Critical thinking is the objective analysis of facts to form a judgment. The subject is complex, and there are several different definitions which generally include the rational, skeptical, unbiased analysis or evaluation of factual evidence.
Video Critical thinking
History
Critical thinking was described by Richard W. Paul as a movement in two waves (1994). The "first wave" of critical thinking is often referred to as a 'critical analysis' that is clear, rational thinking involving critique. Its details vary amongst those who define it. According to Barry K. Beyer (1995), critical thinking means making clear, reasoned judgments. During the process of critical thinking, ideas should be reasoned, well thought out, and judged. The U.S. National Council for Excellence in Critical Thinking defines critical thinking as the "intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action."
Maps Critical thinking
Etymology
In the term critical thinking, the word critical, (Grk. ???????? = kritikos = "critic") derives from the word critic and implies a critique; it identifies the intellectual capacity and the means "of judging", "of judgement", "for judging", and of being "able to discern".
Definitions
Traditionally, critical thinking has been variously defined as:
- "the process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion"
- "disciplined thinking that is clear, rational, open-minded, and informed by evidence"
- "reasonable, reflective thinking focused on deciding what to believe or do"
- "purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based"
- "includes a commitment to using reason in the formulation of our beliefs"
- the skill and propensity to engage in an activity with reflective scepticism (McPeck, 1981)
- disciplined, self-directed thinking which exemplifies the perfection of thinking appropriate to a particular mode or domain of thinking (Paul, 1989, p. 214)
- thinking about one's thinking in a manner designed to organize and clarify, raise the efficiency of, and recognize errors and biases in one's own thinking. Critical thinking is not 'hard' thinking nor is it directed at solving problems (other than 'improving' one's own thinking). Critical thinking is inward-directed with the intent of maximizing the rationality of the thinker. One does not use critical thinking to solve problems--one uses critical thinking to improve one's process of thinking.
- "an appraisal based on careful analytical evaluation"
- the ability to think clearly about what to do or what to believe.
Contemporary critical thinking scholars have expanded these traditional definitions to include qualities, concepts, and processes such as creativity, imagination, discovery, reflection, empathy, connecting knowing, feminist theory, subjectivity, ambiguity, and inconclusiveness. Some definitions of critical thinking exclude these subjective practices.
Logic and rationality
The ability to reason logically is a fundamental skill of rational agents, hence the study of the form of correct argumentation is relevant to the study of critical thinking.
"First wave" logical thinking consisted of understanding the connections between two concepts or points in thought. It followed a philosophy where the thinker was removed from the train of thought and the connections and the analysis of the connect was devoid of any bias of the thinker. Kerry Walters describes this ideology in his essay Beyond Logicism in Critical Thinking, "A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective. This model of thinking has become so entrenched in conventional academic wisdom that many educators accept it as canon" (Walters, 1994, p. 1). The adoption of these principals parallel themselves with the increasing reliance on quantitative understanding of the world.
In the 'second wave' of critical thinking, as defined by Kerry S. Walters (Re-thinking Reason, 1994, p. 1 ), many authors moved away from the logocentric mode of critical thinking that the 'first wave' privileged, especially in institutions of higher learning. Walters summarizes logicism as "the unwarranted assumption that good thinking is reducible to logical thinking" (1994, p. 1).
"A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent,, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective." (Walters, 1994, p. 1) As the 'second wave' took hold, scholars began to take a more inclusive view of what constituted as critical thinking. Rationality and logic are still widely accepted in many circles as the primary examples of critical thinking.
Inductive versus deductive thinking
Inductive thinking involves drawing on many different facts, concepts, or opinions to come to a larger conclusion. Examples of inductive reasoning include differential diagnosis, inquiry-based education, and trial and error. Deductive Reasoning involves addressing the known first, and attempt to discover more information about why the known is what it is. Examples of deductive reasoning include root cause analysis and top down learning.
Critical thinking and rationality
Kerry S. Walters (Re-thinking Reason, 1994) argues that rationality demands more than just logical or traditional methods of problem solving and analysis or what he calls the "calculus of justification" but also considers "cognitive acts such as imagination, conceptual creativity, intuition and insight" (p. 63). These "functions" are focused on discovery, on more abstract processes instead of linear, rules-based approaches to problem solving. The linear and non-sequential mind must both be engaged in the rational mind.
