barriers of critical thinking ppt

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12 common barriers to critical thinking (and how to overcome them).

As you know, critical thinking is a vital skill necessary for success in life and work. Unfortunately,  barriers to critical thinking  can hinder a person’s ability. This piece will discuss some of the most common  internal and external barriers to critical thinking  and what you should do if one of them hinders your ability to think critically.

Critical Thinking Challenges

You already know that  critical thinking  is the process of analyzing and evaluating a situation or person so that you can make a sound judgment. You normally use the judgment you derive from your critical thinking process to make crucial decisions, and the choices you make affect you in workplaces, relationships, and life’s goals and achievements.

Several  barriers to critical thinking  can cause you to skew your judgment. This could happen even if you have a large amount of data and information to the contrary. The result might be that you make a poor or ineffective decision instead of a choice that could improve your life quality. These are some of the top obstacles that hinder and distort the ability to think critically:

1. Using Emotions Instead of Logic

Failing to remove one’s emotions from a critical thinking analysis is one of the hugest barriers to the process. People make these mistakes mainly in the relationship realm when choosing partners based on how they “make them feel” instead of the information collected.

The correct way to decide about a relationship is to use all facts, data, opinions, and situations to make a final judgment call. More times than not, individuals use their hearts instead of their minds.

Emotions can hinder critical thinking in the employment realm as well. One example is an employee who reacts negatively to a business decision, change, or process without gathering more information. The relationship between that person and the employer could become severed by her  lack of critical thinking  instead of being salvaged by further investigations and rational reactions.

2. Personal Biases

Personal biases can come from past negative experiences, skewed teachings, and peer pressure. They create a huge obstacle in critical thinking because they overshadow open-mindedness and fairness.

One example is failing to hire someone because of a specific race, age, religious preference, or perceived attitude. The hiring person circumvents using critical thinking by accepting his or her biases as truth. Thus, the entire processes of information gathering and objective analysis get lost in the mix.

3. Obstinance

Stubbornness almost always ruins the critical thinking procedure. Sometimes, people get so wrapped up in being right that they fail to look at the big picture. Big-picture thinking is a large part of critical thinking; without it, all judgments and choices are rash and incomplete.

4. Unbelief

It’s difficult for a person to do something he or she doesn’t believe in. It’s also challenging to engage in something that seems complex. Many people don’t think critically because they believe they must be scholarly to do so. The truth is that  anyone  can think critically by practicing the following steps:

• 1. Gather as much data as possible.
• 2. Have an opinion, but be open to changing it.
• 3. Understand that assumptions are not the truth, and opinions are not facts.
• 4. Think about the scenario, person, or problem from different angles.
• 5. Evaluate all the information thoroughly.
• 6. Ask simple, precise, and abundant questions.
• 7. Take time to observe.
• 8. Don’t be afraid to spend time on the problem or issue.
• 9. Ask for input or additional information.
• 10. Make it make sense.

5. Fear of Failure or Change

Fear of change and failure often hinders a person’s critical thinking process because it doesn’t allow thinking outside the box. Sometimes, the most efficient way to resolve a problem is to be open to changing something.

That change might be a different way of doing something, a relationship termination, or a shift of positions at a workplace. Fear can block out all possible scenarios in the critical thinking cycle. The result is often one-dimensional thinking, tunnel vision, or proverbial head-banging.

6. Egocentric Thinking

Egocentric thinking is also one of the main barriers to critical thinking. It occurs when a person examines everything through a “me” lens. Evaluating something properly requires an individual to understand and consider other people’s perspectives, plights, goals, input, etc.

7. Assumptions

Assumptions are one of the negative  factors that affect critical thinking . They are detrimental to the process because they cause distortions and misguided judgments. When using assumptions, an individual could unknowingly insert an invalid prejudgment into a stage of the thought process and sway the final decision.

It’s never wise to assume anything about a person, entity, or situation because it could be 100 percent wrong. The correct way to deal with assumptions is to store them in a separate thought category of possibilities and then use the data and other evidence to validate or nullify them.

XYZ  might  be why ABC happened, but there isn’t enough information or data to conclude it. The same concept is true for the rest of the possibilities, and thus, it’s necessary to research and analyze the facts before accepting them as truths.

8. Group Thinking

Group thinking is another one of the  barriers to critical thinking  that can block sound decisions and muddy judgments. It’s similar to peer pressure, where the person takes on the viewpoint of the people around him or her to avoid seeming “different.”

This barrier is dangerous because it affects how some people think about right and wrong. It’s most prevalent among teens. One example is the “everybody’s doing it (drugs, bullying), so I should too” mindset.

