Unit-2-Critical-Thinking

byRichardPaulExtensivereadingUnit2Book2CriticalThinkingLearningobjectivesInthisunityouwill:understandwhatiscriticalthinkinglearnhowtothinkcriticallylearnhowtodealwithsynonymsandantonymstakeatestonfastreadinglearnsome“happyaccidents”inthehistoryofscientificinquiryUnitoverviewPre-readingdiscussionBackgroundinformationTextanalysisPost-readingdiscussionNotestothetextExercisesReadingskills1.Whatdoyouthinkiscriticalthinking?2.Doweneedcriticalthinking?Pre-readingdiscussionBackgroundinformationRichardPaulAsDirectorofResearchandProfessionalDevelopmentattheCenterforCriticalThinkingandChairoftheNationalCouncilforExcellenceinCriticalThinking,Dr.Paulisaninternationallyrecognizedauthorityoncriticalthinking,witheightbooksandover200articlesonthesubject.RichardPaulThetextisanexcerptfromhiskeynoteaddressatthe27thAnnualInternationalConferenceonCriticalThinking(July23-26,2007)国际批判性思维年会TextanalysisDeterminingthemainideaThemainpurposeofPaul’sspeechisto______.a.showtheimportanceofanddifficultiesforcriticalthinkingb.stresstherightwaytounderstandcriticalthinkingc.criticizethosewhodonotthinkcriticallyd.definecriticalthinkinganditsrelevancetousWhile-readingquestions1.Howmanypartscanthetextbedividedinto?What’sthemainideaofeachpart?2.Whatarethedefinitionsofcriticalthinking?3.Whatisthetaskforusaccordingtothewriter?Why?4.Whatarethebarrierstocriticalthinking?Howtoovercomethem?5.Whatarethestandardstoassesscriticalthinking?6.Whatconclusioncanbedrawnfromthetext?Why?TextstructurePartsContentsMainideas11—2Introduction:Definitionsofcriticalthinking23—7Ourtask:Developingacriticalsociety38—15Developingacriticalsociety:Barriersandstandardsofassessment416—17Conclusion:Weneedcriticalthinking.Part1Introduction:DefinitionsofcriticalthinkingWhatarethedefinitionsofcriticalthinking?•Itisasystemforopeningeveryexistingsystem.•Itisthinkingthatanalyzes,assessesandtransformsthoughtforthebetter.•Itisthinkingaboutthinkingwhilethinkinginordertothinkbetter.Part2Ourtask:developingacriticalsocietyWhatisthetaskforusaccordingtothewriter?Why?Ourtaskistodevelopacriticalsociety,thatis,asocietyinwhichcriticalthinkingisamajorsocialvalue.Part2Ourtask:developingacriticalsocietyWhatisthetaskforusaccordingtothewriter?Why?Reasons:•Currentsituation:Everyonethinks,butnoteveryonethinksabouttheirthinking.Part2Ourtask:developingacriticalsocietyWhatisthetaskforusaccordingtothewriter?Why?Reasons:•Currentsituation•Importanceofcriticalthinking:Criticalthinkingcanenableathinkertothinkregularlyatahigherlevelthanmostpeoplearecapableofthinking,i.e.,itcanmakeyourthinkmoresystematicallyandmorecomprehensively.e.g.Weneedtothinkbeyondculturesbecauseourthinkingisboundbyaculture.Part2Ourtask:developingacriticalsocietyWhatisthetaskforusaccordingtothewriter?Why?Reasons:•Currentsituation•Importanceofcriticalthinking•Ourfutureisdependentonwhetherwecanraiseourcollectivethinkingsoastoproducepositivechangesinsocietiesacrosstheworld.•Importanceofacriticalsociety:Acriticalsocietywouldtransformeverydimensionoflifeandpractice.Part3Developingacriticalsociety:BarriersandstandardsofassessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Whatarethestandardstoassesscriticalthinking?Part3Developingacriticalsociety:BarriersandstandardsofassessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Barriers•Humanegocentricity,ourtendencytothinkwithourselvesatthecenteroftheworld•Sociocentricity,ourtendencytothinkwithintheconfinesofoursocialgroups•Self-delusion,ourtendencytocreatepicturesoftheworldthatdeceiveusandothersPart3Developingacriticalsociety:BarriersandstandardsofassessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Barriers•Humanegocentricity•Sociocentricity•Self-delusion•Narrow-mindedness,thefactthatwearenarrowandlimited•Fear,whichunderminesthinking,drivesustothelowestlevelsofthought,andmakesusdefensivePart3Developingacriticalsociety:BarriersandstandardsofassessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Barriers•humaninsecurity•humanhabits,ourtendenciestobedominatedbythesameoldpatternsofthoughtandbehavior;ourinabilitytotargetournegativehabitsandreplacethemwithpositivehabits•ordinaryroutine,whichpreventsustomakechangesPart3Developingacriticalsociety:BarriersandstandardsofassessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Barriers•humaninsecurity•humanhabits•ordinaryroutine•bureaucracy,whichwecreatetomonitorandtestandcontrolandlimitandsanction,order,defineourbehaviorandourthoughtsPart3Developingacriticalsociety:BarriersandstandardsofassessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Barriers•humaninsecurity•humanhabits•ordinaryroutine•bureaucracy•studentresistancetocriticalthinking,becausecriticalthinkingasksstudentstolearninanewwaythatisnotcomfortabletothemPart3Developingacriticalsociety:BarriersandstandardsofassessmentWhatarethebarrierstocriticalthinking?Howtoovercomethem?Solution:•Weneedhundredsofmillionsofpeopletolearntotakeandinternalizethefoundationsofcriticalthought.→canbedoneonlyperson-by-personthroughintellectualwork.Part3Developinga