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Guest Presentations are clustered into groups of 2-3 based on conceptual connections between their respective topics. In these clusters, each presenter will take a turn presenting his or her topic. After everyone has presented, additional time is made available for Q&A and further discussion.
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Wednesday, July 24
12:00 p.m. - 1:15 p.m.
Embracing Intellectual Humility to Overcome Imposter Syndrome
William Brantley
President and Chief Learning Officer
Brantley Advanced Social Sciences Applications (BAS2A)
Riverdale, Maryland
Intellectual humility is a valuable skill that can help overcome imposter syndrome, a common problem that affects professional and personal development. According to WebMD, "[i]mposter syndrome is when you doubt your own skills and successes. You feel you're not as talented or worthy as others believe, and you're scared that one day, people will realize that. Although it's not a mental health diagnosis, imposter syndrome can cause real harm in different areas of your life."
This presentation explains intellectual humility, why it matters for imposter syndrome, and how to develop this attitude. Through examples of successful people like Adam Grant and Sheryl Sandberg, we show how admitting one's gaps and pursuing ongoing learning can diminish feelings of insecurity. Attendees will gain useful advice to nurture intellectual humility, increase self-awareness, and create a supportive network to excel in their careers.
Critical Thinking for the Social Sciences: Bias or Objectivity Where the Human Is the Analyser of the Lived Experiences of Others
Esha Lovrić
Visiting Fellow
Queensland University of Technology
Brisbane, Australia
Consultant & Educator
Qualia Group
Opatija, Croatia
Social sciences regularly focuses on exploring lived experiences of human beings to inform social perspectives. The methodology used in order to elevate this positionality is often qualitative research where meaning behind data is often analysed and interpreted by the human being. In all scientific research, critical thinking and analysis is paramount in order to reduce the likelihood of producing biased research. My presentation aims to open up a discussion about the potential human bias involved when analysing data and the potential pitfalls of using research produced in this way to inform policy relating to macro-social change often enforced through politics. Additionally, research which draws on highly subjective analysis of other human beings' subjective experiences involves a high degree of variability in potential meaning. Finally, qualitative research which explores subjective truth for groups of people are often unable to be transferable to other groups who do not identify as the group under study. In the presentation, the analysis will be conducted drawing on Thomas Nagel's philosophical contributions and theory, namely 'view from nowhere', which emphasises the difficulty in achieving purely objective views of phenomena given all human thought is at all times subjective. The utilisation of this theoretical approach opens up questions about how the human as a data analyser of lived experience may reconcile the subjective-objective standpoint ethically, morally, practically, and intellectually.
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Wednesday, July 24
12:00 p.m. - 1:15 p.m.
Evaluating Critical and Creative Thinking (CRITHNK): Student Perspectives on General Education Competencies through Mixed Methods Analysis
Marilyn P. Pescasio
Assistant Professor
De La Salle-College of Saint Benilde
Manila, Philippines
Brief Abstract:
Quantitative Analysis:
Qualitative Analysis:
Critical Thinking and Education: Perspectives and Challenges
Saif R. Farooqi
Assistant Professor
Department of Psychology - Faculty of Social Sciences
Jamia Millia Islamia
New Delhi, India
Critical thinking refers to self-directed, self-disciplined, self-monitored, and self-corrected thinking, which involves effective communication and problem-solving abilities, and overcoming egocentrism and sociocentrism. Critical thinking skills are thus very useful. In the current scenario when there is excessive access to information, it is easy to make individuals believe any false information and create deception. This makes it all the more important to teach critical thinking to students. Additionally, critical thinking abilities are considered to be highly essential for higher education. The purpose of this paper is to (1) discuss some of the major perspectives on critical thinking and education, and (2) discuss some of the challenges in developing critical thinking. In this regard, the paper discusses the ideas of the philosopher, psychologist, and educationalist John Dewey, the pioneer of critical pedagogy Paulo Freire, and the philosopher Robert Ennis. Further, the paper also discusses the Feynman technique, which was originated by the theoretical physicist Richard Feynman. Along with these perspectives, the paper also discusses some of the challenges that can occur in developing critical thinking. Specifically, as challenges, the paper discusses human cognition, emphasizing on the dual processing model. Apart from that, the paper also discusses relativistic thinking as well as the sociopolitical ideology of authoritarianism as challenges to critical thinking.
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Wednesday, July 24
1:30 p.m. - 2:45 p.m.