Unfortunately, this barrier can sometimes spill over into the workplace and darken the environment when workers can’t think for themselves. Workers may end up breaking policies, engaging in negative behavior, or harassing the workers who don’t conform.

Group thinking can also skew someone’s opinion of another person before the individual gets a chance to collect facts and evaluate the person for himself. You’ve probably heard of smear campaigns. They work so well against targets because the parties involved don’t use the critical thinking process at all.

9. Impulsivity

Impulsivity is the tendency to do things without thinking, and it’s a bona fide critical thinking killer. It skips right by  every  step in the critical thinking process and goes directly to what feels good in the moment.

Alleviating the habit takes practice and dedication. The first step is to set time aside when impulsive urges come to think about all aspects of the situation. It may take an impulsive person a while to develop a good critical thinking strategy, but it can work with time.

10. Not Knowing What’s Fact and Opinion

Critical thinking requires the thinker to know the difference between facts and opinions. Opinions are statements based on other people’s evaluative processes, and those processes may not be critical or analytical. Facts are an unemotional and unbiased piece of data that one can verify. Statistics and governmental texts are examples.

11. Having a Highly Competitive Nature

A “winning” mindset can overshadow the fair and objective evaluation of a problem, task, or person and undermine critical thinking. People who  think competitively  could lose sight of what’s right and wrong to meet a selfish goal that way.

12. Basing Statements on Popularity

This problem is prevalent in today’s world. Many people will accept anything a celebrity, political figure, or popular person says as gospel, but discredit or discount other people’s input. An adept critical thinker knows how to separate  what’s  being said from  who  said it and perform the necessary verification steps.

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How To Overcome Barriers in Critical Thinking

If you can identify any of the above-mentioned  barriers , your critical thinking may be flawed. These are some tips for overcoming such barriers:

1. Know your flaws.

The very first step toward improving anything is to know and admit your flaws. If you can do that, you are halfway to using better critical thinking strategies.

2. Park your emotions.

Use logic, not emotion, when you are evaluating something to form a judgment. It’s not the time to think with your heart.

3. Be mindful of others.

Try to put yourself in other people’s shoes to understand their stance. A little empathy goes a long way.

4. Avoid black-and-white thinking.

Understand that there’s always more than one way to solve a problem or achieve a goal. Additionally, consider that not every person is all bad or all good.

5. Dare to be unpopular.

Avoid making decisions to please other people. Instead, evaluate the full lot of information and make the decision you feel is best.

6. Don’t assign unjustified merit.

Don’t assume someone is telling the truth or giving you more accurate information because of his or her name or status. Evaluate  all  people’s input equally.

7. Avoid judging others.

Try to keep biases and prejudices out of your decision-making processes. That will make them fair and just.

8. Be patient with yourself.

Take all the days you need to pick apart a situation or problem and resolve it. Don’t rush to make hasty decisions.

9. Accept different points of view.

Not everyone will agree with you or tell you what you want to hear.

10. Embrace change.

Don’t ever be afraid of changing something or trying something new. Thinking outside the box is an integral part of the critical thinking process.

Now you know the answers to the question,  “What are the challenges of critical thinking?”  Use the information about the  barriers to critical thinking  to improve your critical thinking process and make healthier and more beneficial decisions for everyone.

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Jenny Palmer

Founder of Eggcellentwork.com. With over 20 years of experience in HR and various roles in corporate world, Jenny shares tips and advice to help professionals advance in their careers. Her blog is a go-to resource for anyone looking to improve their skills, land their dream job, or make a career change.

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Chapter 9: Critical Thinking

Aug 06, 2012

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Chapter 9: Critical Thinking. Bridging the Gap, 9/e Brenda Smith. In this chapter you will answer the questions:. What is thinking? What is critical thinking? What are the characteristics of critical thinkers? What are the barriers to critical thinking?

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Chapter 9: Critical Thinking Bridging the Gap, 9/eBrenda Smith 2008 Pearson Education, Inc., publishing as Longman Publishers

In this chapter you will answer the questions: • What is thinking? • What is critical thinking? • What are the characteristics of critical thinkers? • What are the barriers to critical thinking? • How do critical thinkers analyze an argument? • What is the difference between inductive and deductive reasoning? • What does creative thinking add to critical thinking? 2008 Pearson Education, Inc., publishing as Longman Publishers

What is Thinking? • Thinking is an organized and controlled mental activity that helps you solve problems, make decisions, and understand ideas. • Good thinkers form a plan and systematically try different solutions. 2008 Pearson Education, Inc., publishing as Longman Publishers

What is Critical Thinking? • Critical thinking is deliberating in a purposeful, organized manner to assess the value of information, both old and new. Critical thinkers: • Search • Compare • Analyze • Clarify • Evaluate • Conclude 2008 Pearson Education, Inc., publishing as Longman Publishers

