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Thinking Critically in Psychology

Thinking Critically in Psychology. Introduction to Psychology Simon Fraser University. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. group of 46 “experts” used to articulate definition of Critical Thinking (CT) Philosophy – 52%

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Thinking Critically in Psychology

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  1. Thinking Critically in Psychology Introduction to Psychology Simon Fraser University

  2. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction • group of 46 “experts” used to articulate definition of Critical Thinking (CT) • Philosophy – 52% • Education – 22% • Social Sciences – 20% • Physical Sciences – 6% • CT found to include both skill and dispositional dimensions • six “core” cognitive skills • seven dispositions

  3. CONSENSUS STATEMENT REGARDING CRITICALTHINKING AND THE IDEAL CRITICAL THINKER We understand critical thinking to be purposeful, self-regulatory judgment whichresults in interpretation, analysis, evaluation, and inference, as well as explanationof the evidential, conceptual, methodological, criteriological, or contextualconsiderations upon which that judgment is based. CT is essential as a tool ofinquiry. As such, CT is a liberating force in education and a powerful resource inone's personal and civic life. While not synonymous with good thinking, CT is apervasive and self-rectifying human phenomenon. The ideal critical thinker ishabitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in makingjudgments, willing to reconsider, clear about issues, orderly in complex matters,diligent in seeking relevant information, reasonable in the selection of criteria,focused in inquiry, and persistent in seeking results which are as precise as thesubject and the circumstances of inquiry permit. Thus, educating good criticalthinkers means working toward this ideal. It combines developing CT skills withnurturing those dispositions which consistently yield useful insights and which arethe basis of a rational and democratic society.

  4. Interpretation • To comprehend and express the meaning or significance of a wide variety of experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures or criteria.

  5. Interpretation – Sub-Skills • Categorization • Decoding Significance • Clarifying Meaning

  6. Analysis • To identify the intended and actual inferential relationships amongstatements, questions, concepts, descriptions or other forms of representation intended to express beliefs, judgments, experiences, reasons, information, or opinions.

  7. Analysis – Sub-Skills • Examining Ideas • Identifying Arguments • Analyzing Arguments

  8. Evaluation • To assess the credibility of statements or other representations which are accounts or descriptions of a person's perception, experience, situation, judgment, belief, or opinion; • and to assess the logical strength of the actual or intend inferential relationships among statements, descriptions, questions or other forms of representation.

  9. Evaluation– Sub-Skills • Assessing Claims • Assessing Arguments

  10. Inference • To identify and secure elements needed to draw reasonable conclusions; • to form conjectures and hypotheses; • to consider relevant information and to educe the consequences flowing from data, statements, principles, evidence, judgments, beliefs,opinions, concepts, descriptions, questions, or other forms of representation.

  11. Inference – Sub-Skills • Querying Evidence • Conjecturing Alternatives • Drawing Conclusions

  12. Explanation • To state the results of one's reasoning; • to justify that reasoning in terms of the evidential, conceptual, methodological, criteriological and contextual considerations upon which one's results were based; • and to present one's reasoning in the form of cogent arguments.

  13. Explanation – Sub-Skills • Stating Results • Justifying Procedures • Presenting Arguments

  14. Self-Regulation • Self-consciously to monitor one's cognitive activities, the elements used in those activities, and the results educed, particularly by applying skills in analysis and evaluation to one's own inferential judgments with a view toward questioning, confirming, validating, or correcting either one's reasoning or one's results.

  15. Self-Regulation – Sub-Skills • Self-examination • Self-correction

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