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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

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Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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41+ Critical Thinking Examples (Definition + Practices)

Critical thinking is an essential skill in our information-overloaded world, where figuring out what is fact and fiction has become increasingly challenging.

But why is critical thinking essential? Put, critical thinking empowers us to make better decisions, challenge and validate our beliefs and assumptions, and understand and interact with the world more effectively and meaningfully.

Critical thinking is like using your brain's "superpowers" to make smart choices. Whether it's picking the right insurance, deciding what to do in a job, or discussing topics in school, thinking deeply helps a lot. In the next parts, we'll share real-life examples of when this superpower comes in handy and give you some fun exercises to practice it.

Critical Thinking Process Outline

Critical thinking means thinking clearly and fairly without letting personal feelings get in the way. It's like being a detective, trying to solve a mystery by using clues and thinking hard about them.

It isn't always easy to think critically, as it can take a pretty smart person to see some of the questions that aren't being answered in a certain situation. But, we can train our brains to think more like puzzle solvers, which can help develop our critical thinking skills.

Here's what it looks like step by step:

Spotting the Problem: It's like discovering a puzzle to solve. You see that there's something you need to figure out or decide.

Collecting Clues: Now, you need to gather information. Maybe you read about it, watch a video, talk to people, or do some research. It's like getting all the pieces to solve your puzzle.

Breaking It Down: This is where you look at all your clues and try to see how they fit together. You're asking questions like: Why did this happen? What could happen next?

Checking Your Clues: You want to make sure your information is good. This means seeing if what you found out is true and if you can trust where it came from.

Making a Guess: After looking at all your clues, you think about what they mean and come up with an answer. This answer is like your best guess based on what you know.

Explaining Your Thoughts: Now, you tell others how you solved the puzzle. You explain how you thought about it and how you answered. 

Checking Your Work: This is like looking back and seeing if you missed anything. Did you make any mistakes? Did you let any personal feelings get in the way? This step helps make sure your thinking is clear and fair.

And remember, you might sometimes need to go back and redo some steps if you discover something new. If you realize you missed an important clue, you might have to go back and collect more information.

Critical Thinking Methods

Just like doing push-ups or running helps our bodies get stronger, there are special exercises that help our brains think better. These brain workouts push us to think harder, look at things closely, and ask many questions.

It's not always about finding the "right" answer. Instead, it's about the journey of thinking and asking "why" or "how." Doing these exercises often helps us become better thinkers and makes us curious to know more about the world.

Now, let's look at some brain workouts to help us think better:

1. "What If" Scenarios

Imagine crazy things happening, like, "What if there was no internet for a month? What would we do?" These games help us think of new and different ideas.

Pick a hot topic. Argue one side of it and then try arguing the opposite. This makes us see different viewpoints and think deeply about a topic.

3. Analyze Visual Data

Check out charts or pictures with lots of numbers and info but no explanations. What story are they telling? This helps us get better at understanding information just by looking at it.

4. Mind Mapping

Write an idea in the center and then draw lines to related ideas. It's like making a map of your thoughts. This helps us see how everything is connected.

There's lots of mind-mapping software , but it's also nice to do this by hand.

5. Weekly Diary

Every week, write about what happened, the choices you made, and what you learned. Writing helps us think about our actions and how we can do better.

6. Evaluating Information Sources

Collect stories or articles about one topic from newspapers or blogs. Which ones are trustworthy? Which ones might be a little biased? This teaches us to be smart about where we get our info.

There are many resources to help you determine if information sources are factual or not.

7. Socratic Questioning

This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic. You can do this by yourself or chat with a friend.

Start with a Big Question:

"What does 'success' mean?"

Dive Deeper with More Questions:

"Why do you think of success that way?" "Do TV shows, friends, or family make you think that?" "Does everyone think about success the same way?"

"Can someone be a winner even if they aren't rich or famous?" "Can someone feel like they didn't succeed, even if everyone else thinks they did?"

Look for Real-life Examples:

"Who is someone you think is successful? Why?" "Was there a time you felt like a winner? What happened?"

Think About Other People's Views:

"How might a person from another country think about success?" "Does the idea of success change as we grow up or as our life changes?"

