The questions we ask determine where our thinking goes.
When learners are asked to memorize facts, it’s as if they were told to repeatedly step on the brakes in a vehicle that is parked. Go below the surface: Deep questions drive our thoughts below the surface of things and force us to deal with the complexity of what is real.
Argument: Is a statement or proposition with supporting evidence.
Critical thinking involves identifying, evaluating, and constructing arguments.
Find Context: Questions of point of view force us to examine our point of view and to consider other relevant points of view.
Focus: Questions of relevance force us to discriminate what does and what does not bear on a question.Or they ask no questions, sitting in silence; their minds on both pause and mute.As a result the questions they do have tend to be superficial and ill-informed because they have not taken ownership of the content.Criteria: To think critically, you must apply criteria.This means you need to set conditions that must be met for you to judge something as believable.Self examine: Questions of consistency force us to examine our thinking for contradictions.Put it all together: Questions of logic force us to consider how we are putting the whole of our thought together, to make sure that it all adds up and makes sense within a reasonable system.It is easier for them to teach as purveyors of the questions and answers of other teachers, usually the authors of a textbook.We must continually remind ourselves that critical thinking about any type of content whatsoever, whether it is trading, history, biology or how to sail a boat only begins when questions are generated by both teachers and students. Superficial questions equals superficial understanding. If we want to think critically, we must stimulate our intellect with questions that lead us to even further questions.Reasoning: You have the ability to infer a conclusion from one or multiple premises.To do so requires examining logical relationships among statements or data.