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- Analyze the logic of a problem or issue
- Analyze the logic of an article, essay, or text
- Analyze the logic of any book of nonfiction
- Evaluate an Author’s Reasoning
- Analyze the logic of a character in a novel
- Analyze the logic of a profession, subject, or discipline
- Analyze the logic of a concept or idea
- Distinguishing Inferences and Assumptions
- Thinking Through Conflicting Ideas
- Could you elaborate further?
- Could you give me an example?
- Could you illustrate what you mean?
- How could we check on that?
- How could we find out if that is true?
- How could we verify or test that?
- Could you be more specific?
- Could you give me more details?
- Could you be more exact?
- How does that relate to the problem?
- How does that bear on the question?
- How does that help us with the issue?
- What factors make this a difficult problem?
- What are some of the complexities of this question?
- What are some of the difficulties we need to deal with?
- Do we need to look at this from another perspective?
- Do we need to consider another point of view?
- Do we need to look at this in other ways?
- Does all this make sense together?
- Does your first paragraph fit in with your last?
- Does what you say follow from the evidence?
- Is this the most important problem to consider?
- Is this the central idea to focus on?
- Which of these facts are most important?
- Do I have any vested interest in this issue?
- Am I sympathetically representing the viewpoints of others?
Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. If we want to think well, we must understand at least the udiments of thought, the most basic structures out of which all thinking is made. We must learn how to take thinking apart.
All Thinking Is Defined by the Eight Elements That Make It Up. Eight basic structures are present in all thinking: Whenever we think, we think for a purpose within a point of view based on assumptions leading to implications and consequences. We use concepts, ideas and theories to interpret data, facts, and experiences in order to answer questions, solve problems, and resolve issues.
- generates purposes
- raises questions
- uses information
- utilizes concepts
- makes inferences
- makes assumptions
- generates implications
- embodies a point of view
- What is your, my, their purpose in doing________?
- What is the objective of this assignment (task, job, experiment, policy, strategy, etc.)?
- Should we question, refine, modify our purpose (goal, objective, etc.)?
- What is the purpose of this meeting (chapter, relationship, action)?
- What is your central aim in this line of thought?
- What is the purpose of education?
- Why did you say…?
- Take time to state your purpose clearly.
- Distinguish your purpose from related purposes.
- Check periodically to be sure you are still on target.
- Choose significant and realistic purposes.
- What is the question I am trying to answer?
- What important questions are embedded in the issue?
- Is there a better way to put the question?
- Is this question clear? Is it complex?
- I am not sure exactly what question you are asking. Could you explain it?
- The question in my mind is this: How do you see the question?
- What kind of question is this? Historical? Scientific? Ethical? Political? Economic? Or…?
- What would we have to do to settle this question?
- State the question at issue clearly and precisely.
- Express the question in several ways to clarify its meaning.
- Break the question into sub-questions.
- Distinguish questions that have definitive answers from those that are a matter of opinion or that require multiple viewpoints.
- What information do I need to answer this question?
- What data are relevant to this problem?
- Do we need to gather more information?
- Is this information relevant to our purpose or goal?
- On what information are you basing that comment?
- What experience convinced you of this? Could your experience be distorted?
- How do we know this information (data, testimony) is accurate?
- Have we left out any important information that we need to consider?
- Restrict your claims to those supported by the data you have.
- Search for information that opposes your position as well as information that supports it.
- Make sure that all information used is clear, accurate and relevant.
- Make sure you have gathered sufficient information.
- What conclusions am I coming to?
- Is my inference logical?
- Are there other conclusions I should consider?
- Does this interpretation make sense?
- Does our solution necessarily follow from our data?
- How did you reach that conclusion?
- What are you basing your reasoning on?
- Is there an alternative plausible conclusion?
- Given all the facts what is the best possible conclusion?
- How shall we interpret these data?
- Infer only what the evidence implies.
- Check inferences for their consistency with each other.
- Identify assumptions underlying your inferences.
- What idea am I using in my thinking? Is this idea causing problems for me or for others?
- I think this is a good theory, but could you explain it more fully?
- What is the main hypothesis you are using in your reasoning?
- Are you using this term in keeping with established usage?
- What main distinctions should we draw in reasoning through this problem?
- What idea is this author using in his or her thinking? Is there a problem with it?
- Identify key concepts and explain them clearly.
- Consider alternative concepts or alternative definitions of concepts.
- Make sure you are using concepts with precision.
- What am I assuming or taking for granted?
- Am I assuming something I shouldn’t?
- What assumption is leading me to this conclusion?
- What is… (this policy, strategy, explanation) assuming?
- What exactly do sociologists (historians, mathematicians, etc.) take for granted?
- What is being presupposed in this theory?
- What are some important assumptions I make about my roommate, my friends, my parents, my instructors, my country?
- Clearly identify your assumptions and determine whether they are justifiable.
- Consider how your assumptions are shaping your point of view.
- If I decide to do “X”, what things might happen?
- If I decide not to do “X”, what things might happen?
- What are you implying when you say that?
- What is likely to happen if we do this versus that?
- Are you implying that…?
- How significant are the implications of this decision?
- What, if anything, is implied by the fact that a much higher percentage of poor people are in jail than wealthy people?
- Trace the implications and consequences that follow from your reasoning.
- Search for negative as well as positive implications.
- Consider all possible consequences.
- How am I looking at this situation? Is there another way to look at it that I should consider?
- What exactly am I focused on? And how am I seeing it?
- Is my view the only reasonable view? What does my point of view ignore?