Think About What It Means:

"How does your idea of success shape what you want in life?" "Are there problems with only wanting to be rich or famous?"

Look Back and Think:

"After talking about this, did your idea of success change? How?" "Did you learn something new about what success means?"

8. Six Thinking Hats 

Edward de Bono came up with a cool way to solve problems by thinking in six different ways, like wearing different colored hats. You can do this independently, but it might be more effective in a group so everyone can have a different hat color. Each color has its way of thinking:

White Hat (Facts): Just the facts! Ask, "What do we know? What do we need to find out?"

Red Hat (Feelings): Talk about feelings. Ask, "How do I feel about this?"

Black Hat (Careful Thinking): Be cautious. Ask, "What could go wrong?"

Yellow Hat (Positive Thinking): Look on the bright side. Ask, "What's good about this?"

Green Hat (Creative Thinking): Think of new ideas. Ask, "What's another way to look at this?"

Blue Hat (Planning): Organize the talk. Ask, "What should we do next?"

When using this method with a group:

• Explain all the hats.
• Decide which hat to wear first.
• Make sure everyone switches hats at the same time.
• Finish with the Blue Hat to plan the next steps.

9. SWOT Analysis

SWOT Analysis is like a game plan for businesses to know where they stand and where they should go. "SWOT" stands for Strengths, Weaknesses, Opportunities, and Threats.

There are a lot of SWOT templates out there for how to do this visually, but you can also think it through. It doesn't just apply to businesses but can be a good way to decide if a project you're working on is working.

Strengths: What's working well? Ask, "What are we good at?"

Weaknesses: Where can we do better? Ask, "Where can we improve?"

Opportunities: What good things might come our way? Ask, "What chances can we grab?"

Threats: What challenges might we face? Ask, "What might make things tough for us?"

Steps to do a SWOT Analysis:

• Goal: Decide what you want to find out.
• Research: Learn about your business and the world around it.
• Brainstorm: Get a group and think together. Talk about strengths, weaknesses, opportunities, and threats.
• Pick the Most Important Points: Some things might be more urgent or important than others.
• Make a Plan: Decide what to do based on your SWOT list.
• Check Again Later: Things change, so look at your SWOT again after a while to update it.

Now that you have a few tools for thinking critically, let’s get into some specific examples.

Everyday Examples

Life is a series of decisions. From the moment we wake up, we're faced with choices – some trivial, like choosing a breakfast cereal, and some more significant, like buying a home or confronting an ethical dilemma at work. While it might seem that these decisions are disparate, they all benefit from the application of critical thinking.

10. Deciding to buy something

Imagine you want a new phone. Don't just buy it because the ad looks cool. Think about what you need in a phone. Look up different phones and see what people say about them. Choose the one that's the best deal for what you want.

11. Deciding what is true

There's a lot of news everywhere. Don't believe everything right away. Think about why someone might be telling you this. Check if what you're reading or watching is true. Make up your mind after you've looked into it.

12. Deciding when you’re wrong

Sometimes, friends can have disagreements. Don't just get mad right away. Try to see where they're coming from. Talk about what's going on. Find a way to fix the problem that's fair for everyone.

13. Deciding what to eat

There's always a new diet or exercise that's popular. Don't just follow it because it's trendy. Find out if it's good for you. Ask someone who knows, like a doctor. Make choices that make you feel good and stay healthy.

14. Deciding what to do today

Everyone is busy with school, chores, and hobbies. Make a list of things you need to do. Decide which ones are most important. Plan your day so you can get things done and still have fun.

15. Making Tough Choices

Sometimes, it's hard to know what's right. Think about how each choice will affect you and others. Talk to people you trust about it. Choose what feels right in your heart and is fair to others.

16. Planning for the Future

Big decisions, like where to go to school, can be tricky. Think about what you want in the future. Look at the good and bad of each choice. Talk to people who know about it. Pick what feels best for your dreams and goals.

Job Examples

17. solving problems.

Workers brainstorm ways to fix a machine quickly without making things worse when a machine breaks at a factory.

18. Decision Making

A store manager decides which products to order more of based on what's selling best.

19. Setting Goals

A team leader helps their team decide what tasks are most important to finish this month and which can wait.

