The adept mind is one that

“The knowledge of your Learning Patterns provides you with an explanation of how you learn, not an excuse for failing to put forth the effort to learn.”

—Christine A. Johnston (2010, p. 107)

4Developing an Adept Mind

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Learning Outcomes After reading this chapter, you should be able to

• Define the term adept mind.

• Explain the role critical thinking plays in becoming a successful student.

• Demonstrate critical reading within the college learning context.

• Describe how your Patterns affect your critical-reading skills.

• Demonstrate critical writing within the college learning context.

• Describe how your Patterns affect your critical-writing skills.

• Explain how critical-thinking skills contribute to academic integrity.

“In order to thrive in the 21st Century, intentional learners should be empowered through a mastery of intellectual and practical skills, informed about forms of inquiry, and responsible for their personal actions.”

—J. Doherty and K. Ketchner (2005, p. 1)

Section 4.2Becoming a Critical Thinker

4.1 The Adept Mind Chapter 3 was devoted to helping you understand how to use metacognition, the learning techniques known as decoding and FITing, and personalized strategies to become a more intentional learner. This chapter builds on that knowledge by framing how to use your Learn- ing Patterns to develop an adept mind.

The adept mind helps you succeed in all areas of life. It is one that makes good decisions and can discern the difference between fact and fiction. It studies a situation’s complexity, weighs the facts, examines the logic behind a choice, and determines whether a choice is appropriate. The adept mind is intentional, stable, and often methodical and always seeks to improve its efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also to the experience of being a parent, employee, or volunteer. No matter what you are called on to do in life, you will need an adept mind to navigate the change you encounter and the growth you seek.

The adept mind uses the critical skills of thinking, reading, and writing—skills this chap- ter explores in depth—and uses them with integrity. The word critical is not one students embrace easily. It has a negative connotation and suggests that someone has found fault with something you have done. It conjures up images of a scolding voice, red pen marks, or nega- tive comments. When applied to thinking, reading, and writing, however, the word critical takes on a different meaning. To be critical means to delve deeper into a topic to better under- stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti- cal also means becoming able to use your research with honesty and originality.

4.2 Becoming a Critical Thinker When you engage in critical think- ing, you embark on an ongoing quest to improve how you think. Thinking critically requires you to be willing to expose your thoughts to questions and criticism. When you think critically, you do not simply accept what you read or hear from others. Instead, you examine multiple sources of evidence to verify that your facts are accurate (Hardy, Foster, & Zuñiga y Póstigo, 2015). This is not easy—and is often uncomfortable—but it pays off: Being a critical thinker better equips you to make all kinds of important decisions, whether about your future career, your family, or your financial investments.

Being able to think critically allows you to better defend your views, rise above emotional reactions, and protect yourself from being manipulated (Hardy et al., 2015).

Jacoblund/iStock/Thinkstock Critical thinking is an important skill for academic and personal success.

Section 4.2Becoming a Critical Thinker

In terms of your academic success, thinking critically helps you become a better reader and writer and more likely to approach your academic career with integrity. When it comes to your life in general, being a critical thinker means you seek out information regarding how to build healthy relationships, parent your children, advocate for others, and formulate inclusive civic perspectives and socially informed positions. You become adept at framing your outlook and articulating your point of view. You express what you are thinking and experiencing in clear, relatable terms so others can understand your perspective and talk with you in ways that are both civil and enlightening.

Assessing Yourself as a Critical Thinker So, are you a critical thinker? Paul and Elder (2001), who are considered authorities on the subject, describe in the following list how critical thinkers form an opinion. How frequently do you engage in the behaviors below? You can download this list as a self-assessment in your e-book.

• I restate my understanding of the issue in my own words. I don’t let others define the topic, but instead take the time to clarify my understanding by putting the issue into words that make sense to me.

• I formulate my own questions to delve deeper. I sift through the questions being asked and choose those that I feel need to be answered. I add my own questions to help me delve into the particulars of a topic.

• I read a variety of articles that represent differing views to help me develop an informed outlook. I don’t focus on one source or perspective. I rely on sources of high academic quality.

• I try to listen to various opinions on the topic. I don’t limit my viewing or listening to just one media source.

• I form an opinion about the topic based on my own thinking. I list the pros and cons of various views, evaluate the authority of each source, and question each perspective’s applicability to real life and ability to see the big picture.

• I use logic, reasoning, and facts to state the reasons I hold my opinion. I can write or speak my opinion in such a way that others can follow my reasoning and accept the case I’ve built based on facts as I present them.

• I remain open to exploring different perspectives on the topic. I revisit and reconsider previously held opinions, particularly when new information comes to light.

Developing Critical-Thinking Skills Critical thinking lies at the heart of all academic learning. It forms the basis of what it means to be well informed. However, it does not occur by luck or chance. No one is born a critical thinker. You must develop the skills and behaviors that produce critical thinking and must improve your skills by practicing them. When you think critically, you are using all four of your Learning Patterns with intention.

