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Chapter 5: Thinking Critically and Creatively



You’re About to Discover…You’re About to Discover…You’re About to Discover…You’re About to Discover…

• How focused thinking, critical thinking, and How focused thinking, critical thinking, and

creative thinking are definedcreative thinking are defined

• How a four-part model of critical thinking worksHow a four-part model of critical thinking works

• How to analyze arguments, assess How to analyze arguments, assess

assumptions, and consider claimsassumptions, and consider claims

• How to avoid mistakes in reasoningHow to avoid mistakes in reasoning

• What metacognition is and why it’s importantWhat metacognition is and why it’s important

• How to become a more creative thinkerHow to become a more creative thinker


Rethinking Thinking Rethinking Thinking Rethinking Thinking Rethinking Thinking

• Learn to think, not reiterate.

• True thinking is intentional, not just idle daydreaming.

• We never stop thinking… but what is focused thinking?

• Focused thinking is thinking critically and creatively.

• Learn to think, not reiterate.

• True thinking is intentional, not just idle daydreaming.

• We never stop thinking… but what is focused thinking?

• Focused thinking is thinking critically and creatively.

“‘ “‘Knowledge is power.’ Rather, knowledge is happiness. Knowledge is power.’ Rather, knowledge is happiness. To have knowledge, deep broad knowledge, is to To have knowledge, deep broad knowledge, is to know truth from false and lofty things from low.”know truth from false and lofty things from low.” Helen Keller, American author, activist, and lecturerHelen Keller, American author, activist, and lecturer

• Critical Thinking is

evaluating ideas.• Creative Thinking is

producing new ideas.

• Critical Thinking is

evaluating ideas.• Creative Thinking is

producing new ideas.


What Is Critical Thinking? What Is Critical Thinking? What Is Critical Thinking? What Is Critical Thinking?

p. 107Chapter ExerciseChapter Exercise

p. 105+p. 105+


I. Reasoning: I. Reasoning: InductionInduction vs. vs. DeductionDeduction I. Reasoning: I. Reasoning: InductionInduction vs. vs. DeductionDeduction

Inductive arguments go from specific observations to general conclusions

Deductive arguments go from broad generalizations to specific conclusions


I. Reasoning : I. Reasoning : Relevance and AdequacyRelevance and Adequacy I. Reasoning : I. Reasoning : Relevance and AdequacyRelevance and Adequacy

Two things are required to judge the soundness of an argument:

RelevanceRelevance AdequacyAdequacyLook at an example:

“I don’t see why all students haveto take an introductory writingcourse. It’s a free country. Students shouldn’t have to take courses they don’t want to take.”

Is the statement “It’s a free country relevant? What does living in a free country have to do with courses that community college students are required to take? Nothing.

Now look at this example:

“Everyone taking Math 100 failed the test last Friday. I took the test last Friday. Therefore, I will probably get an F in the course.”

How many tests are left in the course? What other assignments figure into students’ grades? The information present may not be adequate to predict an F in the course.


I. Reasoning: I. Reasoning: Analyzing ArgumentsAnalyzing Arguments I. Reasoning: I. Reasoning: Analyzing ArgumentsAnalyzing Arguments

““The aim of argument, or of discussion, The aim of argument, or of discussion, should not be victory, but progress.”should not be victory, but progress.” Joseph Joubert, French moralistJoseph Joubert, French moralist

Sound or Unsound?Sound or Unsound?

Is it Relevant?Is it Relevant?

Is it Adequate?Is it Adequate?

Is it Logical?Is it Logical?


I. Reasoning: I. Reasoning: Assessing AssumptionsAssessing Assumptions I. Reasoning: I. Reasoning: Assessing AssumptionsAssessing Assumptions

Assumptions are things youtake for granted, and theycan limit your thinking.

Understand your ownassumptions and see anargument in new ways.

“One day Kerry celebrated her birthday. Two days later her older twin brother, Harry, celebrated his birthday. How could that be?”

Think! What assumptionsare you making about this puzzle?

Assumptions are things youtake for granted, and theycan limit your thinking.

Understand your ownassumptions and see anargument in new ways.

“One day Kerry celebrated her birthday. Two days later her older twin brother, Harry, celebrated his birthday. How could that be?”

Think! What assumptionsare you making about this puzzle?

““Great minds discuss ideas. Average mindsGreat minds discuss ideas. Average minds discuss events. Small minds discuss people.discuss events. Small minds discuss people. Eleanor Roosevelt, First LadyEleanor Roosevelt, First Lady

““Great minds discuss ideas. Average mindsGreat minds discuss ideas. Average minds discuss events. Small minds discuss people.discuss events. Small minds discuss people. Eleanor Roosevelt, First LadyEleanor Roosevelt, First Lady


I. Reasoning: I. Reasoning: Considering ClaimsConsidering Claims I. Reasoning: I. Reasoning: Considering ClaimsConsidering Claims

Generally speaking, be cautious of claims that:

are supported by unidentified sources

(“Experts claim . . . ”). are made by a person or company who stands to gain

(“Brought to you by the makers of . . .”). come from a single person claiming his experience as

the norm (“I tried it and it worked for me!”). use a bandwagon appeal (“Everybody’s doing it.”). mislead with statistics (“over half” when it’s really only

50.5 percent).© 2010 Wadsworth, Cengage Learning

Chapter ExerciseChapter Exercisep. 106+p. 106+

© 2010 Wadsworth, Cengage Learning p. 111

Focus TV:Focus TV:Critical ThinkingCritical Thinking

Simple vs. Complex Reasoning Simple vs. Complex Reasoning Simple vs. Complex Reasoning Simple vs. Complex Reasoning


