THINKING TEACHER RESOURCE #1

Independent mindedness
Making up one’s own mind rather than simply accepting what others believe.
Objectives: • Understand what it means to be independent minded
• Recognize the factors that influence our ability to make up our own minds
CONCEPT • Understand the value of reaching independent-minded conclusions in a
variety of circumstances.
Use the following activities to systematically introduce the concepts
Introduce the term ➤➤ Recreate a famous experiment, the Asch experiment, in which some participants pretend to believe
something that is clearly false in an effort to influence other participants’ opinions. For simple
instructions, watch the video that can be found by web-searching “Asch experiments”.

➤➤ Select six students to participate in the experiment and have the rest of the class observe. Prior
to the experiment, covertly draw aside four of the participating students and explain they will be
actors in the experiment. When they are asked which line is the same length as the single line,
they should appear to think carefully but should give the same incorrect answer. Organize the six
students in two groups of three (two actors and one authentic participant in each group) and ask
them to leave the room. Explain to the class that the experiment is about group conformity. Show
students one set of the Experiment cards (Activity Sheet #1A) and explain that for each of the four
sets, participants will be asked: “Which line, A, B, or C, is the same length as the single line?”
Conduct the experiment four times, using all the card sets with each group of three students. Be
sure that the actors always provide their answers before the authentic participant.

➤➤ Discuss the results of the experiment with the class. Invite the two authentic participants to explain
how they felt when confronted with the pressure to offer an incorrect response to the question.
Explain that when psychologists did many trials of this experiment, over two-thirds of the subjects
conformed and gave the obviously incorrect majority answer at least once.

➤➤ Invite students to watch the YouTube video of the Asch experiments found by web-searching
“Asch experiments”.

➤➤ Introduce the term “independent minded.” Encourage students to explain its meaning in their own
words. Point out that independent mindedness is a habit of mind or a way of thinking and acting
that can be learned.

➤➤ Discuss the difference between being independent minded and simply being contrary or stub-
born.

Identify the attributes ➤➤ Using the following activities, introduce the basic attributes of independent mindedness.
of the concept
Basic 1. Individuals who are independent minded are inclined to decide for them-
attributes selves what to believe and do rather than simply accept things because others
say they should.
2. Being independent minded doesn’t necessarily mean that your opinions are
always different from others and that you never consult with other people; it
means simply that you hold opinions because they make sense to you.
3. Individuals who are independent minded aren’t afraid of having a different
opinion but don’t simply pick an opposing view just to be different.
4. Individuals who are independent minded are typically willing to stand up
publicly for what they believe.

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 TEACHER RESOURCE #1

Introduce attributes ➤➤ Attribute #1: Individuals who are independent minded are inclined to decide for themselves what
#1, #2 and #3
to believe and do rather than simply accept things because others say they should.

➤➤ Attribute #2: Being independent minded doesn’t necessarily mean that your opinions are always
different from others and that you never consult with other people; it means simply that you hold
opinions because they make sense to you.

➤➤ Attribute #3: Individuals who are independent minded aren’t afraid of having a different opinion
but don’t simply pick an opposing view just to be different.
• Invite students to think of someone whom they consider independent minded. Discuss with
students how that person might reach a conclusion. Suggest that independent-minded persons
are inclined to make up their own minds but do not simply choose opposing views to be dif-
ferent.
• Provide students with a copy of Independent mindedness role
cards (Activity Sheet #1B) Select those cards that are ap- Inde

propriate for the grade level you teach. Organize students

pend
ent m
Who inde
will be
my clo dness ACTI
VITY
role

in groups of three and assign one question to each group.

SHEE
se fri T #1
ends card B
?
s
Wha
Wha t kind
t gam of m

Instruct students to create a role play or “think aloud” il-

e will usic
I play will I
at lu listen
nch? to?