Critical Thinking Skills and College Goals • Think systematically. • Evaluate. • Draw conclusions based on logic. 2008 Pearson Education, Inc., publishing as Longman Publishers

Reader’s Tip: Four Habits of Effective Critical Thinkers • Be willing to plan. • Be flexible. • Be persistent. • Be willing to self-correct. 2008 Pearson Education, Inc., publishing as Longman Publishers

Terminology for Critical Thinking 2008 Pearson Education, Inc., publishing as Longman Publishers

Barriers to Critical Thinking • Frame of reference. • Wishful thinking. • Hasty moral judgments. • Reliance on authority. • Labels. 2008 Pearson Education, Inc., publishing as Longman Publishers

Critical Thinkers: • Hold their own opinions up to scrutiny. • Drive to the heart of the issues. • Assess reasons for opposing views. • Solve problems. • Gain knowledge. • Justify their own positions. • Gain confidence. 2008 Pearson Education, Inc., publishing as Longman Publishers

Courtroom Analogy • What is the issue? • What are the arguments? • What is the evidence? • What is the verdict? 2008 Pearson Education, Inc., publishing as Longman Publishers

Review: How to Think Critically • Be willing to plan. Think first & write later. Don’t be impulsive. Develop a habit of planning. • Be flexible. Be open to new ideas. Consider new solutions for old problems. • Be persistent. Continue to work even when you are tired and discouraged. Good thinking is hard work. • Be willing to self-correct. Don’t be defensive about errors. Figure out what went wrong and learn from your mistakes. 2008 Pearson Education, Inc., publishing as Longman Publishers

Recognizing an Argument • An argument is an assertion that supports a conclusion and is intended to persuade. • To identify arguments, use inferential skills and recognize the underlying purpose or intent of the author. 2008 Pearson Education, Inc., publishing as Longman Publishers

Recognizing an Argument • An argument is an assertion that supports a conclusion and is intended to persuade. • Ex: “You should water the grass tonight because rain is not predicted for several days.” • Non-argumentative statements do not question truth but simply offer information to explain and thereby help us understand. • Ex: “The grass is wet because it rained last night.” 2008 Pearson Education, Inc., publishing as Longman Publishers

Steps in Analyzing an Argument • Identify the position on the issue. • Identify the support in the argument. • Evaluate the support. • Evaluate the argument. 2008 Pearson Education, Inc., publishing as Longman Publishers

Signal Words to Identify the Position on an Issue • As a result • Consequently • Finally • For these reasons • In summary • It follows that • Therefore • Thus, should 2008 Pearson Education, Inc., publishing as Longman Publishers

Signal Words to Identify the Support in the Argument • Because • Since • If • First, second, finally • Assuming that • Given that 2008 Pearson Education, Inc., publishing as Longman Publishers

Reader’s Tip: Types of Support for Arguments • Facts: Objective truths. • Ask: How were the facts gathered? Are they true? • Examples: Anecdotes to demonstrate the truth. • Ask: Are the examples true and relevant? • Analogies: Comparisons to similar cases. • Ask: Are the analogies accurate and relevant? • Authority: Words from a recognized expert. • Ask: What are the credentials and biases of the expert? 2008 Pearson Education, Inc., publishing as Longman Publishers

Reader’s Tip: Types of Support for Arguments • Causal relationship: Saying one thing caused another. • Ask: Is it an actual cause or merely an association? • Common knowledge claim: Assertion of wide acceptance. • Ask: Is it relevant? Does everyone really believe it? • Statistics: Numerical data. • Ask: Do the numbers accurately describe the phenomenon? • Personal experiences: Personal anecdotes. • Ask: Is the experience applicable to other situations? 2008 Pearson Education, Inc., publishing as Longman Publishers

Evaluate the Support • Fallacy - An inference that appears to be reasonable at first glance, but closer inspection proves it to be unrelated, unreliable, or illogical. • Relevance fallacies • Believability fallacies • Consistency fallacies 2008 Pearson Education, Inc., publishing as Longman Publishers

Relevance Fallacies: Is the Support Related to the Conclusion? - Part (1) • Ad hominem: An attack on the person rather than the issue in hopes that if the person is opposed, the idea will be opposed. • Ex: Do not listen to Mr. Hite’s views on education because he is a banker. • Bandwagon: The idea that everybody is doing it and you will be left out if you do not quickly join the crowd. • Ex: Everybody around the world is drinking Coke, so you should too. • Misleading analogy: A comparison of two things suggesting that they are similar when they are in fact distinctly different. • Ex: College students are just like elementary school students; they need to be taught self-discipline. 2008 Pearson Education, Inc., publishing as Longman Publishers

