M6

The Certified CEO Program

Creativity & Critical

Thinking
‫األبداع والتفكير الناقد‬
Data Collected By: Hamed Ali Mohamed
 Part One

HOW TO
THINK!

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 Introduction to Critical Thinking
1. What is Thinking? 3. What is
2. Types of Thinking
Critical Thinking?

7. Characteristics of
a Critical Thinker 4. Critical Thinking
Standards

6. Barriers to 5. Benefits of
Critical Thinking Critical Thinking
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 1.1 What is Thinking?

Why doesn’t SHE like me?

Why doesn’t HE like me?

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 1.1 What is Thinking?
Thinking is a purposeful, organized
cognitive process that we use to
make sense of our world.

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 1.2 Types of Thinking

• Analyzing
• Evaluating Problem Solving
• Decision Making
Reasoning
New
Ideas

Critical Left Right Creative

Thinking Thinking

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 1.3 What is Critical Thinking?

WARNING: THIS MAN IS NOT THINKING

CRITICALLY!!

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 1.3 What is Critical Thinking? (2)

“Critical thinking consists of a mental process of analyzing or evaluating

information, particularly statements or propositions that people have
offered as true. It forms a process of reflecting upon the meaning of
statements, examining the offered evidence and reasoning, and
forming judgments about the facts.”
– Wikipedia
“Critical thinking is the intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to
belief and action. “
- Michael Scriven & Richard Paul

More Definitions…
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 1.3 What is Critical Thinking? (3)
Critical Thinking is the general term given to a wide
range of cognitive and intellectual skills needed to:
• Effectively identify, analyze, and evaluate
arguments.
• Discover and overcome personal prejudices and
biases.
• Formulate and present convincing reasons in
support of conclusions.
• Make reasonable, intelligent decisions about what
to believe and what to do.
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 1.3 What is Critical Thinking? (4)
Don’t need to
• Analyzing memorize
definitions! Just
• Evaluating Problem Solving understand and
•
Reasoning
Decision Making practice the core
critical thinking
skills
emphasized in
this course.

Critical Left Right

Thinking

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 1.3 What is Critical Thinking? (5)

Reasoning

Analyzing CRITICAL Evaluating

THINKING
SKILLS

2/12/2022 Decision Making Problem

Hamed Ali Solving
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1.4 Critical Thinking Standards (CTS)

The most significant critical (intellectual)

thinking standards:
• Clarity
• Accuracy
• Precision
• Relevance
• Depth
• Breadth
• Logic
• Fairness
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 1.4 CTS - Clarity

• Could you elaborate further on that point?

• Could you express that point in another way?
• Could you give me an illustration?
• Could you give me an example?

Help you
I can,
yes.

Clarity is the gateway standard

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 1.4 CTS – Accuracy

• Is that really true?

• How could we check that?
• How could we find out if that is true?

This chicken
weighs over
300 pounds.
Powerful you
have become,
the dark side
I sense in you.

A statement can be clear but not accurate

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 1.4 CTS – Precision

• Could you give more details?

• Could you be more specific?

Yao Ming is
TALL!

A statement can be both clear and accurate,

but not precise
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 1.4 CTS – Relevance

• How is that connected to the question?

• How does that bear on the issue?

I studied hard all

semester, therefore I
should get A+.

A statement can be clear, accurate, and precise,

but not relevant to the question at issue.
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 1.4 CTS – Depth

• How does your answer address the complexities

in the question?
• How are you taking into account the problems in
the question?
• Is that dealing with the most significant factors?

A statement can be clear, accurate,

precise, and relevant, but superficial.
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 1.4 CTS – Breadth
• Do we need to consider another point of
view?
• Is there another way to look at this
question?
• What would this look like from a
conservative standpoint?
• What would this look like from the point of
view of...?
A line of reasoning may be clear, accurate,
precise, relevant, and deep, but lack breadth.
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 1.4 CTS – Logic

• Does this really make sense?

• Does that follow from what you said?
• How does that follow?
• But before you implied this and now you
are saying that; how can both be true?

When the combination of thoughts are

mutually supporting and make sense in combination,
the thinking is "logical.“

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 1.4 CTS – Fairness

Critical thinking demands that our thinking be fair.

• Open-minded
• Impartial
• Free of distorting biases and preconceptions

Fair-mindedness is an essential
attribute of a Critical Thinker.
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 1.4 CTS – Good Thinking is…

CLEAR……….....rather than........UNCLEAR
ACCURATE…....rather than…….INACCURATE
PRECISE……....rather than…….VAGUE
RELEVANT…….rather than…….IRELEVANT
CONSISTENT….rather than……INCONSISTENT
LOGICAL……….rather than……ILLOGICAL
COMPLETE……rather than……INCOMPLETE
FAIR…………….rather than…....BIASED
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 1.5 Benefits of Critical Thinking
Examples:

• Academic Performance
– understand the arguments and beliefs of others
– Critically evaluating those arguments and beliefs
– Develop and defend one's own well-supported arguments and beliefs.

• Workplace
– Helps us to reflect and get a deeper understanding of our own and others’
decisions
– Encourage open-mindedness to change
– Aid us in being more analytical in solving problems

• Daily life
– Helps us to avoid making foolish personal decisions.
– Promotes an informed and concerned citizenry capable of making good
decisions on important social, political and economic issues.
– Aids in the development of autonomous thinkers capable of examining their
assumptions, dogmas, and prejudices.
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 1.6 Barriers to Critical Thinking

If Critical Thinking is so important, why is it

that uncritical thinking is so common?

Why is that so many people including many

highly educated and intelligent people
find critical thinking so difficult?

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 1.6 Barriers to Critical Thinking

Common Barriers
• Lack of relevant background • Distrust of reason
information • Stereotyping
• Poor reading skills • Unwarranted assumptions and
• Poor listening skills stereotypes
• Bias • Relativistic thinking
• Prejudice • Scapegoating
• Superstition • Rationalization
• Egocentrism • Wishful thinking
• Socio-centrism • Short-term thinking
• Peer pressure • Selective perception / attention
• Mindless Conformism • Selective memory
• Mindless non-conformism • Overpowering emotions
• Provincialism • Self-deception
• Narrow-mindedness • Face-saving
• Closed-mindedness • Fear of change

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 1.6 Barriers to Critical Thinking

Five Powerful Barriers to Critical Thinking:

I am
Self-centered thinking
probably the
Egocentrism
self-interested thinking
greatest
self-serving bias
thinker since
Socrates!
Group-centered thinking
Sociocentrism Group bias
Conformism
Beliefs that are presumed to be true
Unwarranted without adequate evidence or justification

Assumptions
Assumption
Stereotyping

Believing that something is true because

Wishful one wishes it were true.
Thinking
The truth is “just a matter of opinion”
Relativism
Relativistic
2/12/2022  Subjectivism
Hamed Ali
Thinking  Cultural relativism
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 1.7 Characteristics of a Critical
Thinker

Are you OPEN MINDED about other people’s view?

Are you HONEST to yourself (or others) when you are wrong?

Do you have the COURAGE and PASSION to take initiative and

confront problems and meet challenges?

Are you AWARE of your own biases and preconceptions?

Do you WELCOME CRITICISM from other people?

Do you have INDEPENDENT opinions and are not afraid to disagree?

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 Critical Thinkers Uncritical Thinkers
1.7 Characteristics of a Critical Thinker
Have a passionate drive for clarity, precision, accuracy, Often think in ways that are unclear, imprecise,
relevance, consistency, logicalness, completeness, and inaccurate, etc.
fairness.
Are sensitive to ways in which critical thinking can be Often fall prey to egocentrism, sociocentrism, wishful
skewed by egocentrism, sociocentrism, wishful thinking, thinking, etc.
etc.
Are intellectually honest with themselves, acknowledging Pretend they know more than they do and ignore
what they don’t know and recognizing their limitations. their limitations.
Listen open-mindedly to opposing points of view and Are close-minded and resist criticisms of beliefs and
welcome criticisms of beliefs and assumptions. assumptions.
Base their beliefs on facts and evidence rather than on Often base their beliefs on mere personal preference
personal preference or self-interest. or self interest.
Are aware of the biases and preconceptions that shape Lack awareness of their own biases and
the way they perceive the world. preconceptions.
Think independently and are not afraid to disagree with Tend to engage in ‘group think’, uncritically following
group opinion. the beliefs and values of the crowd.
Are able to get to the heart of an issue or problem, Are easily distracted and lack the ability to zero in on
without being distracted by details. the essence of a problem or issue.
Have the intellectual courage to face and assess fairly Fear and resist ideas that challenge their basic
ideas that challenge even their most basic beliefs. beliefs.
Love truth and curious about a wide range of issues. Are often relatively indifferent to truth and lack of
curiosity.
Have the intellectual perseverance to pursue insights or Tend to preserve when they encounter intellectual35
truths, despite obstacles or difficulties. obstacles or difficulties.
 Summary
1. What is Thinking? Thinking is a purposeful, organized cognitive process that
we use to make sense of our world.