• Sequence provides a framework for examining the logic behind an argument. • Precision questions the accuracy and completeness of the data used to support an

argument.

Section 4.2Becoming a Critical Thinker

• Technical Reasoning challenges the reasonableness of an argument by requiring it to be accurate and applicable to the real world.

• Confluence views an argument from multiple perspectives, weighing each against the logic of Sequence, the accuracy of Precision, and the grounding of Technical Reasoning.

For example, suppose your assignment is to take a position on a specific topic and build a con- vincing case based on facts, figures, and logic. Table 4.1 decodes the assignment and outlines critical-thinking skills that are, in fact, Pattern-based strategies that you might use—either by thinking them or recording them on a strategy card—for this task. As you read Table 4.1, ask yourself: “Do I use any, some, or all of the strategies? How can I FIT my Learning Patterns to become a better critical thinker and develop an adept mind?”

Table 4.1: Applying Pattern-based critical-thinking strategies The task decoded Pattern-based critical-thinking strategies

Take a position on a specific topic and build a convincing case based on facts, figures, and logic. (Sequence)

• Plan a line of reasonable thought by listing the key points of your position.

• Formulate your position, moving through each step of your logic.

Take a position on a specific topic and build a convincing case based on facts, figures, and logic. (Precision)

• Read several articles, extended passages, and expert opinions on the assigned topic.

• Sort through the information you have researched and double-check that it is accurate, relevant, and applicable to the topic you were assigned.

• Lay out your position (which you formed using your Sequence). • Select key information from your research and use it to help you

state your position clearly and accurately. • Build your case by explaining the rationale behind your position;

weave in the facts you selected to support your opinion.

Take a position on a specific topic and build a convincing case based on facts, figures, and logic. (Technical Reasoning)

• Lay the foundation of your case using basic facts and support it with expert opinions, quotations, and real-world examples.

Take a position on a specific topic and build a convincing case based on facts, figures, and logic. (Confluence)

• Identify the standard logic used to view the topic and generate alternative positions. Where the logic of Sequence follows a linear path, the logic of Confluence reimagines the argument in a nonlinear manner.

• Recognize when your position is not steeped in logic. Accept your failure to defend an alternative logic and examine how and why it fell apart.

Source: Adapted from Marzano, 1992, p. 132; Paul & Elder, 2001, p. 152; Johnston, 2010, pp. 106–107.

Thinking critically is also a marketable skill to possess. In fact, you might regard critical think- ing as a major dividend you can expect from your investment in a college education. Develop- ing your skills as a critical thinker, reader, and writer gives you a lifelong advantage—an adept mind that will help you achieve greater satisfaction as a person and a professional.

Section 4.3Becoming a Critical Reader

4.3 Becoming a Critical Reader Think about how you approach reading. Do you read a page of text from top to bottom? Do you graze across the page looking for interesting words without reading the text from begin- ning to end? Do you read a passage word-for-word? Or do you look for interesting nuggets and disregard what to you seem like unnecessary words?

Your Learning Patterns immedi- ately shape how you respond when confronted with a page of text. Your Sequence looks for headings and sub- titles. Your Precision looks for capital- ized and bold words. Your Technical Reasoning looks away, silently groan- ing, and your Confluence jumps in looking for a new phrase or idea. As a student, you are best served by looking at the written page and thinking, “How can I critically work my way through this text?”

While the ability to read refers to an individual’s skill in translating letters into words and words into a message, critical reading requires the reader to drill down to the writer’s intention— to discern his or her thoughts, ideas, feelings, and messages. The critical reader sees words as more than groups of letters, but rather as containers of thought to be mined for deep mean- ing (Mumford, 1968). Critical reading also involves engaging with the material, analyzing its soundness, and assessing its quality. Critical reading is thinking critically while you read!

As an intentional learner, there is no more important thing you can do than train yourself to be a critical reader. Why? Because so much of what you read requires you to think critically.

Critical reading requires engaging and exercising the mind in a more robust and expansive way than skimming for basic, literal meaning. It’s the difference between training for a mara- thon and taking a leisurely stroll. Critical reading takes energy, focus, time, and intention. It takes more than simply figuring out how to pronounce words, but rather understanding what they mean—and also what they don’t. It means getting the message, both from the literal words that appear on the page and their implied meaning.

Being a critical reader means you take an active role in the reading process. In other words, don’t just sit and stare at the page. Engage! Seek out clues (found in headings and subheads) and nuggets (in text boxes, summaries, graphics, and examples). These special items serve a specific purpose. They should make it easier to connect with the text; their important con- tent should attract your attention; their organization or visual presentation should bring the information, ideas, and data to life.

Wavebreakmedia/iStock/Thinkstock Developing and honing your critical-reading skills requires self-awareness, grit, and critical thinking. Make sure you are using all four Learning Patterns as you read.

