TEACHER RESOURCE #1
THINKING
Independent mindedness
Making up one’s own mind rather than simply accepting what others believe.
Objectives: • Understand what it means to be independent minded
• Recognize the factors that influence our ability to make up our own minds
• Understand the value of reaching independent-minded conclusions in a
variety of circumstances.
CONCEPT
Use the following activities to systematically introduce the concepts
Introduce the term
Identify the attributes
of the concept
➤➤
Recreate a famous experiment, the Asch experiment, in which some participants pretend to believe
something that is clearly false in an effort to influence other participants’ opinions. For simple
instructions, watch the video that can be found by web-searching “Asch experiments”.
➤➤
Select six students to participate in the experiment and have the rest of the class observe. Prior
to the experiment, covertly draw aside four of the participating students and explain they will be
actors in the experiment. When they are asked which line is the same length as the single line,
they should appear to think carefully but should give the same incorrect answer. Organize the six
students in two groups of three (two actors and one authentic participant in each group) and ask
them to leave the room. Explain to the class that the experiment is about group conformity. Show
students one set of the Experiment cards (Activity Sheet #1A) and explain that for each of the four
sets, participants will be asked: “Which line, A, B, or C, is the same length as the single line?”
Conduct the experiment four times, using all the card sets with each group of three students. Be
sure that the actors always provide their answers before the authentic participant.
➤➤
Discuss the results of the experiment with the class. Invite the two authentic participants to explain
how they felt when confronted with the pressure to offer an incorrect response to the question.
Explain that when psychologists did many trials of this experiment, over two-thirds of the subjects
conformed and gave the obviously incorrect majority answer at least once.
➤➤
Invite students to watch the YouTube video of the Asch experiments found by web-searching
“Asch experiments”.
➤➤
Introduce the term “independent minded.” Encourage students to explain its meaning in their own
words. Point out that independent mindedness is a habit of mind or a way of thinking and acting
that can be learned.
➤➤
Discuss the difference between being independent minded and simply being contrary or stubborn.
➤➤
Using the following activities, introduce the basic attributes of independent mindedness.
Basic
1. Individuals who are independent minded are inclined to decide for themattributes selves what to believe and do rather than simply accept things because others
say they should.
Tools for Thought 2009–10:5
2. Being independent minded doesn’t necessarily mean that your opinions are
always different from others and that you never consult with other people; it
means simply that you hold opinions because they make sense to you.
3. Individuals who are independent minded aren’t afraid of having a different
opinion but don’t simply pick an opposing view just to be different.
4. Individuals who are independent minded are typically willing to stand up
publicly for what they believe.
1
© The Critical Thinking Consortium
TEACHER RESOURCE #1
Introduce attributes
#1, #2 and #3
➤➤
Attribute #1: Individuals who are independent minded are inclined to decide for themselves what
to believe and do rather than simply accept things because others say they should.
➤➤
Attribute #2: Being independent minded doesn’t necessarily mean that your opinions are always
different from others and that you never consult with other people; it means simply that you hold
opinions because they make sense to you.
➤➤
Attribute #3: Individuals who are independent minded aren’t afraid of having a different opinion
but don’t simply pick an opposing view just to be different.
• Invite students to think of someone whom they consider independent minded. Discuss with
students how that person might reach a conclusion. Suggest that independent-minded persons
are inclined to make up their own minds but do not simply choose opposing views to be different.
• Provide students with a copy of Independent mindedness role
cards (Activity Sheet #1B) Select those cards that are appropriate for the grade level you teach. Organize students
in groups of three and assign one question to each group.
Instruct students to create a role play or “think aloud” illustrating how an independent minded person might respond to each question and how a person who is not
independent minded might respond. Remind students
that all three attributes must be demonstrated in their
role play. For elementary students, model the development of a role play with the class.
Who
Wha
• Invite students to share their role plays with the
class. Instruct the observing students to identify the
independent-minded person in the role play and
the specific behaviours that demonstrated the attributes.
Introduce
attribute #4
➤➤
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Attribute #4: Individuals who are independent minded are typically willing to stand
up publicly for what they believe.
