Unit2criticalthinking

1、Unit 2 Critical Thinking思辨Keynote Address July 23, 2007 By Richard Paul, Director of Research and Professional Development at the Center for Critical Thinking, Chair of the National Council for Excellence in Critical Thinking The 27th Annual International Conference on Critical Thinking July 23 26,

2、2007 Berkeley, CARichard Paul, in section, gives discussion ofthe an theIn college education and in daily life, critical thinking is of vital importance. following enlightening issue.critical thinking?ThereWhat isare many ways to defi ne it. It is a system for opening every existing system. chemistr

3、y, basketball.p ractice.It opens up bus in ess, and sports like tennis and It opens up professionalIt opens up ethnics anden ables us to see through ideology.Itenables us to put things intoin tellectual persp ective它让我们以知识的眼光看待事物.A system that opens up systems is one way to think of critical thi nki

4、ng.系 是看 判，、匕的- 式。种批 维 方统，这 待 思 种期孝八二.*： 7 A、-*r J匚Id 辛Ik IHere is the first definition of critical thinking.Or, critical thinking is thinking that an alyzes thought 分析 思想,that assesses thought 评估思想, and that tran sforms thought for the better升华思想的思维.Here is the second definition critical thinking. T

5、here s a third way to talk about critical related thi nki ng thi nki ng inthi nki ng to the aboutoverla pping other two.thin ki ngorder to thi nk better.ofandsIt whileHere is the third definition of critical thinking.Every one thi nks.We have nochoice about that. But, not everybody thinks about thei

6、r thinking. And notevery one who thi nks about theirthi nki ngthinks about it well. Youcan worry about your thinking.Youthat isnot criticalcan think badly of your thinking. You can be embarrassed by your thinking. You can focus on it in a dysfunctional way你可以以功能失调的方式关注你的 思维- thinking.s think about t

7、hat en ables regularly at a most people are In other words, as I amc on ceiv ing thi nking in twoThis morning, let it as a way of thinking a thinker to think higher level tha n cap able of thi nking. critical thinking, it,tran sforms把思维导致两个方向.Youdirecti onsthink more systematically as a result. And

8、you think more comprehensively as a result. And in thinking more comp rehe nsively,you think at ahigher level. Not because you are ata higher level as a person, but because you are able to put thinking into the background and see it = thinking in a larger, more comprehensive framework.example, we ne

9、ed to the extent to which our is bound by a culture 受文 Cultures are good in many theyFor discover thinking 化的约束 .ourare Wehaveways. But, to the extent that lock us in to one way 使我们局限于某 一视角 of looking at the world, we need to transcend them 我们需要超越 文化 . We need to think beyond them. Why is this impor

10、tant? It s important because we, as creatures, are deeply determined 深深地受到 们思维方式）的左右 in our life, and in our behavior, and in character, and in other ways determined by our thinking.no choice but to be governed bythought. The question is, do we govern the thought that governs us 我们控制了那些控制我们的思想了 吗 ?

11、Ideas control us. 观念控制着我 们 Do we control them?Ideas control our thinking. Soin order to think critically, weneed to get rid of ideas.Reversing the process so that were in the drivers seat 将这个-isOurtheour过程倒过来，这样我们就坐在驾驶座上 so that we re doing the thinking we need to do as well as we can what critical

12、thinking is about. future as a species is dependent on whether we can develop wherewithal 方 法 to raise collective thinking 激发我们的集体 思 维 so as to produce positive changes in societies across the world.The taskbeforeuscollectivelyis a Herculean ?h?kju ?li创大力神的，力大无比的，费力的 critical critical hundred pointe

13、dlyone. The task ofdeveloping idea back many wassocieties. The society dates years, called for 明 确 提 出 1906, by William Graham Sumner, the great anthropologist, whoemphasized in his seminal 开创性的，种子的 book, Folkways, 民 俗 论 that if a critical society existed - that is, a society in which critical think

14、ing was a major social value - if such a society were to emerge, it would transform every dimension of life and practice. We are far from such a society, but we need to think about it. It needs to be part of our vision. The structure of this conferencebut itof averyinsuggests some of the most imp or

15、ta nt dime nsions of this visi on.If you thi nk about the task of developing criticalthinking,do notthi nk that task is goingto beacco mp lished easily without facing barriers to critical thought, amongst which are the following. Humanegoce ntricity,our tendency tothink with ourselves at the center

16、of the world.Socioce ntricity,ourtendency to thi nk with in the confinesof our social groups. Self-delusion, our tendency to create pictures of the world that deceive us and others. Narrow-mindedness, wherein we think of ourselves as broad, deep, and in touch with reality when, if only we understood

17、, wewould see ourselves as narrow and limited.think of the barrier of fear.undermines thinking, fearus to the lowest levels ofOr, Fear driveshabits andthought, fear makes us defensive. It makes us little and petty. And then there is human insecurity. And, then human habits, our tendencies to go thro

18、ugh the same old patterns of thought and behavior and be dominated by them; our inability to target our negativeis routine: Ordinary When you go back to yourreplace them with positive habits. Then there routine.theAndhugehaveofandandbureaucracy. kinds and anda We of levels testing limitinghome envir

