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Critical Thinking An Introduction

Course Information

• Credits: 3

• Lecture's/Week(L): 2 Hrs/week

• Practical/Week(P): 2 Hrs/week

• Tutorial/Week(T): 0 Hrs/week

• CIE: 20

• ISE: 20

• SCE: 20

• ESE: 40

• PR/OR: 25

• TW: -

• TOTAL: 125

Course Objectives

• Cultivate skills to approach problems from multiple perspectives critically.

• Understand the stages of effective problem-solving: problem identification, analysis, solution generation, and evaluation.

• Learn to design and implement algorithms using C++.

Course Outcomes

• Develop the capacity to analyze and evaluate information critically.

• Utilize problem-solving techniques to design algorithmic solutions for engineering challenges.

• Acquire a solid foundation in C++ programming language syntax and semantics.

Contents

• Definition of critical thinking and its significance

• Types of thinking

• Why Engineers Need Critical Thinking Skills?

• Types of Reasoning Skills, Clear Thinking

• Elements of critical thinking

• Steps of critical thinking

• Skills for critical thinking

• Rules for Critical Thinking

• Levels of critical thinking

• Developing and applying critical thinking in engineering problem-solving

• Exploring Your Personal Critical and Creative Thinking Skills

Lecture 1

• What is thinking?

• Types of thinking

• What is Critical Thinking?

• Critical Thinking Standards?

• Benefits of Critical Thinking

• Barriers to Critical Thinking

• Characteristic of Critical Thinker

What is thinking?

• Thinking is a purposeful, organized process that we use to make sense of the world.

• Thinking involves asking questions and seeking answers.

Types of thinking

• Creative Thinking

• Critical Thinking

• Analyzing

• Evaluating

• Reasoning

• Problem solving

• Decision Making

Creative thinking vs Critical thinking

• Creative thinking explores new ideas and possibilities.

• Critical thinking evaluates and analyzes existing things.

Quiz

• How do you put a giraffe into a refrigerator?

• How do you put an elephant into a refrigerator?

• The Lion King is hosting an animal conference. All the animals attend... except one. Which animal does not attend?

• There is a river you must cross but it is used by crocodiles, and you do not have a boat. How do you manage it?

Quiz Answers

• How do you put a giraffe into your refrigerator? Open the refrigerator, put in the giraffe, and close the door.

• How do you put an elephant into your refrigerator? Open the refrigerator, take out the giraffe, put in the elephant, and close the door.

• The Lion King is hosting an animal conference. All the animals attend - except one. Which animal does not attend? The elephant. The elephant is in the refrigerator.

• There is a river you must cross but it is used by crocodiles, and you do not have a boat. How do you manage it? You jump into the river and swim across.

What is Critical Thinking?

• Critical thinking is a logical argument.

• Gather and assess information in a balanced and information way to reach conclusions justified by reasoned argument based on available evidence.

Critical Thinking Standards

• Clarity

• Accuracy

• Precision

• Relevance

• Depth

• Breadth

• Logic

• Fairness

Clarity

• Elaborate further on a point.

• Express a point in another way.

• Give an illustration.

Accuracy

• Is a statement really true?

• How can we check if it is true?

• How can we find out if it is true?

Precision

• Give more details.

• Be more specific.

Relevance

• How is something connected to the question?

• How does it bear on the issue?

Depth

• How does an answer address the complexities in the question?

• How are the problems in the question taken into account?

• Is it dealing with the most significant factors?

Conclusion

• Critical thinking is an important skill for engineers.

• It involves analyzing and evaluating information.

• There are standards for critical thinking, such as clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness.

