A Model for Thinking Critically about Ethical Issues

Abstract

Students learned to use a five-part model of critical thinking by applying it to ethical issues related to psychology. During an interdisciplinary course on ethical reflection, 24 senior-level students learned to identify a claim, the evidence for that claim, a general rule that connects the claim and evidence, a rebuttal to the claim, and a qualifier indicating the strength of the argument. The students applied the model to a variety of ethical issues during the semester to gain skill in using the model. Scores on the Cornell Critical Thinking Tests (Ennis, Millman, & Tomko, 1985) were significantly higher at the end of the course than at the beginning of the course. Application of this model to other courses is suggested.