• Discuss with students the importance and challenge of standing up for what they believe.
When is standing up for what you believe important? When is it not important? What does
it look like? What is the difference between standing up for what you believe and being “in
someone’s face”?
• Refer back to the role plays in the previous activity. Discuss which, if any, of the role plays
illustrated someone standing up for their belief. Invite students to brainstorm situations in their
own lives that would require that they stand up for their beliefs. In small groups or as a class,
write a dialogue or describe a variety of actions that illustrate standing up for one’s beliefs.
Discuss the difference between standing up for one’s beliefs and trying to persuade others to
share your beliefs. Point out that persuading others is not a necessary attribute of being independent minded.
Nurturing independent mindedness
Recognize reasons
that are consistent
with making up
one’s own mind
Tools for Thought 2009–10:5
➤➤
Invite students to consider the last decision they made and identify the reasons they considered
while making their decision Ask students to share some of these reasons with the class. Invite
students to assess the extent to which they demonstrated independent mindedness in making their
decision.
2
© The Critical Thinking Consortium
TEACHER RESOURCE #1
➤➤
Provide student pairs with a copy of Reaching conclusions (Activity Sheet #1C Elementary or Secondary). As a class, invite
students to distinguish between reasons that demonstrate independent mindedness and those that do not. Alternatively, use
the first example to demonstrate the activity and assign the
remaining examples for students to complete independently.
Point out that some of the reasons support the decision and
others oppose it. The purpose of the activity is to distinguish
those reasons that are consistent with being independent
minded and those that are not. Invite students to share their
responses and explanations. Examine the reasons that
support thinking for yourself and, as a class describe,
the qualities of those reasons.
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© Th
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Think
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Understand factors
that may prevent
making up one’s
own mind
➤➤
➤➤
Suggest to students that there are factors or influences that
discourage independent mindedness. Refer back to the initial
Asch experiment and discuss why participants might have
chosen no to think for themselves.
Provide students with a copy of Factors that prevent
thinking for yourself (Activity Sheet #1D). Discuss the
scenario and the five common factors that impede our
ability to think for ourselves. Use the examples from
the scenario to discuss each factor.
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➤➤
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13
© Th
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Think
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Tools for Thought 2009–10:5
3
© The Critical Thinking Consortium
TEACHER RESOURCE #1
Reinforce
the concept
➤➤
➤➤
Introduce Student Resource #1, Independent minded. Review
each of the elements: the key attributes of the concept, reasons to develop the attributes of independent mindedness,
similar and potentially confusing terminology, and the
self-assessment rubric. Help students to create their own
example for each attribute by asking them to think of a
time when they demonstrated the attribute. Encourage
students to refer to this resource when using the concept
in the future.
Invite students to assess the independent mindedness of an appropriate, familiar literary, movie, or
TV character. Suggestions might include Harry
Potter, Cinderella, Elizabeth from The Paper Bag
Princess, Bella from Twilight, Batman, Hamlet, and
MacBeth, Ask students to select their own character.
Provide students with a copy of Rating independent
mindedness (Activity Sheet #1F). Instruct students to
find evidence for each attribute of independent mindedness in their character’s behaviour and rate their
selected character’s ability to think for him/herself.
Encourage students to identify specific ways in
which the characters might improve their ability
to be independent minded.
Tools
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© Th
e Cri
tical
______
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______
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______
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➤➤
If peer pressure is a topic you wish to investigate with your
students, refer to the material on peer pressure in this resource and invite
students to rate their own level of independent mindedness in recent decision making
situations. (Critical Challenge #1)
➤➤
At appropriate times over the ensuing several weeks, ask students to use this concept in situations
in and out of school, such as the following:
tical
Think
ing Co
nsortiu
m
• when making decisions in the company of your friends.
• when answering questions posed in class.
• when deciding what to buy or how to spend your time.
• when deciding what position to adopt on a controversial issue.
• when examining the decisions made by others, whether they are actual people or fictional
characters.
Assess student
understanding
➤➤
Encourage students to refer to the rubric found in Student Resource #1 when self-assessing their
understanding of this concept.
• Allow students opportunities to apply the concept two or three times without evaluation.