Wha Will
I join
t cour an

lustrating how an independent minded person might re-

ses w
ill I ch hock after-sch
ey, ch oo
oose ess, or l activity
in hi dram , like
gh sc a?
hool
?
Wha

spond to each question and how a person who is not

Will t will
I do I wea
the as
signe scho r to the
ol or fi
d ho
mew a new rst day of
ork? job? high

independent minded might respond. Remind students

If I co Will
uld vo I follo
cand te, wha abou w school
idate t polit t dres
wou
ld I su ical party s code rules
ppor or ?

that all three attributes must be demonstrated in their

t?
Wha
Will t will
I get I spen
my no d my
se pi extra
mon

role play. For elementary students, model the develop-

erced? ey on
?
Will Will
I tell I atte
on a nd cla
frien sses

ment of a role play with the class.

d who regu
is stea larly
ling? ?
Will
Will I publ
I expe icly
rim been defend
addi ent with unfa a
ctive irly cr friend w
subs a potent

• Invite students to share their role plays with the

iticiz ho ha
tance? ially ed? s
Will Will
I sym I go
path to an
been ize with unsu

class. Instruct the observing students to identify the

treat a perv
ed un friend who ised
party
Tools
fairly? has ?
for Th
ough
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ion “lo

independent-minded person in the role play and

ok” w
ill I ch
oose
9 ?

the specific behaviours that demonstrated the attributes.

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Introduce ➤➤ Attribute #4: Individuals who are independent minded are typically willing to stand
attribute #4 up publicly for what they believe.
• Discuss with students the importance and challenge of standing up for what they believe.
When is standing up for what you believe important? When is it not important? What does
it look like? What is the difference between standing up for what you believe and being “in
someone’s face”?
• Refer back to the role plays in the previous activity. Discuss which, if any, of the role plays
illustrated someone standing up for their belief. Invite students to brainstorm situations in their
own lives that would require that they stand up for their beliefs. In small groups or as a class,
write a dialogue or describe a variety of actions that illustrate standing up for one’s beliefs.
Discuss the difference between standing up for one’s beliefs and trying to persuade others to
share your beliefs. Point out that persuading others is not a necessary attribute of being inde-
pendent minded.

Nurturing independent mindedness

Recognize reasons ➤➤ Invite students to consider the last decision they made and identify the reasons they considered
that are consistent while making their decision Ask students to share some of these reasons with the class. Invite
with making up
students to assess the extent to which they demonstrated independent mindedness in making their
one’s own mind
decision.

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 TEACHER RESOURCE #1

➤➤ Provide student pairs with a copy of Reaching conclusions (Ac-

tivity Sheet #1C Elementary or Secondary). As a class, invite Reach
students to distinguish between reasons that demonstrate inde-
Reas
ons ing co ACTI
VITY
or no for decid
Nam
e: ___ nclusi SHEE
T #1
t to
join
a
ing w
heth
spor
______
______
______ ons C EL
EMEN
TARY
ts te er

pendent mindedness and those that do not. Alternatively, use

______
1. Fe ______
ar th am Is the ______
anyo at you ma
______
yes reason ______
ne on y no cons ______
the te not know isten ______
_
am. t with
† mak
† Explain ing up yo

the first example to demonstrate the activity and assign the

2. Yo ur ow
u ha n min
in sp ve alway
d?
or s been
good ts but wo inter
enou nd es
gh to er if you ted †
make ar †
the te e

remaining examples for students to complete independently.

am.
3. Yo
ur fri
you do end migh
. t join
if

Point out that some of the reasons support the decision and
† †
4. Be
ing on
help a spor
make ts
you les team migh

others oppose it. The purpose of the activity is to distinguish

s shy. t
† †
5. Stu
dent
team s wh
s are o play on

those reasons that are consistent with being independent

seen
as pr sports
etty
cool. † †
6. Yo
ur old
er br

minded and those that are not. Invite students to share their
team othe
and
you re r was on
ally ad a
mire †
him . †
7. Yo

responses and explanations. Examine the reasons that

u are
activ alrea
ities dy bu
and sy wi
may th
not ha many
ve tim † †
e.

