eb critical thinking 2007

8/6/2019 Eb Critical Thinking 2007

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The Higher Education Academy

Critical thinkingMedicine, Dentistry and VeterinaryMedicine

Defining the concept promoting thepractice

Dr. Susan Jamieson Faculty of

Medicine University of Glasgow

www.medev.ac.uk


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Barnett (1997):

defining concept of Western University

The Scottish Doctor' (2000):

'critical thinking' is a level 3' learning

outcome

GMC Medical Education Conference (2005):

"...we want... [students] ... to be criticalthinkers" (P. McCrorie, p15)

420 hits on Glasgow University website!

[20.03.07]


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Definitions (i)"As an intellectual virtue it includes skills andunderstanding - including but not restricted to:

an ability to formulate and assess arguments,

sensitivity to language, a sense for the importanceof context, and

an ability to apply and also critically reflect on theappropriate criteria of judgment.

As a virtue of character it includes the habit of

critical reflection on one's own and others'problematic assumptions and the valuing ofreasoned support for beliefs and actions".

Blair, in Fisher. 1988 (p25)


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Definitions (ii)

Critical thinking is the consideration of

alternative arguments in light of their

evidence.

Missimer. 1995. p 108

An argument is "a combination of two forms of

statement: a conclusion and the reasons

allegedly supporting it.

Browne & Keeiey, 2007, p26


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Definitions (iii)

"Learning to think critically means:

Learning how to question, when toquestion and what questions to ask

Learning how to reason, when to use

reasoning and what reasoning

methods to use.

Fisher, 2006. p53


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Common elements in definitionsCritical thinking requires:

a questioning mind

a willingness to question one's own views

and beliefs

an ability to reason an ability to detect strengths and flaws in

arguments (including one's own)

an ability to makejudgments aboutstatements, evidence, arguments, using

specific criteria


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1. Q

2. W

3. R

4. D

5. J

Common elementsIn definitions 12 aspects ct

1. M

2. A

3. C

4. F5. A

6. S

7. R

8. W

9.

I10. A

11. A

12. A


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12 aspects of critical thinking (Ennis)1. Grasping the meaning of a statement2. Judging whether there is ambiguity in

reasoning3. Judging whether statements contradict each

other4. Judging whethera conclusion followsnecessarily

5. Judging whether a statement applies aprinciple

6. Judging whether a statement is specific

enough7. Judging whether an observation statement isreliable

8. Judging whether an inductive conclusion iswarranted

9. Judging whether the problem has been

identified

10.Judging whether something is an assumption11.Judging whether a definition is adequate12.Judging whether a statement taken on

authority is acceptableEnnis. 1962 (cited by Fisher. 2006. p55-56)


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Paul & Elder's "Intellectual

standards

1. Clarity2. Accuracy

3. Precision

4. Relevance

5. Depth

6. Breadth

7. Logic

8. Significance9. Fairness (KEADILAN)

Paul & Elder. 2004


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Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge


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How can we promote criticalthinking ability?

1. Encourage the habit of (self-

)questioning2. Provide teaching and learning activities

that call for critical thinking/higher

cognitive skills

3. Encourage the use of criteria that may

be used to form judgments about themerit of statements, evidence,

arguments

4. Encourage a 'safe' environment

5.

Be a role model


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Promoting critical thinking: asking

questions

I keep six honest serving men(They taught me all I knew);

Their names are What and Why and When

And HoW and Where and Who.

Rudyard Kipling


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ACTIVITY 3:Ask questions employing intellectual standards

Exemplars

Clarity Will you elaborate, please?Accuracy How can we check if that's true?

Precision Could you give me more details?

RelevanceHow does that relate to the question?

Depth What are the underlying issues, here?

Breadth

Is there another perspective?Logic Does that follow from your first point?

Significance Which is the most important aspect?

Fairness Do you have a conflict of interest here?

www.niGdev.ac.uk

Paul & Elder. 2004

ACTIVITY 3:Ask questions employing intellectual standards

Exemplars

Clarity Will you elaborate, please?Accuracy How can we check if that's true?

Precision Could you give me more details?

RelevanceHow does that relate to the question?

Depth What are the underlying issues, here?

Breadth

Is there another perspective?Logic Does that follow from your first point?

Significance Which is the most important aspect?

Fairness Do you have a conflict of interest here?

www.niGdev.ac.uk

Paul & Elder. 2004


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Questioning

Socratic approach-Focus on asking students questions

Pause! Index card technique/'deck of cards'

'engaged lecture'involves all studentscombine with active listening

Pyramid teaching-Involves all students

Critical reflection-Self-questioning

Demonstrations or other stimuli


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Learning activities to promotecritical thinking/higher cognitiveskills

S

tudy questions Pre-Quiz Charts Discussion objects Role play/argue opponent's

view Creating order (biochemical

pathways, clinical procedures) False analogies


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Creating a framework for critical

thinking

gives students ownership may be used for critical appraisal of

literature

may be used for students' self-

assessment of their work may be used to generate criteria for

Summative assessment of

students' work


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Frameworks for critical thinking (i)

1. Purpose

2. Information

3. Inferences/conclusions

4. Concepts

5. Assumptions

6. Implications/consequences

7. Points of view

8. QuestionsPaul & Elder. 2004


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Frameworks for critical thinking (ii)

SEADS:

What is the source?What is the evidence?What assumptions are being made or

implied?

What definitions of key terms are being

used?What is that slant, bias, orspecial interest

reflected in the statement?

Barell. 2003


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Frameworks for critical thinking (iii)

What is the issue and the conclusion?What are the reasons?What words or phrases are ambiguous?What are the value conflicts andassumptions?What are the descriptive assumptions?Are there any fallacies in the reasoning?How good is the evidence?Are there rival causes?Are the statistics deceptive?What significant information is omitted?What reasonable conclusions arepossible?

Browne & Keeley, 2007


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How can we promote critical

thinking ability?

Encourage a 'safe' environment

Be a role model !!!!


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Selected References

Barell.J

.(2003) Developing more curious minds. Virginia: Association for

Supervision & Curriculum Development.

Barnett, R. (1997) Higher education: a critical business. Bucks: Open

University Press.

Blair, J.A. (1988) Current issues in informal logic and critical thinking. In

Fisher, A. (Ed.) Critical

thinking: Proceedings of the firstBritish conference on informal logic and

critical thinking

(pp15-29).University of East Anglia

.Bloom

.B

.S.et al(1956) Taxonomy ofeducational objectives, handbook I: Cognitive domain.

New York: David MacKay.

Browne. M.N. & Keeley, S.M (2007)Asking the right questions. New

Jersey: Pearson Prentice

Hall. Cottrell, S (2005) Critical thinking skills: Developing effective

analysis and argument.

Hampshire: Palgrave Macmillan.

Fisher. R. (200

6) Teaching children to think. 2nd. Ed. Cheltenham: Stanley

Thornes Publishers.

McCrorie, P. (2005) In From here to where: GMC Medical Education

Conference. http://www.amc-uk.org/education/med ed/9 mav 2005

education conference.pdf [accessed 20.03.07]

Missimer, C.A. (1995).Good arguments: An introduction to critical

thinking. 3rd edition.

New Jersey: Prentice-Hall.

Paul, R.& Elder. L. (2004) The miniature guide to critical thinking: Tools

and concepts. California: The Critical Thinking Foundation. ill, R. & Elder.

L. (2006) How to improve student learning: 30 practical ideas. California:

mLti^ Critical Thinking Foundation.

eb critical thinking 2007

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