Section 4.3Becoming a Critical Reader

A systematic way to approach critical reading is to break it down into three different stages— exploring, reading, and revisiting. Each stage makes use of all four Patterns; no single Learn- ing Pattern should dominate how you read. Critical reading requires that you use each Learning Pattern with intention.

Explore In Chapter 1 you learned that “chance favors the prepared mind.” So too does critical reading —in fact, it requires it. What can you do to prepare your mind to think and read critically? For starters, explore the text before you begin reading. This will help you get an overview of the general message of the chapter, article, or book. Formulate questions that will help you understand the text’s deeper meaning. The following questions will help you engage your Learning Patterns as you explore the text.

1. What is the purpose of the reading? (Technical Reasoning) 2. Is the reading connected to a previous assignment? (Sequence) 3. What do I already know about the topic? (Precision) 4. What new insights will this reading provide? (Confluence)

Read Once you have explored the content, you are ready to do a more thorough or close read- ing. This time, focus on understanding and analyzing the author’s central argument or point. As you read, ask yourself the following questions:

1. What is the thread that connects one section to another? (Sequence) 2. What new terms will I need to record, look up, and log for review? (Precision) 3. Do the diagrams, graphics, or tables contain data that support the author’s point of

view? (Technical Reasoning and Precision) 4. What overarching idea dominates the reading? (Confluence)

Revisit The last step is to revisit the reading. This is an important step that many students skip! If you are not yet an intentional learner, you may think this is a waste of time. “I’ve already read the text once! I have to read it again?!” When learning new mate- rial, you may in fact need to read it multiple times. You may also need to revisit those parts that remain unclear or seem disconnected from the central message. When considering multiple viewpoints, you may need to return to a reading to analyze where you agree with the author, where you disagree, and why. You may already have some

Jacoblund/iStock/Thinkstock Although it may seem redundant to reread a text, discussion board posting, or assignment rubric, revisiting material reinforces your knowledge of its content.

Section 4.4Case Studies in Critical Reading

idea whether you agree (or disagree) with what you are reading. As you read, you likely reacted to statements the author made. But it is only after you have read the entire piece that you can clearly and fairly evaluate the argument. Revisiting the reading reinforces your knowledge of its content and strengthens your critical-reading skills.

Ask yourself the following questions when revisiting a reading:

1. What is the reading’s overarching message? (Confluence) 2. Are there gaps in the author’s logic? If so, where? (Sequence) 3. How well does the author use reason and logic to build a case for his or her position?

(Technical Reasoning) 4. Do you agree with the author’s point of view? Why or why not? (Precision) 5. What information is implied or inferred? What underpins the likelihood that the

inference is correct? (Confluence and Precision)

Remember that there are many different purposes for reading. While all require you to use critical-reading skills, they do not require you to use them to the same extent. Think about the different types of reading you encounter every day. How would you approach reading a new sick leave policy being implemented at work? What about a movie review? What questions would you need to ask when reading a news article versus a novel?

4.4 Case Studies in Critical Reading Whatever your approach, recognize that critical reading requires you to assess your method and reconfigure your technique so that no single Learning Pattern dominates how you read. Each of your Patterns can contribute to your understanding of a text. Critical reading requires that you use each Learning Pattern with intention to extract maximum understanding from a passage. Don’t allow your Avoid Patterns to dismiss a reading assignment; don’t use Avoid- ance as an excuse for not engaging. If you are a Strong-Willed learner, don’t mistake your confidence for competence. Always double-check your knowledge by reviewing key points, terms, and overarching themes.

With this in mind, carefully read the following stories. See to whom you most relate. Consider how you can develop your critical-reading skills by learning from the following models.

Sequence Dani (S30, P23, TR20, C12) is the oldest of four and the first in her family to go to college.

With her Use First Sequence, she always fol- lows the same order when reading a text- book: headings, content, end-of-chapter questions. She may read charts if they are clearly labeled but often sees other features as distractions. Dani likes the SQ3R method (see Figure 4.1) because it gives her steps to fol- low. However, to become a critical reader, Dani needs to tether her Sequence and develop

“I read a textbook like I do a map. I look for signs telling me what I can expect next.”

—Dani

Section 4.4Case Studies in Critical Reading

strategies that go beyond a mere step-by-step approach. This is because not all critical- reading situations allow the time the SQ3R method requires.

For example, Dani’s methodical Use First Sequence becomes a problem when taking timed tests or quickly digesting a lot of written material. Her Use First Sequence holds her back from completing work in a timely fashion. Whereas others skip to the next question or skim the text, Dani lingers, rereading the material or figuring out the correct answer before moving on. When she is not being intentional, her Use First Sequence and Avoid Confluence lock her into a linear approach to reading material and completing assignments. If you Use Sequence First, check out the Tips & Tools box for some do’s and don’ts when reading.