Southern New Hampshire University
PHL-111 Introduction to Critical Thinking
Week One Notes
WHAT IS CRITICAL THINKING?
Critical thinking is a collection of skills we use every day that are necessary for our full
intellectual and personal development.
Critical thinking requires how to think rather than simply what to think.
Logic is a part of critical thinking and is defined as the study of the methods and principles used
to distinguish correct or good arguments from poor arguments.
Additionally, critical thinking includes the application of the rules of logic as well as gathering
evidence, evaluating it, and coming up with a plan of action.
CRITICAL THINKING IN EVERYDAY LIFE
Critical thinking is not only a matter of asserting our opinions on issues.
Opinions are a belief based solely on personal feelings rather than on reason or facts.
Uninformed opinions can lead to making poor decisions in one’s life and act in ways that one
may later come to regret. Uninformed opinions can sometimes negatively impact society.
The ability to think critically and to make effective life decisions is shaped by many factors,
including our stage of cognitive development, the possession of good analytical communication,
and research skills and such characteristics as open-mindedness, flexibility, and creativity.
COGNITIVE DEVELOPMENT IN COLLEGE STUDENTS
Cognitive development is the process by which one becomes an intelligent person
Stage One: Dualism
The dualistic stage is most obvious when students confront a conflict. Even though they
may be able to apply critical-thinking skills in a structured classroom environment, they
often lack the ability to apply these skills in real-life conflicts. When researching an issue,
students in the dualistic stage may engage in confirmation bias, or only seeking out
evidence that supports their assumptions.
[There are right and wrong answers. Authorities know the right answers.]
Transition to Stage Two
[There are some uncertainties and different opinions, but these are temporary.]
Stage Two: Relativism
At this stage, students tend to go to the opposite extreme. They reject a dualistic worldview
and instead believe that all truth is relative or just a matter of opinion. People at this stage
believe that stating your opinion is the proper mode of expression, and they look down on
challenging others’ opinions as “judgmental” and even disrespectful. Most students at this
stage still expect their professor to support his or her opinion.
[When the authorities don’t have the right answers, everyone has a right to his or her own
opinion; there are no right or wrong answers.]
Transition to Stage Three
[All thinking is contextual and relative but not equally valid.]
Stage Three: Commitment
As students mature, they come to realize that not all thinking is equally valid. Not only can
authorities be mistaken but also in some circumstances uncertainty and ambiguity are
unavoidable. When students at this stage experience uncertainty, they are now able to
make decisions and commit to particular positions on the basis of reason and the best
evidence available.
[I should not just blindly follow or oppose authority. I need to orient myself in an uncertain
world and make a decision or commitment.]
