CT: The art and science of good judgment CT is an acronym for Critical Thinking. Everybody considers themselves to be a critical thinker. That is why we need to differentiate among different levels of critical thinking. Most people fall in the category that I call Reagan thinkers—trust but verify. Then there are those who have taken the basic college course taught by the philosophy dept that I call Logic 101. This is a credit course that teaches the basic principles of reasoning. Of course, a person need not take the college course and can learn the matter on their own effort, but I suspect few do that. The third level I call CT (Critical Thinking). CT includes the knowledge of Logic 101 and also the knowledge that focuses upon the intellectual character and attitude of critical thinking. It includes knowledge regarding the ego and social centric forces that impede rational thinking. Most decisions we have to make are judgment calls. A judgment call is made when we must make a decision when there is no “true” or “false” answers. When we make a judgment call our decision is bad, good, or better. Many factors are involved: there are the available facts, assumptions, skills, knowledge, and especially personal experience and attitude. I think that the two most important elements in the mix are personal experience and attitude. When we study math we learn how to use various algorithms to facilitate our skill in dealing with quantities. If we never studied math we could deal with quantity on a primary level but our quantifying ability would be minimal. Likewise with making judgments; if we study the art and science of good judgment we can make better decisions and if we never study the art and science of judgment our decision ability will remain minimal. I am convinced that a fundamental problem we have in this country (USA) is that our citizens have never learned the art and science of good judgment. Before the recent introduction of CT into our schools and colleges our young people have been taught primarily what to think and not how to think. All of us graduated with insufficient comprehension of the knowledge, skills, and attitude necessary for the formulation of good judgment. The result of this inability to make good judgment is evident and is dangerous. I am primarily interested in the judgment that adults exercise in regard to public issues. Of course, any improvement in judgment generally will affect both personal and community matters. To put the matter into a nut shell: 1. Normal men and women can significantly improve their ability to make judgments. 2. CT is the domain of knowledge that delineates the knowledge, skills, and intellectual character demanded for good judgment. 3. CT has been introduced into our schools and colleges slowly in the last two or three decades. 4. Few of today’s adults were ever taught CT. 5. I suspect that at least another two generations will pass before our society reaps significant rewards resulting from teaching CT to our children. 6. Can our democracy survive that long? 7. I think that every effort must be made to convince today’s adults that they need to study and learn CT on their own. I am not suggesting that adults find a teacher but I am suggesting that adults become self-actualizing learners. 8. I am convinced that learning the art and science of Critical Thinking is an important step toward becoming a better citizen in today’s democratic society. Questions for discussion Have you ever had a course in Critical Thinking in any educational institution? Have your children ever had a course in Critical Thinking in any educational institution?
Perhaps you are not familiar with CT. I first encountered the concept about five years ago. The following are a few Internet sites that will familiarize you with the matter. http://www.freeinquiry.com/critical-notes.html http://64.233.161.104/search?q=cach...nking multi-logical&hl=en&gl=us&ct=clnk&cd=11 http://www.chss.montclair.edu/inquiry/fall95/weinste.html http://www.criticalthinking.org/resources/articles/glossary.shtml http://www.doit.gmu.edu/inventio/past/display_past.asp?pID=spring03&sID=eslava
