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General Steps of Critical Thinking — Transcript

by ADIP ALEXU · 1,717 words · 407 segments · language en · Watch on YouTube

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0:08in this video
0:09we're gonna study the generous steps
0:12needed for the critical thinking process
0:15and actually we have three general steps
0:20the first step is description
0:23the second step is analysis
0:26the third step
0:27is evaluation
0:30now it comes to the and the description
0:33step
0:35we aim to
0:36collect data and information
0:39that is
0:40necessary to identify or
0:44know
0:46the problem or the situation
0:48we face up to
0:50and in the analysis step
0:54we try to analyze the information or the
0:57data collected
1:00about the situation or about the problem
1:03in order to
1:04find solutions or solutions for the
1:07problem or approaches to the situation
1:12in the evaluations tab
1:14we evaluate different solutions for the
1:17problem or different approaches to a
1:19situation in order to apply
1:22one or more of them
1:30a famous example
1:32for these steps in the critical thinking
1:35process
1:36is what happens in a pharmaceutical
1:38company when one of its products loses
1:42its market share to a competitor
1:46so
1:46[Music]
1:48in the from in this pharmaceutical
1:50company they will try first
1:52they will try to describe the problem
1:56in that sense that they will collect
1:59every piece of information or all the
2:01data
2:03that is relevant to this problem or this
2:07situation in order to
2:09identify
2:11or deeply know this problem or this
2:14situation
2:15then
2:16they will try to analyze
2:20the
2:21data or the information
2:24collected about the problem
2:26or the situation
2:29and in that sense they try to
2:31figure out the
2:33strengths and weaknesses of
2:36the company's product
2:39and
2:40try to figure out
2:42the
2:43opportunities and threats in the market
2:46which is related either to the
2:49competitor or related to other products
2:52in the market
2:55this will happen this analysis will
2:58happen
2:59in pursuit of
3:00finding the best ways
3:03with which they use
3:06their strengths
3:08to
3:09mitigate
3:11threats and to make advantage of
3:14opportunities and at the same time the
3:17best ways to
3:19to improve
3:21their weaknesses to become strengths and
3:24they use these strengths to
3:27also make advantage of the opportunities
3:30in the market and to mitigate threats in
3:33the market
3:35after that they
3:36were going they were
3:38they are going to
3:41evaluate to evaluate different
3:44approaches or different solutions they
3:46came up with
3:48and select the best solutions or this
3:51most suitable approaches to tackle
3:55to tackle this situation and solve this
3:57problem effectively this is just one
4:01example of
4:03using critical thinking steps
4:07to
4:09apply or practice
4:11the process of critical thinking
4:18now
4:19let's try to shed light on
4:22the step of description and in the
4:25description step
4:26we have to be able to ask questions
4:31and not only one type of questions we
4:33have to
4:35be able to ask different kind of
4:38questions and this is because we want to
4:40collect the data or information about
4:44the problem or the situation we have to
4:46identify the problem and situation so we
4:49ask different kind of questions
4:52the first kind of questions that we
4:55usually use
4:56is the wh question and the who question
5:00maybe
5:01this may
5:03may start with
5:04who what
5:06or where when how or why for example
5:10when i ask you what kind of coffee do
5:12you love
5:13what kind of coffee do you love this is
5:16a double etcher question another type of
5:19questions
5:20is
5:21the yes or no question
5:22for example when i ask you do you love
5:26drinking turkish coffee
5:28do you love drinking turkish coffee this
5:31is a yes or no question
5:33a third type of questions
5:36is that choice question when i
5:39for example when i ask you do you love
5:42drinking
5:43uh turkish coffee or american coffee
5:46this is a choice question so using
5:49different kind of questions is useful to
5:53collect information
5:55and gather
5:57whatever
5:59possible
6:00to
6:01identify
6:03your problem or the problem you face up
6:05to
6:07this is very important to describe the
6:10problem or identify the problem
6:12and
6:14in addition to this
6:16we have to utilize
6:19the
6:20research and investigation skills we
6:23have to investigate to investigate the
6:27to investigate the information
6:29the information we collect we have to
6:32investigate them
6:34[Music]
6:35by using
6:36observation skills
6:38and verification skills
6:41so we use two kind of skills
6:44in
6:45two kinds of skills in the investigation
6:48or
6:50in the research
6:52during description step
6:54so we use observation skills and in
6:58in observation skills
7:00we use our senses we use our senses
7:05to
7:07identify the qualities or the
7:10characteristics of things and phenomena
7:13related to the problem or the situation
7:16so we are
7:17more able to identify the reasons
7:21and
7:22by using very vacation skills
7:25we check the authenticity of information
7:29by this we mean
7:31how true
7:33how true the information is
7:36and also
7:37we can make sure of the real reliability
7:41of the sources of information
7:44so we can make sure
7:46how
7:48truthful
7:49that sources of information are
7:52okay so
7:54we have in the description step
7:57in the description step
7:59we have to
8:01utilize two kind of skills
8:04the first
8:05kind of skill is the skill of asking
8:07questions
8:08and we have to master
8:10asking different kind of questions like
8:13for example