20. Evaluating Ideas

At a team meeting, everyone shares ideas for a new project. The group discusses each idea's pros and cons before picking one.

21. Handling Conflict

Two workers disagree on how to do a job. Instead of arguing, they talk calmly, listen to each other, and find a solution they both like.

22. Improving Processes

A cashier thinks of a faster way to ring up items so customers don't have to wait as long.

23. Asking Questions

Before starting a big task, an employee asks for clear instructions and checks if they have the necessary tools.

24. Checking Facts

Before presenting a report, someone double-checks all their information to make sure there are no mistakes.

25. Planning for the Future

A business owner thinks about what might happen in the next few years, like new competitors or changes in what customers want, and makes plans based on those thoughts.

26. Understanding Perspectives

A team is designing a new toy. They think about what kids and parents would both like instead of just what they think is fun.

School Examples

27. researching a topic.

For a history project, a student looks up different sources to understand an event from multiple viewpoints.

28. Debating an Issue

In a class discussion, students pick sides on a topic, like school uniforms, and share reasons to support their views.

29. Evaluating Sources

While writing an essay, a student checks if the information from a website is trustworthy or might be biased.

30. Problem Solving in Math

When stuck on a tricky math problem, a student tries different methods to find the answer instead of giving up.

31. Analyzing Literature

In English class, students discuss why a character in a book made certain choices and what those decisions reveal about them.

32. Testing a Hypothesis

For a science experiment, students guess what will happen and then conduct tests to see if they're right or wrong.

33. Giving Peer Feedback

After reading a classmate's essay, a student offers suggestions for improving it.

34. Questioning Assumptions

In a geography lesson, students consider why certain countries are called "developed" and what that label means.

35. Designing a Study

For a psychology project, students plan an experiment to understand how people's memories work and think of ways to ensure accurate results.

36. Interpreting Data

In a science class, students look at charts and graphs from a study, then discuss what the information tells them and if there are any patterns.

Critical Thinking Puzzles

Not all scenarios will have a single correct answer that can be figured out by thinking critically. Sometimes we have to think critically about ethical choices or moral behaviors. 

Here are some mind games and scenarios you can solve using critical thinking. You can see the solution(s) at the end of the post.

37. The Farmer, Fox, Chicken, and Grain Problem

A farmer is at a riverbank with a fox, a chicken, and a grain bag. He needs to get all three items across the river. However, his boat can only carry himself and one of the three items at a time. 

Here's the challenge:

• If the fox is left alone with the chicken, the fox will eat the chicken.
• If the chicken is left alone with the grain, the chicken will eat the grain.

How can the farmer get all three items across the river without any item being eaten? 

38. The Rope, Jar, and Pebbles Problem

You are in a room with two long ropes hanging from the ceiling. Each rope is just out of arm's reach from the other, so you can't hold onto one rope and reach the other simultaneously. 

Your task is to tie the two rope ends together, but you can't move the position where they hang from the ceiling.

You are given a jar full of pebbles. How do you complete the task?

39. The Two Guards Problem

Imagine there are two doors. One door leads to certain doom, and the other leads to freedom. You don't know which is which.

In front of each door stands a guard. One guard always tells the truth. The other guard always lies. You don't know which guard is which.

You can ask only one question to one of the guards. What question should you ask to find the door that leads to freedom?

40. The Hourglass Problem

You have two hourglasses. One measures 7 minutes when turned over, and the other measures 4 minutes. Using just these hourglasses, how can you time exactly 9 minutes?

41. The Lifeboat Dilemma

Imagine you're on a ship that's sinking. You get on a lifeboat, but it's already too full and might flip over. 

Nearby in the water, five people are struggling: a scientist close to finding a cure for a sickness, an old couple who've been together for a long time, a mom with three kids waiting at home, and a tired teenager who helped save others but is now in danger. 

You can only save one person without making the boat flip. Who would you choose?

42. The Tech Dilemma

You work at a tech company and help make a computer program to help small businesses. You're almost ready to share it with everyone, but you find out there might be a small chance it has a problem that could show users' private info. 

If you decide to fix it, you must wait two more months before sharing it. But your bosses want you to share it now. What would you do?