• Guide students in interpreting and using the rubric to assess their own responses.
• Encourage students to use the rubric whenever they use this concept.
➤➤
Tools for Thought 2009–10:5
To use the rubric for teacher evaluation of student work, remove the first person (student) reference from each descriptor.
4
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ACTIVITY SHEET #1A
Experiment card 1
Tools for Thought 2009–10:5
A
5
B
C
© The Critical Thinking Consortium
ACTIVITY SHEET #1A
Experiment card 2
Tools for Thought 2009–10:5
A
6
B
C
© The Critical Thinking Consortium
ACTIVITY SHEET #1A
Experiment card 3
Tools for Thought 2009–10:5
A
7
B
C
© The Critical Thinking Consortium
ACTIVITY SHEET #1A
Experiment card 4
Tools for Thought 2009–10:5
A
8
B
C
© The Critical Thinking Consortium
ACTIVITY SHEET #1B
Independent mindedness role cards
Who will be my close friends?
What kind of music will I listen to?
What game will I play at lunch?
Will I join an after-school activity, like
hockey, chess, or drama?
What courses will I choose in high school?
What will I wear to the first day of high
school or a new job?
Will I do the assigned homework?
Will I follow school rules
about dress code?
If I could vote, what political party or
candidate would I support?
What will I spend my extra money on?
Will I get my nose pierced?
Will I attend classes regularly?
Will I tell on a friend who is stealing?
Will I publicly defend a friend who has
been unfairly criticized?
Will I experiment with a potentially
addictive substance?
Will I go to an unsupervised party?
Will I sympathize with a friend who has
been treated unfairly?
What fashion “look” will I choose?
Tools for Thought 2009–10:5
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ACTIVITY SHEET #1C ELEMENTARY
Reaching conclusions
Name: ________________________________________________________________
Reasons for deciding whether
Is the reason consistent with making up your own mind?
or not to join a sports team yes no
Explain
1. Fear that you may not know
anyone on the team.
o o
2. You have always been interested
in sports but wonder if you are
good enough to make the team.
o o
3. Your friend might join if
you do.
o o
4. Being on a sports team might
help make you less shy.
o o
5. Students who play on sports
teams are seen as pretty cool.
o o
6. Your older brother was on a
team and you really admire him.
o o
7. You are already busy with many
activities and may not have time.
o o
8. You talked to the coach and
found out the time committment
required.
o o
Tools for Thought 2009–10:5
10
© The Critical Thinking Consortium
ACTIVITY SHEET #1C SECONDARY
Reaching conclusions
Name: ________________________________________________________________
Reasons for deciding whether or not to
buy an unlimited cell phone package
yes
no
1. The sales clerk was very
enthusiastic and said everyone
signs up for this package.
o
o
2. You get a new, free phone
that is really cool looking.
o
o
3. This “good deal” promotion
only last this week.
o
o
4.
5.
o
o
o
o
6. Your personal budget allows it,
as there are sufficient funds
this year.
o
o
7. All your friends have an
unlimited cell phone package.
o
o
8. None of your friends have this
package so you’d score status
points.
o
o
9. Students who use their cells at
school are hassled by teachers.
o
o
10. You don’t really know how much you would use all the
features.
o
o
11. You want to stay connected with
your friends.
o
o
12. Your parents are pressuring you to
get your own package so you won’t
use up their minutes.
o
o
You think you would enjoy the
package and the price is
reasonable, but you are reluctant
to sign the contract.
A friend who has just moved to a
different province is keen to have
regular contact, and you worry
about disappointing her.
Tools for Thought 2009–10:5
Is the reason consistent with making up your own mind?
Explain
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ACTIVITY SHEET #1D
Factors that prevent thinking for yourself
Scenario: There is much promotion for a new flu vaccine that will soon be available. Pressure
is being placed on students to take advantage of the vaccine in order to stay healthy. It is
being offered in your school and you have taken a permission letter home for your parents
to sign. Your parents have read about the pro and cons or the vaccine but are unsure about
giving young people a flu vaccine As far as they know, your next-door neighbour is the only
parent who hasn’t signed. They heard this from a friend who was chuckling because the
neighbour got a call from the principal asking her to explain her decision. Their friend thinks
the neighbour is a weird hippy who does things just to be different.
