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Critical Thinking
Keep Questioning probing questions for critical thinking look for the main point create a chart basic forms of reasoning inductive reasoning abductive reasoning look for bias Progress checklist p1 p2 p3 p5 p6 p7 p8 p9 p13
RITICAL THINKING
Keep Questioning
Critical thinking is one of the most important, life-long skills you can have.
While mastery of facts provides knowledge, critical thinking enables you to discern value, analyse a problem, formulate a solution and question authority, all with the goal of finding truth. When engaging in critical thinking, you ask a series of probing questions that analyse the value, accuracy, legitimacy and overall worth of anything. Much of your critical thinking will be done on written texts you research and write, but can be applied to any materials you are examining. It will be important that the materials you use pass your critical analysis.
Critical Thinking
P1
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PROBING QUESTIONS FOR CRITICAL THINKING What is the main point? Does the material make sense? What evidence supports the validity of the main point? How solid or accurate is the evidence?
Does it hold up to scrutiny, fact-checking and reason?
Critical Thinking
P2
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Critical Thinking
P3
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Critical Thinking
P4
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create a chart
Main point
Supporting evidence Supporting evidence
Critical Thinking
P5
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Critical Thinking
P6
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inductive reasoning
When using inductive reasoning, you examine the evidence presented and possible bias to determine if the conclusion is true. The stock market has had five straight months of increases, therefore the countrys economy is strengthening is an example of inductive reasoning because the stock market is an indicator of the countrys economy and five straight months of increases points to the economy becoming stronger. However, inductive reasoning is best when there is a large body of evidence to support the claim. One or two pieces of supporting data wont always hold up under scrutiny.
Critical Thinking
P7
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abductive reasoning
Abductive reasoning infers a possible outcome or correlation and sets up a hypothesis for later analysis. Inherently, abductive reasoning can produce results that are incorrect and so conclusions can only be made valid by checking them through either inductive or deductive reasoning. Abductive reasoning has value in establishing a premise, a prediction or a generalised statement that can be proved or disproved at a later time.
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P8
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Consider the source. Find out something about the author, their background and
what organisation they are affiliated with.
Look for a slant in the writing. Often, evidence presented can have a slant. In other words, it
can be carefully selected to support the authors personal beliefs or the beliefs of the organisation he or she belongs to.
Look for emotive words that seek to persuade the reader toward
the authors point of view.
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P9
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Check to see how old the article is. New information comes out all the time and an older article
can be outdated.
It is also good to identify the type of publication. Is it a popular source such as a newspaper or magazine,
or is it a professional or academic journal?
In most cases, the journal will have stricter editorial criteria for
a balanced presentation of facts and could be considered more credible.
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P10
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After that, look at the method the survey used to gather its
opinions.
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LOOK FOR BIAS Finally, check to see if the material you are reviewing has any
references, footnotes or endnotes which identify the source of the content or provide additional information.
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Progress Checklist
Learning objectives
Now you should be able to:
Understand the importance of critical thinking Create a flow chart or web chart to organise information Differentiate between deductive, inductive and abductive reasoning Seek out and identify bias in a statement or article Evaluate the quality of evidence in a statement or article Examine statistics and survey methods used
Assess your own progress.
A Generally able to B Partially able to C Not yet able to
P13
Critical Thinking
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Signum International S.a.r.l. Luxembourg, Zug Branch Zeughausgasse 9a 6301 Zug Switzerland Signum International S..r.l. Luxembourg, Zug Branch, Zug, 2010 All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of Signum International S.a.r.l. Luxembourg, Zug Branch. EF Education First would like to thank the many teachers, academic directors, writers, reviewers, business and language experts who have participated in the development of EFs library of educational materials. The following contributors created material featured in the Efekta Resource Library. Lucy Brake Tara Button Karen Chaffee Chrissie Cormack Elizabeth Green Ashley Greeves Katie Howe Samatha Kelly Sophie Elizabeth Lally Lisa Laskey Chloe Lewis Richard Lonergan Cecilia Lui Shobha Nihalani Taryn Ozorio Greg Timmons Philippa Mary Williams
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