Critical thinking at postgraduate level

Transcription

1 GET AHEAD POSTGRADUATE SUMMER PROGRAMME 2015 Critical thinking at postgraduate level Sara Steinke

2 Aims of the session a) What is meant by critical thinking - b) the importance of critical thinking skills for postgraduate study - c) questions for undertaking critical analyses of yours and other s work a) What is meant by academic argument - b) the role of academic argument in advanced critical thinking in postgraduate study Recognise what makes a sound academic argument Reflect on how you can develop your critical thinking skills

3 What is critical thinking? (1) Cottrell, S. The Study Skills Handbook 1. Stand back from the information given 2. Examine it in detail from many angles 3. Check whether it is accurate 4. Check each statement follows logically 5. Look for possible flaws in the reasoning / evidence / conclusion 6. Compare the same issue from point of view of theorists / writers

4 What is critical thinking? (2) 7. Explain why different people arrive at different conclusions 8. Argue why one opinion /result /conclusion is preferable to another 9. Be on guard for devices that encourage the reader to take questionable statements at face value 10. Check for hidden assumptions 11. Check for attempts to lure the reader into agreement

5 Critical thinking involves Agreeing or disagreeing with a point of view Conceding that an argument may have this merit but Comparing different view points Proposing a different point of view Bringing together differing points view by adding a new perspective Applying your knowledge to different contexts Coming to a conclusion and being able to make inferences

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7 Process of critical thinking 1. Analyse (take apart) Look at the key points, arguments and underlying assumptions Comprehend the key points and arguments Compare and contrast arguments Look at the different components of the argument and how they relate to each other 2. Synthesise (put together) Pull together different arguments to express an idea Make logical connections to serve one argument 3. Evaluate (create your own) Criticise views you do not agree with Weigh up and come to your own judgement Justify your view with the evidence you have found and develop your own arguments

8 Think about the following You have been asked to read an article in preparation for a lecture. What questions might you ask in order to think critically about the article? 1. What is the main argument of the article? 2. What are the reasons given to justify the argument? 3. What evidence has been used? 4. What do you know about the author? 5. What audience is the author addressing? 6. What sources has the author used?

9 Importance of critical thinking Cornerstone of all academic activity Helps you to adopt a critical distance towards yours and other peoples work / ideas Means of pushing the boundaries of knowledge forward by examining the messy, grey area Goes hand-in-hand with academic content Essential for developing other academic skills Promotes an (pro)active, independent and reflective approach to learning Transferable skill to the workplace

10 Importance of advanced critical thinking for postgraduate study (1) 1. Greater engagement with methodology 2. Required to write a literature review 3. Knowledge management / problem solving in the research process 4. Reflected in the structure of a dissertation 5. Related to improved motivation, time management - and battle against procrastination, isolation

11 Importance of advanced critical thinking for postgraduate study (2) 5. Preparing for / defending your thesis in your viva 6. Presentation skills - conference / teaching 7. Research ethics 8. Managing discussion in small groups 9. Writing for different audiences 10. Creative thinking 11. Managing your supervisor

12 Key aspects of advanced critical Identifying arguments thinking Structure, logic, consistency and reasoning Identifying assumptions - premises and connotations Identifying flaws in arguments - false analogies, emotive, tautology, misrepresentation Providing evidence - authentic, valid, reliable, robust and current

13 Think about the following 1. What is the difference between personal opinion and academic argument? Academic argument = effort to convince; presentation of support 2. What is the difference between academic argument and disagreement?

14 The main difference between argument and opinion is 'Opinions are personal beliefs' and 'Arguments are reasons (which can include facts) given to support a point of view'. Stella Cottrell (2003, p179). By this definition, opinions, in general are unsubstantiated claims. However, when substance, in the form of 'evidence' is applied to these claims, they can become arguments... As such, opinions in general do not try to change other people's point of view. However it is for this reason the premise of argument exists, to change other people's perspective or view on an issue...

15 Position = a point of view Agreement = to concur with someone else s point of view Disagreement = to hold a different point of view from someone else Argument = using reasons to support a point of view, so that known or unknown audiences may be persuaded to agree. An argument may include disagreement, but is more than simply disagreement if it is based on reasons.

16 In your written work you should always be trying to construct sound arguments. Unsound arguments will attract poor grades from assessors. Learning in Higher Education involves more than the memorisation of large amounts of information and its subsequent accurate regurgitation during examinations or assignments. In many subjects the process of assessment involves taking information and assembling, synthesising and rearranging it into new patterns that both form sound arguments and solve the problems set in assignments titles and examination questions.

17 Think about the following 1. What are the differences between a sound and an unsound academic argument?

18 A sound argument is a point of view that has been developed through the application of reasoning and critical analysis, drawing conclusions from the available evidence, and doing so using logic, objectivity, and other agreed intellectual standards. An unsound argument, on the other hand, is a point of view that is in some way flawed. It could be that it is weak and unconvincing, or is based on an unbalanced analysis of the available evidence. It could also be that there is a mistake in reasoning - a so called logical fallacy.

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22 Developing critical thinking skills Take the time to pause and reflect - go over notes and what you have written Engage actively in your learning - use colour markers when reading, check your understanding Question what you read / hear - be ready to disagree Trust your own judgement - even if that seems risky. Critical thinking is about taking risks. Talk to your peers - check each others understanding, have a constructive argument

23 Use critical skills when Reading for academic purposes Note-making for academic purposes Writing in an academic style

24 Useful books Cottrell, S. (2005) Critical Thinking Skills (London: Palgrave) Roy van den Brink-Budgen (2000) Critical Thinking for Students: learn the skills of critical assessment and effective argument 3 rd edition (Oxford: HowToBooks) Roy van den Brink-Budgen (2010) Advanced Critical Thinking Skills (Oxford: HowToBooks)

25 Useful websites arguments.pdf nt.asp outs/elements.pdf

26 Useful activities 12 minute audio file based on Cottrell s Critical Thinking Skills ahead/skills/critical-thinking 5 minute interactive tutorials supporting this Student Orientation programme etable academic skills workshops dealing with critical thinking skills -and other academic skills - in greater detail

27 Recap of the session Do you understand what is meant by advanced critical thinking, in particular what is meant by a sound academic argument? Are you clear about the importance of advanced critical thinking for postgraduate study? Have you identified ways to develop your critical thinking skills and powers of argument and persuasion?