- Have you ever considered the way ____(Japanese, Muslims, South Americans, etc.) view this?
- Which of these possible viewpoints makes the most sense given the situation?
- Am I having difficulty looking at this situation from a viewpoint with which I disagree?
- What is the point of view of the author of this story?
- Do I study viewpoints that challenge my personal beliefs?
- Identify your point of view.
- Seek other points of view and identify their strengths as well as weaknesses.
- Strive to be fairminded in evaluating all points of view.
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develop and evaluate web based training in critical thinking for Army officers. The first volume presents an overview of the research effort that developed and validated a theoretical model for the training, selected and validated eight high impact critical thinking skills for Army officers, and developed and evaluated the training course.
M433: Critical Thinking and Problem Solving Advance Sheet. 1. SCOPE: This lesson establishes the foundation of the ability to think and to solve problems. We accomplish lesson objectives by means of advance readings, classroom discussion, and practice in the form of a practical exercise. Analyzing a contemporary issue confronting today's ...
(Version 8.0) • Added: o a Glossary, o the RT TTP Table, o Appreciative Interview, o Assumption Sensitivity Analysis, o Critical Thinking Traits, o Gallery Walk, Ideal Group Process, o Logic of Failure, o a new Problem Restatement, o RT Assumption Questions, o Think-Write-Share, and o Yes…And.
Critical thinking experts Richard Paul and Linda Elder . take the critical thinking definition a step further, and I believe . their definition comes closer to what the Army needs from its leaders: "Critical thinking is the art of analyzing and evaluat - ing thinking with a view to improving it."² So critical thinking
Abstract. This article reflects on the teaching of critical thinking to officer-cadets at military academies by showing that it should be done from the perspective of its professional use. Teaching critical thinking should not only aim at developing the mastery of this intellectual competence, but it must also lead officer-cadets to learn its ...
the concepts in problem solving and critical thinking. The practical exercise highlights the importance of sound thinking when dealing with unfamiliar situations. This lesson focuses learners on how to think rather than on what to do. This lesson reviews the steps to solving problems and the fundamental concepts of thinking.
In today's global and highly competitive world, it is vitally important to understand the intellectual principles of problem-solving. Problem-solving deals with understanding simple to complex problems, analyzing them, and then coming up with viable solutions. Intellect deals with the capacity to use knowledge and understanding in order to meet a desired result or purpose.
Army's Design Methodology provides a great example of this. The term encompassing both critical and creative thinking according to the Army's Field Manual 5-0 is design. Below are descriptions of these activities. Dr. Jack Kem described this type of thinking as the "activities of design." These
Not what to think, but how to think. "Critical thinkers are clear as to the purpose at hand and question at issue. They question information, conclusions and points of view. They strive to be ...
The Applied Critical Thinking Handbook. Lesson Content. References: Published February 5, ... Brief the Key Elements of FM 1-06; Archives. April 2024; March 2024; January 2024; December 2023; November 2023; September 2023; ... Army HR Overview; ARNG Topics; Assess HR Organizations; Banking and Disbursing;
Army Doctrinal Reference Publication (ADRP) 6-0 states that it is "a guide for action rather than a set of fixed rules," adding that effective leaders know when the doctrine or training and experience no longer apply, when they must adapt.4 This is not a legal indemnification; it is a call for honest critical thinking.
Two Faces of Critical Thinking for the Reflective Military Practitioner. Cadet Angel Santiago (with the ball) led the Army football team to a 28 to 12 victory over visiting Morgan State under the lights at Michie Stadium, West Point, New York, 30 August 2014. Football provides an ideal example of how the logico-scientific paradigm and the ...
In order for a Red Team to effectively contribute to decision making all of the following elements are required: • The ability to think critically about the problem. While this may seem obvious, the reality is that critical thinking is a skill set that requires training, education and tools.
Achieving success in the future eras of accelerated human progress and contested equality will require the U.S. Army to develop Soldiers who are adept at seamlessly employing technology on the battlefield while continuously exercising critical thinking skills. The Foundation for Critical Thinking defines critical thinking as "the art of ...
Abstract. This article reflects on the teaching of critical thinking to officer-ca- dets at military academies by showing that it should be done from the perspective of its professional use. Teaching critical thinking should not only aim at developing the mastery of this intellectual competence, but it must also lead officer-cadets to learn its ...
Critical thinking (CT) is one of the tools the AWC has adopted to achieve its objectives of developing strategic leaders. If becoming a strategic leader requires redefining the student's thinking, then it is incumbent on the AWC to provide the environment and the tools necessary to develop effective CT skills. PURPOSE.
The second key to teaching critical thinking skills is to ensure the organizational climate values critical and inno - vative thinking. Building upon, and made possible by, a tal - ent management program, an organization demonstrates its commitment to these values by expecting and reward - ing critical thinking and innovation. An organizational
The art of critical thinking will enhance that growth, help us understand the 'why', optimise performance, and lead to better decision making. This is paramount to success regardless of the domain, and it will enhance a soldier's understanding, competence and, most importantly: performance.
Critical thinking helps the strategic leader master the challenges of the strategic environment. It helps one understand how to bring stability to a volatile world. Critical thinking leads to more certainty and confidence in an uncertain future. This skill helps simplify complex scenarios and brings clarity to the ambiguous lens.
Before attempting to analyze the logic of an article, book, construct, issue, or idea, see our model of the elements of reasoning.This model is based fundamentally in the original work of Dr. Richard Paul, and is an essential component in the Paul- Elder framework for critical thinking™.
30 years of democracy | 17 may 2024