The ability to critically analyze an argument - to dissect structure and components, thesis and reasons - is important. But so is the ability to be flexible and consider non-traditional alternatives and perspectives. These complementary functions are what allow for critical thinking a practice encompassing imagination and intuition in cooperation with traditional modes of deductive inquiry.
Functions
The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition. According to Reynolds (2011), an individual or group engaged in a strong way of critical thinking gives due consideration to establish for instance:
- Evidence through reality
- Context skills to isolate the problem from context
- Relevant criteria for making the judgment well
- Applicable methods or techniques for forming the judgment
- Applicable theoretical constructs for understanding the problem and the question at hand
In addition to possessing strong critical-thinking skills, one must be disposed to engage problems and decisions using those skills. Critical thinking employs not only logic but broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance, and fairness.
Procedure
Critical thinking calls for the ability to:
- Recognize problems, to find workable means for meeting those problems
- Understand the importance of prioritization and order of precedence in problem solving
- Gather and marshal pertinent (relevant) information
- Recognize unstated assumptions and values
- Comprehend and use language with accuracy, clarity, and discernment
- Interpret data, to appraise evidence and evaluate arguments
- Recognize the existence (or non-existence) of logical relationships between propositions
- Draw warranted conclusions and generalizations
- Put to test the conclusions and generalizations at which one arrives
- Reconstruct one's patterns of beliefs on the basis of wider experience
- Render accurate judgments about specific things and qualities in everyday life
In sum:
"A persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports or refutes it and the further conclusions to which it tends."
Habits or traits of mind
The habits of mind that characterize a person strongly disposed toward critical thinking include a desire to follow reason and evidence wherever they may lead, a systematic approach to problem solving, inquisitiveness, even-handedness, and confidence in reasoning.
According to a definition analysis by Kompf & Bond (2001), critical thinking involves problem solving, decision making, metacognition, rationality, rational thinking, reasoning, knowledge, intelligence and also a moral component such as reflective thinking. Critical thinkers therefore need to have reached a level of maturity in their development, possess a certain attitude as well as a set of taught skills.
Research
Edward M. Glaser proposed that the ability to think critically involves three elements:
- An attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences
- Knowledge of the methods of logical inquiry and reasoning
- Some skill in applying those methods.
Educational programs aimed at developing critical thinking in children and adult learners, individually or in group problem solving and decision making contexts, continue to address these same three central elements.
The Critical Thinking project at Human Science Lab, London, is involved in scientific study of all major educational system in prevalence today to assess how the systems are working to promote or impede critical thinking.
Contemporary cognitive psychology regards human reasoning as a complex process that is both reactive and reflective.
The relationship between critical thinking skills and critical thinking dispositions is an empirical question. Some people have both in abundance, some have skills but not the disposition to use them, some are disposed but lack strong skills, and some have neither. A measure of critical thinking dispositions is the California Measure of Mental Motivation and the California Critical Thinking Dispositions Inventory.
Education
John Dewey is one of many educational leaders who recognized that a curriculum aimed at building thinking skills would benefit the individual learner, the community, and the entire democracy.
Critical thinking is significant in academics due to being significant in learning. Critical thinking is significant in the learning process of internalization, in the construction of basic ideas, principles, and theories inherent in content. And critical thinking is significant in the learning process of application, whereby those ideas, principles, and theories are implemented effectively as they become relevant in learners' lives.
Each discipline adapts its use of critical thinking concepts and principles. The core concepts are always there, but they are embedded in subject-specific content. For students to learn content, intellectual engagement is crucial. All students must do their own thinking, their own construction of knowledge. Good teachers recognize this and therefore focus on the questions, readings, activities that stimulate the mind to take ownership of key concepts and principles underlying the subject.