Help Stamp Out Faulty Reasoning Help Stamp Out Faulty Reasoning Help Stamp Out Faulty Reasoning Help Stamp Out Faulty Reasoning

1. False Cause and Effect

2. Personal Attack

3. Unwarranted Assumption

4. Emotional Appeal

5. False Authority

6. Hasty Conclusion

7. Straw Man

8. Shifting the Burdon of Proof

9. Oversimplification/Overgeneralization

10. Either/Or Thinking

1. False Cause and Effect

2. Personal Attack

3. Unwarranted Assumption

4. Emotional Appeal

5. False Authority

6. Hasty Conclusion

7. Straw Man

8. Shifting the Burdon of Proof

9. Oversimplification/Overgeneralization

10. Either/Or Thinking Chapter ExerciseChapter Exercisep. 113+p. 113+


II. Problem Solving: How-To’s II. Problem Solving: How-To’s II. Problem Solving: How-To’s II. Problem Solving: How-To’s

STEP 1: Define the problem.

STEP 2: Brainstorm possible options.

STEP 3: Devise criteria to evaluate each option.

STEP 4: Evaluate each option you’ve proposed.

STEP 5: Choose the best solution.

STEP 6: Plan how to achieve the best solution.

STEP 7: Implement the solution and evaluate results.


III. Decision Making:III. Decision Making:What’s What’s YourYour Style? Style?

III. Decision Making:III. Decision Making:What’s What’s YourYour Style? Style?

DirectiveDirective

BehavioralBehavioral

AnalyticalAnalytical

ConceptualConceptual


Thinking about Your Thinking: Thinking about Your Thinking: MetacognitionMetacognition

Thinking about Your Thinking: Thinking about Your Thinking: MetacognitionMetacognition

In short, Metacognition is thinking about your thinking.

Improve your metacognitive skills:

• Develop a plan of action• Monitor your plan• Evaluate your plan


Becoming a Better Critical ThinkerBecoming a Better Critical ThinkerBecoming a Better Critical ThinkerBecoming a Better Critical Thinker

1. Admit when you don’t know.

2. Realize you have buttons that can be pushed.

3. Learn more about the opposition.

4. Trust and verify.

5. Remember that critical thinking is the foundation of all academic achievement.



Thinking Creatively:Thinking Creatively:What’s What’s YourYour Style? Style?

Thinking Creatively:Thinking Creatively:What’s What’s YourYour Style? Style?

Intuitive Innovative Imaginative Inspirational


1. Find new eyes. 2. Accept your creativity. 3. Make your thoughts visible. 4. Generate lots of ideas. 5. Don’t overcomplexify. 6. Capitalize on your mistakes. 7. Let it flow. 8. Bounce ideas off others. 9. Stop searching for the “right” answer. 10. Detach your self-concept.

Ten Ways to Become a More Ten Ways to Become a More Creative ThinkerCreative Thinker

Ten Ways to Become a More Ten Ways to Become a More Creative ThinkerCreative Thinker


VVAARRKK ActivityActivityVVAARRKK ActivityActivity

Exercise 5.4, p. 124

© 2010 Wadsworth, Cengage Learning© 2010 Wadsworth, Cengage Learning

Chapter 5: Exercises and ActivitiesChapter 5: Exercises and Activities

And Just Why Is Critical Thinking And Just Why Is Critical Thinking Important?Important?

Rocky Mountain State University Rocky Mountain State University Case StudyCase Study

Audio Summary of Chapter 5Audio Summary of Chapter 5

Critical Searching on the InternetCritical Searching on the Internet

Focus TV: Critical ThinkingFocus TV: Critical Thinking

Chapter ExerciseChapter Exercisep. 113+ p. 113+

Chapter ExerciseChapter Exercisep. 105+p. 105+

Focus TV:Focus TV:Critical ThinkingCritical Thinking

Audio Audio Chapter SummaryChapter Summary

Back to MenuBack to Menu

Insight Action

Chapter ExerciseChapter Exercisep. 106+ p. 106+


And Just Why Is Critical And Just Why Is Critical Thinking Important?Thinking Important?

And Just Why Is Critical And Just Why Is Critical Thinking Important?Thinking Important?

Exercise 5.1, p. 105+


Critical Searching on the InternetCritical Searching on the InternetCritical Searching on the InternetCritical Searching on the Internet



Rocky Mountain State University Case StudyRocky Mountain State University Case StudyRocky Mountain State University Case StudyRocky Mountain State University Case Study



Insight Action

p. 106+

p. 120

p. 124


Chapter 5 Audio SummaryChapter 5 Audio Summary


FOCUS TVCritical

Thinking

FOCUS TVCritical

Thinking

Focus TVFocus TV

Discussion ?s

Back to MenuBack to Menu

Back to ActivitiesBack to Activities


1. FOCUS correspondent Anna Carolina says that “Ghandi once said: Those who know how to think need no teachers.” What does she mean?

2. Anna seems to misunderstand the term “critical thinking” at the beginning of this episode. What does she think critical thinking is?

3. Can you remember the levels of thinking depicted while Professor Nicholson describes what critical thinking is to Anna? See if you can list the questions for each of the pyramid’s three levels.

4. “Complex reasoning isn’t that complex, after all” says our FOCUS correspondent. “We just have to ask ourselves tougher questions.” Do you agree? Why or why not?

5. By the end of the episode, Professor Nicholson understands the joke being played on him. What does he mean by asking, “This isn’t one of those Borat things, is it?”?

Focus TV Discussion Questions


FOCUS on Community College Success

An Interactive Teaching Tool

FOCUS on COLLEGE SUCCESSCONCISE Edition

Chapter 5Constance Staley and Aren Moore

F CUSPoints

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