Critical Thinking

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Figures
List of Tables
Preface
Acknowledgments
Part I From Research to Implications
	Introduction – What Is Critical Thinking?
	A. Common Questions about Critical Thinking in English Language Teaching
		A.1 I’m a Language Teacher: Why Should I Be Concerned about Teaching Critical Thinking?
		A.2 Isn’t Critical Thinking Something Best Taught in the Students’ First Language?
		A.3 My Students Are So Unmotivated: How Could I Ever Get Them to Study Critical Thinking?
		A.4 Isn’t Critical Thinking Something That Students Pick Up on Their Own as Part of Getting a Good Education?
		A.5 Aren’t We Just Forcing Our Students to Adopt Western Styles of Thinking?
		A.6 Do You Really Need a Book on Critical Thinking in ELT?
	B. Focusing on Critical Thinking
		B.1 Argumentation
		B.2 Logical Fallacies
		B.3 Externalizing Critical Thinking Through Problem-Solving
	C. Teaching Critical Thinking Skills to Second-Language Learners
	D. Implications
Part II From Implications to Application
	Introduction
	Section 1: The Critical Thinking Cycle
		A. Developing Dispositions
			Activity 1: Prove It!
			Activity 2: Supporting Opinions: The ‘Why’ Game
			Activity 3: Challenging Beliefs
			Activity 4: Create a Profile: Understanding Biases
			Activity 5: Bias in News Headlines
		B. Receiving​
			Activity 6: Paying Attention
			Activity 7: Show Me You’re Listening: Body Language
			Activity 8: Show Me You’re Listening II: Backchanneling
			Activity 9: Picture What I’m Saying
			Activity 10: Listen. Don’t Interrupt!
		C. Reasoning​
			Activity 11: Categorize It!
			Activity 12: Rank It!
			Activity 13: Persuade Me!
			Activity 14: Spot the Problem!
			Activity 15: Sloppy Sophistry
		D. Responding​
			Activity 16: Reflecting
			Activity 17: Summarize This
			Activity 18: Critical Conversations
			Activity 19: Correct Me!
			Activity 20: The Critical Thinking Cycle: A Review
	Section 2: Logical Fallacies
		A. Logical Fallacies: An Introduction​
			Activity 21: Introduction to Logical Fallacies
		B. Logical Fallacies: Faulty Conclusions
			Introduction
		Non Sequitur
			Activity 22: Does It Follow?
			Activity 23: Spot the Non Sequitur
			Activity 24: Non Sequiturs in Politics
		Probability Fallacy
			Activity 25: How Probable?
			Activity 26: Drawing the Conclusion
			Activity 27: Fearmongering with Probability
		Begging the Question
			Activity 28: Which Is the Better Reason?
			Activity 29: Don’t Beg the Question!
			Activity 30: To Beg or Raise the Question
		Post Hoc Fallacy
			Activity 31: Does A Cause B?
			Activity 32: Fallacious Connections
			Activity 33: Correlation not Causation
		Hasty Generalization
			Activity 34: All Students in This Class …
			Activity 35: Don’t Be Hasty!
			Activity 36: Everyday Generalizations
		Single Cause Fallacy
			Activity 37: Many Causes
			Activity 38: A Popular Restaurant
			Activity 39: How Many Causes?
		False Equivalence
			Activity 40: Comparing Apples to Oranges
			Activity 41: They’re Not the Same
			Activity 42: Wronger than Wrong
		Sunk Cost Fallacy
			Activity 43: What Should They Do?
			Activity 44: Is It a Good Decision?
			Activity 45: What Would You Do?
		C. Logical Fallacies: Questionable Reasons
			Introduction
		Ad Hominem
			Activity 46: Don’t Attack Me!
			Activity 47: Attack the Argument!
			Activity 48: Guilt by Association
		Red Herring
			Activity 49: Avoiding the Question
			Activity 50: Don’t Distract Me!
			Activity 51: Red Herrings in Politics
		Circular Reasoning
			Activity 52: Don’t Go Round in Circles
			Activity 53: You Gotta Do What You Gotta Do!
			Activity 54: Is Circular Reasoning Begging the Question?
		Straw Man
			Activity 55: Don’t Exaggerate!
			Activity 56: Family Arguments
			Activity 57: Countering a Straw Man Argument
		Either/Or
			Activity 58: The Third Option
			Activity 59: Either A or B But What About C?
			Activity 60: It’s Not So Black and White!
		Stacking the Deck
			Activity 61: Half the Picture
			Activity 62: The Full Picture
			Activity 63: Fair Play or Stacking the Deck?
		Equivocation
			Activity 64: Homonyms
			Activity 65: Changing the Meaning
			Activity 66: Equivocation in Politics
		Appeal to Emotion
			Activity 67: How Does It Make You Feel?
			Activity 68: Be Afraid, Be Very Afraid
			Activity 69: So Many Emotions
		D. Logical Fallacies: Mistaken Assumptions
		Gambler’s Fallacy
			Activity 70: Heads or Tails?
			Activity 71: Monte Carlo
			Activity 72: What Would You Do (Part 2)?
		Logical Paradox
			Activity 73: Is It a Contradiction?
			Activity 74: The Abilene Paradox
			Activity 75: What’s the Paradox?
		Unwarranted Assumptions
			Activity 76: Is It Warranted?
			Activity 77: This Morning’s Assumptions
			Activity 78: What Have the Romans Ever Done for Us?
		Genetic Fallacy
			Activity 79: Which Is the Better Reason? (Part 2)
			Activity 80: Who Said It?
			Activity 81: Origins
		Common Belief Fallacy
			Activity 82: True or False
			Activity 83: Accept or Reject
			Activity 84: The Things We Believed
		Slippery Slope Fallacy
			Activity 85: Negative Chains
			Activity 86: Can I Have a Chocolate?
			Activity 87: Countering Slippery Slope Arguments
		Ignorance Fallacy
			Activity 88: Evidence of No Evidence?
			Activity 89: No Evidence Is No Evidence!
			Activity 90: No Evidence Is Evidence!
		Naturalistic Fallacy
			Activity 91: Is It Good For Us?
			Activity 92: What Is to What Ought to Be!
			Activity 93: That’s Just the Way It Is!
Part III From Application to Implementation
	Introduction
	A. Creating a Critical Thinking Course
		A.1 Making Your Own CT course
		A.2 Negotiating a CT Course
	B. Using the Activities to Supplement a Course
	C. Implementing Critical Thinking Activities into Your Classroom
		C.1 Using the CT Cycle Activities as an Introduction
		C.2 Using Activity 21 as a Needs Analysis
		C.3 Using the Logical Fallacy Activities
		C.4 Returning to the CT Cycle
		C.5 Reflecting on Learning
		C.6 Keeping a CT Diary
	D. Going Beyond the Activities in the Book
		D.1 Researching CT
		D.2 Finding More Fallacies
		D.3 Creating Your Own CT Activities
	E. A Final Note
Part IV From Implementation to Research
	Introduction
	A. Integrating Methodologies
		A.1 Action Research
		A.2 Mixed Methods Research
		A.3 Putting It Together
	B. The ‘PEAR’ Approach
		B.1 Progressive Exploratory Action Research
		B.2 Progressive Explanatory Action Research
	C. Final Caveats and Suggestions
	D. Making a Contribution
	E. Concluding Thoughts
References
Index