support thinking for yourself and, as a class describe,

8. Yo
u talke
foun d to
d the
requ out the tim coach an
ired. e comm d
ittme † †
nt

the qualities of those reasons. Tools

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Understand factors ➤➤ Suggest to students that there are factors or influences that
that may prevent
discourage independent mindedness. Refer back to the initial Facto
making up one’s
Asch experiment and discuss why participants might have
rs th
Scen
ario: at pre
is be Th
ing pl ere is muc vent
bein ac h think ACTI

own mind
g offe ed on stu promotio VITY
to sig red in dent ing fo
s to ta n for a ne SHEE

chosen no to think for themselves.

givin
n. Yo
ur
g youn parents
your
schoo
l and
ke ad r
vant
w flu
vaccin
T #1
D yours
pare
nt wh g people
have
read
ab
you ha age of
ve ta
e
the va that will
soon
elf
o a flu ken a ccine
neig
hbou hasn’t sig vaccin out the perm in or be av
ail
r got ned. e pr o an de able.
the ne As fa d cons ission let r to
ighb a ca
our is ll from th
They
hear r as they or ter ho stay healt Pressure
th hy
a we e prin d this fro know, yo e va me fo
r your . It is
Facto ird hi
ppy wh cipal askin
m a fri ur ne ccine but pare
rs tha end xt-doo ar
from t ma
y pre o do
es th
g he
r to ex who was r neig e unsure nts
decid hbou ab
ing for vent you ings
just to plain her
chuc r is th out

➤➤ Provide students with a copy of Factors that prevent

Playin kling
g
Going it safe / pe
yours
be di de beca e on
ly
ffere cision. Th
elf use
eir fri the
with er pre
decid the fl
ow, rat
ssure nt.
less lik
ing for
her tha Exam en d thin
yours Mo ple
ely to elf, is n st of s of no ks
anno les the t think
Doing y your s risky an else
seems parents are ing for

thinking for yourself (Activity Sheet #1D). Discuss the

what frien d to tak to be afraid onese
We are we are ds. e the sig lf
of a
autho
cond
itione
told their risk tha ning the flu ep
rity fi frien t you perm idemi
d to ds for ission c and
frigh
tened
gures do
tell us. what The sch not sig might ge form. almost
of oo nin t sick Do yo every
conte We ma g the and
nt to possi
ble pu y vacci
ne. Yo
l system
form? be loo ur paren one
trust nishm be seems ked do ts wa

scenario and the five common factors that impede our

know ur
what tha t the ent or pa rents to be wn on nt
would autho The pri should pressurin by
Limite be be rities do g pa
d st for nc ipal what ren
It is ea informati us. quest
ion he phoned the the sch ts to ag
ree to
sier no on r ool req
you do t to thi de cision neigh uests the
not ha nk for . bour .
to co ve yo who
did

ability to think for ourselves. Use the examples from

nside enou urself Yo ur pa not sig
decis r the gh inf if rents n the
conse ormati shot,
ion. quen nor do are not sur form
Lack ces of on they they e abou to
of co the migh know t the
nfide t as we if it is dang
your nce in ll go ers of
own
opini along likely to be havin
Some with g you
times on the ma effective

the scenario to discuss each factor.

wron we jus Your jority . So the get a flu
g if we t think pa . y thi
think we wi rents nk
Fear for ou ll be it is da may
of be rsl ngero have
Peop ing dif eves. instin us bu rea d a lot
le wh feren cts on t ma abou
o are t what this iss y no
must
be wi indep is be
st for ue. Ot t be confi t the
vacci
differ lling ende their her pa dent ne an
en to act nt mi The ne child rents enou d thi
nded gh to
them. tly from and
think vacci
ighbo
ur wh ren. seem
confi follow
nk tha
t
Many the nate dent
stand indivi people aro the ne her ch o did no in de
their
ing ou du und ild wa t giv ciding
do no t or be als worry go alo
ighbo
urhoo s ridicu e permiss
t like ing dif abou ng wi d led as ion
thems to feren t th the might thi to the
elves. draw att t and major nk yo
being
a “fr schoo
entio ur pa inge l to
n to ity. rents hip
are we py.” Othe
ird if rs in
they
don’t