Note

Page 26

• Breadth

  • Consider another point of view

  • Look at the question from a different perspective

  • Take into account the point of view of others

Page 27

• Logic

  • Determine if the reasoning makes sense

  • Understand how the conclusion follows from previous statements

  • Identify any contradictions in the argument

Page 28

• Fairness

  • Assess if there is a vested interest in the issue

  • Represent the viewpoints of others sympathetically

  • Maintain an open-minded approach

Page 29

• Benefits of Critical Thinking at Work

  • Employers value good thinking and communication skills

  • Critical thinking enables quick learning and problem-solving

  • Creativity and meaningful analysis are important skills

Page 30

• Benefits of Critical Thinking in Daily Life

  • Helps avoid making foolish decisions

  • Develops good thinking skills for examining assumptions

  • Enables making good decisions on important issues

Page 31

• Barriers to Critical Thinking

  • Question why uncritical thinking is common

  • Explore why even highly educated individuals struggle with critical thinking

Page 33

• Barriers to Critical Thinking: Egocentrism

  • Self-centered thinking

  • Self-interest thinking

  • Group-centered thinking

Page 34

• Barriers to Critical Thinking: Egocentrism

  • Seeing reality as centered on oneself

  • Supporting conclusions based on self-interest

  • Overrating oneself

Page 35

• Barriers to Critical Thinking: Sociocentrism

  • Group-centered thinking

  • Group bias

  • Conformism

Page 36

• Barriers to Critical Thinking: Unwarranted Assumptions and Stereotypes

  • Assumptions without absolute proof

  • Unwarranted assumptions without good reason

  • Stereotypes and hasty generalizations

Page 37

• Barriers to Critical Thinking: Wishful Thinking

  • Believing what one wants to be true without evidence

  • Examples of wishful thinking in various contexts

Page 38

• Barriers to Critical Thinking: Relativistic Thinking

  • Relativism as the view that truth is a matter of opinion

  • Subjectivism, moral subjectivism, cultural relativism, and cultural moral relativism

Page 39

• Characteristics of a Critical Thinker

  • Honesty with oneself

  • Regard problems as exciting challenges

  • Strive for understanding and curiosity

Page 40

• Characteristics of a Critical Thinker

  • Base judgments on evidence

  • Interested in other people's ideas

  • Practice fair-mindedness and restraint

Page 41

• Characteristics of Critical and Uncritical Thinkers

  • Contrasting traits of critical and uncritical thinkers

  • Clarity and precision vs. unclear thinking

  • Intellectual honesty vs. biases and preconceptions

Page 42

• Model to Generate Critical Thinking

  • Description, analysis, evaluation

  • What, when, who, where, why, how, what if, so what

Page 43

• Common Question Words Starters

  • What, who, where, when, how, why

  • Followed by what if, what next, so what

Page 44

• Describe

  • Clearly define the topic

  • Provide details about what is involved

Page 45

• Analyze

  • Examine and explain how parts fit into a whole

  • Compare and contrast different elements

Page 46

• Evaluate

  • Judge the success or failure of something

  • Consider implications and value

Page 47

• Generating Critical Thinking: Identify a topic

  • Choose a topic or issue to explore

  • Write down key words related to the topic

Page 48

• Generating Critical Thinking: Try to answer the questions

  • Start with "what" questions to define terms or identify issues

Page 49

• Generating Critical Thinking: Using the "who," "when," and "where" questions

  • Provide descriptive background information

  • Set the context for the topic

Page 50

• Generating Critical Thinking: Using the "how" question

  • Consider the processes or procedures involved

  • Move from descriptive to analytical work

Page 51

• Generating Critical Thinking: Using the "why" question

  • Find reasons, explanations, or causes

  • Explore all possible questions related to "why"

Page 52: Generating Critical Thinking Using the "What if" question

• Asking questions using 'what if' moves you into a more evaluative phase of your thinking.

• It helps you to consider the possible implications or results of a particular action.

• This question is also useful for considering predictive work done by others, or engaging in forecasting of your own.

Page 53: Generating Critical Thinking Using the "So what" question

• 'So what?' is really the KEY QUESTION for an evaluation.

• It gets you thinking about value or values, meaning and significance.

• It is also about discriminating between more or less important factors in any situation.

• It helps you to think through and justify your own position, and discuss its implications.

Page 54: Generating Critical Thinking Using the "What next" question

• 'What next?' might refer to recommendations and predictions that your argument has brought to light.

• It leads you to consider and plan for more specific actions that might be necessary in certain kinds of assignment, such as a project or business report.

Page 55: Critical questions - A Linear Model

• Describes the process of critical thinking using a linear model.

• Asks questions such as "What is this about?", "Where does it take place?", "Who is involved?", "When does it occur?", and "How did this occur?" to analyze and understand a problem or topic.

Page 56: Critical questions - A Linear Model

• Continues the linear model of critical thinking with questions like "Why did this occur?", "What if this were wrong?", and "What does this mean?" to evaluate and analyze the problem or topic.

Page 57: CRITICAL THINKING KILLIONS SO WHAT?? MHAL Critical Thinking OFFGAMERS YOUR GAMING ALLIANCE

• Irrelevant information, not related to the content of the transcript.

Page 58: CRITICAL THINKING WHAT'S NEXT?? MENAMO LEXTS Critical Thinking OFFGAMERS YOUR GAMING ALLIANCE

• Irrelevant information, not related to the content of the transcript.

Page 59: Lecture 4

• Indicates the start of a new lecture.

Page 60: What is reasoning?

• Reasoning is the ability to assess things rationally by applying logic based on new or existing information when making a decision or solving a problem.

• Reasoning allows you to weigh the benefits and disadvantages of two or more courses of action before choosing the one with the most benefit or the one that suits your needs.

• Reasoning comes in diverse forms, from everyday decision-making processes to powerful algorithms that power artificial intelligence.

• Reasoning can be categorized into seven basic types.