Developing Critical Thinking Skills in an Impoverished Age of AI
Joanne Chia
Lecturer
Nanyang Technological University
Singapore
Richard Dawson (2020) suggests that AI may be a tool to ensure higher expected standards of assessment in tertiary education. Even conservative users of AI tools believe that generative AI can streamline the process of daily tasks through ‘cognitive offloading’. (Dawson, 2020) How would this change the way people write? Rosemary Luckin in her book Machine Learning and Human Intelligence argues that ‘meta intelligences’ are essential to equipping students in the 21st century. Although based on the concept of multiple intelligences, ‘meta intelligences’ emphasise the thinking skills that distinguish general intelligence from artificial intelligence. (Luckin, 2018) Importantly, we are to understand that AI is not sentient (Luckin, 2018) – thus, it’s necessary to build up critical thinking in the generation growing up to be part of the workforce, a workforce that we increasingly hear will be relying on AI to cope with routine or mundane tasks. Metacognitive processes like design thinking and deconstruction in education encourage inventors and writers, respectively, to start from scratch and learn from making mistakes and/or start from ground zero. Guided by Richard Paul’s Reasoning Model and the Elements of Thought developed by Elder-Paul, at the heart of this project is the promotion of student independence in the face of new technologies through ‘prompting’ inspired by design thinking.
Evaluating Critical Thinking in the Age of AI: Strategies and Considerations for Educators
Fatiha Bazouche
Ph.D. in Instructional Technology
Ohio University
Columbus, OH
In today's rapidly evolving technological landscape, the evaluation of critical thinking (CT) skills among learners has become paramount for educators. With the integration of artificial intelligence (AI) in various facets of society, assessing CT abilities takes on new dimensions and challenges. This study will explore the intersection of CT assessment and AI, offering insights into strategies and considerations for educators.
The discourse will begin by delineating the evolving nature of CT in the age of AI, acknowledging the shifting paradigms and complexities inherent in this domain. It will highlight the pressing need for educators to adapt assessment methodologies to encompass the nuances of AI-generated content and computational thinking.
Acknowledging the limitations of traditional assessment approaches in capturing the multifaceted nature of CT, the study will delve into innovative strategies for evaluation. It will advocate for the incorporation of problem-solving tasks, real-world scenarios, and peer assessment techniques to foster a holistic assessment paradigm.
The findings of this study will provide a comprehensive framework for educators to navigate the complex terrain of CT assessment in the age of AI. Educators play a crucial role in developing flexible and perceptive individuals who are ready to succeed in a world heavily influenced by AI. This will significantly impact the direction of education and society.
The purpose of this guest session is to provide educators with a clear understanding of how to evaluate CT skills in the context of an AI-driven world. Attendees will gain insights into the evolving nature of critical thinking, the limitations of traditional assessment methods, and innovative strategies for effectively assessing CT skills.
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Wednesday, July 24
1:30 p.m. - 2:45 p.m.
Critical Thinking and the Meta-Crisis Challenge
Kevin Smith
Captain (Retired)
United States Navy
Author, Speaker, and Design Consultant
Colorado
A growing consensus has emerged that we have entered into a problem space known as a Meta-Crisis.
A Meta-Crisis refers to a large number of serious problems facing a group, region or country that do not have easy solutions. And many are complex in nature.
Some examples of this constellation of problems referred to as a Meta-Crisis include, 1. Malfunctioning supply chains; 2. A multitude of manufacturing defects. particularly those in aviation; 3. Skilled manpower shortages; 4. Out-Of-Touch institutions of higher learning; 5. Inflation. 6. Affordable Housing.
Many believe, incorrectly, that each problem should be solved one at a time because each is novel and unique.
A few have expressed the idea that the fundamental problem plaguing this modern industrial society is cognitive-- that is, faulty thinking.
Various authors have highlighted the idea of skillful and accurate thinking of that which constitutes the whole thing, not just some of its parts, as the overarching solution.
Or more accurately, Critical Thinking.
Formal training in the art and science of Critical Thinking is no longer optional, but should become a mandatory set of courses for all disciplines if we are serious about effectively addressing the Meta-Crisis.
Critical Thinking Through an Ethics Lens
Michelle Causton
Fellow of the Chartered Professional Accountants of Ontario
Nipissing, Canada
Critical thinking brings focus, and challenges preconceived ideas. It is a process that we can practice and improve. As an intellectual exercise it can foster lively debate.However, it can be difficult to integrate in daily life.