43. The History Mystery

Dr. Amelia is a history expert. She's studying where a group of people traveled long ago. She reads old letters and documents to learn about it. But she finds some letters that tell a different story than what most people believe. 

If she says this new story is true, it could change what people learn in school and what they think about history. What should she do?

The Role of Bias in Critical Thinking

Have you ever decided you don’t like someone before you even know them? Or maybe someone shared an idea with you that you immediately loved without even knowing all the details. 

This experience is called bias, which occurs when you like or dislike something or someone without a good reason or knowing why. It can also take shape in certain reactions to situations, like a habit or instinct. 

Bias comes from our own experiences, what friends or family tell us, or even things we are born believing. Sometimes, bias can help us stay safe, but other times it stops us from seeing the truth.

Not all bias is bad. Bias can be a mechanism for assessing our potential safety in a new situation. If we are biased to think that anything long, thin, and curled up is a snake, we might assume the rope is something to be afraid of before we know it is just a rope.

While bias might serve us in some situations (like jumping out of the way of an actual snake before we have time to process that we need to be jumping out of the way), it often harms our ability to think critically.

How Bias Gets in the Way of Good Thinking

Selective Perception: We only notice things that match our ideas and ignore the rest. 

It's like only picking red candies from a mixed bowl because you think they taste the best, but they taste the same as every other candy in the bowl. It could also be when we see all the signs that our partner is cheating on us but choose to ignore them because we are happy the way we are (or at least, we think we are).

Agreeing with Yourself: This is called “ confirmation bias ” when we only listen to ideas that match our own and seek, interpret, and remember information in a way that confirms what we already think we know or believe. 

An example is when someone wants to know if it is safe to vaccinate their children but already believes that vaccines are not safe, so they only look for information supporting the idea that vaccines are bad.

Thinking We Know It All: Similar to confirmation bias, this is called “overconfidence bias.” Sometimes we think our ideas are the best and don't listen to others. This can stop us from learning.

Have you ever met someone who you consider a “know it”? Probably, they have a lot of overconfidence bias because while they may know many things accurately, they can’t know everything. Still, if they act like they do, they show overconfidence bias.

There's a weird kind of bias similar to this called the Dunning Kruger Effect, and that is when someone is bad at what they do, but they believe and act like they are the best .

Following the Crowd: This is formally called “groupthink”. It's hard to speak up with a different idea if everyone agrees. But this can lead to mistakes.

An example of this we’ve all likely seen is the cool clique in primary school. There is usually one person that is the head of the group, the “coolest kid in school”, and everyone listens to them and does what they want, even if they don’t think it’s a good idea.

How to Overcome Biases

Here are a few ways to learn to think better, free from our biases (or at least aware of them!).

Know Your Biases: Realize that everyone has biases. If we know about them, we can think better.

Listen to Different People: Talking to different kinds of people can give us new ideas.

Ask Why: Always ask yourself why you believe something. Is it true, or is it just a bias?

Understand Others: Try to think about how others feel. It helps you see things in new ways.

Keep Learning: Always be curious and open to new information.

In today's world, everything changes fast, and there's so much information everywhere. This makes critical thinking super important. It helps us distinguish between what's real and what's made up. It also helps us make good choices. But thinking this way can be tough sometimes because of biases. These are like sneaky thoughts that can trick us. The good news is we can learn to see them and think better.

There are cool tools and ways we've talked about, like the "Socratic Questioning" method and the "Six Thinking Hats." These tools help us get better at thinking. These thinking skills can also help us in school, work, and everyday life.

We’ve also looked at specific scenarios where critical thinking would be helpful, such as deciding what diet to follow and checking facts.

Thinking isn't just a skill—it's a special talent we improve over time. Working on it lets us see things more clearly and understand the world better. So, keep practicing and asking questions! It'll make you a smarter thinker and help you see the world differently.

Critical Thinking Puzzles (Solutions)

The farmer, fox, chicken, and grain problem.

