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5/9/2011

Problems encountered in the quest for critical thinking


Barriers to critical thinking

All thinkers have their share of frustration: confusion, mental blocks, false starts and failures. These happen to everyone. Good thinkers, however, have learned strategies for dealing with their frustrations.

Interesting differences between good and poor problem solvers


Good Problem solvers Read a problem and decide how to begin attacking it Use their knowledge to try to solve the problem Go about solving problems systematically e.g trying to simplify it or break it into sub-problems Poor Problem solvers Cannot settle on a way to begin Convince themselves they lack sufficient knowledge Plunge in, jumping haphazardly from one part of the problem to another, trying to justify 1st impressions instead of testing them

Interesting differences between good and poor problem solvers ctd.


Good Problem solvers Poor Problem solvers

Tend to trust their reasoning and to have confidence in themselves Maintain a critical attitude throughout the problem-solving process

Tend to distrust their reasoning and lack confidence in themselves Lack a critical attitude and take too much for granted

These differences are matters of skill (not personality). If you have not yet learned to use the strategies of the good thinker, begin practicing.

For formal responses:


State what you think in response to the problem. Explain the reasoning by which you arrived at your view. Add whatever supporting information or reasoning is appropriate and would be helpful in understanding your view.

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Exercise
For each of the following statements, write a brief response (one or two sentences) stating your position and explaining why you hold it.

Truth is an intensely personal matter: What is true for me is not necessarily true for you. We know ourselves better than others know us. One must live the way one thinks or end up thinking the way one has lived. Obey your thirst!

BARRIERS TO CRITICAL THINKING


All depend on us and are affected by our personalities.

1. Misunderstanding of what is meant by criticism.


It is very important for a student to be open to criticism. Pride comes before a fall. The ability to accept a different opinion and to be able to defend ones opinion with all calmness is a mark of a true scholar. Criticism at the university level and in the university should be constructive.

2. Over-estimating our own reasoning abilities


Know ourselves as rational beings, therefore, tend to believe that Our own belief systems are the best. We have good reasons for what we do and think. But it is easy to fall into poor thinking. Those who are good at winning arguments may mistake this for good reasoning ability.

3. Resistance to change
This is the tendency to reject new ideas and new ways of seeing or doing without examining them fairly. Some causes of our tendency to resist change: Simple laziness Routine Excessive regard for tradition Insecurity We must not embrace every new idea uncritically, BUT we must be open to any idea, willing to suspend judgement long enough to test it, and readiness to accept it if it proves itself.

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4. Conformity
Harmful conformity is an act of cowardice, a sacrificing of independence for a lesser good. There is need for the courage to say No, to be different, to choose for yourself. Once we begin to conform, we quickly find ourselves saying and doing not what we believe is best, but what we believe others want or expect us to say and do. This dulls our ability to CT. It is not always easy to avoid conformity since friends, relatives and colleagues can exert considerable pressure on us. The right way to fight conformity is to choose for yourself, whether or not your choice agrees with others choices having the courage to be different, if that is the correct way.

Is this courage?

5. Reluctance to critique experts


Sometimes we take advice from experts as flawless without questioning its validity, which at times bespeaks a malformed intellect. Academic system-little critical thinking. Marks awarded to memorization and not analytical skills and ability to generate ideas (signs of having grasped the ideas).

Take for example the following news story printed in a national newspaper.
The story Belgrade, Oct. 27 A few moments before she should have appeared on the stage at the Lioubliana Theatre last night, Mme. Alla Behr, a Slovene actress, was found hanging dead in her dressing-room. The reason for the suicide is unknown. The facts After the first act. Not at the Lioubliana, but the Klaegenfurt. Her name, Ella Beer. Not Slovene but Viannese. Not in her dressing-room but in her hotel. The reason was known.

6. Insufficient focus & attention to detail


This requires good attention to detail. Very few people actually take care of this, e.g. very few people recognize a paper which is littering the compound, a word wrongly written, etc.
All cars divert to to the left before turning right.

The actual facts of this case were determined by George Seldes.

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What do you see?

What do you see/perceive?

7. Oversimplifying
Insufficient focus. Not appreciating the importance of the matter / what is at stake. Give matters the importance that is due to them. Consequence of human and supernatural maturity.

8. Hasty conclusions
Conclude only when you are sure that a sound argument is valid, true and relevant.
Ponder. Count on past experience. Seek advice. Take your time. Be prudent.

9. Unwarranted assumption
To assume is to take something for granted, to expect that things will be a certain way because they have been that way in the past, or because we want them to be that way. This is natural and reasonable, even if on occasion they late prove incorrect. However, while refining problems and issues, it is better to make no assumptions at all.

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10. Affective Reasons


To be able to critique=acknowledge that there is more than one way of looking at an issue. Hard to hear deeply held religious, political and ideological beliefs challenged. Sometimes passion clouds judgment. CT - give more consideration to the evidence that supports the arguments based on those beliefs.

Some of the assumptions that occur and interfere with critical thinking include the following:
1.

2.

3.

4.

Others familiar with the problem or issue will share your enthusiasm for the solution. Instead, people usually have their own preferred solution, opinion, ... Small imperfections in your solution will not affect peoples acceptance of it. Many times, subconsciously, they are looking for an excuse to reject your solution. If the solution is clear to you, it will be clear to others.Your understanding does not constitute clarity. The people who stand to benefit most from your solution will accept it automatically without any persuasion on your part.

Relationship between faith and reason


Autonomy: Each has autonomy is respective field. Harmony: There is no contradiction between what is known from faith and what is known through reason. i.e. Creation is in harmony with what/who made them their creator. Subordination: Faith is above reason and not against it. Everything is subordinated to fundamental truths of faith Mutual help: Both means are necessary and complementary.

11. WHEN CRITICAL THINKING MEETS TRUTHS OF FAITH

NB:
If ever there is a lack of harmony then seek to reconcile the information.

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