19、onment, ordinary routine will click in and many of you will find that the things you intended to do, the changes you intended to make, somehow are swallowed up in ordinary routine of things. connected to routine there is obstacle: created all monitoring controllingverythesanctioning, ordering, defin

20、ing our behavior and our thoughts. And, often the bureaucrat forgets purpose for which the institution exists.for us who are teaching, critical because asks thoseresistance to is an obstacle, thinkingThen student thinking critical students to learn in a new way. And it is a way that is not comfortab

21、leto most of them. Our thinking is limited by mistaken notions, by ignorance, by our limited knowledge, and by stubbornness, our activated ignorance. And finally, our resistance to doing the intellectual work necessary to critical thinking.work.ofaWe need hundreds of millions of people around the wo

22、rld who have learned to take and internalize the foundations of critical thought. This can be done only person-by-person through a process, which we call intellectual Think of the Elementsweweareare we making? What dataThought: Each element plays crucial role in thought. What is our purpose? What qu

23、estions raising? What information using? Whatassumptions are What data are we gathering?do we not have? Given the data thatwe have, what is it telling us? And, whenwe cometo conclusions about the data, what do those conclusions imply? Within what point of view are we thinking? Do we need to consider

24、 another point of view? Where can we get access to such points of view? Questions like this are questions that embody the elements in very important ways. They are crucial questions. But, are we in the habit of asking them?book Carr. What writtenonTheisITheres a wonderful historical thinking by titl

25、e of the book is History? This book wasit,think in the later 30s, or possibly 40s, of the last century and, in Carr argues that there is no longer such a thing as our history. There are only histories. To construct a history is to tell a story about thenumbers of storiestold. Which storyThe construc

26、tionthat is ofpast, but, as Carr reminds us, there are infinite could be important? history requires value judgments. It requires that we consider whosestory needs to be told. And, when that story is told we need to critically consider what it is telling us; what is it teaching us. In which case, th

27、en, if we understood Carr, we would realize that we are all historical thinkers. Were not all historians, but we all have a history. And the history can dominate us, or wecan use it to our advantage. Our thinking produces it.Then what standards do you use to assess your thinking and the thinking of

28、others? Now Most will say, I dont knowwhat youre talking about. What do you mean standards ofassessment in thinking? Not many people respond with an answer like:“ I“I use accuracy, depth, fairness.the standards precision, breadth,of clarity, relevance, logic andCritical thinking is not one It is not

29、 even a skills. Itsisolated skill. random list orchestrated enables you thinking at encompasses integrated whole. quality, accuracy,ofway of thinking to decompose any basic togetheran that yourItmoment. structures into It assess thinking for its for its clarity, forfor its precision, It raises think

30、ing higher quality. Critical thinkingits forits relevance. thereby to a makesit better. a way of teaching, a way of learning, a way of being in the world in whichItisthe thinker self-monitors and self-assesses.practitioners nurses did theThe American Medical Association did a large study that was pu

31、blished four years ago on unnecessary deaths due to the failure of medical practitioners to do what is called for in standard practice. How many Americans died unnecessarily because their medical their doctors and wrong thing and people died as a result? According to the American Medical Association

32、, somewhere around 50,000 every year. Why are so many people dying through malpractice? Theyre dying because of the way we have educated medical practitioners. They are not learning to think critically about what theyre doing. They are not learning to monitor their behavioraccordingly. They are fail

33、ing to follow basic good practice. They are oversimplifying, jumping to conclusions, making faulty inferences, misconceptualizing, etc Some diagnosis is put intothe record and then a patient is trapped by anyone who subsequently examines them because They have a diagnosis! But, doctors are just one;

34、 the medical field is just one area. I mean my remarks to apply to every single area. Lets take one further example.changingAnd not ofWe live increasingly in a world of accelerated change. Things are not only changing, theyre faster and faster and faster.and ouronly is the world a world accelerated

35、change, its a world of intensifying complexity, of increasing danger. Ifthe changes of thestude nts are not lear ning to thi nk critically, how are they going to know how to cha nge their thi nking in kee ping with world?th in ki ngwork onrequires your to make thought;Thus, critical you tothinkingco

36、n ti nu ally,your thinking the object of to make your behavior the object of your thi nking; to make your beliefs the object of your thinking.KeysA. dB. 15 b d d b d 610 d b d a dC. 15 a b a d d 610 c a a c cRead ing Skills Decid ing with Synonyms and AbtonymsPractice1. Finding synonyms and antonyms

37、. Check yourdicti on ary. Find at least antonyms for each word.two synonyms and twoWordSynonymsAntonyms1. la nguid (wearyexhausted )(en ergetic lively )3. tacitdissimilar )(un said imp licit )4. gaunt(thi n lea n )5. faulty(flawed defective )6. legal(lawful authorized )2. dis parate (se parate(state

38、d exp licit )(fat obese )(p erfect true )(illegal uni awful )(lin ked similar )7. alacrity(willi ngn ess quick ness )8. brief(mome ntary short )9. serious(sole mn grave )10. noisy(loud blata nt )11. blame(cen sure accuse12.in cessa nt(ceaseless(long eter nal )(quiet sile nt )(p raise Commend )I(spo

