ADDITIONAL NOTES (P.

Micheni)

Significance of Critical Thinking

(a) Informative (b) Opens the mind (c) Activates humans rational capacity (d) Challenges mental naivety (e) Interrogates nature and other disciplines (f) Nourishes the intellect (g) Trains the mind to think (h) Fosters understanding of oneself and others (i) Encourages good reasoning (j) Forms and shapes opinions (k) Facilitates decision making (l) Helps one to solve problems (m) Guides ethical and moral values (n) Fosters openness to truth (o) Reflects on meaning of life

Elements/parts of thinking (tools of analysis)

(a) Goal/Purpose (b) Problem (the question at issue) (c) Information, data (d) Concepts and ideas (e) Assumptions (f) Inferences (g) Point of view/frame of reference (h) Implications and consequences (a) Goal/Purpose: Thinking proceeds in a particular direction. There is no thinking that does not have a goal. One cannot think about everything or something without a focus on what he/she wants to achieve at the end. However, some goals are set for a particular reason while others do exist underlying the problem. In case of the goals set by the thinker himself/herself prior to a particular investigation, they have a special relationship with the assumptions underlying the thinking. (b) Problem (question at issue): Most of the thinking is done in an attempt to settle an issue or solve a problem. Hence this underlying problem gives the mind what to focus on. It thereby helps the mind to set limits whether in terms of goals or objectives or even parameters, which lets the mind to focus on particular aspect of the problem. (c) Information: Thinking is initiated by awareness of something. The thinker has some background information in regard to the problem at hand; or he/shes made aware of the need to solve a problem by his/her prior ignorance. Whichever the case, background information serves as the repertoire of the material used in the thinking process.

(d) Assumptions: These are statements taken for granted most of whom one has no proof for their truth. Almost all reasoning is based on assumptions only that some assumptions are more valuable than others. Some assumptions are warranted others unwarranted. Whether warranted or unwarranted assumptions shape our thinking by availing a raw though tentative solution to a problem that the mind may be grappling with. When the mind focuses squarely on assumptions and questions or examines them, the end result is more focused and broader thinking. (e) Inferences: An inference is an act of the mind that links two related issues. Its an intellectual process, whereby one asserts something on the basis of something else being the case. An inference is kind of an attempt to causally link two ideas or concepts or events in a particular setting. For instance, one can claim that a particular student in Strathmore is intelligent on grounds that university students are intelligent people. Inferences become important in directing ones thinking in that it attempts to link certain information and its consequences. Its an indication of a logical process whereby the mind makes claims on basis of some evidence. (f) Point of view/frame of reference: This the vantage point or the perspective from which the thinking is done. It may also mean a theoretical framework on the basis of which the data is interpreted. This forms point from which the thinker lights his/her spotlight so as to direct his/her attention to a particular problem with a more precise focus. (g) Implications and consequences: Since any thinking has to lead somewhere, this point is quite important. The end product of a problem under investigation is either a solution or a new problem situation. Either of the two has its significance in shaping ones thought. A solution to the initial problem may raise questions in regard to its reliability and whether other solutions do exist. On the other hand, a new problem situation will direct the mind to review his/her methods, may be to consider other interpretations, or even devise new ways of viewing the problem.

Critical thinking tools of evaluation (intellectual standards)

Evaluation: an examination based on some standards; a judgment of worth of an idea, a concept, a principle or a process by use of criteria. To evaluate thinking, critical thinking uses the following intellectual standards: (a) Clarity (b) Precision (c) Accuracy (d) Relevance (e) Logic (f) Breadth (g) Depth (h) Significance (i) Fairness (a) Clarity: How clear is the thinking? Are ideas clearly expressed? Could one illustrate? Is the problem clearly stated? Are the set goals clear? etc.

(b) Precision: Is the idea simply expressed? Is it specific enough? Is it brief and to the point? (c) Accuracy: How exact is the idea? How accurate is the data on the basis of which conclusions are made? How could one verify or test and idea? Whats the measure of exactitude? (d) Relevance: How does the idea or the question raised relate to the problem? How is the problem bear on humanity and other realities? (e) Logic: Does the idea make sense? How are the claims related to the evidence given? Are the inferences valid or invalid? Are they sound? How do they bear on truth? (f) Breadth: Whats the scope of thinking? How broad is the idea or the problem? Is there need to view it from a different angle? Is there need to consider another point of view? (g) Depth: How detailed is the idea? How deep is the underlying problem? Is it too complex? Is it too difficult? Does it need further investigation? (h) Significance: Of what practical value is the idea? Is it worth focusing on? How important is it? How central is the underlying problem? (i) Fairness: Is the thinking justifiable in its context? Does it take into consideration other peoples thinking? Is the purpose fair in a given situation? Are the concepts and ideas fairly used without distortion of information?

Intellectual traits (tools of transformation)

(a) (b) (c) (d) (e) (f) (g) (h) (i) Open mindedness Intellectual humility Intellectual courage Intellectual empathy Confidence in reason Intellectual integrity Intellectual autonomy Intellectual civility Intellectual perseverance

(a) Open mindedness: not being limited to ones point of view; opinions or conceptualization of ideas. Readily considering other peoples thinking and being sensitive to adverse effects of narrow mindedness. Being sensitive to egocentric thinking and relativism. This trait exposes the thinker to wider worldview hence making him/her more knowledgeable (b) Intellectual humility: Being aware of and readily accepting the fact that ones knowledge is limited and being sensitive to circumstances in which ones egocentrism is likely to function self-deceptively; sensitivity to bias, prejudices and limitations of ones view point. An intellectually humble person will not claim more than he/she knows. This trait in thinking marks a thinker who is willing to assess his/her thinking and readily considers thinking of others. (c) Intellectual courage: Being aware of the need to face and fairly address ideas, beliefs or viewpoints toward which one has negative emotions and to which one has not given serious consideration. This courage is connected with the recognition that some ideas considered dangerous or absurd are sometimes rationally justified and that some conclusions and beliefs inculcated in us are sometimes false or misleading. An 3

intellectually courageous person will speak openly against evils, condemn wrongs and appraise good acts regardless of the popular views. (d) Intellectual empathy: Being conscious of the need to imaginatively put oneself in shoes of others in order to genuinely understand them. This requires consciousness of ones egocentric tendency to identify truth with ones immediate perceptions of long-standing thought or belief. It involves the ability to reason from others point of view. This trait correlates with willingness to remember occasions when one was wrong in the past despite intense conviction that he/she was right, and with the ability to imagine one being similarly deceived in a case at hand. (e) Confidence in reason: Confidence that in the long-run, ones own higher interests and those of human kind at large, will be best served by giving the freest play to reason, by encouraging people to come to their own conclusions by developing their own rational capacity. Reason encourages a thinker to base his/her arguments on solid bases.