Historically, teaching of critical thinking focused only on logical procedures such as formal and informal logic. This emphasized to students that good thinking is equivalent to logical thinking. However, a second wave of critical thinking, urges educators to value conventional techniques, meanwhile expanding what it means to be a critical thinker. In 1994, Kerry Walters compiled a conglomeration of sources surpassing this logical restriction to include many different authors' research regarding connected knowing, empathy, gender-sensitive ideals, collaboration, world views, intellectual autonomy, morality and enlightenment. These concepts invite students to incorporate their own perspectives and experiences into their thinking.
In the English and Welsh school systems, Critical Thinking is offered as a subject that 16- to 18-year-olds can take as an A-Level. Under the OCR exam board, students can sit two exam papers for the AS: "Credibility of Evidence" and "Assessing and Developing Argument". The full Advanced GCE is now available: in addition to the two AS units, candidates sit the two papers "Resolution of Dilemmas" and "Critical Reasoning". The A-level tests candidates on their ability to think critically about, and analyze, arguments on their deductive or inductive validity, as well as producing their own arguments. It also tests their ability to analyze certain related topics such as credibility and ethical decision-making. However, due to its comparative lack of subject content, many universities do not accept it as a main A-level for admissions. Nevertheless, the AS is often useful in developing reasoning skills, and the full Advanced GCE is useful for degree courses in politics, philosophy, history or theology, providing the skills required for critical analysis that are useful, for example, in biblical study.
There used to also be an Advanced Extension Award offered in Critical Thinking in the UK, open to any A-level student regardless of whether they have the Critical Thinking A-level. Cambridge International Examinations have an A-level in Thinking Skills.
From 2008, Assessment and Qualifications Alliance has also been offering an A-level Critical Thinking specification.
OCR exam board have also modified theirs for 2008. Many examinations for university entrance set by universities, on top of A-level examinations, also include a critical thinking component, such as the LNAT, the UKCAT, the BioMedical Admissions Test and the Thinking Skills Assessment.
In Qatar, critical thinking was offered by AL-Bairaq which is an outreach, non-traditional educational program that targets high school students and focuses on a curriculum based on STEM fields. The idea behind AL-Bairaq is to offer high school students the opportunity to connect with the research environment in the Center for Advanced Materials (CAM) at Qatar University. Faculty members train and mentor the students and help develop and enhance their critical thinking, problem-solving, and teamwork skills.
Efficacy
In 1995, a meta-analysis of the literature on teaching effectiveness in higher education was undertaken. The study noted concerns from higher education, politicians and business that higher education was failing to meet society's requirements for well-educated citizens. It concluded that although faculty may aspire to develop students' thinking skills, in practice they have tended to aim at facts and concepts utilizing lowest levels of cognition, rather than developing intellect or values.
In a more recent meta-analysis, researchers reviewed 341 quasi- or true-experimental studies, all of which used some form of standardized critical thinking measure to assess the outcome variable. The authors describe the various methodological approaches and attempt to categorize the differing assessment tools, which include standardized tests (and second-source measures), tests developed by teachers, tests developed by researchers, and tests developed by teachers who also serve the role as the researcher. The results emphasized the need for exposing students to real-world problems and the importance in encouraging open dialogue within a supportive environment. Effective strategies for teaching critical thinking are thought to be possible in a wide variety of educational settings.
Importance in academia
Critical thinking is an important element of all professional fields and academic disciplines (by referencing their respective sets of permissible questions, evidence sources, criteria, etc.). Within the framework of scientific skepticism, the process of critical thinking involves the careful acquisition and interpretation of information and use of it to reach a well-justified conclusion. The concepts and principles of critical thinking can be applied to any context or case but only by reflecting upon the nature of that application. Critical thinking forms, therefore, a system of related, and overlapping, modes of thought such as anthropological thinking, sociological thinking, historical thinking, political thinking, psychological thinking, philosophical thinking, mathematical thinking, chemical thinking, biological thinking, ecological thinking, legal thinking, ethical thinking, musical thinking, thinking like a painter, sculptor, engineer, business person, etc. In other words, though critical thinking principles are universal, their application to disciplines requires a process of reflective contextualization.