• The farmer first takes the chicken across the river and leaves it on the other side.
• He returns to the original side and takes the fox across the river.
• After leaving the fox on the other side, he returns the chicken to the starting side.
• He leaves the chicken on the starting side and takes the grain bag across the river.
• He leaves the grain with the fox on the other side and returns to get the chicken.
• The farmer takes the chicken across, and now all three items -- the fox, the chicken, and the grain -- are safely on the other side of the river.

The Rope, Jar, and Pebbles Problem

• Take one rope and tie the jar of pebbles to its end.
• Swing the rope with the jar in a pendulum motion.
• While the rope is swinging, grab the other rope and wait.
• As the swinging rope comes back within reach due to its pendulum motion, grab it.
• With both ropes within reach, untie the jar and tie the rope ends together.

The Two Guards Problem

The question is, "What would the other guard say is the door to doom?" Then choose the opposite door.

The Hourglass Problem

• Start both hourglasses. 
• When the 4-minute hourglass runs out, turn it over.
• When the 7-minute hourglass runs out, the 4-minute hourglass will have been running for 3 minutes. Turn the 7-minute hourglass over. 
• When the 4-minute hourglass runs out for the second time (a total of 8 minutes have passed), the 7-minute hourglass will run for 1 minute. Turn the 7-minute hourglass again for 1 minute to empty the hourglass (a total of 9 minutes passed).

The Boat and Weights Problem

Take the cat over first and leave it on the other side. Then, return and take the fish across next. When you get there, take the cat back with you. Leave the cat on the starting side and take the cat food across. Lastly, return to get the cat and bring it to the other side.

The Lifeboat Dilemma

There isn’t one correct answer to this problem. Here are some elements to consider:

• Moral Principles: What values guide your decision? Is it the potential greater good for humanity (the scientist)? What is the value of long-standing love and commitment (the elderly couple)? What is the future of young children who depend on their mothers? Or the selfless bravery of the teenager?
• Future Implications: Consider the future consequences of each choice. Saving the scientist might benefit millions in the future, but what moral message does it send about the value of individual lives?
• Emotional vs. Logical Thinking: While it's essential to engage empathy, it's also crucial not to let emotions cloud judgment entirely. For instance, while the teenager's bravery is commendable, does it make him more deserving of a spot on the boat than the others?
• Acknowledging Uncertainty: The scientist claims to be close to a significant breakthrough, but there's no certainty. How does this uncertainty factor into your decision?
• Personal Bias: Recognize and challenge any personal biases, such as biases towards age, profession, or familial status.

The Tech Dilemma

Again, there isn’t one correct answer to this problem. Here are some elements to consider:

• Evaluate the Risk: How severe is the potential vulnerability? Can it be easily exploited, or would it require significant expertise? Even if the circumstances are rare, what would be the consequences if the vulnerability were exploited?
• Stakeholder Considerations: Different stakeholders will have different priorities. Upper management might prioritize financial projections, the marketing team might be concerned about the product's reputation, and customers might prioritize the security of their data. How do you balance these competing interests?
• Short-Term vs. Long-Term Implications: While launching on time could meet immediate financial goals, consider the potential long-term damage to the company's reputation if the vulnerability is exploited. Would the short-term gains be worth the potential long-term costs?
• Ethical Implications : Beyond the financial and reputational aspects, there's an ethical dimension to consider. Is it right to release a product with a known vulnerability, even if the chances of it being exploited are low?
• Seek External Input: Consulting with cybersecurity experts outside your company might be beneficial. They could provide a more objective risk assessment and potential mitigation strategies.
• Communication: How will you communicate the decision, whatever it may be, both internally to your team and upper management and externally to your customers and potential users?

The History Mystery

Dr. Amelia should take the following steps:

• Verify the Letters: Before making any claims, she should check if the letters are actual and not fake. She can do this by seeing when and where they were written and if they match with other things from that time.
• Get a Second Opinion: It's always good to have someone else look at what you've found. Dr. Amelia could show the letters to other history experts and see their thoughts.
• Research More: Maybe there are more documents or letters out there that support this new story. Dr. Amelia should keep looking to see if she can find more evidence.
• Share the Findings: If Dr. Amelia believes the letters are true after all her checks, she should tell others. This can be through books, talks, or articles.
• Stay Open to Feedback: Some people might agree with Dr. Amelia, and others might not. She should listen to everyone and be ready to learn more or change her mind if new information arises.