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➤➤ Provide pairs of students with a copy of Following the crowd

nsortiu
m

(Activity Sheet #1E), and invite students to read the scenario. Name
: ___
______

Guide students in finding examples of each impeding factor

______
______
______
______
______
______
_
Your
schoo Follo ACTI
wing

in this scenario.
to ur l VITY
ge po is organi SHEE
frien
ds
litician
s
zing
a stu the crow
T #1
E
seem are going to act mor dent activ
publ
to ca
re ar on the m
e qu
ickly
ist m
arch d
ish e be arch. to in fro
the m ed an artic ing dism The en prevent nt of
arch le iss ed vir on glob the go
prais al cli
envir
onm
will be ing th as selfish ment is a mate vern
men
enta featur is initi and hot-b chan t of fices
list ha ed ative igno utton ge.
s urge in a follo by yo rant
cons issue Almost all to try
Facto d all w- ur sch umer . Stud of yo
rs tha
t ma the stu up story ool,
and s. Yo ents
who ur
from dent wi ur lo
s in he th photos
decid y pre thos cal don’
Playin ing for vent you . Your e student paper ha t
g yours r class
Going it safe / pe elf to jo teache s wh
o atte
s
in th
decid
with
the fl
er pre
ssure e mar r who is nd
ing for ow, rat
Exam ch. a stron
less lik yours her tha ples g
ely to an elf , is n of no
Doing noy yo less risky t think
ur fri and ing for
what ends. onese
We are we are lf
cond told
autho itione
rity fi d to
frigh gures do
tened tell us. what
conte of po
nt to ssible We may be
know trust punis
what that hmen
would the au t or
Limite be be thorit
d st for ies
It is ea informati us.
sie on
you do r not to
not ha think
to co ve en for yo
nside ough urself
decis r the inform if
ion. conse ati
quen
Lack ces of on
of co the
your nfide
own nce in
Some opini
times on
wron we jus
g if we t think
think we wi
Fear for ou ll be
of be rslev
Peop ing dif es.
le wh feren
must o are t
be wi indep
differ lling ende
en to act nt mi
them. tly from and nded
Many the think
stand indivi people aro
ing ou du und
do no t or be als worry
t like ing dif abou
thems to feren t
elves. draw att t and
entio
n to

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Tools for Thought 2009–10:5 3 © The Critical Thinking Consortium

 TEACHER RESOURCE #1

Reinforce ➤➤ Introduce Student Resource #1, Independent minded. Review 1 VLMX

the concept each of the elements: the key attributes of the concept, rea- 5IS
QV O]
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similar and potentially confusing terminology, and the

or fe MTQM^M
atures
wh
Indivi
duals of th
mind o are ind e conc
for the ed are inc ependent ept?
ms lin
do rat elves wh ed to decid
EXAM

self-assessment rubric. Help students to create their own

her tha at to e fancy PLE: All my
thing be cel
I don’t l phon friends hav
s becau n to simply lieve and es
se oth accep phon want the and wond e
e I hav latest er wh
should ers say the t and
it me e is one gad y My own
y ets my I can get. The examp
le:
needs. afford

example for each attribute by asking them to think of a

Being
mind independe
mean ed do nt
that esn’t
differ your ne
en opini cessarily

time when they demonstrated the attribute. Encourage

EXAM
neve t from oth ons are of ski PLE: I wa
r consu ers an alw s sn’t sur
it me lt wi
th d tha ays my frie to buy. I e wh
an oth t yo tal
up bu nds who ked to a
at kin
opini s simply tha er peop u ying skied lot of
d
ons be t yo le; styles on and
cau u ho becaus e of the I end My own
sense se they ma ld good
value e the bra
most
po
ed examp
to yo ke for the nd off pular le:

students to refer to this resource when using the concept

u. money ered
..