2. Types of Thinking Creative & Critical Thinking

3. What is Critical Thinking? Critical Thinking is the general term given to a wide range of
cognitive and intellectual skills needed to: Effectively
identify, analyze, and evaluate arguments; Discover and
overcome personal prejudices and biases; Formulate and
present convincing reasons in support of conclusions; and
Make reasonable, intelligent decisions about what to believe
and what to do. Critical thinking skills emphasized in this
course, include: Reasoning, Analyzing, Evaluating, Decision
Making and Problem solving.

4. Critical Thinking Standards Clarity, Accuracy, Precision, Relevance, Depth, Breadth,

Logic and Fairness

5. Benefits of Critical Thinking Academic performance, workplace and daily life.

6. Barriers to Critical Thinking Examples include Egocentrism, Sociocentrism,
Unwarranted Assumptions, Wishful Thinking, and
Relativistic Thinking
7. Characteristics of a Critical Open-mindedness, independent thinking, self-aware,
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Thinker Hamedinsightful,
passionate, Ali honest and intellectual humility,
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intellectual courage, and welcome criticism, etc. 1-36
 Part Two

Critical
Thinking
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 Critical Thinking
Socrates
From Socrates, we get
great emphasis on
argument and critical
thinking. Socrates chose to
make argument the main
thinking tool. Within
argument, there was to be
critical thinking:
"To find yourself,
Why do you say that?
think for yourself." What do you mean by that?
-- Socrates

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 Critical Thinking
Plato
From Plato we get the notion
that there is the "truth"
somewhere but that we have
to search for it to find it.

The way to search for the

truth is to use critical thinking
“Knowledge is true to attack what is untrue.
opinion.” -- Plato

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 Critical Thinking
Aristotle
From Aristotle we
get a type of logic,
based on identity
and non-identity, as
well as on inclusion
and exclusion.

"It is the mark of an educated mind to be able to entertain a

thought without accepting it." -- Aristotle

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 Critical Thinking
Belardo

“Critical Thinking is purposeful

goal directed thinking.
It is an art of thinking about
what one is thinking about in
order to make it more
accurate, clear and defensible”

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 How do you Think?
Brain
“The brain is the organ of
destiny. It holds within its
humming mechanism secrets
that will determine the future of
the human race.”
-- Wilder Penfield
(from The Second Career, 1963)

“The human brain, then, is the

most complicated organization of
matter that we know.”
– Isaac Asimov (from the foreword
to The Three-Pound Universe by J. Hooper
and D. Teresi, 1986)

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 Brain
Historical
• Aristotle believed that brain size was
related to intelligence.
• Broca believed that cranial volume
reflected intelligence, hence:
– Women were inferior to men (smaller
brain sizes)
– Non-Europeans were inferior to
Europeans
• Broca’s work was superceded by the
neuronal doctrine (Waldayer)
– Neurons are the processing units of
the brain.
“The human brain is generally regarded as a complex web of adaptations built into the nervous
system, even though no one knows how.” – Michael S. Gazzaniga (from The Mind’s Past, 1998)

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 Neurons
Brain & Intelligence
• Current models postulate There are billions of neurons in our
that intelligence and brains, but what are neurons? Just
complexity are the result cells. The brain has no knowledge
of the properties of until connections are made between
neurons. All that we know, all that we
neurons and how they are, comes from the way our neurons
are connected. are connected.
• Not only the number of – Tim Berners-Lee (from Weaving
neurons but The Web: the original design and ultimate
physiological properties destiny of the world wide web by its
of neurons are also inventor, 1999)
relevant: channels, cable
properties, and the type
of synapses.
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 The Brain
An electrochemical network
“The adult human brain weights about 3 pounds and
consists of about 100 billion nerve cells or neurons.
These neurons are responsible for the transmission
of information throughout the brain. The outer
wrinkled mantle of the brain called the cerebral cortex
contains about 30 billion of these neurons connected
to each other by means of a million billion neuronal
connections called synapses. The neurons
communicate with each other via these connections.”
“The human brain is an amazing piece of engineering that allows us
to process billions of bits of information within a compact,
powerful, continuously changing computer that we carry on our
shoulders our entire lives”
-- Nancy C. Andreasen
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 Neurons
Electrical Connectors
“The brain evolves further
than any other organ.
Beginning as the simplest
sort of connecting center
for the nerves, it elaborates
into a surpassingly complex
structure, with many levels
of activity, and untold
trillions of possible
circuits”
– Wendell J.S. Krieg
(Functional Neuroanatomy,
1942)

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 Neurons
Synapses

“The human brain is estimated to have about a hundred billion nerve cells, two
million miles of axons, and a million billion synapses, making it the most complex
structure, natural or artificial on earth”

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 Intelligence
Plasticity
• Plasticity is the lifelong • Neuroplasticity involves
ability of the brain to physiological changes
reorganize neural pathways throughout the body,
based on new experiences. including, neurons, glia,
• In order to learn or vascular cells
memorize a fact there must • At different times in an
be persistent functional individuals lifetime different
changes in the brain that plasticity mechanisms are
represent the new more prevalent
knowledge • In addition to genetic factors
brain is shaped by the
characteristics of the persons
environment and actions
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 Intelligence
Plasticity
• When a child is first born • Synaptic pruning eliminates weaker
inputs from the sensory organs synaptic contacts while stronger
flood the child’s brain and contacts are maintained and
instructs the pathways to strengthened
connect • Experience determines which
• Over the first few years of life connections will be maintained and
the brain changes rapidly which will be pruned
• As neurons mature they send – The connections that have been
out multiple branches activated more frequently are kept
increasing the number of • It was believed earlier that when
synaptic contacts and laying people got older the brain lost its
specific connections from plasticity
neuron to neuron – New research has revealed that the
brain never stops learning & adjusting

2/12/2022 Hamed Ali

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 Learning
Process
• Learning is a process by which we
acquire new knowledge or skills
through instruction & experience
“Whenever you read a book or
• Learning occurs by creation of
have a conversation, the experience
neurons and associations
between existing neurons. causes physical changes in your
brain. It’s a little frightening to
• If you stop learning your overall
mental capacity and performance think that every time you walk away
will decline. This is because of the from an encounter, your brain has
weakening and eventual loss of been altered, sometimes
brain networks permanently.”
• Over varying periods of time you’ll
notice a gradual but steady
decrease in your mental agility if
you do not nourish and enhance
these networks
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 Attention
Critical Thinking
“Attention is the
• Attention is a Limited Mental
spotlight that our brains
Resource use to identify stimuli
– Neurons fatigue in 3-5 min. of within the context of
sustained activity
time and space to select
– Recover, but become inefficient in a
few cycles
what is relevant and to
ignore what is irrelevant”
• Brain tunes off when only
factual information is
provided to it
– Key to stay focused is to stimulate
different parts of the brain
– Critical thinking spreads neuronal
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load across the brain Hamed Ali
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 Attention
“The Cocktail Party Effect”

• In a classroom or any public

situation (i.e. a cocktail party), • Differences between sight
it is important to filter out the and hearing
important and non-important – Sight selection can be
information. focused with eye movement
– Hearing selection is more
• Filtering or Selecting cognitive
– Mental process of eliminating
distractions or unwanted
messages
• In a classroom or any public situation (i.e. a cocktail party),
it is important to filter out the non-important information.

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 Memory
Information Processing
• We are our memories
• It is the process by which Long-Term
Memory
we retain knowledge over
time
– Episodic Memory Attention
– Semantic Memory Stimulus Short-Term
Sensory
Information Working
• Memory is established in Memory
Memory
multiple stages
– Short Term
– Long Term
Response
• Memory is not perfect
“Memory is the most important function of the brain; without it life would be a
blank. Our knowledge is all based on memory. Every thought, every action, our
very conception of personal identity, is based on memory… Without memory, all
experience would be useless.” -- Edridge-Green, 1900
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 Memory
The Magical Number
• Problem • The limit of
information that can be
– Large amounts of sensory
processed easily into
information can be experienced
short term memory is 7
– Large amounts of information can
plus or minus 2.
be stored long term
– Transfer of information between
sensor to long term memory
imposes “severe limitations on the “The Magical Number Seven,
amount of information that we are Plus or Minus Two: Some Limits
able to receive, process and on Our Capacity for Processing
remember” Information”
-- George Miller. (1956)

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 Memory Improving
• You can learn new information • Visualization
more easily if you associate it with – Form a picture in your mind's eye of the
things you want to remember.
something you already know
– Bizarre images are easier to remember.
• Research indicates memory is – Use action, humor, exaggeration etc. to
facilitated if you use both sides of create bizarre images.
your brain. – e.g. visualize large, man-eating plants
– Left side - logic, words, lists, growing out of your washing machine to
numbers, sequences, analysis remember watering plants

– Right side - rhythm, imagination, • Story or Link Method

daydreaming, color, size, spatial – Link together items or ideas to be
awareness remembered in an unusual story.
– Example: You need to get gas, go to the
• Most memory problems are due to cleaners, and buy milk.
lack of attention. – Link the items together in a story: gas
– Making a conscious decision to spills on your clothes and you try to
recall something is the first wash it off with milk.
important step.
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 Memory Improving
• First Letter Cues • Recalling Dates
– Acronyms - make a word out of the first – Associate the date to be recalled
letter of each item to be recalled. E.g.: with a date you already remember.
HOMES spells the great lakes: Huron, E.g.: the day before Halloween, a
Ontario, Michigan, Erie, Superior. week after your birthday, 2 days
– Acrostics - first letter of each item stands for after the Fourth of July, a month
a word in a phrase. E.g.: When parking your before Christmas, etc.
car remember: turn off lights, take keys, – Dates can become prices ($18.99)
lock it, and note where you parked (lights, or a time (12:15).
keys, lock, park). The acrostic could be • Rhyme or rhythm
Little Kids Like Pickles.
– Columbus sailed the ocean blue in
• Chunking 1492.
– For items: milk, eggs, cheese (dairy – In treating shock: If the face is red,
products) raise the head; if the face is pale,
apples, oranges, bananas (fruits) raise the tail.
lettuce, croutons, salad dressing (salad) – Time of doctor appointment (2:00):
– For numbers: 3417 Main can be recalled as I'm blue at two.
34 17 Main (2 numbers instead of 4).

