CT disposition’

Evaluating the value & quality of your of CT when you don’t use elements • How does it compromise your thinking? • Which element compromises in what way? • This is the purpose of the current on-going exercise of applying elements to one of your older academic papers • We’ll next introduce standards, then traits, then learn to apply the all three (elements, standards & traits) in an integrated way • Then we’ll learn how best to understand these as well as communicate these (critical reading, critical writing, & critical conversation) • After/during this we’ll get into identifying our known flaws, how to fix these, how to self-monitor these, how to self-evaluate changes in the quality of your critical thinking

Extra Points FloreantDendritae is the new Century of the Brain and Millennium of the Mind toast. It is used by members of the Mental Literacy initiative, and means ‘May Your Brain Cells Flourish!’ The toast was originated in an evening discussion over and after dinner between Poet Laureate Ted Hughes, his wife Carol and Tony Buzan. Who is Tony Buzan, & what is he known for?

Elements of Thought Parts of Thinking Reasoning