After all, when will we have developed our thinking far enough, when will we have enough intellectual integrity, enough intellectual courage, enough intellectual perseverance, enough intellectual skill and ability, enough fairmindedness, enough reasonability?
Developing Questions for Critical Thinking - Jen Farr
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What is Critical Thinking?
All of these are the kinds of questions that a critical reader raises. And a critical reader in this sense is simply someone trying to come to terms with the text.
How to Ask Questions that Prompt Critical Thinking - UCD
Paul: Healthy self-esteem emerges from a justified sense of self-worth, just as self-worth emerges from competence, ability, and genuine success. If one simply feels good about oneself for no good reason, then one is either arrogant (which is surely not desirable) or, alternatively, has a dangerous sense of misplaced confidence. Teenagers, for example, sometimes think so well of themselves that they operate under the illusion that they can safely drive while drunk or safely take drugs. They often feel much too highly of their own competence and powers and are much too unaware of their limitations. To accurately sort out genuine self-worth from a false sense of self-esteem requires, yes you guessed it, critical thinking.
Assuming that critical thinking is reasonable reflective thinking focused on deciding what to believe or do, a critical thinker:
Other Definitions of Critical Thinking:
Robert H. Ennis , Author of The Cornell Critical Thinking Tests
"Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe and do."
These are profound challenges to the profession. They call upon us to do what no previous generation of teachers was ever called upon to do. Those of us willing to pay the price will yet have to teach side by side with teachers unwilling to pay the price. This will make our job even more difficult, but not less exciting, not less important, not less rewarding. Critical thinking is the heart of well-conceived educational reform and restructuring, because it is at the heart of the changes of the 76st Century. Let us hope that enough of us will have the fortitude and vision to grasp this reality and transform our lives and our schools accordingly.
6. Is open-minded and mindful of alternatives
7. Tries to be well-informed
8. Judges well the credibility of sources
9. Identifies conclusions, reasons, and assumptions
5. Judges well the quality of an argument, including the acceptability of its reasons, assumptions, and evidence
6. Can well develop and defend a reasonable position
7. Asks appropriate clarifying questions
8. Formulates plausible hypotheses plans experiments well
9. Defines terms in a way appropriate for the context
65. Draws conclusions when warranted, but with caution
66. Integrates all items in this list when deciding what to believe or do
Use the question constructs to compose relevant questions for your own practice, include these in your example session plans.
Examples of fallacy labels are "circularity," "bandwagon," "post hoc," "equivocation," "non sequitur," and "straw person."
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