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 Memory Improving
• Learning New Material • Eliminate stress.
– Preview the material--table of contents, – Get treatment if you are
headings, and what you hope to learn depressed.
– Break up material to be learned into smaller – Don't abuse drugs or
parts. alcohol.
– Recite: Re-tell the material to yourself as if – Stay in touch with friends
explaining it to someone else. and loved ones for social
– Review: Go over the new material until it is and intellectual stimulation.
learned.
– Spaced review: Spread out studying and
review over a period of days rather than trying
to learn the material all at once.
• General Suggestions
– Keep your mind active with reading,
crossword puzzles, hobbies, games, etc.
– Exercise regularly to supply adequate oxygen
to the brain.

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 Learning and Sleep
• Research has shown that: “Sleep affords the
– Learning a new skill and then opportunity, within certain
sleeping will lead to better limits, for the brain to act of
performance3 itself, and dreams are the
– What is learned when awake is result”
replayed and rehearsed when
-- Edward Clarke (from
asleep2
Vision: A Study of False Sight,
– Quality of sleep matters2
1878)
– At least 6 hours of sleep improves
performance2
• It is better to study and get a
good night’s sleep before an
exam than to cram the whole
night!

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Brain Principles

• Contralaterality
– The brain is divided into two mirror-
image halves (hemispheres) when
viewed from above.
– The receptive and control centers for
one side of the body are located in
the opposite hemisphere of the brain. If your right brain works much faster
• Hemispheric Specification than your left brain, you have lots of
wonderful ideas but can't get them
– Each hemisphere specializes in organized or articulate them well.
different manners of processing
information and maintains different On the other hand, if your left brain
works faster than your right brain,
abilities. you are very good at memorizing and
– The percentage of each hemisphere organizing details but have trouble
used varies by individual. generating new ideas or articulating
concepts.
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 Brain Left vs. Right

Left Right
Verbal, focusing on words, symbols, numbers Visual, focusing on images, patterns

Analytical, led by logic Intuitive, led by feelings

Process ideas sequentially Process ideas simultaneously
Words used to remember things, remember 'Mind photos' used to remember things, writing
names rather than faces or illustrating things helps you remember
Make logical deductions from information Make lateral connections from information
Step by step approach, focusing on details, See the whole first, then the details
information organized
Highly organized Organization ends to be lacking
Like making lists and planning Free association

Likely to follow rules without questioning them Like to know why you're doing something or why
rules exist

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 Brain Left & Right
Left Right
Good at keeping track of time No sense of time
Spelling and mathematical formula easily May have trouble with spelling and finding words
memorized to express
Enjoy observing Enjoy touching and feeling actual objects (sensory
input)
Plan ahead Trouble prioritizing, so often late, impulsive

Likely read an instruction manual before trying Unlikely to read instruction manual before trying

Listen to what is being said Listen to how something is said

Rarely use gestures when talking Talk with your hands

Likely to believe you're not creative, need to take Likely to think you're creative, but need to apply
risks to develop your potential yourself to develop your potential

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 Learning
Can it be Enhanced?
• Key to increasing your • One demonstrated way to
mental abilities is to increase cognitive skills is to
increase your cognitive use a collection of tools and
skills. techniques that can be
– Cognition refers to your classified under the rubric
ability to attend, identify critical thinking
and act.
• These tools were developed
– It also refers to thoughts,
moods, inclination,
by philosophers and
decisions, and actions thinkers over the last three
– It includes alertness, thousand years
concentration, speed, • Business leaders do not
learning, memory, relate well to these tools
problem solving, creativity
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and mental endurance. Hamed Ali
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 Critical Thinking

• We propose to introduce a Rosetta

Stone for Critical Thinking which will be
more orthogonal to the managerial
mindset
Classical Applied
Bloom’s
Critical Critical
Taxonomy
Thinking Thinking
• Syllogisms • Cognitive • Experimentation
• Truth Table • Affective • Reasoning
• Chain Arguments • Psychomotor • Communication
• Inductive Reasoning
• Deductive Reasoning

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 Critical Thinking
What is it?
• Critical thinking is a • Such information may be
mental process of gathered from observation,
analyzing or evaluating experience, reasoning, or
information, particularly communication. Critical
statements or thinking has its basis in
propositions that are intellectual values that go
offered as true. It is a beyond subject matter
process of reflecting upon divisions and include: clarity,
the meaning of accuracy, precision, evidence,
statements, examining thoroughness and fairness.
the offered evidence and
reasoning, and forming
judgments about the
facts.
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 Steps

• Itemize opinions from all relevant sides of an issue and collect

arguments supporting each.
• Break the arguments into their constituent statements and draw out
various additional implications from these statements.
• Examine these statements and implications for internal
contradictions.
• Locate opposing claims between the various arguments and assign
relative weights to opposing claims.
• Increase the weighting when the claims have strong support
especially distinct chains of reasoning or different sources, decrease the
weighting when the claims have contradictions.
• Adjust weighting depending on relevance of information to central
issue.
• Require sufficient support to justify any incredible claims; otherwise,
ignore these claims when forming a judgment.
• Assess the weight of the various claims.
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 Mind Maps
Claims
• Mind mapping an
alleged panacea
• Perfect memory
• Geniuses (associated)
• Trademarked
Counter claims
• Limited
• Anticlimax
• Hype

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 Management Challenges

• Not managing
• Not communicating effectively
• Failing to set clear goals and expectations
• Ignoring problems until it’s too late
• Forgetting to build a trusting work
atmosphere

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 Improving Communication

• Improving Communication
– A:Anticipating What the Receiver Knows or
Doesn’t Know
– S:Sharing Similar Experiences
– K:Knowing The Right Questions to Ask

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 Improving Communication
Knowledge Transfer Model

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 Improving Communication
Tacit Knowledge Assessment

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 Improving Communication
Tacit Knowledge Assessment

Success

Staff are customer focused

Our recruitment process

Our recruitment criteria

Experience
Empathetic
Qualifications

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 Improving Communication

The first and third conditions, we contend, can only be satisfied when
either or both parties employ critical thinking.

Critical thinking involves logical thinking and reasoning including skills

such as classification, sequencing, associative thinking, analogies,
deductive and inductive reasoning, etc

Critical thinking is goal directed thinking. It is the art of thinking about what
one is thinking about in order to make it more clear, more accurate, and
ultimately more defensible

Critical thinking employs arcane techniques such as truth tables, syllogisms,

chain arguments, etc. Critical thinking can be made accessible through the
use of Bloom’s Taxonomy

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 Improving Communication

• Knowledge
– It is rote learning ranging from the recall of specific facts to knowledge of
conventions and theories…a rich vocabulary
• Comprehension
– Encompasses meaningful integrated learning. At this level, the learner has made
the material part of his/her own frame of reference…ones own words
• Application
– Application means that the person can employ the idea, theory, practice, etc.
• Analysis
– Analytical skills enable the individual to discern unstated assumptions
• Synthesis
– At this level the individual is able to adapt his/her knowledge to other uses
• Evaluation
– Making judgments about the value or worth of something

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 Improving Communication
Explicit Knowledge Assessment

Evaluation

Judge
Appraise
Synthesis Rate
Compose Value
Plan Revise
Analysis Design Estimate
Propose Assess
Analyze Select
Compare Arrange
Application Critique
Diagram Assemble
Translate Experiment Prepare
Interpret Differentiate Collect
Comprehension Apply Test Create
Employ Inspect Set Up
Restate Use Debate Organize
Vocabulary Discuss Dramatize Question
Describe Demonstrate Relate
Know Explain Practice Examine
Define Tell Illustrate Distinguish
Record Report Operate Between
List Identify Sketch Calculate
Name Locate
Recall Review
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 Improving Communication
Bloom’s Taxonomy Applied to The Case of TQM

• Knowledge Level:
• List or record terms related to TQM
• List three functions of your job that relate to other departments in the organization
• Define the various acronyms associated with TQM (e.g., SPC, CQI)
•
• Comprehension Level:
• Discuss the advantages of TQM with coworkers
• Identify three departments that are customers of your department
• Review the major objective achieved in each training session
• In a role-play, tell what you have learned in this session to your immediate supervisor
•
• Application Level:
• Demonstrate how four of the analysis tools could be used to locate quality problems in one
• activity of your work
• Dramatize how you would facilitate a meeting to introduce concepts of TQM to your
• department

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 Improving Communication
Bloom’s Taxonomy Applied to The Case of TQM
• Analysis Level:
• Diagram a process flow chart of the activities for a task in your work
• Differentiate those processes in your task environment that can be improved with TQM from
• those where TQM cannot be applied
• Examine the present departmental activities and determine which one currently use TQM
•
• Synthesis Level:
• Prepare an article for the company newsletter describing TQM training
• Design a proposal for policy changes reflecting TQM to be presented to top executives
• Collect and compile data from department activities that support implementation of TQM
•
• Evaluation:
• Critique a present training program and revise it to suit the needs of your organization
• Estimate a budget that would be necessary to implement TQM changes for your department.
• Rate the leadership in your department as to its readiness to implement TQM
•

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 Ensuring Trust

All ethical systems are designed to ensure trust, and with trust, the
cooperation and collaboration necessary to ensure prosperity and
survival.

