Introduction to Critical Thinking: Study Questions

Introduction to Critical Thinking: Study Questions

Trapasso

DIRECTIONS: Answer each question in complete paragraphs. To explain your ideas clearly to the reader you must: 1, state your ideas [color: blue]; 2, elaborate with explanation[color: black]; 3, illustrate with a metaphor [color: red]; and 4,exemplify with a specific example [color: green]. Explain all ideas in your own words and use your own illustrations or examples. Do not parrot the reading's words. Explain your thoughts clearly and completely to teach the reader as fully as possible.

1. The first thing to understand to become a critical thinker is that people often think without being fully aware of their thinking.
2. Explain in your own words what is meant by the idea "much of our thinking is unconscious."
3. Give an example of how unconscious thinking can lower the quality of a person's thinking. If possible, use an example from your own life.

1. Consider the issue of “awareness.”
2. Explain why becoming aware of all the parts or steps behind your thinkingis one of the most important steps to becoming a critical thinker.
3. Do you think becoming aware of your thinking is an easy or a hard thingfor most people to do? Explain what factors make it easy or hard.

1. Examine the definitions of critical thinking. Explain in your own words and with your own examples what critical thinking is.

1. Think of a situation that requires thinking to arrive at an answer. It could be a situation you have been in or a hypothetical situation. Then, consider the eight elements of reasoning. Explain one by one how each of the elements comes into play in your situation. Explain what the "purpose" is; explain what the "information" in the situation is; explain what the "concepts" are, etc.

1. Explore the topic of “standards.”
2. Explain what "criterion" or "standards" are.
3. Explain why they are needed in so many of life's endeavors. Give examples to make your ideas clear to the reader.

1. Come up with a situation that requires thinking to arrive at an answer. Then, consider the "standards of thinking." Take each one and explain how a person's thinking would be poor thinking if it did not meet the standard. Explain why lack of clarity would produce poor thinking, why lack of accuracy would, and continue in this way through all the standards.

1. Richard Paul argues that if a person is to be a truly excellent thinker she must develop a number of valuable "intellectual traits or virtues." Explain why he believes this.

1. Examine the "intellectual virtues" and select two for consideration. Give an example that proves how each virtue can improve the quality of your thinking. You may benefit from considering both how using the virtue would help the quality of your thinking and how not using it would hurt it.

1. Explain what a "factual question" is.

1. Explain what a "question of preference or opinion" is.

1. Explain what a "question of reasoned judgment" is.

1. Why is it important to know which of the "three types" a question is before you answer it?

1. Consider the domains of thinking.
2. Explain what a "domain of thinking" is.
3. Why do good thinkers understand what the domains of thinking are and become good thinkers in many domains?

1. Why do humans pursue knowledge?

1. Consider the human intellectual paradigm.
2. Explain what is meant by the term "the human intellectual paradigm."
3. Explain each part of the paradigm.
4. Examine the chart of the human intellectual paradigm on page 12 of the diagram packet. The chart uses the concept of "seeds" to exemplify what the human intellectual paradigm is. Think of your own example and create your own simple chart to illustrate the paradigm.

1. What is the difference between "recall" and "understanding?"

1. Explore the concept of “seeking the logic.”
2. What does it mean "to seek the logic of things?"
3. Why do good learners always "seeking the logic of things?" Explain what makes this such a powerful tool for a learner.

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