Relevance Fallacies: Is the Support Related to the Conclusion? - Part (2) • Straw person: A distorted or exaggerated form of the opponent’s argument is introduced and knocked down as if to represent a totally weak opposition. • Ex: When a teenage daughter is told she cannot go out on the weeknight before a test, she replies with “It’s unreasonable to say that I can never go out on a weeknight.” • Testimonials: Opinions of agreement from respected celebrities who are not actually experts. • Ex: A famous actor endorses a headache pill. 2008 Pearson Education, Inc., publishing as Longman Publishers

Relevance Fallacies: Is the Support Related to the Conclusion? - Part (3) • Transfer: An association with a positively or negatively regarded person or thing in order to lend the same association to the argument (also guilt or virtue by association). • Ex: A local politician quotes President Lincoln in a speech as if Lincoln would have agreed with and voted for the candidate. 2008 Pearson Education, Inc., publishing as Longman Publishers

Believability Fallacies: Is the support believable or highly suspicious? – Part (1) • Incomplete facts or cards stacking: Factual details are omitted to misrepresent reality. • Ex: Buy stock in this particular restaurant chain because it is under new management and people eat out a lot. • Misinterpreted statistics: Numerical data are applied to unrelated populations that the numbers were never intended to represent. • Ex: More than 20 percent of people exercise daily and thus do not need fitness training. 2008 Pearson Education, Inc., publishing as Longman Publishers

Believability Fallacies: Is the support believable or highly suspicious? – Part (2) • Overgeneralizations: Examples and anecdotes are asserted as if they apply to all cases rather than a select few. • Ex: High school students do little work during their senior year and thus are overwhelmed at college. • Questionable authority: A testimonial suggests that people who are not experts actually do have authority in a certain area. • Ex: Dr. Lee, a sociology professor, testified that the DNA reports were 100 percent accurate. 2008 Pearson Education, Inc., publishing as Longman Publishers

Consistency Fallacies: Does the Support Hold Together or Does it Fall Apart & Contradict Itself? – Part (1) • Appeals to emotions: Highly charged language is used for emotional manipulation. • Ex: Give money to our organization to help these children—these starving orphans---who are in desperate need of medical attention. • Appeals to pity: Pleas to support the underdog are made on behalf of a person or issue. • Ex: Please give me an A for the course because I need it to get into law school. • Begging the question or circular reasoning: Support for the conclusion merely restates the conclusion. • Ex: Drugs should not be legalized because it should be against the law to take illegal drugs. 2008 Pearson Education, Inc., publishing as Longman Publishers

Consistency Fallacies: Does the Support Hold Together or Does it Fall Apart & Contradict Itself? – Part (2) • Oversimplification: An issue is reduced to two simple choices, without consideration of other alternatives. • Ex: The choices are very simple in supporting our foreign-policy decision to send troops. You are either for America or against it. • Slippery slope: Objections to an issue are raised because unless dealt with, it will lead to greater evil and disastrous consequences. • Ex: Support for assisting the suicide of a terminally ill patient will lead to the ultimate disposal of the marginally sick and elderly. 2008 Pearson Education, Inc., publishing as Longman Publishers

Evaluate the Argument: Four degrees of support • Unrelated reasons give no support. • A few weak reasons do not adequately support. • Many weak reasons can support. • Strong related reasons provide support. Is there really global warming? 2008 Pearson Education, Inc., publishing as Longman Publishers

Inductive Inductive reasoning: Starts by gathering data. Considers all available material. Formulates a conclusion. Deductive Deductive reasoning: Starts with the conclusion of a previous experience. Applies it to a new situation. Inductive & Deductive Reasoning 2008 Pearson Education, Inc., publishing as Longman Publishers

Creative and Critical Thinking • Vertical thinking is straightforward and a logical way of thinking. • Lateral thinking is a way of thinking around a problem or even redefining the problem. • Creative thinking involves both vertical and lateral thinking. 2008 Pearson Education, Inc., publishing as Longman Publishers

Summary Points • What is thinking? • What is critical thinking? • What are the characteristics of critical thinkers? • What are the barriers to critical thinking? • How do critical thinkers analyze an argument? • What is the difference between inductive and deductive reasoning? • What does creative thinking add to critical thinking? 2008 Pearson Education, Inc., publishing as Longman Publishers

Search the Net • For suggested Web sites and other research activities about critical thinking, go to: • http://www.ablongman.com/smith/ 2008 Pearson Education, Inc., publishing as Longman Publishers

Vocabulary Booster • Complete the vocabulary exercises for “Lights, Camera, Action!” from your textbook. 2008 Pearson Education, Inc., publishing as Longman Publishers

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