However, even with knowledge of the methods of logical inquiry and reasoning, mistakes can happen due to a thinker's inability to apply the methods or because of character traits such as egocentrism. Critical thinking includes identification of prejudice, bias, propaganda, self-deception, distortion, misinformation, etc. Given research in cognitive psychology, some educators believe that schools should focus on teaching their students critical thinking skills and cultivation of intellectual traits.
Critical thinking skills can be used to help nurses during the assessment process. Through the use of critical thinking, nurses can question, evaluate, and reconstruct the nursing care process by challenging the established theory and practice. Critical thinking skills can help nurses problem solve, reflect, and make a conclusive decision about the current situation they face. Critical thinking creates "new possibilities for the development of the nursing knowledge." Due to the sociocultural, environmental, and political issues that are affecting healthcare delivery, it would be helpful to embody new techniques in nursing. Nurses can also engage their critical thinking skills through the Socratic method of dialogue and reflection. This practice standard is even part of some regulatory organizations such as the College of Nurses of Ontario - Professional Standards for Continuing Competencies (2006). It requires nurses to engage in Reflective Practice and keep records of this continued professional development for possible review by the College.
Critical thinking is also considered important for human rights education for toleration. The Declaration of Principles on Tolerance adopted by UNESCO in 1995 affirms that "education for tolerance could aim at countering factors that lead to fear and exclusion of others, and could help young people to develop capacities for independent judgement, critical thinking and ethical reasoning."
Critical thinking is used as a way of deciding whether a claim is true, partially true, or false. It is a tool by which one can come about reasoned conclusions based on a reasoned process.
Critical thinking in computer-mediated communication
The advent and rising popularity of online courses has prompted some to ask if computer-mediated communication (CMC) promotes, hinders, or has no effect on the amount and quality of critical thinking in a course (relative to face-to-face communication). There is some evidence to suggest a fourth, more nuanced possibility: that CMC may promote some aspects of critical thinking but hinder others. For example, Guiller et al. (2008) found that, relative to face-to-face discourse, online discourse featured more justifications, while face-to-face discourse featured more instances of students expanding on what others had said. The increase in justifications may be due to the asynchronous nature of online discussions, while the increase in expanding comments may be due to the spontaneity of 'real time' discussion. Newman et al. (1995) showed similar differential effects. They found that while CMC boasted more important statements and linking of ideas, it lacked novelty. The authors suggest that this may be due to difficulties participating in a brainstorming-style activity in an asynchronous environment. Rather, the asynchrony may promote users to put forth "considered, thought out contributions."
Researchers assessing critical thinking in online discussion forums often employ a technique called Content Analysis, where the text of online discourse (or the transcription of face-to-face discourse) is systematically coded for different kinds of statements relating to critical thinking. For example, a statement might be coded as "Discuss ambiguities to clear them up" or "Welcoming outside knowledge" as positive indicators of critical thinking. Conversely, statements reflecting poor critical thinking may be labeled as "Sticking to prejudice or assumptions" or "Squashing attempts to bring in outside knowledge." The frequency of these codes in CMC and face-to-face discourse can be compared to draw conclusions about the quality of critical thinking.
Searching for evidence of critical thinking in discourse has roots in a definition of critical thinking put forth by Kuhn (1991), which places more emphasis on the social nature of discussion and knowledge construction. There is limited research on the role of social experience in critical thinking development, but there is some evidence to suggest it is an important factor. For example, research has shown that 3- to 4-year-old children can discern, to some extent, the differential creditability and expertise of individuals. Further evidence for the impact of social experience on the development of critical thinking skills comes from work that found that 6- to 7-year-olds from China have similar levels of skepticism to 10- and 11-year-olds in the United States. If the development of critical thinking skills was solely due to maturation, it is unlikely we would see such dramatic differences across cultures.
See also
References
Further reading
- Cederblom, J & Paulsen, D.W. (2006) Critical Reasoning: Understanding and criticizing arguments and theories, 6th edn. (Belmont, CA, ThomsonWadsworth).