Ultimately, Dr. Amelia's job is to find out the truth about history and share it. It's okay if this new truth differs from what people used to believe. History is about learning from the past, no matter the story.

Related posts:

• Experimenter Bias (Definition + Examples)
• Hasty Generalization Fallacy (31 Examples + Similar Names)
• Ad Hoc Fallacy (29 Examples + Other Names)
• Confirmation Bias (Examples + Definition)
• Equivocation Fallacy (26 Examples + Description)

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Definition of Critical Thinking:

Description:

Critical thinking refers to the intellectual process of analyzing, evaluating, and interpreting information and arguments in a systematic and objective manner. It involves the careful examination of facts, evidence, and reasoning to form rational and well-informed judgments.

Components:

Critical thinking includes several essential components:

• Analysis: The ability to break down complex information into its constituent parts and examine them systematically.
• Evaluation: The capacity to assess the credibility, accuracy, and reliability of information and arguments.
• Inference: The skill to draw logical and reasoned conclusions based on available evidence.
• Interpretation: The aptitude to comprehend and explain the meaning and significance of information and evidence.
• Explanation: The capability to clarify and justify one’s own thought processes and reasoning, explicitly stating the underlying assumptions and principles.
• Self-regulation: The discipline to monitor one’s own thinking, recognizing and challenging biases, prejudices, and assumptions.
• Open-mindedness: The willingness to consider alternative viewpoints, perspectives, and hypotheses without prejudice or preconceived notions.

Importance:

Critical thinking plays a vital role in various aspects of life, including education, personal and professional relationships, problem-solving, decision-making, and understanding complex issues. It enables individuals to think independently, make informed judgments, evaluate the reliability of information, and develop well-reasoned arguments.

Developing and applying critical thinking skills can lead to numerous benefits, such as:

• Improved problem-solving abilities and decision-making skills.
• Enhanced communication and argumentation skills.
• Strengthened comprehension and interpretation of information.
• Increased objectivity and rationality in thinking.
• Heightened creativity and innovation.
• Reduced vulnerability to manipulation and misinformation.
• Greater self-awareness and personal growth.

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What is Critical Thinking?

Critical Thinking Definition

September 2, 2005, by The Critical Thinking Co. Staff

The Critical Thinking Co.™ "Critical thinking is the identification and evaluation of evidence to guide decision making. A critical thinker uses broad in-depth analysis of evidence to make decisions and communicate their beliefs clearly and accurately."

Other Definitions of Critical Thinking: Robert H. Ennis , Author of The Cornell Critical Thinking Tests "Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe and do."

A SUPER-STREAMLINED CONCEPTION OF CRITICAL THINKING Robert H. Ennis, 6/20/02

Assuming that critical thinking is reasonable reflective thinking focused on deciding what to believe or do, a critical thinker:

1. Is open-minded and mindful of alternatives 2. Tries to be well-informed 3. Judges well the credibility of sources 4. Identifies conclusions, reasons, and assumptions 5. Judges well the quality of an argument, including the acceptability of its reasons, assumptions, and evidence 6. Can well develop and defend a reasonable position 7. Asks appropriate clarifying questions 8. Formulates plausible hypotheses; plans experiments well 9. Defines terms in a way appropriate for the context 10. Draws conclusions when warranted, but with caution 11. Integrates all items in this list when deciding what to believe or do

Critical Thinkers are disposed to:

1. Care that their beliefs be true, and that their decisions be justified; that is, care to "get it right" to the extent possible. This includes the dispositions to

a. Seek alternative hypotheses, explanations, conclusions, plans, sources, etc., and be open to them b. Endorse a position to the extent that, but only to the extent that, it is justified by the information that is available c. Be well informed d. Consider seriously other points of view than their own

2. Care to present a position honestly and clearly, theirs as well as others'. This includes the dispositions to

a. Be clear about the intended meaning of what is said, written, or otherwise communicated, seeking as much precision as the situation requires b. Determine, and maintain focus on, the conclusion or question c. Seek and offer reasons d. Take into account the total situation e. Be reflectively aware of their own basic beliefs

3. Care about the dignity and worth of every person (a correlative disposition). This includes the dispositions to

a. Discover and listen to others' view and reasons b. Avoid intimidating or confusing others with their critical thinking prowess, taking into account others' feelings and level of understanding c. Be concerned about others' welfare

Critical Thinking Abilities:

Ideal critical thinkers have the ability to (The first three items involve elementary clarification.)