• The Ten Commandments

• The Bill of Rights
• The Hippocratic Oath, etc.

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 Intelligence
Intelligence Strengths Likes to: Learns by:
Verbal- reading, writing, telling stories, read, write, talk, memorize, reading, hearing and seeing words, speaking,
Linguistic memorizing dates, thinking in words work at puzzles writing, discussing and debating

Math-Logic math, reasoning, logic, problem- solve problems, question, working with patterns and relationships,
solving, patterns work with numbers, classifying, categorizing, working with the
experiment abstract

Spatial reading, maps, charts, drawing, design, draw, build, create, working with pictures and colors,
mazes, puzzles, imaging things, daydream, look at pictures visualizing, drawing
visualization

Bodily- athletics, dancing, acting, crafts, move around, touch and talk, touching, moving, processing knowledge
Kinesthetic using tools body language through bodily sensations

Musical singing, picking up sounds, sing, hum, play an instrument, rhythm, melody, singing, listening to music
remembering melodies, rhythms listen to music and melodies

Interpersonal understanding people, leading, have friends, talk to people, sharing, comparing, relating, interviewing,
organizing, communicating, join groups cooperating
resolving conflicts, selling

Intrapersonal understanding self, recognizing work alone, reflect, pursue working alone, doing self-paced projects,
strengths and weaknesses, setting interests having space, reflecting
goals

Naturalist understanding nature, making be involved with nature, make working in nature, exploring things, learning
distinctions, identifying flora and distinctions about plants and natural events
fauna
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 Thinking Styles

• Every thinking style has its strengths and its weaknesses. The first step in using your
strengths is understanding and accepting them. Stop thinking that you are different or
think differently. You are what you are and you think in your own style.
Thinking Style Attributes

Synthesist Enjoys conflict. Can come up with solutions to “unsolvable problems”. Look at
problems from different perspectives. Come up with creative solutions

Idealist “Coaching” style of leadership and a “nurturer”. Work in supportive collaborative

way instead of a highly structured, hierarchical manner.

Pragmatist Resourceful and creative. Problem solver and creator of solution. Take more risks
than synthesists which are more innovative and with more potential gain.

Analyst Great troubleshooters and detail oriented. Deal best with factual information. Do
things in a step-by-step manner and by thinking through problems.

Realist Provide practical solutions to problems quickly. Blunt. Good understanding of

situations and how to react.
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 Part Three

CREATIVE AND
CRITICAL THINKING,
PROBLEM SOLVING

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 Chapter Overview

• What factors are causing the business environment and

the role of accounting within that environment to change?

• What skills can people develop to better prepare

themselves for problem solving and decision making in
the rapidly changing business environment?

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 Chapter Overview

• How can people learn to think creatively and critically?

• How can creative and critical thinking help people make

better business decisions?

• What are the logical stages of problem solving and

decision making?

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 The Changing
Business Environment

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 The Successful
Businessperson…

• Thrives on changes, seeing change as an

opportunity rather than an obstacle.

• Is prepared for the opportunity to change.

• Is both willing and able to change.

• Is devoted to lifelong learning, realizing that

continuous learning is the only way to keep up
with and be prepared for change.

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 21st Century Accountants

Communication
Skills

Attributes of
21st Century
accountants
Intellectual Interpersonal
Skills Skills

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 Creative Thinking
• Creative thinking is the process of actively
generating new ideas to discover solutions to
a problem.

Inquisitive Mind
(questioning
attitude)

Creative
Thinkers
Flexibility Fluency
(broad array of (number of ideas
ideas for solving a generated for a
problem) solution)
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 Questions for Creative
Thinkers to Ask

• What is it about this idea that stimulates my curiosity?

• Can I come up with more ideas?

• Can I come up with a great variety of ideas?

• Do I develop ideas independently and not eliminate them

because of social influences?

• Do I consider several alternatives before acting?

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 Critical Thinking

• Critical thinking is the process that evaluates

the ideas generated by creative thinking.

Independent
(in process of
evaluating ideas)

Critical
Thinkers
Tolerate
Have Grit! Objectivity
Ambiguity/Willingly
Defer Judgment (being unbiased in the
(to collect information evaluation process;
and evaluate solutions) valuing truth)

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 Questions for Critical
Thinkers to Ask

• If an issue is controversial, do I accept my first reaction or

do I debate the issue in my head first?

• Do I tend to reject new evidence that contradicts my

current opinion on the subject, or do I evaluate the new
evidence and then decide whether to accept it or reject it?

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 Questions for Critical
Thinkers to Ask

• When I am trying to solve a problem, do I usually accept

the first solution that “works” or do I generate multiple
solutions and then choose the best one?

• When others disagree with me, do I usually listen to them

with an open mind and critically evaluate their ideas, or
do I try or defend my own ideas?

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 Critical Thinking and Logic

• Critical thinkers use a variety of skills in the

problem-solving process. Among these skills
is the ability to use logic.

Inductive logic
Reasoning that
Reasoning that
moves from a
moves from a
LOGIC general statement to
specific
a specific
conclusion to a
conclusion.
general
statement. Deductive logic

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 Stages in Problem
Solving and Decision Making

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 Accounting Information
and Decision Making
Exhibit 2-8

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Problem Definition Techniques

2. Present / Desired
1.Critical Thinking State
Duncker Diagram
Problem
Definition
Techniques

4. Problem 3. Statement
Analysis Restatement

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 Hamed Ali
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 Critical Thinking
Critical Thinking

The process we use to reflect on, assess and judge the

assumptions underlying our own and others ideas
and efforts.

Determines how skillfully someone gathers, processes

and applies information in order to identify the best
way to reach a goal or navigate a complex situation.

Socratic Questioning is at the Heart of Critical Thinking

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 Critical Thinking

1. Questions about the question or

problem statement:
The purpose of this question is to find
out why the question was asked, who
asked it and why the question or
problem needs to be solved.

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 Critical Thinking

1. Questions about the question or • What was the point of this question?
problem statement: • Why do you think I asked this question?
The purpose of this question is to find • Why is it important you learn the answer to
out why the question was asked, who that question?
asked it and why the question or • How does this question relate to our
problem needs to be solved. discussion?

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 Critical Thinking

2. Questions for clarification:

The purpose of this question is to find
missing or unclear information in the
problem statement question.

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 Critical Thinking

2. Questions for clarification: • What do you mean by that?

The purpose of this question is to find • Why do you say that?
missing or unclear information in the • How does that relate to our discussion?
problem statement question. • What do we already know about that?

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 Critical Thinking

3. Questions that probe assumptions:

The purpose of this question is to find
out if there are any misleading or false
assumptions.

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 Critical Thinking

3. Questions that probe assumptions: • What could we assume instead?

The purpose of this question is to find • How can you verify or disapprove that
out if there are any misleading or false assumption?
assumptions. • Explain why. . . (Explain how. . . )
• What would happen if. . . ?

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 Critical Thinking

4. Questions that probe reasons and

evidence:
The purpose of this question is to
explore whether facts and
observations support an assertion.

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 Critical Thinking

4. Questions that probe reasons and • What would be an example?

evidence: • Why is . . . happening?
The purpose of this question is to • What is analogous to. . . ?
explore whether facts and • What do you think causes. . . ? Why?
observations support an assertion. • What evidence is there to support your
answer?

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 Critical Thinking

5. Questions about viewpoints and

perspectives:
The purpose of this question is to learn
how things are viewed or judged and
to consider things not only in a relative
perspective, but also as a whole.

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 Critical Thinking

5. Questions about viewpoints and • What is a counterargument for. . . ?

perspectives: • What are the strengths and weaknesses of
The purpose of this question is to learn that viewpoint?
how things are viewed or judged and • What are the similarities and difference
to consider things not only in a relative between. . . and. . . ?
perspective, but also as a whole. • Compare. . . and. . . with regard to. . .

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 Critical Thinking

6. Questions that probe implications and

consequences:
The purpose of this question is to
understand the inferences or
deductions and the end result if the
inferred action is carried out.

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 Critical Thinking

6. Questions that probe implications and • What are the consequences of that
consequences: assumption?
The purpose of this question is to • Why is. . . important? (e.g., temperature?)
understand the inferences or • Is there a more logical inference we might
deductions and the end result if the make in this situation?
inferred action is carried out. • How are you interpreting her behavior? Is
there another possible interpretation?
• How did you reach that conclusion?
• Given all the facts, what is the best
possible conclusion?