It seems today that everyone is a little angry. Experts believe it is a lingering result of the global pandemic. People are experiencing a range of difficult emotions, anxiety, sadness, frustration and guilt. And it manifests as anger.
It is as though, after all we went through, our emotional banks are depleted and we have nothing left for the day-to-day frustrations. There is pressure to do more with less. Prices are escalating. Dreams and goals are increasingly unattainable.
All of these factors impact how people think and how they act. The need for careful reasoning is more important than ever. But critical thinking without an intentional ethics perspective can be cold and impersonal. This presentation invites us to consider - what would I do?
Purpose:
Add an ethics lens to a robust critical thinking process. Current events and day to day issues are used to illustrate and to allow participants to consider what they would do in situations.
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Wednesday, July 24
5:00 p.m. - 6:15 p.m.
Transience to Inform Critical Thinking: Art As a Language and the Vessels We Use to Create It
Michael Fadel
Captain of the SV Hawa
President & Founder of Adriftproject Residency Inc.
New Haven, CT
The purpose of this session is to interact with divergent methodologies in fostering critical thinking in the realm of the arts–from musicians to theater, fine arts and beyond: methods that interact with the earth and methods that are being created out of a desire to enhance the human experience.
In this spirit, we’ll be introducing Sailing Vessel Hawa–a 56’ 40 ton steel motor sailer–and the multidisciplinary artist residency we are constructing on board: adriftproject. We are a startup non-profit facilitating access to the maritime environment as we sail up and down the east coast of the United States, stopping at vibrant cultural centers along the way. The sea, the cultures, the shared journey, all aspects of the idea that transience is becoming the norm as our society hurtles towards ever more complex issues. By providing an often inaccessible experience (due to social, financial, and/or educational boundaries) on this floating platform, our aim is to contribute to the language of art as a positive cultural influence that will incubate artists’ ideas as we discover others that wish to do the same.
‘The Laws of Life’ (A Poem)
Babatunde Towobola
Founder & CEO
Sage Matrix Training & Protocol
The global entrepreneurial spirit is very bleak with most people feeling despondent and hopeless, lacking confidence in themselves and believing there is no way out of the current dire socio-economic straits. They have been oriented to believe that their leaders have failed them. However, leaders would always remain who they are because once in public office, they are in protected positions. Citizens, however, think they cannot do anything to improve the situation because
'We’ve omitted to teach people to know just where to draw the line. Forgotten to teach that life is solely by principles, not people, defined.’
(The 8th Sage, ‘Discretion.’ 2024).
The poem cultivates listeners’ intellect to take a critical look at the laws of life, i.e. the principles of life, which when applied inspire people to strive to make their lives better rather than simply rely on public policy actors. With artistic flair, I get listeners to question how we ought to frame our approach to life, how we question our life purpose, the assumptions that drive our motivations and seeks to question our points of view. Listeners would understand that life is governed by principles, laws which when critically considered and understood enable us master the different aspects of life and ultimately succeed by seeing themselves not just as citizens but as public citizens.
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Wednesday, July 24
5:00 p.m. - 6:15 p.m.
Talking to the Text: Reading, Metacognition, and Critical Thinking Across Disciplines
Tonya Estes
Professor
Bellevue College
Bellevue, Washington
The purpose of the session is to demonstrate a teaching technique called Talking to the Text. I learned this technique 15 years ago through Reading Apprenticeship training at WestEd, a California-based educational non-profit committed to developing effective reading instruction. I have since used it extensively in my instruction as an adult educator and have trained other college instructors in why and how to use it. When I was taking “Critical Thinking: Tools for Taking Charge of Your Learning and Your Life” during winter 2024, I was excited by the module on critical reading. In that module, there is a section that describes using the margins of a text to take notes while reading, focusing on the elements and standards. Talking to the Text is similar in that it has students using margins of a text to take extensive notes, but I believe many instructors could find other aspects of Talking to the Text insightful and potentially useful in their classroom.
Talking to the Text is a way the expert reader of a discipline models their thinking processes as they read. They are modeling to their students, or novices/apprentices, who then can become more self-aware of how they are reading in general, but also within the discipline of the course. It is a meta-cognitive practice, and it is a way for students to develop their critical reading skills and content knowledge. Critical thinking was not explicitly mentioned in the Reading Apprenticeship training, but I can easily see how it can be applied and highlighted.
During the presentation, participants will develop a deeper understanding of complexities of reading, reflect on their own reading process, and experience a demonstration of Talking to the Text. This presentation will model the elements, standards, obstacles, and traits as the Foundation for Critical Thinking defines them.
