COMPONENTS OF CRITICAL THINKING AT AMSC

We use Dr. Richard Pauls model of critical thinking as our standard. There are two major pieces we use, which are elements of reasoning, and his explanation of the Universal Intellectual standards. The elements of reasoning can be represented by the following model: 1. Purpose of the thinking. Whenever we reason, we reason to achieve some objective or goal. 2. Question at issue or problem to be solved. Whenever we attempt a reason at least one problem to be solved. 3. (Information) the empirical dimension of reasoning. The data which peoples reasoning is based usually a possible source of problems. 4. Inferences. The reasoning proceeds has a steps in which we reason. 5. The conceptual dimension of reasoning. The concepts can be theories, principles, and rules. 6. Assumptions. Students assumptions included the assessing skills of reasoning. 7. Implications and consequences. Students ability to reason well is measured that they understand and enunciate the Implications and consequences of reasoning. 8. Point of view or frame of reference. Dr. Pauls construct develop the students to evaluate their own work for the inclusion of the elements of reasoning and focus on the basic parts of an argument. The next step is to evaluate the argument to a standard. We use the Universal Intellectual Standards from Linda Elder and Richard Paul (1996). They are describe it as a standards which must be applied to thinking and teachers should help the student learn them by pose questions which probe student thinking. However, there are a number of universal standard, the following are the most significant: 1. Clarity. Clarity is the gateway standard. If a statement is unclear, we cannot determine whether it is accurate or relevant. 2. Accuracy. How could we find out if that is true? Because a statement can be clear but not accurate. 3. Precision. In fact, a statement can be both clear and accurate, but not precise. 4. Relevance. It means How is that connected to the question 5. Depth. How are you taking into account the problems in the question. 6. Breadth. A line of reasoning may be clear accurate, precise, relevant, and deep, but lack breadth. 7. Logic. When the combination is not mutually supporting, is contradictory in some sense, or does not "make sense," the combination is not logical.

Pina: We teach critical thinking in two major phases. The first phase is teaching students what critical thinking is and what the major components are. The second phase includes modeling critical thinking, fostering it, evaluating the students thinking, and coaching them. Of the two sets of activities, the latter is infinitely more difficult. Having provided the students with some examples of the difficulty of looking at things differently, we explain how we will work on developing thinking skills throughout the rest of the course. In most assignments where the students will have to provide a product, they will be evaluated against process standards and intellectual standards. These standards are captured in the AMSC General Writing Assessment and the AMSC Oral Presentation Assessment. In AMSC General Writing Assessment we concern on organization (Discernible, balanced plan of presentation), where in this term we refer to think of introduction, body, and conclusion. Second, is analysis (Clear development of issues; justification for judgments and assertions) where there are thesis/focus, logic. depth Breadth and support . Third, clarity (Army standard for clarity and brevity. Where we concern on readability/style precision, correctness Does this piece of writing transmit a clear message in a single, rapid reading, and is it generally free of errors?. Fourth is effectiveness; Does this piece of writing transmit a clear message in a single, rapid reading, and is it generally free of errors? In term of explanation of oral presentation assessment , actually it seems like General Writing Assessment , the difference is placed on the delivery. Where in delivery it could be seen as how the speaker communicated. That should be considered in oral presentation assessment are appearance, movement, sincerity/enthusiasm, eye contact, voice quality, visual aids, questions, adherence to time. Developing thinking along with the other topics we want the students to know means that we have had to step out of our own educational box. We have been using authentic problems at AMSC since we started teaching critical thinking and we have continued to expand their number and scope. To teach students to work through typical management problems we have several sick leave abuse scenarios where real data has been provided by former students. Critical thinking is challenging to teach and model. It puts greater demands on faculty and

students than traditional education. The Army needs it, and AMSC will continue to develop leaders who can provide it.