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 Critical Thinking
R.W. Paul’s 9 Types of Socratic Questions
1) Questions for Clarification:
2) Questions that Probe Assumptions:
3) Questions that Probe Reasons and Evidence:
4) Questions about Viewpoints and Perspectives:
5) Questions that Probe Implications and Consequences:
6) Questions about the Question:
7) Questions that Probe Concepts:
8) Questions that Probe Purpose:
9) Questions that Probe Inferences and Interpretations:

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 THE CASE OF THE HUNGRY GRIZZLY BEAR
OR
AN EXERCISE IN DEFINING THE “REAL PROBLEM”
1. Questions for clarification
2. Questions about the question
3. Questions that probe assumptions
4. Questions that probe reasons and evidence
5. Questions about viewpoints and perspectives
6. Questions that probe implications and consequences

Question for clarification: Does this type of bear eat humans?

Answer: Yes.
Question about viewpoints: Is the bear hungry?
Answer: Yes.
Question probing assumptions: Can we assume that the bear will stop
after eating one person?
Answer: Yes.
Real problem statement: Having to outrun the other person.
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Concerns about a new energy drink

A new energy drink is on the market that combines vitamins

with staying alert power, while other energy drinks contain
no vitamins. The company said the new drink had all the
daily requirement of vitamins needed to stay healthy and
feel energized. The drink’s ability to keep people awake
works especially well for college age adults and pretty well
for older adults. A study shows no harmful effects were
observed in the vast majority of test subjects. While slightly
more expensive than the other energy drinks, it is well
affordable to those who need it.

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 Questions for Clarification

Here we see a number of ambiguous words or phrases.

• How are you defining “staying alert” power?

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 Questions for Clarification

Here we see a number of ambiguous words or phrases.

• How are you defining “staying alert” power?

• What “harmful effects” was the study looking for?
• What does “feel energized” mean?
• What is a “vast majority”?
• What does “slightly more expensive” mean?
• What is “well affordable”?

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 Questions about the question

• Why do we need to add to the cost by adding vitamins

to the energy drink?
• Is there room or market for another energy drink?
• How many of the test market cases caused a harmful
effect and what was the effect?

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 Questions about the question

• Why do we need to add to the cost by adding vitamins

to the energy drink?

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Questions that probe assumptions

• Will consumers believe that the new drink is safe

because the “vast majority” suffered no harmful
effects”?

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 Critical Thinking Actions

• Applying Standards: judging according to established personal,

professional, or social rules or criteria
– “I rank ordered the various…”
– “I grouped things together”

• Analyzing: separating or breaking a whole into parts to discover

their nature, function and relationships
– “I studied it piece by piece”
– “I sorted things out”

• Information seeking: searching for evidence, facts, or

knowledge by identifying relevant sources
– “I knew I needed to lookup/study…”
– “I kept searching for data on …...”
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 Critical Thinking Actions

• Logical Reasoning: drawing inferences or conclusions that are

supported by evidence
– “I deduced from the information that…,”
– “My rationale for the conclusion was…”

• Predicting: envisioning a plan and its consequences.

– “I envisioned the outcome would be…,”
– “I was prepared for…”

• Transforming Knowledge: changing or converting the condition,

nature, form, or function of concepts among contexts.
– “I improved on the basics by…,”
– “I wondered if that would fit the situation of …”
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 Part Four

Differentiating
between critical
and creative
thinking
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 Critical & Creative Thinking

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 Creative Thinking

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 Creative Thinking Skills & Abilities

1. Suspend judgment (no right/wrong, good/bad)

2. Subjective (personal viewpoints)
3. Divergence (“another way of looking at it is”)
4. Abstract (flexible, conceptual in nature, based on
principles in mind)
5. Generative (“here’s another idea”)
6. Associative (“it’s like this…”)
7. Visual (pictoral, photographic, graphic)
8. Cooperative (“yes, and…”)

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 Critical Thinking

• “Critical thinking is thinking that assesses itself" (Center

for Critical Thinking, 1996b)

• Critical thinking is reflective reasoning about beliefs and

actions. It is a way of deciding whether a claim is always
true, sometimes true, partly true, or false.

• Critical thinking asks us to consider whether a piece of

knowledge could be rationally justified with clarity and
logical consistency. One sense of the
term critical means crucial; a second sense derives from
Greek meaning discerning judgment
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 Critical Thinking Skills
• Observation
• Interpretation (i.e., a particular version or
adaptation of a work, method, or style)
• Analysis/Discrimination of Data
• Inference (i.e., a : the act of passing from
one proposition, statement, or judgment
considered as true to another whose truth is
believed to follow from that of the former;
b : the act of passing from statistical sample
data to generalizations (as of the value of
population parameters) usually with
calculated degrees of certainty)
• Evaluation
• Explanation
• Meta-cognition/Self-regulation (i.e.,
awareness or analysis of one's own learning
or thinking processes)
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Critical thinking calls for the ability to:
1. Recognize problems or situations and 6. Interpret data, to appraise evidence and
circumstances requiring concentrated evaluate arguments (e.g., what is the
thought (e.g., persistent resistance of real meaning and impact of words,
people on a team to interact with, behaviors, tone, body language, habits,
relate to, and support one another) etc.)
2. Understand the importance of 7. Recognize the existence (or non-
prioritization and order of precedence existence) of logical relationships
in problem solving (e.g., what is the between propositions and draw
underlying priority/priorities in the warranted conclusions and
situation….harmony, productivity, generalizations
avert dissention/conflict, service, etc.) 8. Put to test the conclusions and
3. Gather and marshal pertinent generalizations at which one arrives
(relevant) information 9. Reconstruct one's patterns of beliefs
4. Recognize unstated assumptions and and behaviors based on wider
values experience
5. Comprehend and use language with 10. Render accurate judgments about
accuracy, clarity, and discernment; specific things and qualities in everyday
expunging generalist terms (e.g., do life
not say:“we want people to get
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along”)
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 Practices for Practicing Critical
Thinking

• Journal or discuss…most important lessons

learned or issues at hand; list possible questions
or concerns that others may have; etc.
• Group learning or conference style
learning…assignments – peer group discussion,
coaching, cross-training in dialogue format, etc.
• Case studies
• Reciprocal peer questions
• Purposeful ambiguity

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 Systems Thinking

• Systems thinking begins with identifying

the key stakeholders and processes in the
system – those people and processes that
can help or hinder the achievement of a
particular goal or set of goals.

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 Strategic Thinking

• Strategic thinking begins with starting

points, or the levers, for initiating a
positive ripple or cascade effect with a
group or a system. Strategic thinking
focuses on the how, when, why and who.

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 YOU CANNOT SOLVE A PROBLEM FROM THE
SAME CONSCIOUSNESS AS IT WAS
CREATED.

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 Opportunity Thinking…
• Is optimistic and includes hope and positive thinking

• Includes all of the reasons why you think something will work

• Is constructive and generative

• Looks forward to finding benefits and advantages, and assesses the

past in the same way

• Looks at possibilities and options

• Is speculative and opportunity-seeking, and helps to generate

proposals and suggestions

• Requires deliberate thought

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 Creative and critical thinking begins with
perception:
6 common failures in perception
1. We fail to look for something

2. We see only part of the situation

3. We leave things out

4. We fail to take consequences or other people’s thinking into account

5. We fail to generate alternative

6. We don’t allot enough time to see what can be, and needs to be, seen

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 CAF: Consider All Factors

• Purpose Factors
• Feasibility Factors
• Fit Factors
• Acceptance Factors
• Impact Factors
• Involvement Factors
• Resource Factors
• Timeline Factors
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360° Approach to Change and Management
133

of Chaotic Organizations
Chaotic Stimuli/Desired Change

Assess
internal/external
• Organization Vision stakeholder values
• Immediate Strategy
• Short-term
• Long-term

• Work
Mission & • Worker
Values • Work Place

• Culture
Organiza- • Decision Making
• Structure Administrative
tion, Dept. & • Communication
• Skills Processes
People • Participation
• Leadership
• Resources
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 The P Wheel

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 S.W.O.T. ANALYSIS
STRENGTHS WEAKNESSES

OPPORTUNITIES THREATS

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 Part Five

Critical Thinking

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 Goals and Objectives

• Define critical thinking.

• Relate critical thinking to the professional practice of massage

and bodywork.

• Compare and contrast didactic and critical learning strategies.

• Illustrate the benefits of critical learning.

• Apply critical learning strategies to the massage and bodywork

classroom.

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 Characteristics of Critical
Thinking
• Defining a problem • Avoiding oversimplification

• Asking questions
• Considering other
interpretations
• Examining evidence

• Analyzing assumptions and • Tolerating ambiguity

biases
• Metacognition
• Avoiding emotional (understanding how we
reasoning process information)

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 Critical Thinking in Professional
Practice
• Gleaning subjective information

• Seeking objective information

• Determining indications/contraindications

• Session planning and adaptation

• Documentation

• Referrals

• Professional development

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 Learning Strategies

Didactic Method Critical Learning Method

• Teacher-centered • Student-centered

• What to think • How to think

• Transmit knowledge • Facilitate knowledge

• Content • Strategies, principles,

concepts, and insights

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 Learning Strategies (continued)

Didactic Method Critical Learning Method

• Knowledge is additive • Knowledge is holistic

• Experience and values are • Experience and values are

irrelevant essential

• Doubt and questioning • Questioning is a sign of

weaken belief learning

• Broad, superficial • Focused, deep

• Direct path to truth • Indirect path to truth

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 Benefits structure.
• Establishing

• Identifying concepts, facts, or principles.