Indivi
wh du
mind o are ind als
ed are ep
n’t afr endent

in the future.
a dif
fer aid of
simply ent opini havin EXAM
pick on g pickin PLE: My
an op but don’t g frie
just to po his par the oppo nd is alw
be dif sing view want ents just site viewp ays
feren to agr becaus oint
t. say. I fro
som ee with anye he doesn m My own
parent etime thing ’t examp
s say s thi they
is rea nk that le:
sonabl what
e. my
Indivi
wh duals
mind o are ind
ed are ep
typica endent

➤➤ Invite students to assess the independent minded-

stand
up pu lly wi EXAM
blicly llin
for wh g to that PLE: My
belie at the made frie
ve. y I tho
ug fun of nd told
a
funny. ht this wa a cultural joke
laugh Even tho s wrong group.
ed, I ugh and My own
my not

ness of an appropriate, familiar literary, movie, or

telling tol
the jokd him tha friends examp
le:
e wa tI
s a go didn’t thi
od ide nk
a.

Name

TV character. Suggestions might include Harry

: ___
______
______
______
______
Tools ______
for Th ______
ough
t 20
08 Ratin ______
_
-09:4
g ind

Potter, Cinderella, Elizabeth from The Paper Bag

Char epen ACTI
VITY
Attri acter dent SHEE
T #1
bute
of ind15
______
______ mind F
mind
edne
epen
dent __ ______ edne
1. Ind
ss

Princess, Bella from Twilight, Batman, Hamlet, and

ividu ss ______
ind als
epen wh o are
__ __ ______
dent © Th
inclin
ed mind e Cri
tical ______
thems to decid ed are Think
ing Co
______
elves e for Evide
nsortiu
and what nce m
do to
accep rather tha believe

MacBeth, Ask students to select their own character.

t n sim
others things be ply
say the cause
2. Be y sho
ing ind uld.
doesn epen
’t ne de nt mi
that cessar nded
yo ily
alway ur opinion mean

Provide students with a copy of Rating independent

s s are
others different
from
consu and that
lt yo
mean with oth u never
s er
opini simply tha people;
on t it
sense s because you hold

mindedness (Activity Sheet #1F). Instruct students to

to yo they
3. Ind u. make
ividu
indep als who
en are
afraid dent mi
of ha nded
opini ving aren’t
on bu a

find evidence for each attribute of independent mind-

pick t don’t different
an
to be opposin simply
differ g vie
ent. w jus
4. Ind t
ividu
indep als who
en are
typica dent mi

edness in their character’s behaviour and rate their

lly wi nded
up pu lling are
blicly to
belie for wh stand
ve. at the
y
Overa
ll ass
essme
The ind nt

selected character’s ability to think for him/herself.

ividu
al is
†
very
† ind
Reaso somew ependent
not at hat indep minded
ns †
all ind ende
epen nt mi

Encourage students to identify specific ways in

dent nded
mind
ed

Sugg
estion

which the characters might improve their ability

s for
impro
veme
nt

to be independent minded.
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➤➤ If peer pressure is a topic you wish to investigate with your

tical
Think
ing Co
nsortiu
m

students, refer to the material on peer pressure in this resource and invite
students to rate their own level of independent mindedness in recent decision making
situations. (Critical Challenge #1)

Apply the concept in ➤➤ At appropriate times over the ensuing several weeks, ask students to use this concept in situations
everyday teaching
in and out of school, such as the following:
• when making decisions in the company of your friends.
• when answering questions posed in class.
• when deciding what to buy or how to spend your time.
• when deciding what position to adopt on a controversial issue.
• when examining the decisions made by others, whether they are actual people or fictional
characters.