- College of Nurses of Ontario Professional Standards (2006) - Continuing Competencies
- Damer, T. Edward. (2005) Attacking Faulty Reasoning, 6th Edition, Wadsworth. ISBN 0-534-60516-8
- Dauer, Francis Watanabe. Critical Thinking: An Introduction to Reasoning, 1989, ISBN 978-0-19-504884-1
- Facione, P. 2007. Critical Thinking: What It Is and Why It Counts - 2007 Update
- Fisher, Alec and Scriven, Michael. (1997) Critical Thinking: Its Definition and Assessment, Center for Research in Critical Thinking (UK) / Edgepress (US). ISBN 0-9531796-0-5
- Hamby, B.W. (2007) The Philosophy of Anything: Critical Thinking in Context. Kendall Hunt Publishing Company, Dubuque Iowa. ISBN 978-0-7575-4724-9
- Vincent F. Hendricks. (2005) Thought 2 Talk: A Crash Course in Reflection and Expression, New York: Automatic Press / VIP. ISBN 87-991013-7-8
- Kompf, M., & Bond, R. (2001). Critical reflection in adult education. In T. Barer-Stein & M. Kompf(Eds.), The craft of teaching adults (pp. 21-38). Toronto, ON: Irwin.
- McPeck, J. (1992). Thoughts on subject specificity. In S. Norris (Ed.), The generalizability of critical thinking (pp. 198-205). New York: Teachers College Press.
- Moore, Brooke Noel and Parker, Richard. (2012) Critical Thinking. 10th ed. Published by McGraw-Hill. ISBN 0-07-803828-6.
- Mulnix, J. W. (2010). "Thinking critically about critical thinking". Educational Philosophy and Theory. 44: 464-479. doi:10.1111/j.1469-5812.2010.00673.x.
- Paul, R (1982). "Teaching critical thinking in the strong sense: A focus on self-deception, world views and a dialectical mode of analysis". Informal Logic Newsletter. 4 (2): 2-7.
- Paul, Richard. (1995) Critical Thinking: How to Prepare Students for a Rapidly Changing World. 4th ed. Foundation for Critical Thinking. ISBN 0-944583-09-1.
- Paul, Richard and Elder, Linda. (2006) Critical Thinking Tools for Taking Charge of Your Learning and Your Life, New Jersey: Prentice Hall Publishing. ISBN 0-13-114962-8.
- Paul, Richard; Elder, Linda. (2002) Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. Published by Financial Times Prentice Hall. ISBN 0-13-064760-8.
- Pavlidis, Periklis (2010). "Critical Thinking as Dialectics: a Hegelian-Marxist Approach". Journal for Critical Education Policy Studies. 8 (2).
- Sagan, Carl. (1995) The Demon-Haunted World: Science As a Candle in the Dark. Ballantine Books. ISBN 0-345-40946-9
- Theodore Schick & Lewis Vaughn "How to Think About Weird Things: Critical Thinking for a New Age" (2010) ISBN 0-7674-2048-9
- Twardy, Charles R. (2003) Argument Maps Improve Critical Thinking. Teaching Philosophy 27:2 June 2004.
- van den Brink-Budgen, R (2010) 'Critical Thinking for Students', How To Books. ISBN 978-1-84528-386-5
- Whyte, J. (2003) Bad Thoughts - A Guide to Clear Thinking, Corvo. ISBN 0-9543255-3-2.
- Zeigarnik, B.V. (1927). On finished and unfinished tasks. In English translation Edited by Willis D. Ellis ; with an introduction by Kurt Koffka. (1997). A source book of gestalt psychology xiv, 403 p. : ill. ; 22 cmHighland, N.Y: Gestalt Journal Press. "This Gestalt Journal Press edition is a verbatim reprint of the book as originally published in 1938" - T.p. verso. ISBN 9780939266302. OCLC 38755142
External links
Media related to Critical thinking at Wikimedia Commons Quotations related to Critical thinking at Wikiquote
- Critical thinking at PhilPapers
- Critical thinking at the Indiana Philosophy Ontology Project
- Zalta, Edward N. (ed.). "Informal logic". Stanford Encyclopedia of Philosophy.
- Critical thinking at Curlie (based on DMOZ)
- Critical Thinking: What Is It Good for? (In Fact, What Is It?) by Howard Gabennesch, Skeptical Inquirer magazine.
- Glossary of Critical Thinking Terms
- Critical Thinking Web
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