1. The Power of Critical Thinking
2. Critical Thinking Mindset and Skills
3. Solve Problems and Succeed in College
4. Clarify Ideas and Concepts
5. Analyze Arguments and Diagram Decisions
6. Evaluate the Credibility of Claims and Sources
7. Evaluate Arguments: Four Basic Tests
8. Valid Inferences
9. Warranted Inferences
10. Snap Judgments: Risks and Benefits of Heuristic Thinking
11. Reflective Decision Making
12. Comparative Reasoning
13. Ideological Reasoning
14. Empirical Reasoning
15. Write Sound and Effective Arguments
16. Ethical Decision Making
17. The Logic of Declarative Statements
Appendix: Extend Argument-Decision Mapping Strategies
Peter A. Facione, PhD, has dedicated himself to helping
people build their critical thinking to become better problem
solvers and decisions makers. He does this work not only to help
individuals and groups achieve their own goals, but also for the
sake of our freedom and democracy. Facione draws on experience as a
teacher, consultant, business entrepreneur, university dean,
grandfather, husband, musician, and sports enthusiast. Now he is
taking his message about the importance of critical thinking
directly to students through Think Critically.
“I’ve paid very close attention to the way people make decisions
since I was 13 years old,” says Facione. “Some people were good at
solving problems and making decisions; others were not. I have
always felt driven to figure out how to tell which were which.” He
says that this led him as an undergraduate and later as a professor
to study psychology, philosophy, logic, statistics, and information
systems as he searched for how our beliefs, values, thinking
skills, and habits of mind connect with the decisions we make,
particularly in contexts of risk and uncertainty.
A native Midwesterner, Facione earned his PhD in Philosophy from
Michigan State University and his BA in Philosophy from Sacred
Heart College in Detroit. He says, “Critical thinking has helped me
be a better parent, citizen, leader, consultant, teacher, writer,
coach, husband, and friend. It even helps a little when playing
point guard!” In academia, Facione served as provost of Loyola
University–Chicago, dean of the College of Arts and Sciences at
Santa Clara University, and dean of the School of Human Development
and Community Service at California State University–Fullerton. “As
a dean and provost, I could easily see that critical thinking was
alive and well in every professional field and academic
discipline.”
Facione spearheaded the international study to define critical
thinking, sponsored by the American Philosophical Association. His
research formed the basis for numerous government policy studies
about critical thinking in the workplace, including research
sponsored by the U.S. Department of Education. Published by Insight
Assessment, his tools for assessing reasoning are used around the
world in educational, business, legal, military, and health
sciences. Today, Peter operates his own business, Measured Reasons.
He is senior level consultant, speaker, writer, and workshop
presenter. His work focuses on strategic planning and leadership
decision making, in addition to teaching and assessing critical
thinking. With his wife, who is also his closest research colleague
and co-author of many books and assessment tools, he now lives in
sunny Los Angeles, which he says, “suits [him] just fine.” You can
reach him at pfacione@measuredreasons.com.
Carol Ann Gittens, PhD, is an Associate Dean in the College
of Arts & Sciences at Santa Clara University (SCU). She is an
associate professor with tenure in the Liberal Studies Program and
directs SCU’s undergraduate pre-teaching advising program and the
interdisciplinary minor in urban education designed for students
interested in pursuing careers in PreK-12 education.
Gittens was the founding Director of Santa Clara University’s
Office of Assessment from 2007 to 2012. As assessment director, she
performed key activities related to institutional re-accreditation,
educated academic and cocurricular programs in the assessment of
student learning, and designed and oversaw an innovative multiyear,
rubric-based assessment plan for a new core curriculum. She is an
educational assessment mentor and accreditation evaluator for the
Western Association of Schools and Colleges (WASC) as well as Board
of Institutional Reviewers member of the California Commission on
Teacher Credentialing (CTC), and a senior research associate with
Insight Assessment, LLC.
The central focus of Gittens’ research is on the interface of
critical thinking, motivation, mathematical reasoning, and academic
achievement of adolescents and young adults from diverse cultural
and ethnic backgrounds. Dr. Gittens is an author or co-author of
numerous articles and assessment tools focusing on critical
thinking skills, numeracy, and dispositions in children and adults.
As of this writing, her forthcoming paper is “Assessing Numeracy in
the Upper Elementary and Middle School Years.”
Gittens’ consulting activities include working with college
faculty, staff and administrators, PreK-12 educators, as well as
business executives, managers, and employees. Dr. Gittens’ areas of
expertise include assessment of institutional effectiveness and
student learning outcomes, institutional and professional
accreditation planning, translating strategic vision into
measureable objectives, designing sustainable assessment systems at
all levels of the institution, critical thinking pedagogy and
assessment, integrating critical thinking and information literacy
across the curriculum and in cocurricular programs, as well as
statistics and assessment design for individuals and institutions.
Gittens earned her PhD in Social and Personality Psychology from
the University of California at Riverside.
She received her BA in Psychology and Women’s Studies from the
University of California at Davis. Prior to her appointment at
Santa Clara University she taught at California State University,
San Bernardino and at Mills College in Oakland, California. Gittens
and her husband live in California’s Silicon Valley with their
teenaged daughter and son, and their 4-year-old daughter. She is an
active parent volunteer in her children’s school, and is involved
with K-12 schools in the local community, offering teacher training
workshops on nurturing and assessing students’ critical thinking.
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