Factors that may prevent you
from deciding for yourself
Examples of not thinking for oneself
Playing it safe / peer pressure
Going with the flow, rather than
deciding for yourself, is less risky and
less likely to annoy your friends.
Most of the parents are afraid of a flu epidemic and almost everyone
else seems to be signing the permission form. Do your parents want
to take the risk that you might get sick and be looked down on by
their friends for not signing the form?
Doing what we are told
We are conditioned to do what
authority figures tell us. We may be
frightened of possible punishment or
content to trust that the authorities
know what would be best for us.
The school system seems to be pressuring parents to agree to the
vaccine. Your parents should do what the school requests.
Limited information
It is easier not to think for yourself if
you do not have enough information
to consider the consequences of the
decision.
Your parents are not sure about the dangers of having you get a flu
shot, nor do they know if it is likely to be effective. So they think
they might as well go along with the majority.
Lack of confidence in
your own opinion
Sometimes we just think we will be
wrong if we think for oursleves.
Your parents may have read a lot about the vaccine and think that
it is dangerous but may not be confident enough to follow their
instincts on this issue. Other parents seem confident in deciding
what is best for their children.
Fear of being different
People who are independent minded
must be willing to act and think
differently from the people around
them. Many individuals worry about
standing out or being different and
do not like to draw attention to
themselves.
The neighbour who did not give permission to the school to
vaccinate her child was ridiculed as being a “fringe hippy.” Others in
the neighbourhood might think your parents are weird if they don’t
go along with the majority.
Tools for Thought 2009–10:5
The principal phoned the neighbour who did not sign the form to
question her decision.
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ACTIVITY SHEET #1E
Name: ______________________________________________
Following the crowd
Your school is organizing a student activist march in front of the government offices to try
to urge politicians to act more quickly to prevent global climate change. Almost all of your
friends are going on the march. The environment is a hot-button issue. Students who don’t
seem to care are being dismissed as selfish and ignorant consumers. Your local paper has
published an article praising this initiative by your school, and those students who attend
the march will be featured in a follow-up story with photos. Your teacher who is a strong
environmentalist has urged all the students in her class to join the march.
Factors that may prevent you
from deciding for yourself
Examples of not thinking for oneself
Playing it safe / peer pressure
Going with the flow, rather than
deciding for yourself, is less risky and
less likely to annoy your friends.
Doing what we are told
We are conditioned to do what
authority figures tell us. We may be
frightened of possible punishment or
content to trust that the authorities
know what would be best for us.
Limited information
It is easier not to think for yourself if
you do not have enough information
to consider the consequences of the
decision.
Lack of confidence in
your own opinion
Sometimes we just think we will be
wrong if we think for oursleves.
Fear of being different
People who are independent minded
must be willing to act and think
differently from the people around
them. Many individuals worry about
standing out or being different and
do not like to draw attention to
themselves.
Tools for Thought 2009–10:5
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© The Critical Thinking Consortium
ACTIVITY SHEET #1F
Name: ______________________________________________
Rating independent mindedness
Character ________________________________________________
Attribute of independent
mindedness
Evidence
1. Individuals who are
independent minded are
inclined to decide for
themselves what to believe
and do rather than simply
accept things because
others say they should.
2. Being independent minded
doesn’t necessarily mean
that your opinions are
always different from
others and that you never
consult with other people; it
means simply that you hold
opinions because they make
sense to you.
3. Individuals who are
independent minded aren’t
afraid of having a different
opinion but don’t simply
pick an opposing view just
to be different.
4. Individuals who are
independent minded are
typically willing to stand
up publicly for what they
believe.
Overall assessment
The individual is
o very independent minded
o somewhat independent minded
o not at all independent minded
Reasons
Suggestions for improvement
Tools for Thought 2009–10:5
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© The Critical Thinking Consortium
STUDENT RESOURCE #1
Independent minded
Making up one’s own mind rather than simply accepting what others believe
What are the key attributes or features of the concept?
