Summary Notes of The Miniature Guide to Critical Thinking: Concepts & Tools, by R. Paul and L. Elder, The Foundation for Critical Thinking, 2002

 

Web Site: www.criticalthinking.org

E-mail address: cct@criticalthinking.org

 

Summarized by J. T. P. Yao, 10/22/02

 

"Critical thinking is that mode of thinking… in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them.

…

A well cultivated critical thinker:

·        Raises vital questions and problems, formulating them clearly and precisely;

·        Gathers and assesses relevant information, using abstract ideas to interpret it effectively;

·        Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;

·        Thinks open-mindedly within alternative systems of thought, recognizing and assessing as need be, their assumptions, implications, and practical consequences; and

• Communicates effectively with others in figuring out solutions to complex problems."

 

"Used With Sensitivity to Universal Intellectual Standards

 

Clarity           Accuracy, Precision, Relevance          Depth          Significance"

 

"Questions Using the Elements of Thought (in a paper, an article, a reading assignment…)

• Purpose:          What am I trying to accomplish? What is my central aim? My purpose?
• Information:    What information am I using in coming to that conclusion? What experience have I had to support that claim? What information do I need to settle the question?
• Inference:       How did I reach this conclusion?
• Conclusion:     Is there another way to interpret the information?
• Concept:          What is the main idea here? Could I explain this idea?
• Assumptions:  What am I taking for granted? What assumption has led me to that conclusion?
• Implications:   If someone accepted my position, what would be the implications?
• Consequences:
• Points of View: From what point of view am I looking at this issue? …
• Questions:       What questions am I raising? What questions am I addressing?"

 

"Universal Intellectual Standards…

• Clarity: … Clarity is a gateway standard. If a statement is unclear, we cannot determine whether it is accurate or relevant. …
• Accuracy: … A statement can be clear but not accurate…
• Precision: … A statement can be both clear and accurate, but not precise…
• Relevance: … A statement can be clear, accurate, and precise, but not relevant to the question at issue. …
• Depth: … A statement can be clear, accurate, precise, and relevant, but superficial…
• Breath: … A line of reasoning may be clear, accurate, precise, relevant, and deep, but lack breath…
• Logic: … When we think, we bring a variety of thoughts together into some order. When the combination of thoughts are mutually supporting and make sense in combination, the thinking is 'logical.' …"

 

"Essential Intellectual Traits

• Intellectual Humility …
• Intellectual Courage …
• Intellectual Empathy …
• Intellectual Autonomy …
• Intellectual Integrity …
• Intellectual Perseverance …
• Confidence in Reason …
• Fair-mindedness …"

 

"A Checklist for Assessment

1. What are you assessing and why?…
2. Ask probing, evaluate questions…
3. Specify the information you need to collect…
4. Decide on criteria or standards…
5. Be clear about what exactly you are trying to find out.
6. Are there any unintended negative consequences of your mode of evaluation?
7. Review your evaluation overall. Is it coherent, logical, realistic, and practical?"

 

[Readers who are interested in this book are encouraged to read the original version in its entirety. Other summary notes on civil engineering education are available on the Internet at http://lohman.tamu.edu under the heading "Summaries of Papers ..."]