Defining Critical Thinking

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Defining Critical Thinking Critical thinking...the awakening of the intellect to the study of itself. Critical thinking is a rich concept that has been developing throughout the past 2500 years. The term "critical thinking" has its roots in the mid-late 20th century. We offer here overlapping definitions together !hich form a substantive transdisciplinary conception of critical thinking. Critical Thinking as Defined by the National Council for Excellence in Critical Thinking, 1987 " statement by #ichael $criven % &ichard 'aul for the (presented at the )th "nnual *nternational Conference on Critical Thinking and +ducation &eform $ummer ,-)./. Critical thinking is the intellectually disciplined process of actively and skillfully conceptuali0ing applying analy0ing synthesi0ing and1or evaluating information gathered from or generated by observation e2perience reflection reasoning or communication as a guide to belief and action. *n its e2emplary form it is based on universal intellectual values that transcend sub3ect matter divisions4 clarity accuracy precision consistency relevance sound evidence good reasons depth breadth and fairness. *t entails the e2amination of those structures or elements of thought implicit in all reasoning4 purpose problem or 5uestion-at-issue6 assumptions6 concepts6 empirical grounding6 reasoning leading to conclusions6 implications and conse5uences6 ob3ections from alternative vie!points6 and frame of reference. Critical thinking 7 in being responsive to variable sub3ect matter issues and purposes 7 is incorporated in a family of inter!oven modes of thinking among them4 scientific thinking mathematical thinking historical thinking anthropological thinking economic thinking moral thinking and philosophical thinking. Critical thinking can be seen as having t!o components4 ,8 a set of information and belief generating and processing skills and 28 the habit based on intellectual commitment of using those skills to guide behavior. *t is thus to be contrasted !ith4 ,8 the mere ac5uisition and retention of information alone because it involves a particular !ay in !hich information is sought and treated6 28 the mere possession of a set of skills because it involves the continual use of them6 and 98 the mere use of those skills :"as an e2ercise"8 !ithout 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 o!n or one<s groups;; vested interest. "s such it is typically intellectually fla!ed ho!ever pragmatically successful it might be. When grounded in fair-mindedness and intellectual integrity it is typically of a higher order intellectually though sub3ect to the charge of "idealism" by those habituated to its selfish use. Critical thinking of any kind is never universal in any individual6 everyone is sub3ect to episodes of undisciplined or irrational thought. *ts 5uality is therefore typically a matter of degree and dependent on among other things the 5uality and depth of e2perience in a given domain of thinking or !ith respect to a particular class of 5uestions. =o one is a critical thinker through-and-through but only to such-and-such a degree !ith such-and-such insights and blind spots sub3ect to such-and-such tendencies to!ards self-delusion. >or this reason the development of critical thinking skills and dispositions is a life-long endeavor

Another

rief Conce!tuali"ation of Critical Thinking

Critical thinking is self-guided self-disciplined thinking !hich attempts to reason at the highest level of 5uality in a fair-minded !ay. 'eople !ho think critically consistently attempt to live rationally reasonably empathically. They are keenly a!are of the inherently fla!ed nature of human thinking !hen left unchecked. They strive to diminish the po!er of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers ? concepts and principles that enable them to analy0e assess and improve thinking. They !ork diligently to develop the intellectual virtues of intellectual integrity intellectual humility intellectual civility intellectual empathy intellectual sense of 3ustice and confidence in reason. They reali0e that no matter ho! skilled they are as thinkers they can al!ays improve their reasoning abilities and they !ill at times fall prey to mistakes in reasoning human irrationality pre3udices biases distortions uncritically accepted social rules and taboos self-interest and vested interest. They strive to improve the !orld in !hatever !ays they can and contribute to a more rational civili0ed society. "t the same time they recogni0e the comple2ities often inherent in doing so. They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others. They recogni0e the comple2ities in developing as thinkers and commit themselves to life-long practice to!ard selfimprovement. They embody the $ocratic principle4 The unexamined life is not worth living because they reali0e that many une2amined lives together result in an uncritical un3ust dangerous !orld. @ Ainda +lder $eptember 200.

#hy Critical Thinking$ The %roble& +veryone thinks6 it is our nature to do so. But much of our thinking left to itself is biased distorted partial uninformed or do!nright pre3udiced. Cet the 5uality of our life and that of !hat !e produce make or build depends precisely on the 5uality of our thought. $hoddy thinking is costly both in money and in 5uality of life. +2cellence in thought ho!ever must be systematically cultivated.

A Definition Critical thinking is that mode of thinking - about any sub3ect content or problem - in !hich the thinker improves the 5uality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them.

The 'esult A (ell culti)ated critical thinker* ♦ ♦ raises vital 5uestions precisely6 and problems formulating them clearly and

gathers and assesses relevant information using abstract ideas to interpret it effectively comes to !ell-reasoned conclusions and solutions testing them against relevant criteria and standards thinks open-mindedly !ithin alternative systems of thought recogni0ing and assessing as need be their assumptions implications and practical conse5uences6 and communicates effectively !ith others in figuring out solutions to comple2 problems.





Critical thinking is in short self-directed self-disciplined self-monitored and selfcorrective thinking. *t presupposes assent to rigorous standards of e2cellence and mindful command of their use. *t entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism. :Taken from &ichard 'aul and Ainda +lder The Miniature Guide to Critical Thinking Concepts and Tools >oundation for Critical Thinking 'ress 200)8.

Critical Thinking Defined by Ed(ard +laser *n a seminal study on critical thinking and education in ,-E, +d!ard Flaser defines critical thinking as follo!s GThe ability to think critically as conceived in this volume involves three things4 :,8 an attitude of being disposed to consider in a thoughtful !ay the problems and sub3ects that come !ithin the range of one<s e2periences :28 kno!ledge of the methods of logical in5uiry and reasoning and :98 some skill in applying those methods. Critical thinking calls for a persistent effort to e2amine any belief or supposed form of kno!ledge in the light of the evidence that supports it and the further conclusions to !hich it tends. *t also generally re5uires ability to recogni0e problems to find !orkable means for meeting those problems to gather and marshal pertinent information to recogni0e unstated assumptions and values to comprehend and use language !ith accuracy clarity and discrimination to interpret data to appraise evidence and evaluate arguments to recogni0e the e2istence :or none2istence8 of logical relationships bet!een propositions to dra! !arranted conclusions and generali0ations to put to test the conclusions and generali0ations at !hich one arrives to reconstruct one<s patterns of beliefs on the basis of !ider e2perience and to render accurate 3udgments about specific things and 5ualities in everyday life. :+d!ard #. Flaser An Experiment in the Development of Critical Thinking Teacher;s College Columbia Hniversity ,-E,8. $IH&C+4 http411!!!.criticalthinking.org1aboutCT1defineJcriticalJthinking.cfm

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