- analyze the problem.
- generate solutions.
- develop the reasoning for each solution.
- decide which is the best solution.
- use criteria to evaluate one’s thinking.
Astroturfing refers to promotional propaganda: things like using actors to promote a product or service, putting on a fake, angry demonstration (with paid actors); falsifying facts; using false media testimonials, etc. See John Oliver’s 8/12/18 program about how companies use astroturfing to trick you: http://(1080) Astroturfing: Last Week Tonight with John Oliver (HBO) – YouTube.
Peter Facione, a prolific and well-known critical thinking expert, outlines the main strategies these astroturfing companies and organizations use to bamboozle you:Continue reading “Astroturfing, or How to Bamboozle Your Opponent”
This 2014 article by Biswas and Paczynska made my heart sing, because it spells out exactly how writing and critical thinking play a role in the workplace. I have been preaching this gospel in my own classroom for eons. The article uses examples from the State Department, but they are applicable in a variety of employment situations. https://bit.ly/2QLDHT6
For those of you who would like a comprehensive overview of the critical thinking, including issues involving higher education, I recommend Martin Davies’ (2015) article, “A Model of Critical Thinking in Higher Education.” Continue reading “Comprehensive Article on Critical Thinking”
I subscribe to The Critical Thinking Consortium, or TC2 (www.tc2.ca). It’s a group of educators who create material and conduct trainings for teachers. Super site too. It offers very accessible materials for all levels, often with a Canadian focus, since it’s headquartered in Vancouver, B.C. The site is informative and jam packed with ideas for educators of all subjects at all levels. Membership is nominal (~$40/yr) and allows you access everything. I’ve used many activities in my own classroom, and the students loved them. Continue reading “Math + Critical Thinking”
The Foundation for Critical thinking has sent me a notice of their new fee-based membership to the Center for Critical Thinking Community Online (CriticalThinkingCommunity). It offers many perks, such as access to its library of books and videos, all produced by the Foundation. One can also receive news, a blog written by two senior fellows of the Foundation, the opportunity to post your research, and so forth.Continue reading “Opportunity to Join Critical Thinking Community–With a Caveat”
Alison King, in her article “Designing the Instructional Process to Enhance Critical Thinking across the Curriculum,”* relates the story of physics Nobel Prize winner Isidor Rabi. When he returned from school, he said his mother would not ask what had he learned, but rather what good questions had he asked that day. He said it had a profound influence on his learning. We teachers can do the very same with our pupils. Here’s how.Continue reading “Questions: Our Secret Weapon”
Fake news is everywhere, it seems. Such chicanery succeeds because many of us don’t have tools to help us tell the difference. Peter Facione, in his article “Ten Ways To Spot Fake News,” outlines a Credibility Test, consisting of 10 yes/no questions that can signal a dubious source. I am abbreviating his ideas here, but you can find the article on his blog: https://www.insightassessment.com/BLOG/Ten-Ways-to-Spot-Fake-News.Continue reading “Can You Spot Fake News?”
The New York Times’ Warren Berger suggests that critical thinking can get a boost if you ask the powerful questions “why” and “what if.” As questions proliferate, you are likely to get some good answers. Asking ‘why’ and ‘what if’.
Michael Shermer tries to sort out what happens when people turn a deaf ear to the facts we know to be “true.” When Facts Fail.