Assess student ➤➤ Encourage students to refer to the rubric found in Student Resource #1 when self-assessing their
understanding understanding of this concept.
• Allow students opportunities to apply the concept two or three times without evaluation.
• Guide students in interpreting and using the rubric to assess their own responses.
• Encourage students to use the rubric whenever they use this concept.

➤➤ To use the rubric for teacher evaluation of student work, remove the first person (student) refer-
ence from each descriptor.

Tools for Thought 2009–10:5 4 © The Critical Thinking Consortium

 ACTIVITY SHEET #1A

Experiment card 1

A B C

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 ACTIVITY SHEET #1A

Experiment card 2

A B C

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 ACTIVITY SHEET #1A

Experiment card 3

A B C

Tools for Thought 2009–10:5 7 © The Critical Thinking Consortium

 ACTIVITY SHEET #1A

Experiment card 4

A B C

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 ACTIVITY SHEET #1B

Independent mindedness role cards

Who will be my close friends? What kind of music will I listen to?

What game will I play at lunch? Will I join an after-school activity, like
hockey, chess, or drama?

What courses will I choose in high school? What will I wear to the first day of high
school or a new job?

Will I do the assigned homework? Will I follow school rules

about dress code?

If I could vote, what political party or What will I spend my extra money on?
candidate would I support?

Will I get my nose pierced? Will I attend classes regularly?

Will I tell on a friend who is stealing? Will I publicly defend a friend who has
been unfairly criticized?

Will I experiment with a potentially Will I go to an unsupervised party?

addictive substance?

Will I sympathize with a friend who has What fashion “look” will I choose?
been treated unfairly?

Tools for Thought 2009–10:5 9 © The Critical Thinking Consortium

 ACTIVITY SHEET #1C ELEMENTARY

Reaching conclusions
Name: ________________________________________________________________

Reasons for deciding whether Is the reason consistent with making up your own mind?
or not to join a sports team yes no Explain

1. Fear that you may not know o o

anyone on the team.

2. You have always been interested o o

in sports but wonder if you are
good enough to make the team.

3. Your friend might join if o o

you do.

4. Being on a sports team might o o

help make you less shy.

5. Students who play on sports o o

teams are seen as pretty cool.

6. Your older brother was on a o o

team and you really admire him.

7. You are already busy with many o o

activities and may not have time.

8. You talked to the coach and o o

found out the time committment
required.

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 ACTIVITY SHEET #1C SECONDARY

Reaching conclusions
Name: ________________________________________________________________
Reasons for deciding whether or not to Is the reason consistent with making up your own mind?
buy an unlimited cell phone package yes no Explain
1. The sales clerk was very o o
enthusiastic and said everyone
signs up for this package.

2. You get a new, free phone o o

that is really cool looking.

3. This “good deal” promotion o o

only last this week.

4. You think you would enjoy the o o

package and the price is
reasonable, but you are reluctant
to sign the contract.
5. A friend who has just moved to a o o
different province is keen to have
regular contact, and you worry
about disappointing her.
6. Your personal budget allows it, o o
as there are sufficient funds
this year.

7. All your friends have an o o

unlimited cell phone package.

8. None of your friends have this o o

package so you’d score status
points.

9. Students who use their cells at o o

school are hassled by teachers.

10. You don’t really know how o o

much you would use all the
features.

11. You want to stay connected with o o

your friends.

12. Your parents are pressuring you to o o

get your own package so you won’t
use up their minutes.

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 ACTIVITY SHEET #1D

Factors that prevent thinking for yourself

Scenario: There is much promotion for a new flu vaccine that will soon be available. Pressure
is being placed on students to take advantage of the vaccine in order to stay healthy. It is
being offered in your school and you have taken a permission letter home for your parents
to sign. Your parents have read about the pro and cons or the vaccine but are unsure about
giving young people a flu vaccine As far as they know, your next-door neighbour is the only
parent who hasn’t signed. They heard this from a friend who was chuckling because the
neighbour got a call from the principal asking her to explain her decision. Their friend thinks
the neighbour is a weird hippy who does things just to be different.