Page 61: 7 types of reasoning

• Lists the seven types of reasoning: deductive reasoning, inductive reasoning, analogical reasoning, abductive reasoning, cause-and-effect reasoning, critical thinking, and decompositional reasoning.

Page 62: AN ARGUMENT IS A SET OF STATEMENTS THAT TOGETHER COMPRISE A REASON FOR A FURTHER STATEMENT.

• Defines an argument as a set of statements that provide a reason for a further statement.

Page 63: DEDUCTIVE ARGUMENT

• Describes deductive arguments as a type of reasoning that guarantees a conclusion based on premises.

Page 64: 1. Deductive reasoning

• Deductive reasoning uses formal logic and observations to prove a theory or hypothesis.

• It starts with an assumption and then makes observations or rational thoughts to validate or refute the assumption.

• Example: A marketing division allocating more budget to social media platforms targeting young parents based on the data that shows young parents as their biggest demographic.

Page 65: Deductive reasoning

• Deductive reasoning concludes or decides by a logical premise assumed to be true.

• It starts from a general rule and then moves to its application.

• Example: Algebraic equations use deductive reasoning.

Page 66: Deductive reasoning

• Syllogisms are combinations of 2 statements used to form a conclusion or decision in deductive reasoning.

• If both statements are accurate, the assumptions or conclusions are true and logical.

• Example: "All mammals are animals, All monkeys are mammals; Hence, all monkeys are animals."

Page 67: 2. Inductive reasoning

• Inductive reasoning uses theories and assumptions to validate observations.

• It involves reasoning from specific cases to derive a general rule.

• The results of inductive reasoning are not always certain.

• Example: A kindergarten teacher adding an extra activity break based on observations of improved mood and attention.

Page 68: Inductive reasoning

• Inductive reasoning includes collecting information and data to reach a logical conclusion.

• It uses observations to make generalizations about the world.

• Example: Sherin concluding that formal attire is compulsory every day in her new office based on observations of everyone wearing formal clothes.

Page 69: Inductive reasoning

• Inductive reasoning can be true or false and is used to develop hypotheses or reasons for particular outcomes.

• It can be further broken down into inductive generalization, statistical induction, and induction by confirmation.

• Example: Using past information to make decisions (inductive generalization) or using statistical data to make conclusions (statistical induction).

Page 70: Inductive reasoning

• Inductive generalization uses past information to make decisions or reach conclusions.

• Statistical induction uses statistical data to make decisions or reach conclusions.

• Induction by confirmation uses specific assumptions and evidence to conclude.

• Examples: Assuming Simran will top her class again based on past performance (inductive generalization) or assuming most women love the color pink based on personal encounters (statistical induction).

Page 71: What is the aim of the ARGUMENT?

• The aim of the argument is to make the conclusion guaranteed in deductive reasoning and probable in inductive reasoning.

Page 72: Example of deductive reasoning

• Provides an example of deductive reasoning: "All squirrels are mammals. This is a squirrel. So this is a mammal."

Page 73: Example of inductive reasoning

• Provides an example of inductive reasoning: "Grizzly Bears have not been seen in these parts for many years. So we should be safe from Grizzlies while hiking on this trail. Just probable."

Page 74

• Aim of the argument: To make the conclusion guaranteed or probable

• Types of reasoning: Deductive and inductive

• If the premises are true, is the conclusion guaranteed to be true? No, it is invalid

Page 75

• Premises:

  • Mary's pet is black and white

  • Penguins are black and white

• Conclusion: Mary has a pet penguin

Page 76

• Premises:

  • Mary's pet is black and white

  • Penguins are black and white

• Conclusion: Mary has a pet penguin

• Topic: Mary's pet

Page 77

• Aim of the argument: To make the conclusion guaranteed or probable

• Types of reasoning: Deductive and inductive

• If the premises are true, is the conclusion guaranteed to be true? Yes, it is valid

Page 78

• Premises:

  • This puppy is either a Schnauzer or a Bulldog

  • It is not a Schnauzer

• Conclusion: It is a Bulldog

Page 79

• Aim of the argument: To make the conclusion guaranteed or probable

• Types of reasoning: Deductive and inductive

• If the premises are true, is the conclusion guaranteed to be true? No, it is invalid and weak

Page 80

• Premises:

  • Spotted a Kestrel last weekend while out birdwatching

• Conclusion: We'll probably spot one this weekend too

Page 81

• Aim of the argument: To make the conclusion guaranteed or probable

• Types of reasoning: Deductive and inductive

• If the premises are true, is the conclusion guaranteed to be true? Yes, it is valid and strong

Page 82

• Premises:

  • The Jaguar is Sally's favorite animal

  • She also enjoys wildlife photography

• Conclusion: She'll probably enjoy this photo of a Jaguar

Page 83

• Aim of the argument: To make the conclusion guaranteed or probable

• Types of reasoning: Deductive and inductive

• If the premises are true, is the conclusion guaranteed to be true? Yes, it is valid and weak

Page 84

• Premises:

  • All Shar Peis eat bananas

  • All banana-eaters can fly

• Conclusion: Shar Peis can fly

Page 85

• Reasoning consists of premises and a conclusion

Page 86

• Aim of the argument: To make the conclusion guaranteed or probable

• Types of reasoning: Deductive and inductive

• If the premises are true, is the conclusion guaranteed to be true? Yes, it is valid and strong

• Are the premises actually true? Not specified

Page 87

• Aim of the argument: To make the conclusion guaranteed or probable

• Types of reasoning: Deductive and inductive

• If the premises are true, is the conclusion guaranteed to be true? Yes, it is valid and strong

• Are the premises actually true? Yes or no, it can be sound or unsound

Page 88

• Premises:

  • All squirrels are mammals

  • This is a squirrel

• Conclusion: This is a mammal

• Valid argument

Page 89

• Aim of the argument: To make the conclusion guaranteed or probable

• Types of reasoning: Deductive and inductive

• If the premises are true, is the conclusion guaranteed to be true? Yes, it is valid and strong

• Are the premises actually true? Yes or no, it can be sound or unsound

• Can be cogent or not cogent

Page 90

• Premises:

  • The Jaguar is Sally's favorite animal (not true)

  • She also enjoys wildlife photography (not true)

• Conclusion: She'll probably enjoy this photo of a Jaguar

• Strong argument but not cogent

Page 91

• Premises:

  • Grizzly Bears have not been seen in these parts for many years

• Conclusion: We should be safe from Grizzlies while hiking on this trail

• Strong and cogent argument

Page 92

• YouTube links provided

Page 93

• Lecture 5

Page 94

• Analogical reasoning: Finding similarities between two or more things and using those characteristics to find other common qualities

• Supermarket analogy used in business strategizing

Page 95

• Deductive reasoning based on analogy or story to find a solution to a problem

Page 96

• Abductive reasoning: Using observations to reach a logical conclusion, making best guesses when dealing with uncertainties

• Useful for explaining observations with little existing knowledge

Page 97

• Abductive reasoning involves making an informed guess based on available information

• Used in medical diagnosis and judicial decisions

Page 98

• Cause-and-effect reasoning: Showing the linkage between two events, used for explaining outcomes and making predictions

• Marketing agencies may use cause-and-effect reasoning to prove the value of their campaigns

Page 99

• Cause-and-effect reasoning used to understand and explain relationships between causes and effects

Page 100:

• Critical thinking is extensive rational thought about a specific subject to come to a definitive conclusion.

• It is helpful in fields such as computing, engineering, social sciences, and logic.

• Critical thinking plays a vital role in problem-solving, especially when troubleshooting technical issues.

• It is used to assess the authenticity of works of art, literature, films, and other artistic expressions.

• Critical thinking also plays a vital role in mental and emotional matters, gray areas, and other fields that deal with subjects less understood.

• Example: The general manager of a family restaurant learns that a bakery important to its supply chain is about to go on strike. They order extra baked goods to freeze and then plan a distributor they can use during the strike.

Page 101:

• Decompositional reasoning is the process of breaking things into constituent parts to understand the function of each component and how it contributes to the operation of the item as a whole.

• It is found in several disciplines, including science, engineering, marketing, product development, game development, and software development.

• Decompositional reasoning involves figuring out or making sense of parts to understand the whole.

• Example: Putting together a puzzle.

• Project management utilizes decompositional reasoning in its division of a project into components. Each component is assigned to an individual responsible for completion and communication about integration into the project.

Page 102:

• Engineering students need to develop strong critical thinking skills for several reasons.

• To identify and understand the problem at hand, students need critical thinking skills such as analysis, synthesis, and evaluation.

• To come up with creative solutions, students need critical thinking skills such as brainstorming, creative problem-solving, and design thinking.

• To evaluate the feasibility of a solution, students need critical thinking skills such as cost-benefit analysis and risk assessment.

• To plan and execute a project, students need critical thinking skills such as project management and time management.

• To troubleshoot and solve problems, students need critical thinking skills such as problem-solving and decision-making.

Page 103:

• Engineering students also need strong communication skills to effectively communicate with teammates, clients, and customers.

• They need to work well in teams, as most engineering projects are completed by teams of people.

• They need to stay up to date with new technology, which requires critical thinking skills such as research and information gathering.

• They need to be lifelong learners, as engineering is a field that is always changing and evolving.

• Good problem-solving skills are also essential for engineering students.

Page 105:

• Famous quotes about education and thinking intensively and critically.

Page 106:

• End of the transcript