Becoming a Critical Thinker
by Sandra Egege
- Length: 199 pages
- Edition: 1
- Language: English
- Publisher: Red Globe Press
- Publication Date: 2020-11-27
- ISBN-10: 1352011336
- ISBN-13: 9781352011333
- Sales Rank: #4736276 (See Top 100 Books)
Help your students develop a critical mindset with this practical guide. Becoming a Critical Thinker begins by unpicking where knowledge comes from before showing students how to recognise biases and approach evidence objectively. Subsequent chapters equip students with the tools to evaluate different sources of information, critique the literature and write persuasive, critical arguments of their own. A final chapter explores the value of critical thinking in the workplace. Throughout, real-world examples illustrate the value of critical thinking in both academia and everyday life, and activities allow students to put new skills into practice.
Becoming a Critical Thinker is an essential introduction to critical thinking for undergraduates of all subject areas.
Contents Foreword Glossary Chapter 1: Why Critical Thinking Matters: Research, Knowledge and Epistemology Why critical thinking matters The importance of critical thinking So what is the critical thinking process? Research The process of research What is knowledge? Knowledge claims or statements Justification What counts as proof or evidence? Knowledge and epistemology Chapter summary Answers to Exercises 1–3 Chapter 2: Overcoming Barriers – Cognitive Biases How do we know that x is true? True or false beliefs? Barriers to knowledge – false beliefs, fake news and personal bias Why is it we prefer to believe some things rather than others? What is cognitive bias? Confirmation bias Belief preservation Why preserve or perpetuate a false belief? How do we know if we are biased? Cambridge Analytica and Facebook We are living in a post-truth era!! Relevance to academic study and life Chapter summary Answers to Exercises 1–3 Chapter 3: Overcoming Barriers – Problems with Perception Epistemology and perception Scepticism about knowledge Problems with perception – observation The bent stick The Necker Cube – inside/outside Perspective matters: how perceptions influence our beliefs Beliefs matter: how our beliefs can influence our perceptions Making observation more reliable How do we know that we know? Our limitations can be addressed Chapter summary Answers to Exercises 1–2 Chapter 4: Knowledge Claims – Recognising and Writing an Argument Knowledge claims and justification Why and when to use argument What is an argument? Persuasive writing and identifying an argument Examine the language choice Target audience Explanation or argument? Argument structure and argument mapping Important point Chapter summary Answers to Exercises 1–4 Chapter 5: Critiquing the Logic of the Argument – Logical Thinking and Common Fallacies Knowledge, justification and logic Assessing arguments Types of justification for arguments Simple example of an inductive and deductive argument Inductive reasoning Example of the process of induction Strength and limitations of inductive arguments Problems with inductive reasoning Argument by analogy Argument from probability Deductive reasoning Example of a deductive inference and argument Strength and limitations of deductive arguments Logical fallacies Chapter summary Answers to Exercises 1–6 Chapter 6: Critical Thinking and Digital Literacy: Evaluating the Information Source The need for digital (information) and critical literacy How reliable is the information we have access to? What can we trust? Becoming a more effective critical thinker (and writer) How do you check for credibility? Does it matter if it is wrong? What does verification mean? Accredited fact checkers Seek disconfirmation Digital information literacy: critiquing web sources for credibility Assessing credibility Can I use Wikipedia? Is it reliable? Evaluating information sources for academic purposes Credible sources – accessing reliable academic sources Chapter summary Answers to Exercises 3–4 Chapter 7: Critiquing the Literature – How Do You Know That Is So? Academic texts and critical thinking Reading academic articles Critical reading Reviewing (critiquing) an academic article Two main types of article Sets of criteria for evaluating and critiquing an academic article Criteria A: Article structure Criteria B: Assessing research quality Criteria C: Critiquing the argument Writing the review Chapter summary Answers to Exercises 1–2 Chapter 8: Critiquing the Evidence: Quantitative and Qualitative Research Methodologies Critiquing the evidence Types of evidence The research process The (natural) sciences Critiquing or evaluating causal justification Problems with scientific observation and research methods Null hypothesis Setting up a (scientific) experiment Humanities Social sciences Quantitative and qualitative research methodologies Mixed methods Critiquing quantitative (research) data Sampling Misrepresentation or vagueness of statistical results Be cautious with statistics; learn what they mean Critiquing qualitative research Rigour and reliability Chapter summary Answers to Exercises 1–7 Chapter 9: Writing an Argument – Making It Persuasive Critical thinking and writing a convincing argument What makes a good/strong argument? How do I write a persuasive argument? What counts as enough evidence? What can we infer? Qualifying our claims Using inference indicators Other useful discourse markers Providing balance and avoiding contradictions Logical structure of ideas Chapter summary Answers to Exercises 1–7 Chapter 10: Writing (Critical) Literature Reviews Addressing ‘the literature’ Critical questions to evaluate an article’s contribution to the field The literature as a tapestry telling a story The main players Types of literature reviews Writing a literature review Choosing the right text Structuring the review Most common complaints from lecturers and thesis examiners Choosing the right critical language Sample review Chapter summary Answers to Exercise Chapter 11: Critical Thinking as Critical Self-Reflection Thinking critically about oneself Having a critical thinking disposition The need for critical self-reflection Importance of understanding epistemology and its relation to practice Reflecting on our knowledge, practice and cultural differences Self-reflective practice in nursing Self-reflective practice in social work Self-reflective practice in education Critical thinking and the role of a self-reflective journal Chapter summary Answers to Exercises 1–7 Chapter 12: Critical Thinking in the Workplace The complexity of work-life in the contemporary world Critical thinking as a future skill-set Revisiting a critical thinking disposition What employers want now Relevance to employment Teamwork and critical thinking Public/civil service and government Avoid the ‘cut and paste’ mentality Industry and business Chapter summary Answers to Exercises 1–4 References Index
