Critical thinking: Five Habits of Mind Remember that critical thinking is about more than criticizing.

Critical thinking involves an in-depth examination of an idea, concept, or point of view. uch an examination should take into consideration the interests, biases and assumptions that inform that idea !and our reading of it", recognize that there ma# be valid opposing views or arguments, and anal#ze the idea or perspective !and, ideall#, some opposing ideas" in depth. $sing the following five mental habits% when #ou read & and write about what #ou've read & can help #ou think about texts of all kinds !articles, books, films, lectures, etc" in critical wa#s. (. Evidence) *ow do + know what's true and false, -hat evidence counts, -h#, -hat makes the material and its arguments credible, *ow sure can + be of what is asserted b# the authors, .his includes using the scientific method, but not /ust that) it includes 0uestioning the sources of an author's claims in order to make sure that these are appropriate, relevant, and meaningful. +t also includes examining the arguments to be sure the# are based on evidence, experience and logic rather than unsupported opinion or emotion. 1. Viewpoint) -hat is the perspective of the author!s" of the piece, *ow has it been arrived at, +s there bias, and if so where does it come from, 2n the other hand, what is my perspective) from what position & and what biases & am + reading and interpreting, *ow else might this text look if + stepped into other shoes, +f + were looking at it from a different direction, +f + had a different personal histor# or set of expectations, .his re0uires the exercise of informed empath#, imagination, and flexibilit# of mind. 3. Connections4Cause and Effect) -hat is the relationship between 5 and 6, +s there a pattern, *ave + seen something like this before, -hat are the possible conse0uences of the author's propositions, Can + make connections between what the author of a text is sa#ing and something else +'ve learned elsewhere, +f there are contradictions between these, how can the# be explained, 7. Conjecture) Could things have been otherwise, upposing that8, -hat if..., Can + think of alternatives, +s an#thing missing, -h# might it have been left out, .his habit re0uires use of the imagination as well as knowledge of alternative possibilities. +t includes the habits described above. 9. elevance) :oes this work matter, -ho cares, -h# should + care, -hat is the use of this information, theor#, arguments and conclusions presented, Can + relate the author's thinking to m# own experience, +f not, wh# not, +f so, in what wa#s are these connections significant,

!f "ou aren#t sure "ou are reading and thinking criticall"$ here are so%e general &uestions to keep in %ind:
(. -hat are the strengths of the book, article or essa#, -hat are its weaknesses, 1. -hat is it tr#ing to do, and does it succeed, +f so, how, +f not, wh# not, 3. :oes the article pose a 0uestion or problem, :oes it do what it sets out to do !e.g., answer the 0uestion it asks, or perhaps acknowledge that there ma# not be a clear answer", 7. 5re the author's arguments based on solid and credible evidence, -hat are the basic assumptions and4or point of view that inform the article, 9. +s the author's logic sound, ;. Can #ou think of examples, ideas or arguments !perhaps from #our own experience or from other texts #ou have read" that challenge or contradict the claims the author makes,
%5dapted b# Colette <ranger !1=(1" from

:eborah >eier, The power of their ideas: Lessons for Americafrom a small school in Harlem. 6oston) 6eacon 6ooks. 1==1.