Individuals
who are independent
minded are inclined to decide
for themselves what to believe and
do rather than to simply accept
things because others say they
should.
Being
independent
minded doesn’t necessarily
mean that your opinions are always
different from others and that you
never consult with other people;
it means simply that you hold
opinions because they make
sense to you.
Example: All my friends have
fancy cell phones and wonder why
I don’t want the latest gadget. The
phone I have is one I can afford
and it meets my needs.
My own example:
EXAMPLE: I wasn’t sure what kind
of skis to buy. I talked to a lot of
my friends who skied and I ended
up buying one of the most popular
styles because the brand offered
good value for the money..
My own example:
Individuals
who are independent
minded aren’t afraid of having
a different opinion but don’t
simply pick an opposing view
just to be different.
EXAMPLE: My friend is always
picking the opposite viewpoint from
his parents just because he doesn’t
want to agree with anything they
say. I sometimes think that what my
parents say is reasonable.
My own example:
Individuals
who are independent
minded are typically willing to
stand up publicly for what they
believe.
EXAMPLE: My friend told a joke
that made fun of a cultural group.
I thought this was wrong and not
funny. Even though my friends
laughed, I told him that I didn’t think
telling the joke was a good idea.
My own example:
Tools for Thought 2009–10:5
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© The Critical Thinking Consortium
STUDENT RESOURCE #1
Why is developing independent mindedness important?
Means
being true to
yourself: If I am not
independent minded, I’ll always
be doing things because others
want or expect me to.
Develops
independence and
confidence: By thinking for
myself, I will learn to trust my own
judgment and gain confidence in
making decisions.
My own example:
Example: I would love to take
up yoga but I am afraid that my
friends will laugh at me. So I
guess I’ll forget about it. If I was
independent minded I would
follow my interests.
EXAMPLE: I don’t know if I should
ignore my friends’ advice to not try
out for the team, but if I don’t try
out, how will I know if I could have
been successful?
My own example:
How are other terms are related to this concept?
Similar terms
Confusing terms
Free thinker
stubborn
Self directed
contrary
Someone who is simply stubborn or contrary adopts an opposing view just to be different. Individuals who are independent minded are not interested in just being different
but make up their own minds based on what makes sense
to them.
Tools for Thought 2009–10:5
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© The Critical Thinking Consortium
STUDENT RESOURCE #1
How well do I understand the concept?
Assessing my understanding of
“independent mindedness”
Accomplished
Good
Basic
Struggling
In very obvious situations,
I can recognize when
someone is and is not
being independent
minded.
I have trouble recognizing
when others are and are
not being independent
minded.
I can explain in obvious
cases why an action or
decision is or is not an
example of independent
mindedness, but I often
have trouble explaining
the complex or difficult
examples.
I need help explaining
even simple examples of
independent mindedness.
I can think of a few simple
examples that show what
independent mindedness
looks like.
I have trouble thinking of
any examples that illustrate
independent mindedness.
I can make up my own
mind but only in situations
where there isn’t a lot of
peer pressure or other
factors pushing me to
decide in a particular way.
I have trouble making
up my own mind when
presented with almost any
decision that I must make.
Recognize examples of the concept:
I can easily tell when
someone is and is not
being independent
minded, even in complex
situations.
I can usually recognize
when someone is and is
not being independent
minded, but sometimes
complex situations
confuse me.
Explain why the concept does or does not apply:
I can easily explain why
an action or decision is
or is not an example of
independent mindedness,
even if the example is not
obvious.
I can explain in most
cases when an action
or decision is or is
not an example of
independent mindedness,
but sometimes I have
trouble explaining the
more complex or difficult
examples.
Provide my own examples of the concept:
I can think of a variety
of simple and complex
examples that show what
independent mindedness
looks like.
I can think of some
examples that show what
independent mindedness
looks like.
Act on the concept in my own life:
I am very confident that I
think about what I believe
and value before making
and acting on my decisions,
and I don’t worry much
about whether or not my
conclusions will be popular.
Tools for Thought 2009–10:5
I often think about what
I believe and value before
making decisions, but
I wonder whether my
decisions are truly my own.
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