• Presenting to large groups.

• Relaying large
amounts of
information.
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 Benefits
• Has relevance to professional practice.

• Promotes lifelong
learning.

• Use in licensing
exams.

• Valued by regulatory boards and agencies.

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 How Are These Methods
Different?
Didactic Critical Learning
– Attention – Exploration

– Recall – Creativity

– Recitation – Critical Analysis

– Single path to – Indirect paths to

understanding understanding

– Limited learning styles – Multiple learning

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1-144
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 Part Six

Developing
Critical
Thinking
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 Outline
• Development
– Stages model
– Takes: time, practice, maturity, inclination
• Valuing
– QAA, Practice, Assessment
• Understanding
– Definitions
– Bloom’s model
• Activities
– Review, evaluate, apply

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 CT as stages of development

• Students (all of us) develop through stages

– We may be at different stages in different contexts
e.g. in ‘real life’ and in new academic situations
1 Absolute knowing 2 Transitional
stage
3 Independent knowing 4 Contextual
knowing

Aim is fully contextual thinking

Unreasonable to expect it always and early at
university
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 Levels of Cognitive Development:
“Ways of Knowing”
Absolute knowing Received Knowing
“Just give me the facts, Ma’am. Just the facts”

Transitional stage Subjective Knowing

“Everybody has an opinion and all opinions are
equal”
Independent knowing Procedural Knowing
“Every field has its own games with their own
rules”
Contextual knowing Constructed Knowing
“I understand why I believe this and why others
don’t”
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@[email protected]
 Use two squares to put all the cows in separate
pens

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2/12/2022 Hamed Ali
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Fostering CT – in general
• Recognise CT as a Get involved in class
developmental interactions e.g.:
process • Brainstorms
– Takes time • Discussions
– & attention • Use ‘maps’
• Use thinking • Check the evidence
opportunities • Learn language of
– Reflection, PDP assessment/academia

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 Some things you can do
Summarise
Prepare a summary - no more than seven most important points
Question
Prepare at least three substantive questions about the material
Propose
List at least three points you agree with and state why
Critique
List at least two points you disagreed with or found unhelpful and
state why
Find Examples
Give at least three examples of key concepts presented

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Instruction What is meant

clarify identify the components of an issue/topic/problem; identify the

main points; make the meaning plain; remove ambiguities or
misunderstandings, restate something in your own words

analyse break information into constituent parts; examine the

relationship between the parts; question the information
be critical identify what is good and bad about the information and why,
probe, question, identify inaccuracies or shortcomings in the
information, estimate the value of the material

evaluate, as above but also – come to a conclusion (see below) about the
weigh up information
compare consider the similarities or dissimilarities; implies evaluation
(e.g. which aspects of two or more topics/subjects are most
valuable)
identify identify patterns/changes/movements in certain directions (e.g.
trends over time or across topics/subjects)
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Instruction What is meant
argue put the case for/against a view or idea giving evidence for your
claims/reasons; attempt to influence the reader to accept your
view
conclude / the end point of your critical thinking; what the results of an
draw investigation indicate; arrive at a judgement by reasoning
conclusions
develop a decide what you think (based on an argument or on evidence)
view
justify make a case for a particular view; explain why something is like
it is; give reasons; show adequate grounds for something

give evidence from your own work or that of others which could be
evidence checked by a third party to prove/justify what you say
summarise briefly indentify the main points or aspects of the information,
remove unnecessary detail
review similar to summarise (see above) but usually includes
evaluation, an overview, a reconsideration of something
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 Critical & Critical thinking

• Critical position: personally derived evidenced

based judgement

• Critical thinking: thinking that helps you figure

out whether you should believe some claim, and
how strongly you should believe it
– i.e. is it true or the art of being right!

• Critical thinking: capacity to work with complex

ideas…. Provide effective evidence to justify a
reasonable judgement…. Attending to context

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 Each prisoner knows that there are 2 red
hats and 2 blue hats, but no one knows the
colour of his own hat
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 5 Evaluating
or criticising information

• Objective
• Open-minded, flexible
• Check assumptions
• Check bias
– NB first response system
assess, recommend, compare/contrast,
conclude, justify

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 2

3
4

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 Universal Intellectual
Standards
• Clarity
• Accuracy Check thinking and writing
against these universal
• Precision
standards
• Relevance
• Depth Critical thinking: involves improving
• Breadth the quality of thinking… by imposing
• Logic intellectual standards
• (ethical)
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 Critical Thinking: An
Introduction

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 Characteristics of Critical Thinkers

Critical thinkers:
• Care that their beliefs be true and that their decisions
be justified; that is, care to "get it right“ to the extent
possible. This includes the dispositions to

 Seek alternative hypotheses, explanations, conclusions,

plans, sources, etc.,and be open to them
 Endorse a position to the extent that, but only to the
extent that, it is justified by the information that is
available
 Be well informed
 Consider seriously points of view other than their own

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 Characteristics II

Critical thinkers:
• Care to present a position honestly and clearly, theirs
as well as others'. This includes the dispositions to

 Be clear about the intended meaning of what is said,

written, or otherwise communicated,seeking as much
information and precision as the situation requires
 Determine, and maintain focus on, the conclusion or
question
 Seek and offer reasons for their opinions/conclusions
 Take into account the total situation
 Be reflectively aware of their own basic beliefs

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 Characteristics III

Critical thinkers:
• Care about others’ point of view and treat it
with respect. They:
 Discover and listen to others' views and reasons
 Avoid intimidating or confusing others, taking into
account others' feelings and level of understanding
 Are concerned about others' welfare
 Are concerned about educating others on the issues

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 Steps in Critical Thinking:
Formulating your argument
• Focus on a question
– Identify and formulate the question
– Develop criteria for judging possible answers
– Develop a plan for collecting data
• Develop an argument
– Generate premises and conclusions (the
“whereas” and “therefore”)
– Develop reasoning steps/support for conclusions
(the “why”)

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 Steps in Critical Thinking:
Deconstructing your Argument

• Analyze arguments
1. Identify conclusions
2. Identify unstated reasons
(assumptions)
3. Identify stated reasons
4. Identify and handle irrelevance
5. See the structure of an argument
6. Summarize

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 Steps in Critical Thinking:
Clarifying Arguments
• Ask and answer questions of clarification and/or
challenge, such as:
1. Why?
2. What is your main point?
3. What do you mean by…?
4. What would be an example?
5. What would be an exception?
6. How does that apply to this case (describe a case, which
might well appear to be a counter example)?
7. What difference does it make?
8. What are the facts?
9. Is this what you are saying: ____________?
10. Would you say some more about that?

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 Steps in Critical Thinking:
Knowing/Analyzing Sources
 Judge the credibility of a source. Major
criteria (but not necessary conditions):
1. Expertise
2. Lack of conflict of interest
3. Agreement among sources
4. Reputation or risk to reputation
5. Use of established procedures
6. Ability to give reasons

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 Steps in Critical Thinking:
Knowing the Basis for Decisions
• Example: guilt or innocence of an accused criminal
defendant
 Is the evidence physical or circumstantial? How good is the
evidence? Were there eyewitnesses? How reliable are
they?
 Direct observations are strong evidence because:
1. Minimal inference involved
2. Short time interval between observation and report
3. Report by the observer, rather than someone else (that is, the
report is not hearsay, and can be verified)
4. Corroboration or possibility of corroboration
5. Good access to actual physical evidence
6. Competent employment of technology, if technology is useful
7. Satisfaction by observer (and reporter, if a different person) of
credibility criteria

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 Inference

• Induction: moving from specific to

general (arguments based on
observation or experience)
• Deduction: moving from general to
specific (arguments based on laws,
rules, or widely-accepted principles)
Gravity example

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 Types of Explanatory Conclusions

1. Causal claims (“Treatment X causes

improvement in strength and mobility”)
2. Claims about the beliefs and attitudes of other
people (“The American people want security
more than prosperity”)
3. Interpretation of others’ intended meanings
(“She is always late, so she must not really
want to do this”)
4. Historical claims that certain things happened
(“He woke up in a bathtub of ice, missing a
kidney”)
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 Getting the Data

• Designing experiments, including

planning to control variables
• Seeking evidence and counterevidence
• Seeking other possible explanations
• Evaluating the strength of available
evidence, with a focus on methodology

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 Judging Conclusions

1. The proposed conclusion would explain

the evidence
2. The proposed conclusion is consistent
with all known facts
3. Competitive alternative explanations
are inconsistent with facts
4. The proposed conclusion seems
plausible (less important than 1-3)

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 Ask Testable Questions

• Do infants dream?
• Does caffeine make people anxious?
• Are some people born evil?
• Does smoking lead to lung cancer?
• Are dreams an indication of our
unconscious desires and conflicts?
• Is physical therapy beneficial?

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 Causal Arguments

• Truck, bicycle, and car example

• What causes the accident?
• The “one significant difference” idea
(inductive)
• Two important rules:
– Cause must precede the effect in time
– Correlation does not prove causation.