Factors that may prevent you

Examples of not thinking for oneself
from deciding for yourself

Playing it safe / peer pressure Most of the parents are afraid of a flu epidemic and almost everyone
Going with the flow, rather than else seems to be signing the permission form. Do your parents want
deciding for yourself, is less risky and to take the risk that you might get sick and be looked down on by
less likely to annoy your friends. their friends for not signing the form?

Doing what we are told The school system seems to be pressuring parents to agree to the
We are conditioned to do what vaccine. Your parents should do what the school requests.
authority figures tell us. We may be
frightened of possible punishment or The principal phoned the neighbour who did not sign the form to
content to trust that the authorities question her decision.
know what would be best for us.

Limited information Your parents are not sure about the dangers of having you get a flu
It is easier not to think for yourself if shot, nor do they know if it is likely to be effective. So they think
you do not have enough information they might as well go along with the majority.
to consider the consequences of the
decision.

Lack of confidence in Your parents may have read a lot about the vaccine and think that
your own opinion it is dangerous but may not be confident enough to follow their
Sometimes we just think we will be instincts on this issue. Other parents seem confident in deciding
wrong if we think for oursleves. what is best for their children.

Fear of being different The neighbour who did not give permission to the school to
People who are independent minded vaccinate her child was ridiculed as being a “fringe hippy.” Others in
must be willing to act and think the neighbourhood might think your parents are weird if they don’t
differently from the people around go along with the majority.
them. Many individuals worry about
standing out or being different and
do not like to draw attention to
themselves.

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 ACTIVITY SHEET #1E

Name: ______________________________________________

Following the crowd

Your school is organizing a student activist march in front of the government offices to try
to urge politicians to act more quickly to prevent global climate change. Almost all of your
friends are going on the march. The environment is a hot-button issue. Students who don’t
seem to care are being dismissed as selfish and ignorant consumers. Your local paper has
published an article praising this initiative by your school, and those students who attend
the march will be featured in a follow-up story with photos. Your teacher who is a strong
environmentalist has urged all the students in her class to join the march.

Factors that may prevent you

Examples of not thinking for oneself
from deciding for yourself

Playing it safe / peer pressure

Going with the flow, rather than
deciding for yourself, is less risky and
less likely to annoy your friends.

Doing what we are told

We are conditioned to do what
authority figures tell us. We may be
frightened of possible punishment or
content to trust that the authorities
know what would be best for us.

Limited information
It is easier not to think for yourself if
you do not have enough information
to consider the consequences of the
decision.

Lack of confidence in
your own opinion
Sometimes we just think we will be
wrong if we think for oursleves.

Fear of being different

People who are independent minded
must be willing to act and think
differently from the people around
them. Many individuals worry about
standing out or being different and
do not like to draw attention to
themselves.

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 ACTIVITY SHEET #1F

Name: ______________________________________________

Rating independent mindedness

Character ________________________________________________

Attribute of independent Evidence

mindedness
1. Individuals who are
independent minded are
inclined to decide for
themselves what to believe
and do rather than simply
accept things because
others say they should.

2. Being independent minded

doesn’t necessarily mean
that your opinions are
always different from
others and that you never
consult with other people; it
means simply that you hold
opinions because they make
sense to you.

3. Individuals who are

independent minded aren’t
afraid of having a different
opinion but don’t simply
pick an opposing view just
to be different.

4. Individuals who are

independent minded are
typically willing to stand
up publicly for what they
believe.

Overall assessment

The individual is o very independent minded

o somewhat independent minded
o not at all independent minded

Reasons

Suggestions for improvement

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 STUDENT RESOURCE #1

Independent minded
Making up one’s own mind rather than simply accepting what others believe

What are the key attributes or features of the concept?

