The start of the semester means many things, one of which is syllabus day. A common theme presented in most college syllabi is the concept of “critical thinking.” As students, we are often asked to define critical thinking, and the typical response is “thinking critically.” If you search “critical thinking” on merriam-webster.com you will find no results. Compound words do not usually appear in such searches, but this lack of search results parallels with the lack of understanding that often accompanies the concept of critical thinking.
It is a concept preached to students from elementary school all the way to higher education, yet the definition of such is not often given much attention. Students are expected to learn critical thinking skills often without fully understanding the concept. The Critical Thinking Community (www.criticalthinking.org) is formed by two non-profit organizations. The Center for Critical Thinking and Moral Critique and the Foundation for Critical Thinking, work together to promote critical thinking in both education and society as a whole.
In doing so, they have outlined some of the concepts associated with critical thinking in what they have named a Strategy List of 35 Dimensions of Critical Thought. This list is split into three categories: Affective Strategies, Cognitive Strategies–Macro-Abilities, and Cognitive Strategies–Micro-Abilities.
These Affective Strategies include concepts of thinking independently, exercising fair mindedness, developing intellectual humility, courage, perseverance, and confidence in reason. The Cognitive Strategies–Micro-Abilities include avoiding oversimplification, refining generalizations, clarifying issues, analyzing actions and policies, and evaluating the credibility of information sources. The Cognitive Strategies–Micro-Abilities include comparing and contrasting ideas with actual practice, examining assumptions, distinguishing between relevant and irrelevant facts, making plausible inferences, and recognizing contradictions. The full list of all 35 Strategies can be seen here: http://www.criticalthinking.org/pages/strategy-list-35-dimensions-of-critical-thought/466
While these 35 Strategies seem daunting, The Critical Thinking Community provides resources to help individuals improve their critical thinking. One article highlights 9 strategies that any individual can use to develop their thinking skills (http://www.criticalthinking.org/pages/critical-thinking-in-everyday-life-9-strategies/512). These 9 skills are:
- Use “Wasted” Time.
- A Problem A Day.
- Internalize Intellectual Standards.
- Keep An Intellectual Journal.
- Reshape Your Character.
- Deal with Your Ego.
- Redefine the Way You See Things.
- Get in touch with your emotions.
- Analyze group influences on your life.
These 9 skills can easily be incorporated into your life as a student. Keep a journal of your progress in your classes. Write down the interesting information you learn, concepts that confuse you, and questions you have. Use the extra time to explore new outlets for information. Read an article or a book on a topic you know nothing about. Take time to think if your ideas and opinions are your own, or if you are simply following the crowd.
Critical thinking is often a term heard by students, but it is not always openly discussed. Students are encouraged to develop critical thinking skills, but it can be difficult to gain skills that are not fully understood. Once critical thinking is defined and the concepts identified, it can be easy to work new critical thinking skills into your own personal development.
Claire Kirsch is a junior majoring in Psychology at Mount Aloysius. She began writing for the Belltower during the Spring 2015 semester. In addition to writing, she also participates in Vox Nova, Campus Ministry, CAB, NSLS, and Theatre.
It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Critical thinking — in being responsive to variable subject matter, issues, and purposes — is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking.
Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.
Critical thinking varies according to the motivation underlying it. When grounded in selfish motives, it is often manifested in the skillful manipulation of ideas in service of one’s own, or one's groups’, vested interest. As such it is typically intellectually flawed, however pragmatically successful it might be. When grounded in fairmindedness and intellectual integrity, it is typically of a higher order intellectually, though subject to the charge of "idealism" by those habituated to its selfish use.
Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor.
Another Brief Conceptualization of Critical Thinking
Why Critical Thinking?
Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.
Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and
imposing intellectual standards upon them.
A well cultivated critical thinker:
- raises vital questions and problems, formulating them clearly and precisely;
- gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
- thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
- communicates effectively with others in figuring out solutions to complex problems.
Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.
(Taken from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008)
Critical Thinking Defined by Edward Glaser
In a seminal study on critical thinking and education in 1941, Edward Glaser defines critical thinking as follows “The ability to think critically, as conceived in this volume, involves three things: ( 1 ) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one's experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods. Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. It also generally requires ability to recognize problems, to find workable means for meeting those problems, to gather and marshal pertinent information, to recognize unstated assumptions and values, to comprehend and use language with accuracy, clarity, and discrimination, to interpret data, to appraise evidence and evaluate arguments, to recognize the existence (or non-existence) of logical relationships between propositions, to draw warranted conclusions and generalizations, to put to test the conclusions and generalizations at which one arrives, to reconstruct one's patterns of beliefs on the basis of wider experience, and to render accurate judgments about specific things and qualities in everyday life.
(Edward M. Glaser, An Experiment in the Development of Critical Thinking, Teacher’s College, Columbia University, 1941)
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