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HTI December 2024
Seminar on
Critical Thinking
Rasha Osman

Table Contents
Definition
Introduction
About Critical Thinkers
Critical Thinking Skills
The Critical Thinking Process
Benefits of Critical Thinking
Conclusion
2

Definition
Critical thinking is the ability to think
clearly and rationally, understanding the
logical connection between ideas.
3

Introduction
• Critical thinking has been the subject of much
debate and thought since the time of early
Greek philosophers such as Plato and Socrates
and has continued to be a subject of
discussion into the modern age, for example
the ability to recognise fake news.
• Critical thinking might be described as the
ability to engage in reflective and
independent thinking.
4

About Critical Thinkers
• Critical thinkers rigorously question ideas and
assumptions rather than accepting them at
face value. They will always seek to
determine whether the ideas, arguments and
findings represent the entire picture and are
open to finding that they do not.
• Critical thinkers will identify, analyse and
solve problems systematically rather than by
intuition or instinct.
6

Critical Thinking Skills
• Understand the links between ideas.
• Determine the importance and relevance of
arguments and ideas.
• Recognise, build and appraise arguments.
• Identify inconsistencies and errors in reasoning.
• Approach problems in a consistent and
systematic way.
• Reflect on the justification of their own
assumptions, beliefs and values.
●●●
7

• Critical thinking is thinking about things in
certain ways so as to arrive at the best
possible solution in the circumstances that
the thinker is aware of.
• In more everyday language, it is a way of
thinking about whatever is presently
occupying your mind so that you come to the
best possible conclusion.
●●●
8

• The skills that we need in order to be able
to think critically are varied and include
observation, analysis, interpretation,
reflection, evaluation, inference,
explanation, problem solving, and decision
making.
●●●
9

• Think about a topic or issue in an objective
and critical way.
• Identify the different arguments there are
in relation to a particular issue.
• Evaluate a point of view to determine how
strong or valid it is.
• Recognise any weaknesses or negative
points that there are in the evidence or
argument.
●●●
10

• Notice what implications there might be
behind a statement or argument.
• Provide structured reasoning and support
for an argument that we wish to make.
●●●
11

The Critical Thinking Process
• You should be aware that none of us think
critically all the time.
• Sometimes we think in almost any way but
critically, for example when our self-control is
affected by anger, grief or joy or when we are
feeling just plain ‘bloody minded’.
●●●
13

The Critical Thinking Process
• On the other hand, the good news is that,
since our critical thinking ability varies
according to our current mindset, most of the
time we can learn to improve our critical
thinking ability by developing certain routine
activities and applying them to all problems
that present themselves.
14

Benefit of Critical Thinking
• Almost all decisions we make and implement
don’t prove disastrous if we find reasons to
abandon them.
• However, our decision making will be infinitely
better and more likely to lead to success if, when
we reach a tentative conclusion, we pause and
consider the impact on the people and activities
around us.
●●●
15

Benefit of Critical Thinking
• In many cases, consideration of one element
from a different perspective will reveal potential
dangers in pursuing our decision.
• For instance, moving a business activity to a new
location may improve potential output
considerably but it may also lead to the loss of
skilled workers if the distance moved is too great.
●●●
16

Wh. Questions
 What
 When
 Where
 Why
 How
18

Questions of Opinion
 What do you think
 What is your opinion
 Do you think
19

References
• Exploring the connections between Philosophy for Children
and character education: Some implications for moral
education?Andrew Peterson & Brendan Bentley - 2015 -
Journal of Philosophy in Schools 2 (2):48-70.
• Educating for Good Thinking: Virtues, Skills, or Both?Jason
Baehr - 2023 - Informal Logic 43 (2):173-203.
• Educating for Intellectual Virtues: From Theory to
Practice.Jason Baehr - 2013 - Journal of Philosophy of
Education 47 (2):248-262.
• Educating against intellectual vices.Noel L. Clemente - 2024
- Ethics and Education 19 (1):109-123.

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