- Introduction to Critical Thinking: What is it, and why do we need it?
UNIT 1:
1) [3.1.1] Recognising when reasoned argument is taking place:
2) [3.1.2] Recognising the area of discourse to which a particular argument or debate belongs
3) [3.1.3] Classifying and evaluating different kinds of claim
4) [3.1.4] Analysing and interpreting texts
5) [3.1.5] Identifying assumptions [
6) [3.1.6] Evaluating arguments
7) [3.1.7] Considering consequences and their impact on arguments
8) [3.1.8] Considering the impact on arguments of additional evidence, counter-examples and analogies
9) [3.1.9] Identifying ambiguity and vagueness and understanding the importance of clarifying terms.
10) [3.1.10] Distinguishing between reasoning and the use of persuasive language.
11) [3.1.11] Recognising flaws and identifying what’s wrong with them
12) [3.1.12] Drawing comparisons and contrasts
13) [3.1.13] Using your experience of analysis and evaluation to present a cogent argument
14) Preparing for the Unit 1 exam
Unit 2:
1) [3.2.1] Appreciating the various ways in which information or evidence can be presented
2) [3.2.2] Understanding (following and applying) basic methods of numerical and statistical reasoning
3) [3.2.3] Recognising significant patterns and correlations
4) [3.2.4] Plausible explanations
5) [3.2.5] Judging what can (and cannot) be safely inferred from a given body of information/evidence
6) [3.2.6] Using information and data provided to draw conclusions of your own and constructing reasoned arguments to support or justify them
7) Preparing for Unit 2 exam
Biography
Oliver McAdoo is Head of Critical Thinking at Godalming College. He is part of the team that helped develop the new philosophy specification for the exam board beginning in 2009. He has also created specimen assessment material for this new specification. He is senior examiner and scrutineer in philosophy and co-author of the official exam board textbook.
'I am very impressed; it has good clear explanations and signposts the expectations of the examination. I think the author has done a particularly good job of linking the arguments in to other disciplines such as the examples from Philosophers, Psychology and Law. I would fully recommend and use the text.' - Tara Baker, Head of Religious Studies, Peter Symonds College
'I think it is appropriate, clear and well-written. The arguments chosen are interesting and accessible, and the activities are excellent.' - Cressida Tweed, Woodhouse College, Finchley