Exploring the Power of Inquiry: Developing Critical Thinking in Graduate Students Through Questioning
Yanning Dong
Lecturer
Tsinghua University
Beijing, China
As stated by Paul and Elder (2001), “It is not possible to become a good thinker and be a poor questioner” (p. 113). Research consistently shows the strong connection between questioning and thinking as well as the crucial role of questioning in fostering critical thinking abilities (e.g., Myrick & Yonge, 2002; Sadaf et al., 2013; Santoso et al., 2018). Students' ability to engage in meaningful inquiry is, however, often influenced by various factors, including instructional approaches, assessments, and learning environments. It is essential to ensure that opportunities for developing questioning skills are provided through course design to support students in honing this critical skill. Therefore, this action research intends to integrate the task of weekly inquiries into the existing curriculum to engage students with the practice of critical questioning.
The study involved 79 Master’s students with diverse disciplinary backgrounds who were enrolled in a graduate-level academic English course at a prestigious Chinese university. Results from the pre-course survey indicated that the participants recognized the significance of asking questions to enhance their learning; however, they expressed a lack of confidence in their own ability to ask high-quality questions. Over the course of a semester, the students were tasked with submitting weekly questions related to the course content, connections to their respective fields of study, and personal reflections. Additionally, tutorial sessions, teacher feedback, and group discussions were carried out to support students' learning and practice.
Results from the post-course survey showed that all participants reported an improvement in their questioning skills and acknowledged a deeper understanding of the course content and critical thinking. Analysis of students' weekly questions revealed a range of characteristics in the types and development of questions posed by students. Additionally, the study analyzed the participants’ reflections and feedback on this questioning practice experience. The findings provide valuable insights into the importance of instructional design and teacher involvement in this approach, highlighting its potential to enhance academic performance, improve self-confidence in expressing ideas, and foster a greater appreciation for reasoning, ultimately preparing them to become critical thinkers both within and beyond the classroom settings.
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Wednesday, July 24
6:30 p.m. - 7:45 p.m.
The Correlation Between Observation, Critical Thinking and Association in Learning: A Catalyst for Overcoming Lack of Clarity and Deep Understanding, Intrinsic Learning Challenges and Knowledge Transfer
Mercy O. Ogbe
President & Chief Consultant
Centre for Critical and Creative Thinking Development in Africa
Nigeria
Learning is a complex and multifaceted process that involves various cognitive functions and strategies. Among these, observation, critical thinking, and association play consequential roles in facilitating meaningful learning experiences. However, the correlation between these cognitive processes and their impact on learning outcomes is still not exhaustively explored. This paper therefore seeks to explore this interrelationship between observation, critical thinking, and association in the process of learning. It will examine how these cognitive processes act as catalysts in overcoming common learning obstacles such as lack of clarity, difficulties in achieving deep understanding, intrinsic learning challenges, and effective knowledge transfer. Through an extensive review of literature and empirical evidence, this paper aims to elucidate the importance of fostering these cognitive skills in educational settings to enhance learning outcomes and promote knowledge transfer.
This research proposal employs quantitative methods to investigate the correlation. Independent Variables are Observation, Critical Thinking and Association while the Dependent Variables are Lack of Clarity, Deep Understanding, Intrinsic Learning Challenges, and Knowledge Transfer. The implications of these findings for educational practice and policy will be discussed, highlighting the importance of integrating observation, critical thinking, and association into instructional design and pedagogical approaches. Strategies for promoting these cognitive skills will be proposed, along with recommendations for future research.
Helping Post-Secondary Students with Critical Thinking in a Changing World
Elana Gellar
Learning Specialist
University of Saskatchewan Library
Saskatoon, Canada
As I stated for the 2019 Annual International Conference on Critical Thinking, critical thinking, when viewed as engaging in analytic thought and grappling with abstract ideas, is foundational for education, employment, and citizenship. As such educational establishments should ensure that students have a sufficient standard of critical thinking, not only upon graduation, but also during their education. At the time I was arguing that since critical thinking is needed for education it should be supported in Learning Centres. I then shared the idea of a Critical Thinking Tutorial. I went to the conference hoping to share ideas and have conversations with professionals at post-secondary institutions that would help me solidify my plans for this tutorial for the Library at the University of Saskatchewan. My time at the conference garnered many great comments and helpful feedback that was instrumental in creating this tool.
