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• Capabilities | Critical and Creative Thinking: Rationale and Aims

  Rationale

  Responding effectively to environmental, social and economic challenges requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully. Explicit attention to and application of...

  Overview material | Critical and Creative Thinking

• VCCCTR025

  Consider the importance of giving reasons and evidence and how the strength of these can be evaluated

  Elaborations

  • investigating different ways to evaluate reasons, for example presence of supporting evidence, logic (reasoning) involved, relevancy, clarity or precision
  • examining a set of reasons for completeness
  • investigating different ways to evaluate evidence, for example checking how data was collected, sources of funding and the appropriateness of selected criteria
  • discussing how reasons can be useful in helping make decisions for the future and/or to assess past decisions, and/or to mitigate risk

  VCCCTR025 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCCCTR027

  Examine the difference between valid and sound arguments and between inductive and deductive reasoning, and their degrees of certainty

  Elaborations

  • exploring the link between probability and inductive reasoning, for example when conducting chance experiments
  • discussing how predictions in science can be based on inductive reasoning, for example making predictions based past observations; or deductive reasoning, for example making predictions based on general rules
  • investigating how an argument can be logically valid but not sound for example All gladiators were men, the person in this historical source is a female, therefore, the person could not have been a gladiator, when some gladiators were female (premise one is false) and the person in the picture was actually male (premise two is false)
  • examining the distinction between sound and valid arguments in the context of a topic such as stereotyping; for example ‘All boys can run faster than girls, we only need fast runners for this team, therefore boys should be picked for this team’

  VCCCTR027 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning