Critical thinking

Critical thinking, also called critical analysis, 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.[1] The National Council for Excellence in Critical Thinking[2] defines critical thinking as the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.'[3]

Etymology

In the term critical thinking, the word critical, (Grk. κριτικός = 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".[4]

Definitions

Critical thinking is variously defined as:

Logic and rationality

Main article: 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.

Skills

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:[11]

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.[12]

Procedure

Critical thinking calls for the ability to:

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."[13]

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.[14]

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:[13]

  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
  3. 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.

Contemporary cognitive psychology regards human reasoning as a complex process that is both reactive and reflective.[15]

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.[16]

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.[17]

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. Good teachers cultivate critical thinking (intellectually engaged thinking) at every stage of learning, including initial learning. This process of intellectual engagement is at the heart of the Oxford, Durham, Cambridge and London School of Economics tutorials. The tutor questions the students, often in a Socratic manner (see Socratic questioning). The key is that the teacher who fosters critical thinking fosters reflectiveness in students by asking questions that stimulate thinking essential to the construction of knowledge.

Each discipline adapts its use of critical thinking concepts and principles (principles like in school). 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.

In the UK school system, 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.[18] 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.[19]

From 2008, Assessment and Qualifications Alliance has also been offering an A-level Critical Thinking specification;[20]

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 the United States, critical thinking has been identified as a key 21st century skill and one of the Four Cs of 21st century learning. In its 2012 platform, the Republican Party of Texas rejected the teaching of "Higher Order Thinking Skills... critical thinking skills and similar programs," giving as a reason that this sort of teaching has "the purpose of challenging the student's fixed beliefs and undermining parental authority." Media ridicule led to a response from RPT Communications Director Chris Elam that the inclusion of the term "critical thinking skills" was an oversight which cannot be corrected until 2014, when the next state convention will occur.[21][22]

In Qatar, Critical thinking was offered by AL-Bairaq which is an out-reach, 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.[23]

Efficacy

In 1995, a meta-analysis of the literature on teaching effectiveness in higher education was undertaken.[24] 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.

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.

Critical thinking is considered important in the academic fields because it enables one to analyze, evaluate, explain, and restructure their thinking, thereby decreasing the risk of adopting, acting on, or thinking with, a false belief. 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.[25] Given research in cognitive psychology, some educators believe that schools should focus on teaching their students critical thinking skills and cultivation of intellectual traits.[26]

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."[27] 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).[28] It requires nurses to engage in Reflective Practice and keep records of this continued professional development for possible review by the College.

Critical thinking also is 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."[29]

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.

See also

Notes

  1. ↑ "The Critical Thinking Movement: Alternating Currents in One Teacher's Thinking". myweb.wvnet.edu. 22 March 2014.
  2. ↑ "Critical Thinking Index Page".
  3. ↑ "Defining Critical Thinking".
  4. ↑ Brown, Lesley. (ed.) The New Shorter Oxford English Dictionary (1993) p. 551.
  5. 1 2 "Critical - Define Critical at Dictionary.com". Dictionary.com. Retrieved 2016-02-24.
  6. ↑ "SSConceptionCT.html".
  7. ↑ Facione, Peter A. (2011). "Critical Thinking: What It is and Why It Counts" (PDF). insightassessment.com. p. 26.
  8. ↑ Mulnix, J. W. (2010). "Thinking critically about critical thinking". Educational Philosophy and Theory: 471. doi:10.1111/j.1469-5812.2010.00673.x.
  9. ↑ Raiskums, B.W. (2008). An Analysis of the Concept Criticality in Adult Education. Capella University. ISBN 0549778349
  10. ↑ Carmichael, Kirby; letter to Olivetti, Laguna Salada Union School District, May 1997.
  11. ↑ Reynolds, Martin (2011). Critical thinking and systems thinking: towards a critical literacy for systems thinking in practice. In: Horvath , Christopher P. and Forte, James M. eds. Critical Thinking. New York, USA: Nova Science Publishers, pp. 37–68.
  12. ↑ Jones, Elizabeth A., & And Others (1995). National Assessment of College Student Learning: Identifying College Graduates' Essential Skills in Writing, Speech and Listening, and Critical Thinking. Final Project Report (ISBN 0-16-048051-5; NCES-95-001) (PDF). from National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.; Office of Educational Research and Improvement (ED), Washington, DC.; U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. PUB TYPE - Reports Research/Technical (143) pg. 14-15. Retrieved 2016-02-24.
  13. 1 2 Edward M. Glaser (1941). An Experiment in the Development of Critical Thinking. New York, Bureau of Publications, Teachers College, Columbia University. ISBN 0-404-55843-7.
  14. ↑ The National Assessment of College Student Learning: Identification of the Skills to be Taught, Learned, and Assessed, NCES 94–286, US Dept of Education, Addison Greenwood (Ed), Sal Carrallo (PI). See also, Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. ERIC Document No. ED 315–423
  15. ↑ Solomon, S.A. (2002) "Two Systems of Reasoning," in Heuristics and Biases: The Psychology of Intuitive Judgment, Govitch, Griffin, Kahneman (Eds), Cambridge University Press. ISBN 978-0-521-79679-8; Thinking and Reasoning in Human Decision Making: The Method of Argument and Heuristic Analysis, Facione and Facione, 2007, California Academic Press. ISBN 978-1-891557-58-3
  16. ↑ Research on Sociocultural Influences on Motivation and Learning, p. 46
  17. ↑ Dewey, John. (1910). How we think. Lexington, MA: D.C. Heath & Co.
  18. ↑ Critical Thinking FAQs from Oxford Cambridge and RSA Examinations Archived 11 April 2008 at the Wayback Machine.
  19. ↑ "Cambridge International AS and A Level subjects".
  20. ↑ "New GCEs for 2008", Assessment and Qualifications Alliance Archived 17 February 2008 at the Wayback Machine.
  21. ↑ Strauss, Valerie (9 July 2012). "Texas GOP rejects 'critical thinking' skills. Really". Washington Post.
  22. ↑ Lach, Eric (29 June 2012). "Texas GOP's 2012 Platform Accidentally Opposes Teaching Of 'Critical Thinking Skills'". TPM Muckraker.
  23. ↑ https://web.archive.org/20140419220638/http://www.qu.edu.qa/offices/research/CAM/dmsprogram/index.php. Archived from the original on 19 April 2014. Retrieved 5 July 2014. Missing or empty |title= (help)
  24. ↑ Lion Gardiner, Redesigning Higher Education: Producing Dramatic Gains in Student Learning, in conjunction with: ERIC Clearinghouse on Higher Education, 1995
  25. ↑ Lau, Joe; Chan, Jonathan. "[F08] Cognitive biases". Critical thinking web. Retrieved 2016-02-01.
  26. ↑ "Critical Thinking, Moral Integrity and Citizenship". Criticalthinking.org. Retrieved 2016-02-01.
  27. ↑ Catching the wave: understanding the concept of critical thinking (1999) doi:10.1046/j.1365-2648.1999.00925.x
  28. ↑ College of Nurses of Ontario - Professional Standards for Continuing Competencies (2006)
  29. ↑ "International Day for Tolerance . Declaration of Principles on Tolerance, Article 4, 3". UNESCO. Retrieved 2016-02-24.

References

Further reading

External links

Media related to Critical thinking at Wikimedia Commons Quotations related to Critical thinking at Wikiquote

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