39、radic p eriodic )(un willi ngn ess slow )(lightin sig nifica nt )2. Here are some words to lear n synonyms and antonyms for. They will give you a core you can add to as youread. Use the dicti onary to find synonyms and antonyms for each word.abstruse auspicious authentic banal con curcon tiguousc op

40、ious curtailefficaciouselucidate finite in imical officious p rolific waryglib laco nic p aucityequivocalerudite gullible lucid p ervadeboun tiful discer ni ble facetious in cessa ntsagacious salie nt zealoushin der meticulousmome ntous p lausible p ragmatic tenacious unwittingFast ReadingPassage On

41、eNo one thought of anything even a little bit like the zipper un til WhitecombL. Juds on cameal ong. There were butt ons and butt on-holes, hooks and eyes, laces and buckles. They all took an irritati ngly long time to do up, esp ecially whe n men wore high-laced boots andfashionable ladies themselv

42、es into long corsets.Whitecomb L. slide-fastener was out-of-the-blue invention,squeezedJudsons an and no one knows what gave him the idea. No one even that he living patentedknows muchabout him, except was a mechanical engineer in Chicago and that he other inventions, to do with railway systema stre

43、et motor-cars.Judson invented the zipper (called, at the time, a Clasp Locker or Unlocker) in 1891. ingenious little device looks simple, and the principle behind itandfirstThissois simple: one row of hooks and eyes slotting neatly into another row by meansof a tab. Yet it took twenty-two years, man

44、yimprovements and another inventor to make the zipper reallyp ractical.(164 words)1. Before Juds on inven ted the zipper, people found butt oning clothes to be.( B )(a) in terest ing“ (b) burde nsome(c) easy(d) comfortable2. Whe n Juds onsinven ti on firstapp eared, people.( B )(a) had expected it f

45、or a long time “ (b) were very much surp rised(c) did nt un dersta nd it(d) were in differe nt to it3. The first zipper was inven ted in .( C)(a) the end of the 18th cen tury(b) the beginning of the 19th cen tury“ (c) the end of the 19th cen tury(d) the beginning of the 20th cen turyingenio usmea ns

46、4. The word .( A ) “ (a) clever(b) admirable(c) imp orta nt(d) usefulfor the above passage D)5. A good titleis.(a) Juds on the Inven tor(b) How the 乙pper Works(c) The Principle of the Zipper “ (d) The Inven tio n of the ZipperP assage TwoThe inven torof sp ectaclesp robably lived in the tow n of P i

47、sa, Italy, around 1286, and was almost certainiya craftsman working inglass. But no body knows his n ame. We only know this muchabout him because Friar Giordane preached a sermon onesaid the Friar.arts and mostworld has. SoWednesdaymorning in February 1306 at a church in Florence. It is not yet twen

48、ty years since there was found the art of making eye-glasses which makefor good vision, One of the best necessary that the short a time is it since there was invented a newart that never existed. I have seen the manwhofirst invented and created it, and I have talked to him. We know what Friar Giorda

49、ne said because admirers copied his sermons down as he gave them.The inventor of spectacles apparently kept the method of making them to himself. Perhaps he thought this was the best way of getting money from his invention. But the idea soon got around. As early as 1300, craftsmen in Venice, the cen

50、ter of Europes glass industry, wereConcave people, the latemaking the new disks for the eyes. Spectacles at first were only shaped for far-sighted people. lenses, for short-sighted were not developed until fifteenth century.Spectacles allowed people to go on reading and studying long after bad eyesi

51、ght would normally have forced them to give up. They were like a new pair of eyes. The inventor of such a valuable thing should be honored, everyone thought. But for centuries no one had any idea who the inventor really was. So all kinds of candidates were put forward: Dutch, English, German, Italia

52、ns from rival cities. A fake memorial was erected last century in a church in Florence to honor a man as the true inventor of spectacles but he never even existed!(308 words)6. The inven ti on of sp ectaclesapp eared in thecen tury inEurope. ( B ) (a) 12th“ (b) 13th(c) 14th(d) 15th7. The first recor

53、d of the spectaclesis to be found in. (B )(a) n ews papers“ (b) church serm ons(c) trade rep orts(d) p raises of Jorda n8. The first spectacles were madefor. ( B )(a) any one who had an eye trouble“ (b) the far-sighted(c) the short-sighted(d) both the far-sighted and the short-sighted9. Which of the

54、 followi ng is true?(D)(a) The inven tormade known hismethod of making sp ectacles.(b) Flore nee was the cen ter of Europe s glass industry in the 14th cen tury.(c) In the 14th cen tury short-sighted people could read books with the help of sp ectacles.“ (d) Early craftsmen used lenses for far-sighted people.10. The final paragraph discusses . ( D)(a) the fun cti on of sp ectacles(b) the fake memorial(c) the inven ti on of sp ectacles“ (d) the ide ntity of the inven torP assage ThreeEuropeans have been using the wheelbarrow for about eight hun dred years. But the Chinese invented