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 Hamed Ali 1-178
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@[email protected]
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 Hamed Ali 1-181
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 Hamed Ali
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@[email protected]
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 Part Seven

Creativity
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Creativity: What, Why, and How

To create: To bring into being out of nothing

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 Creativity: What, Why, and How

To create: To bring into being out of nothing

Creativity: Thinking skills that lead to create something

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 Creativity: What, Why, and How

To create: To bring into being out of nothing

Creativity: Thinking skills that lead to create something

Creativity in Science and Engineering: A mental process

involving the generation of new ideas or concepts, or
new associations between existing ideas or concepts.

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 Creativity: What, Why, and How

To create: To bring into being out of nothing

Creativity: Thinking skills that lead to create something

Creativity in Science and Engineering: A mental process

involving the generation of new ideas or concepts, or
new associations between existing ideas or concepts.
Creativity is one of the essential attributes we would like our
graduates to have – all others are useless without creativity.

Innovation and Invention are impossible without creativity.

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 Convergent vs. Divergent Thinking

Divergent thinking: the creative generation of multiple

solutions to a given problem. In Science and Engineering,
this is followed by evaluation of the answers and a choice
of optimal solution.

Convergent thinking: the deductive generation of the optimum

solution to a given problem, usually where there is a
compelling inference.

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 Convergent vs. Divergent Thinking

Divergent thinking: the creative generation of multiple

solutions to a given problem. In Science and Engineering,
this is followed by evaluation of the answers and a choice
of optimal solution.

Convergent thinking: the deductive generation of the optimum

solution to a given problem, usually where there is a
compelling inference.

Scientists and Engineers typically prefer convergent thinking

while artists and performers prefer divergent thinking.

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 Convergent vs. Divergent Thinking

Divergent thinking: the creative generation of multiple

solutions to a given problem. In Science and Engineering,
this is followed by evaluation of the answers and a choice
of optimal solution.

Convergent thinking: the deductive generation of the

optimum solution to a given problem, usually where
there is a compelling inference.

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 The Mind Can Refuse to Make Connections

Q. How do you put a bear in a refrigerator?

Hamed Ali
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 The Mind Can Refuse to Make Connections

Q. How do you put a bear in a refrigerator?

A. Open the door, put the bear in, close the door.

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 The Mind Can Refuse to Make Connections

Q. How do you put a bear in a refrigerator?

A. Open the door, put the bear in, close the door.
Q. How do you put a lion in a refrigerator?

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 The Mind Can Refuse to Make Connections

Q. How do you put a bear in a refrigerator?

A. Open the door, put the bear in, close the door.
Q. How do you put a lion in a refrigerator?
A. Open the door, take out the bear, put the lion in.

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 The Mind Can Refuse to Make Connections

Q. How do you put a bear in a refrigerator?

A. Open the door, put the bear in, close the door.
Q. How do you put a lion in a refrigerator?
A. Open the door, take out the bear, put the lion in.
Q. Noah is hosting an animal conference. All animals but one
attend. Which one?

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 The Mind Can Refuse to Make Connections

Q. How do you put a bear in a refrigerator?

A. Open the door, put the bear in, close the door.
Q. How do you put a lion in a refrigerator?
A. Open the door, take out the bear, put the lion in.
Q. Noah is hosting an animal conference. All animals but one
attend. Which one?
A. The lion who is freezing his butt off in the refrigerator

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 The Mind Can Refuse to Make Connections

Q. How do you put a bear in a refrigerator?

A. Open the door, put the bear in, close the door.
Q. How do you put a lion in a refrigerator?
A. Open the door, take out the bear, put the lion in.
Q. Noah is hosting an animal conference. All animals but one
attend. Which one?
A. The lion who is freezing his butt off in the refrigerator
Q. You want to cross a river that is inhabited by crocodiles.
How do you do it?
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 The Mind Can Refuse to Make Connections

Q. How do you put a bear in a refrigerator?

A. Open the door, put the bear in, close the door.
Q. How do you put a lion in a refrigerator?
A. Open the door, take out the bear, put the lion in.
Q. Noah is hosting an animal conference. All animals but one
attend. Which one?
A. The lion who is freezing his butt off in the refrigerator
Q. You want to cross a river that is inhabited by crocodiles.
How do you do it?
A. Swim across – the crocs are at the conference.
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 Things Often Are Not What They Seem To Be

2/12/2022 Hamed Ali

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 Things Often Are Not What They Seem To Be

2/12/2022 Hamed Ali

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 Things Often Are Not What They Seem To Be

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 Things Often Are Not What They Seem To Be

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@[email protected] 1-203
 Things Often Are Not What They Seem To Be

2/12/2022 Hamed Ali

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 Making Connections That Do Not Exist

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 Making Connections That Do Not Exist

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@[email protected] 1-206
 Using The Right Language For The Problem

Languages:
Verbalization
- descriptions in words
Visualization
- graphs
- charts
- pictures
Logic
- propositional
- common sense
- non-monotonic ...
Mathematics
- algebra
- calculus ...
Sensory Expression
- laugh, thunder, flowers

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 Using The Right Language For The Problem

Three light bulbs in room A are connected independently to three

switches in room B. The lights are not visible from room B. The
problem is to determine which switch is which being allowed just
one visit to room A from B.

A B
Logic Mathematics Words Visualization Sensory
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 Using The Right Language For The Problem

Best solved visually:

M R L R L R L R L R L R
W R L R L R L R L R L R L R L R L ...
time

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 Using The Right Language For The Problem

Best solved visually:

M R L R L R L R L R L R
W R L R L R L R L R L R L R L R L ...
Solved mathematically: time
Let t = 0,1,2,3,... be clock ticks – 2 per woman's step, 3 per man's
Woman's left foot hits the ground when (t-2) mod 4 = 0
Man's left foot hit the ground when (t-3) mod 6 = 0
Find t such that (t-2) mod 4 = (t-3) mod 6. No such t.

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 Using The Right Language For The Problem

Best solved visually:

M R L R L R L R L R L R
W R L R L R L R L R L R L R L R L ...
Solved mathematically: time
Let t = 0,1,2,3,... be clock ticks – 2 per woman's step, 3 per man's
Woman's left foot hits the ground when (t-2) mod 4 = 0
Man's left foot hit the ground when (t-3) mod 6 = 0
Find t such that (t-2) mod 4 = (t-3) mod 6. No such t.
Man's right foot hits the ground when t mod 6 = 0
Find t such that t mod 6 = (t-2) mod 4...t=6

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 Creativity Techniques

Problem Definition:
Cannot do anything without completely understanding
the problem.

Devise a Plan:
Look for patterns in previously solved problems that
match the current problem. Evaluate alternatives.

Carry Out the Plan:

Check each step. Look for proof of correctness.

Evaluate, Reassess:
Does the proposed solution solve the problem most
effectively? What is lacking?

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 Creativity Techniques

Problem Definition:
Know what is fact and what is conjecture:

A man stands in the center of a large square field with

horses at each corner, namely a bay, a chestnut, a white
horse and a black horse. The man must kill his horses.
If he must remain at the center of the field, the horses stay
at the four corners and he is a perfect shot, how can he
make sure that none of his horses remain alive using
only three bullets? Assume no more than one bullet is
enough to kill a horse.
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 Critical versus Creative Thinking

• They are not the same, but are closely linked

• Critical thinking is the active and systematic
process of communication, evaluation, reflection
and analysis, meant to foster understanding, solve
problems, support sound decision-making and guide
action
• Creative thinking synthesizes intuition, sensations,
memories and feelings such that they can take on a
reality that can be tested within a critical thinking
framework
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 Nature of the Relationship

• You can be a critical thinker

without being a creative thinker!

• You cannot be a creative thinker

without being a critical thinker!

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 What is Creative Thinking?

• The ability to imagine or invent something

new
• The ability to generate new ideas by
combining, changing, or reapplying
existing ideas
• The attitude to accept change and new
ideas, a willingness to play with ideas and
possibilities, a flexibility of outlook (Harris,
1998)
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 Thinking Processes
Critical Thinking Elements Creative Thinking Elements

Intuition
Purpose,
Point of View
Question
Dimensional Observing,
Thinking Imaging

Assumptions
Context
Information Emotion
Pattern Abstracting,
Alternatives Recognition Analogizing

Implications, Concepts,
Consequences Models, Theory
Play, Model,
Empathizing
Transform
Inference, Synthesizing
Finding
Body
Thinking

Approaches to
Convergence Thinking
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Left Brain
Purpose,
Point of View
Question

Assumptions Context Information

Alternatives

Implications, Concepts,
Consequences Models, Theory

Inference,
Findings

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 Right Brain
Dimensional Observing,
Thinking Imaging

Pattern Abstracting,
Recognition Analogizing
Synthesizing

Play, Model,
Empathizing
Transform

Test Results Using Body

Thinking
Critical Thinking

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 Thinking Processes

Critical Thinking Elements Creative Thinking Elements

Intuition
Purpose,
Point of View
Question Dimensional Observing,
Thinking Imaging

Emotion
Assumptions Context Information
Pattern Abstracting,
Alternatives Recognition Analogizing

Implications, Concepts,
Consequences Models, Theory Play, Model,
Synthesizing Transform
Empathizing

Inference,
Finding Body
Thinking
Approaches to
Thinking
Convergence
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Divergence
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 Develop Model and SOPs and TAT observed as
Test success in IC

Right Brain
Dimensional Observing,
Thinking Imaging

Lack of TAT success in

information IC could be
sharing Pattern Abstracting, model for
based on Recognition Analogizing Fusion Centers
same
reasons

Play, Model,
Empathizing
Transform

Put yourself in
Synthesizing Body place of local
Thinking
LE
Test Results Using
Critical
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 How to Improve Creativity? (cont.)