8:14uh who questions yes or no questions any
8:17choice questions in addition to this in
8:20addition to this we have to master and
8:23utilize
8:25skills of research and investigation so
8:28we want to
8:29investigate
8:31information
8:32investigating information is very
8:34necessary
8:36before we analyze them before we analyze
8:39information
8:40so we have to
8:42make to have to
8:44utilize uh observation skills
8:47observation skills and verification
8:49skills
8:51by using observation skills we are able
8:55to use our senses
8:58to
8:59identify the quantities or
9:02the characteristics of things and
9:04phenomena related to the problem or the
9:05situation we face up too so we are more
9:08able
9:10to identify the reasons
9:13also
9:14we need to utilize
9:17some verification skills in order to
9:21make sure and check
9:24the
9:25authenticity of the information we
9:28collect
9:29and also we check the reliability of the
9:33sources of information
9:40now
9:42let's focus on the step of analysis
9:47and
9:48when it comes to
9:50the analysis of information
9:52[Music]
9:53we have to
9:56acquire or develop two groups of skills
9:59the first group
10:01is
10:02the scale we need to identify flaws
10:05flaws in information
10:08and the second group of skills
10:11uh
10:12is
10:13the skills we need to identify the
10:17relationship
10:18between different pieces of information
10:21being analyzed
10:23first
10:25the skills we need to identify flaws in
10:28information
10:29and
10:31by this we mean
10:33that first
10:35we have to
10:37[Music]
10:38be able
10:40to distinguish between facts and
10:43opinions
10:44for example if
10:46i told you that
10:49tvs are more entertaining than
10:53a playstation
10:55is this an opinion or a fact
10:58this is
10:59an opinion
11:01but if i told you that tvs were invented
11:06years ago
11:08is this a fact or an opinion
11:11this is a fact
11:12okay
11:14second
11:16we have to be able
11:19to identify biases
11:22and by this we mean
11:24to some people
11:26uh give opinions
11:30based on what they like or what they
11:33dislike
11:34for example uh
11:37during analyzing information you may
11:39find an opinion coming for someone
11:42and
11:43he or she expresses him him or herself
11:47uh considering or regarding
11:50a topic for example
11:52uh
11:54their opinion about uh driving luxurious
11:57cars and
11:59they say
12:00uh
12:01they say that uh if the luxurious car is
12:05is being driven by someone they like so
12:11that's okay and fine for them
12:13and
12:14if the luxurious car is being uh driven
12:18by someone that
12:21they dislike that's not fine with them
12:24okay so
12:26we have to make sure that we are able to
12:29identify biases
12:31in the information that we analyze okay
12:35also
12:36we have to be able to
12:39identify misinformation because
12:43some information
12:45[Music]
12:46are
12:47have right
12:48and have wrong and when the piece the
12:52whole piece of information is half right
12:54and half wrong it means the whole the
12:56whole piece of information is wrong for
12:59example if someone told you that a
13:02hurricane is happening right now in a
13:04certain city in the united states but
13:07you figured out that
13:10this city
13:12that th that the hurricane
13:15isn't happening
13:17in this city and it is happening in a
13:19different city so
13:21the original piece of affirmation is
13:23half right because the hurricane is
13:26happening right now that's okay that's
13:29right but the place of the hurricane
13:33is incorrect so the whole piece of
13:36information is incorrect okay so this is
13:39misinformation we have to make sure that
13:42we can identify
13:44the misinformation
13:46while we analyze information
13:49also
13:51we
13:52we should be able
13:54to
13:55uh
13:58to
13:58find discrepancies
14:01in information we analyze
14:03for example if someone if you ask us
14:05someone where were you
14:07at a certain point of time and he told
14:10you he where he
14:12he was in a certain place
14:14then
14:15you asked him the same question
14:19okay
14:19for the second time
14:21and he told you that he was in a
14:25different place
14:26so this is discrepancy you have to be
14:30able
14:31to
14:33spot discrepancies when you analyze
14:36information
14:38okay
14:39the last skill
14:41among the skills we need to identify
14:44flaws and information is
14:48to
14:48be able
14:50to
14:51identify the relevance of information to
14:54the problem or the situation being
14:56analyzed
14:58because some people
15:00may give you
15:01information that are not that is not
15:04related to the situation or the problem
15:08being analyzed for example
15:10uh for example when someone uh tells you
15:15how many uh
15:17how many kids a truck driver has
15:20okay which is not related to
15:23uh
15:24a problem or a situation in which you
15:26investigate the capabilities or the
15:29competence of
15:31uh
15:33of the driver or the truck driver when
15:36he drives his his truck
15:39so it has no relevance here so you have
15:42to make sure of the relevance of
15:44information
15:46to
15:48that problem or that situation being
15:50analyzed
15:52okay
15:53in that sense we have
15:55five skills related to
15:58related to related to identifying flaws
16:01information first we have to be able to
16:04distinguish between facts and opinions
16:06second we have to spot
16:09biases or we have to
16:11be able to identify biases third we have
16:15to be able to identify misinformation
16:19fourth we have to be able to spot
16:22a discrepancies
16:24five we have to be able to identify
16:28the relevance of information to the
16:30problem or the situation being analyzed

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