Demonstrate Critical Thinking

Rationale’s reasoning maps encourage people to support their responses and to consider different opinions.It uses colour conventions to display reasoning – green for reasons, red for objections and orange for rebuttals.The University community has adopted the following six Student Learning Outcomes related to critical thinking.

Rationale’s reasoning maps encourage people to support their responses and to consider different opinions.It uses colour conventions to display reasoning – green for reasons, red for objections and orange for rebuttals.The University community has adopted the following six Student Learning Outcomes related to critical thinking.

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For those who require higher levels of analysis, Rationale provides the analysis map format to show the relationships between main premises and co premises.

Once arguments for and against an issue have been logically structured, they need to be evaluated.

Upon completion of a faculty-designed intervention, students will demonstrate an enhanced ability to draw logical conclusions and implications from the analysis of an issue or problem.

Many researchers, including Facione, Simpson and Courtneay, Banning, Brookfield, Ornstein and Hunkins, Sternberg, Ennis, and Lipman, have defined critical thinking (CT).

Sternberg, Ennis, and Lipman assert that critical thinking skills are not a fixed entity but a form of intelligence that can be taught.

The ability to develop critical thinking skills may be likened to Piaget's concrete and formal operations.

Researchers debate whether critical thinking can be learned or if it's a developmental process regulated by motivations, dispositions, and personality traits.

Despite differences of opinion, many researchers agree that critical thinking is "Purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological or contextual considerations upon which judgment is based.

When using critical thinking, individuals step back and reflect on the quality of that thinking.

Simpson and Courtneay point out that critical thinking processes require active argumentation, initiative, reasoning, envisioning and analyzing complex alternatives, and making contingency-related value judgment.