7: The Foundations of Critical Thinking
- Page ID
- 353759
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 7.1: Just How “Smart” are You
- This page explores the complexities of decision-making through the metaphor of choosing a phone service, highlighting the tension between emotional and intellectual reasoning. It emphasizes the importance of reasonable thinking in shaping beliefs and actions, and builds on previous discussions about critical thinking. The text asserts that understanding the interplay of intelligence, thinking, and knowledge is essential for making informed and "smart" choices.
- 7.2: Defining Intelligence
- This page explores multiple theories of intelligence, highlighting its complexity beyond a singular definition. Key theorists like Wechsler and Piaget emphasize adaptability and knowledge construction, while Gardner identifies eight distinct intelligences, focusing on individual strengths. Sternberg’s triarchic theory further categorizes intelligence into analytical, creative, and practical types.
- 7.3: Measuring Intelligence
- This page explores the concepts of intelligence and its measurement, detailing various tests such as the Stanford-Binet and Wechsler scales. It distinguishes between aptitude tests, which forecast future performance, and achievement tests that evaluate current skills. Additionally, it presents the Sternberg Multidimensional Abilities Test, promoting a broader perspective on intelligence that includes learning abilities and practical skills beyond traditional IQ metrics.
- 7.4: Emotional Intelligence
- This page covers the importance of Emotional Intelligence (EQ) alongside IQ for effective decision-making and personal success. It outlines the historical biases against emotional expression and highlights the growing recognition of EQ in professional settings. Key figures like Peter Salovey and John Mayer have redefined intelligence to encompass emotional awareness and regulation.
- 7.5: Knowledge and Literacy
- This page explores essential literacy forms in today's technological society, including functional, media, information, and cultural literacy. It emphasizes practical skills for daily tasks, critical analysis of media messages, evaluation of online data, and shared community knowledge. Additionally, it stresses the importance of questioning media narratives and recognizing diverse perspectives for effective societal engagement.
- 7.6: Thinking vs. Intelligence
- This page explores the differences between intelligence, knowledge, and thinking, highlighting that intelligence does not ensure effective decision-making. It uses analogies of engines and computers to show that intelligence must be paired with knowledge and thinking skills for optimal performance. Ultimately, a person is deemed smart when they effectively integrate thinking skills with cognitive abilities and knowledge, underscoring the importance of developing these thinking skills.
- 7.7: Patterns of Thinking
- This page outlines five thinking patterns that influence decision-making: Emotional Thinking, which is driven by feelings; Logical Thinking, which relies on reasoning and facts; Vertical Thinking, a linear approach focusing on sequential steps; and Horizontal Thinking, which fosters creativity through unconventional ideas and diverse perspectives.
- 7.8: Edward de Bono’s Six Hats of Thinking
- This page explores Edward de Bono's "Six Hats of Thinking," a problem-solving technique represented by six colored hats, each signifying a distinct mindset: White (facts), Red (feelings), Black (caution), Yellow (optimism), Green (creativity), and Blue (overview). This approach fosters diverse perspectives, enriching the thinking process when tackling challenges.
- 7.9: The Critical Thinking Process
- This page discusses critical thinking as a complex process involving logical, emotional, and ethical aspects for informed decision-making. Experts like Dr. Edward de Bono and Richard Paul assert it can be taught, with Peter Scharf advocating for teaching these skills in schools. It also references President Kennedy's inclusive decision-making during the Cuban missile crisis. Furthermore, it emphasizes metacognition as a means to improve critical thinking and life management skills.
- 7.10: The Focus of This Chapter
- This page discusses the interplay between intelligence, thinking, and literacy in defining "smart." It differentiates between innate intelligence and the developable skill of thinking, emphasizing that critical thinking can be enhanced irrespective of baseline intelligence. The overall argument is that being "smart" involves effectively combining intelligence, knowledge, and thinking abilities.