• Learn more about critical and creative thinking elements

and processes—become meta-cognitive
• Expand your knowledge base beyond your discipline,
e.g., obtain a liberal arts degree, take courses in
disciplines outside your specialty, start a hobby outside
your specialty

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 Creativity

• Creativity is the ability to bring something new into

being, something that did not exist before.
• Creativity comprises the development of entirely new
systems, the combination of already known information
as well as the transfer of known relations to completely
new situations.
• A creative action has to be intentional and must have a
purpose.

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 Creativity and the
thought process

• Convergent thinking is a fixed, structured and logical way of

thinking divided into systematic steps.

• Divergent thinking is a free, disordered and imaginative way of

thinking which cannot be followed logically.

• Productive creativity is controlled divergence. Creative thinking

is a type of divergent thinking which is adapted to reality.

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 Stages of creative problem solving

Problem Problem Idea

identification Evaluation Realization
analysis generation

Aggregation Abstraction Review

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 Factors of creative efficiency

Individual factors Organizational factors

• Personality • Hierarchy
• Age • Autonomy
• Qualification • Management style
• Intelligence • Information, communication
• Motivation • Working environment
• Stress • Uniformity of procedures
• Willingness to take risks

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 Innovation – 1

• Only the economic implementation of an idea can be

called innovation. The innovation process comprises the
generation of an idea, its acceptance (decision) and
realization (implementation). Creative thinking is required
particularly during the first stage of this process.

• A new idea is not inevitably the result of creative thinking

but can be based on modification or imitation. What is
more, not every creative process is followed by the
implementation of an idea.

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 Innovation – 2

• Innovation includes any type of change performed on a

process. At the beginning it is irrelevant, whether this
change is new per se or if it is introduced in a particular
company for the first time. Consequently the successful
transfer of previously known solutions to new
applications has to be considered an innovation.

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 Basic scheme of the
innovation process
Stimulus for innovation
Identification of the problem

Finding ideas

Collection of ideas Generation of ideas

Innovation process

Systematic collection and recording of ideas

Screening

Evaluation

Decision

Implementation

Market introduction
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 Thinking barriers

• Routines and habits

 It simply is like that; it is right; ...
• Wrong categories
 Generalizations, wrong presumptions
• Premature evaluation
 Too early criticism, typical idea killers
• Emotional insecurity
 Fear of exposing oneself
• Pressure of conformity
• Cultural barriers
 Culture of logical and conclusive thinking, no intuition
• Working environment
• Intellectual barriers
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 Brainstorming

Four principles

• Any kind of criticism is strictly forbidden!

• There are no limits to imagination.
• Quantity comes before quality.
• Take up the ideas of others and develop them.

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 Working group –
your tasks

• Form groups of 3 – 5 persons.

• Describe your problem in the company. Use the W-

questions.

• Use brainstorming techniques and consider the tips for

moderation, visualization, etc.

• Evaluate the ideas using Worksheet 5-1.

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 Possible tasks – 1

1. A lighting manufacturer wants to develop a new work

light, especially in view of a new target group of
environmentally conscious customers (material, light
sources).
2. A car repair shop wants to extend its services and is
looking for new opportunities in the field of “mobility”.
3. A big shopping centre has problems with traffic
congestions, especially at the weekends. Parking spaces
are rare and cost a lot. The company looks for a solution
which is not too expensive.

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 Possible tasks – 2

4. An interest group would like to introduce an

environmental model administration.
5. A company responsible for waste disposal at an airport
would like to discuss with the airlines how to separate
waste in the aircraft. Which possibilities can you think
of?

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 Successful idea generation group

• 3 – 8 members from different areas

• Social homogeneity of the group
• Coordinator (not necessarily the manager)
• Informal and pleasant atmosphere
• Mixed group (men and women)
• Meetings should not be too long or too frequent
• Clear tasks with clear definitions of roles
• Discussion: always objective, open
• Criticism should be open and objective

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 Ten ways to option generation

1. The waste box

2. Close the shop
3. “Why, why, why?“
4. Learn from contradiction
5. Indicators and benchmarking
6. Super-super-ideal
7. Method -10%
8. Leave it out
9. Keep it separate
10.Reuse it elsewhere

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 Technical evaluation

• Influence on product quality

• Influence on productivity
• Material consumption
• Energy consumption
• Influence on maintenance
• Safety
• Flexibility
• ...

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 Environmental evaluation

• Material consumption
• Energy consumption
• Emissions to air, water, soil
• Shift of environmental problems to
other media
• Replacement of substances
• Health and safety

• ...

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 Economic evaluation
• Payback period
• Other financial profitability calculations
• Determine all affected cost factors
 Obvious environmental costs
 Costs for lost raw material
 Investment and depreciation
costs of equipment
 Personal costs
 Outsourced services
 Hidden costs

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 Implementation of environmental
projects

Solution-oriented Problem-oriented
 Quick implementation  Complex environmental
problems or approaches
 Well known causes of the
problems  Causes and measures are not
clear, a better analysis is
 Possibility of improvement is
necessary
known
 It is necessary to set goals
 
Quick implementation Solve the problem at its
root

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 Solve problems at their roots

Stage 1: Determine the necessary

measures

Stage 2: Plan the environmental project

Stage 3: Implement

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 Determine the necessary
measures

Decision for Acute

environmental environmental
protection problem

Definition of the
environmental profile

Identification of the
starting point

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 Plan the environmental
project

Environmental
problem/description
of the starting
point/approach

Identification of the
causes

Establishment of goals
and measures: project
plan

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 Implement the
environmental project

Implementation of the
project plan

Monitoring of success


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 Part Eight

Innovation
Management

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 What can be done?

• Lead:
– Build the “ambidextrous” senior team:
communicate the strategy, allocate resources
• Structure:
– Explore transitional and intermediate forms
• Incent:
– Explain “just what’s in this for me?”
• Build:
– Lay the foundations for a new culture, new
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 What can be done?

• Lead:
– Develop a clear strategy
– Generate energy
– Build an “ambidextrous” senior team
– Make decisions

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 Develop a clear strategy

How will we
Create value?

How will we How will we

Deliver value? Capture value?

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 And allocate resources to it!

100%

80%
How will we
Create value?
60%

40%

How will we How will we

20%
Capture value? Deliver value?

0%
1 2 3 4 5 6

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 Generate Energy

• Position the discontinuity as an urgent

threat:
– Flirt with bankruptcy
– Make vivid the idea that the firm might flirt with
bankruptcy
• Position the discontinuity as an opportunity
– Generate some small successes: build
enthusiasm and “infect” the organization
– Leap boldly into the future
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 Build ambidextrous organizations:
Differentiation vs. integration

General Manager

Existing business Emerging business

Mfg Sales R&D Mfg Sales R&D

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 The scope of the ambidextrous organization

Alignment of: Exploitative Exploratory

Business Business
Strategic intent
Critical tasks
Competencies
Structure
Controls, rewards
Culture
Leadership role

Ambidextrous Leadership
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 Build an Ambidextrous Senior Team

• Ambidextrous senior teams must manage

– both more mature, operationally focused businesses
– and higher growth, emerging businesses
• High performing senior teams show:
– High conflict, high respect decision making capabilities
– High levels of trust and truth telling
– The ability to manage divergent incentive systems and career
paths
• Coupled with processes that support the divergent management of
quite different business units
– E.g. Resource allocation processes that allow for different time
horizons, milestones, rates of return

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 What can be done?

• Lead:
• Structure:
– Implement appropriately
– Choose the right people
– Manage linkages

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 Balance entrepreneurial energy and
coordination

Entrepreneurial
Energy Successful disruptive
Startups innovation unites
entrepreneurial insight with
effective coordination

B as U

Control & Coordination

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 Choose a structure that fits the firm’s
strategic positioning and skills

Entrepreneurial
Energy
Acquire

Joint
venture/
alliance
Internal
venture

Build inside
existing unit

Control & Coordination

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 What can be done?

• Lead
• Structure:
• Incent
– Explain “just what’s in this for me?”
– Manage the balance between:
• Individual outcomes and team/firm
outcomes
• “Objective” and “subjective”
measures
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 The incentive problem is an inherently
difficult one…

Entrepreneurial
Drive,
Freedom from Startups
the “old ways”

B as U

Control & Coordination

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 Using “high powered” incentives
may reduce coordination

Entrepreneurial
Drive,
Freedom from
the “old ways”
Acquire
?
Joint
venture/
alliance
Internal
venture
Build inside
existing
existing units
unit

Control & Coordination

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 What can be done?

• Lead
• Structure
• Incent
• Transform the culture:
– Build on core values
– Practice thinking in new ways
– Manage from the heart

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