Individuals Example: All my friends have My own example:

who are independent fancy cell phones and wonder why

I don’t want the latest gadget. The
minded are inclined to decide
phone I have is one I can afford
for themselves what to believe and and it meets my needs.
do rather than to simply accept
things because others say they
should.

Being
EXAMPLE: I wasn’t sure what kind My own example:
independent
of skis to buy. I talked to a lot of
minded doesn’t necessarily my friends who skied and I ended
mean that your opinions are always up buying one of the most popular
different from others and that you styles because the brand offered
never consult with other people; good value for the money..
it means simply that you hold
opinions because they make
sense to you.

Individuals EXAMPLE: My friend is always My own example:

who are independent picking the opposite viewpoint from
minded aren’t afraid of having his parents just because he doesn’t
want to agree with anything they
a different opinion but don’t
say. I sometimes think that what my
simply pick an opposing view parents say is reasonable.
just to be different.

Individuals EXAMPLE: My friend told a joke My own example:

who are independent that made fun of a cultural group.
minded are typically willing to I thought this was wrong and not
funny. Even though my friends
stand up publicly for what they
laughed, I told him that I didn’t think
believe. telling the joke was a good idea.

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Why is developing independent mindedness important?

Means Example: I would love to take My own example:

being true to up yoga but I am afraid that my

friends will laugh at me. So I
yourself: If I am not
guess I’ll forget about it. If I was
independent minded, I’ll always independent minded I would
be doing things because others follow my interests.
want or expect me to.

Develops
EXAMPLE: I don’t know if I should My own example:
independence and ignore my friends’ advice to not try
confidence: By thinking for out for the team, but if I don’t try
myself, I will learn to trust my own out, how will I know if I could have
judgment and gain confidence in been successful?
making decisions.

How are other terms are related to this concept?

Similar terms Confusing terms

Free thinker stubborn

Self directed contrary

Someone who is simply stubborn or contrary adopts an op-

posing view just to be different. Individuals who are inde-
pendent minded are not interested in just being different
but make up their own minds based on what makes sense
to them.

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 STUDENT RESOURCE #1

How well do I understand the concept?

Assessing my understanding of
“independent mindedness”

Accomplished Good Basic Struggling

Recognize examples of the concept:

I can easily tell when I can usually recognize In very obvious situations, I have trouble recognizing
someone is and is not when someone is and is I can recognize when when others are and are
being independent not being independent someone is and is not not being independent
minded, even in complex minded, but sometimes being independent minded.
situations. complex situations minded.
confuse me.

Explain why the concept does or does not apply:

I can easily explain why I can explain in most I can explain in obvious I need help explaining
an action or decision is cases when an action cases why an action or even simple examples of
or is not an example of or decision is or is decision is or is not an independent mindedness.
independent mindedness, not an example of example of independent
even if the example is not independent mindedness, mindedness, but I often
obvious. but sometimes I have have trouble explaining
trouble explaining the the complex or difficult
more complex or difficult examples.
examples.

Provide my own examples of the concept:

I can think of a variety I can think of some I can think of a few simple I have trouble thinking of
of simple and complex examples that show what examples that show what any examples that illustrate
examples that show what independent mindedness independent mindedness independent mindedness.
independent mindedness looks like. looks like.
looks like.

Act on the concept in my own life:

I am very confident that I I often think about what I can make up my own I have trouble making
think about what I believe I believe and value before mind but only in situations up my own mind when
and value before making making decisions, but where there isn’t a lot of presented with almost any
and acting on my decisions, I wonder whether my peer pressure or other decision that I must make.
and I don’t worry much decisions are truly my own. factors pushing me to
about whether or not my decide in a particular way.
conclusions will be popular.

Tools for Thought 2009–10:5 17 © The Critical Thinking Consortium