A lot has happened since 2019, most notably, for education, the Covid shutdown, and the explosion of the use of generative artificial intelligence (GenAI). With the help of my last talk at this conference and the emerging issues, a Critical Thinking Tutorial was created and launched in the Fall of 2023.
In this session, I will present how the tutorial was made, including how I dealt with some roadblocks on the way. This will be followed by a discussion of what sort of programming I hope to offer to supplement the tutorial, including seminars on critical thinking and difficult conversations. Ultimately, I would like an open discussion between the participants to gain both critical feedback and ideas going forward.
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Wednesday, July 24
6:30 p.m. - 7:45 p.m.
Intellectual Humility in Action: Practical Steps for Leadership Growth
William Brantley
President and Chief Learning Officer
Brantley Advanced Social Sciences Applications (BAS2A)
Riverdale, Maryland
This session will explore how intellectual humility can improve leadership decision-making. Intellectual humility means acknowledging one's cognitive limits and valuing the input of others, which can help a leader make better and fairer decisions. The session will describe a specific leadership development program to foster intellectual humility. This program helps leaders recognize their biases, be more open-minded, and use different perspectives in decision-making.
The session will combine theory and practice to show how leaders can cultivate humility and use it to enhance their critical thinking skills. The aim is to help leaders change their leadership style, positively affecting them and their organizations.
Thinking Critically About Historical Failures: How Young Professionals Can Expand Their Innovation and Problem-Solving Capacities
Stephanie Butron
Aerospace Engineer
Life Coach for Young Professionals in the Aerospace Industry
Independent Scholar
Springfield, Virginia
Young professionals are expected to develop the knowledge, skills, and networks now, to forge new solutions to critical problems; however, the knowledge, skills, and networks being developed within disciplines today are directed to answer this question: How should organizations run? Hence a key question for young professionals to ask themselves is: “How should I run as an individual?”
The purpose of this session is to present a model for the professional and personal development of young professionals in the aerospace industry. In this model, catastrophic, historical aerospace failures within the NASA organization will be analyzed and assessed with the elements of reasoning and standards of thinking through the sociological, historian, economist, and political perspectives of the sources covering the failures. My objective is to inspire, engage, and empower young professionals to understand the foundational and powerful concepts that manipulate their lived experience inherited by the history of their industries and its failures. With a reliable critical thinking, reading, and writing practice, the young professional might be able to analyze and assess their current circumstances more clearly, relevantly, and accurately while also reducing the likelihood of error. The limitation of this paper is the limited selection of sources used to represent the understanding of the economic, historical, political, and sociological perspectives of these complex catastrophic failures in its time period. This paper does not take for granted the rise of AI as a new vehicle for gathering information. On the contrary, this paper proposes the young professional collaborate with AI tools, such as ChatGPT, to understand how to use and how to not use information gathered from ChatGPT.
The core of the model in this paper is its description of what constitutes a high-quality interpretation of data—the message being that there is no “right” or “correct” interpretation of data in complex systems—but there are better ones. In addition to the model, this paper will explain the relationship between the concepts in current events today and the concepts identified in the historical failure case studies; and will provide a vignette on how a young professional could apply these findings in their professional and personal life. Individuals, such as young professionals, are the tool and criticality is a program upgrade of the mind.
Ethical Decision-Making: Overview
Mohamad B. Bagheri
PH.D. and Critical Thinking Researcher
California
Distinction Between Morality and Ethics
Scope and Application:
Origin and Justification:
Ethical Reasoning: Paul and Elder's Critical Thinking Model
Paul and Elder (2013) present a model emphasizing the importance of distinguishing ethics from other types of thinking:
Elements of Ethical Reasoning
Paul and Elder's model outlines the following elements to foster skilled ethical thinkers:
1. Purpose: Clarify the objective or goal of the ethical decision.
2. Question: Define the ethical question or dilemma.
3. Information: Gather relevant facts, data, and evidence.
4. Interpretation and Inference: Analyze and interpret the information to draw logical conclusions.
5. Concepts: Identify the ethical principles and values involved.
6. Assumptions: Recognize underlying assumptions and biases.
7. Implications and Consequences: Consider the potential outcomes and effects of the decision.
8. Point of View: Acknowledge and evaluate different perspectives.
Conclusion
Ethical decision-making involves a structured approach to resolving moral dilemmas by considering various factors such as consequences, principles, values, rights, and obligations. By distinguishing between morality and ethics, and applying a critical thinking model like that of Paul and Elder, individuals and organizations can navigate complex ethical landscapes more effectively.
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