1. Focus on a question

a. Identify or formulate a question b. Identify or formulate criteria for judging possible answers c. Keep the situation in mind

2. Analyze arguments

a. Identify conclusions b. Identify stated reasons c. Identify unstated reasons d. Identify and handle irrelevance e. See the structure of an argument f. Summarize

3. Ask and answer questions of clarification and/or challenge, such as,

a. Why? b. What is your main point? c. What do you mean by…? d. What would be an example? e. What would not be an example (though close to being one)? f. How does that apply to this case (describe a case, which might well appear to be a counter example)? g. What difference does it make? h. What are the facts? i. Is this what you are saying: ____________? j. Would you say some more about that?

(The next two involve the basis for the decision.)

4. Judge the credibility of a source. Major criteria (but not necessary conditions):

a. Expertise b. Lack of conflict of interest c. Agreement among sources d. Reputation e. Use of established procedures f. Known risk to reputation g. Ability to give reasons h. Careful habits

5. Observe, and judge observation reports. Major criteria (but not necessary conditions, except for the first):

a. Minimal inferring involved b. Short time interval between observation and report c. Report by the observer, rather than someone else (that is, the report is not hearsay) d. Provision of records. e. Corroboration f. Possibility of corroboration g. Good access h. Competent employment of technology, if technology is useful i. Satisfaction by observer (and reporter, if a different person) of the credibility criteria in Ability # 4 above.

(The next three involve inference.)

6. Deduce, and judge deduction

a. Class logic b. Conditional logic c. Interpretation of logical terminology in statements, including (1) Negation and double negation (2) Necessary and sufficient condition language (3) Such words as "only", "if and only if", "or", "some", "unless", "not both".

7. Induce, and judge induction

a. To generalizations. Broad considerations: (1) Typicality of data, including sampling where appropriate (2) Breadth of coverage (3) Acceptability of evidence b. To explanatory conclusions (including hypotheses) (1) Major types of explanatory conclusions and hypotheses: (a) Causal claims (b) Claims about the beliefs and attitudes of people (c) Interpretation of authors’ intended meanings (d) Historical claims that certain things happened (including criminal accusations) (e) Reported definitions (f) Claims that some proposition is an unstated reason that the person actually used (2) Characteristic investigative activities (a) Designing experiments, including planning to control variables (b) Seeking evidence and counter-evidence (c) Seeking other possible explanations (3) Criteria, the first five being essential, the sixth being desirable (a) The proposed conclusion would explain the evidence (b) The proposed conclusion is consistent with all known facts (c) Competitive alternative explanations are inconsistent with facts (d) The evidence on which the hypothesis depends is acceptable. (e) A legitimate effort should have been made to uncover counter-evidence (f) The proposed conclusion seems plausible

8. Make and judge value judgments: Important factors:

a. Background facts b. Consequences of accepting or rejecting the judgment c. Prima facie application of acceptable principles d. Alternatives e. Balancing, weighing, deciding

(The next two abilities involve advanced clarification.)

9. Define terms and judge definitions. Three dimensions are form, strategy, and content.

a. Form. Some useful forms are: (1) Synonym (2) Classification (3) Range (4) Equivalent expression (5) Operational (6) Example and non-example b. Definitional strategy (1) Acts (a) Report a meaning (b) Stipulate a meaning (c) Express a position on an issue (including "programmatic" and "persuasive" definitions) (2) Identifying and handling equivocation c. Content of the definition

10. Attribute unstated assumptions (an ability that belongs under both clarification and, in a way, inference)

(The next two abilities involve supposition and integration.)

11. Consider and reason from premises, reasons, assumptions, positions, and other propositions with which they disagree or about which they are in doubt -- without letting the disagreement or doubt interfere with their thinking ("suppositional thinking")

12. Integrate the other abilities and dispositions in making and defending a decision

(The first twelve abilities are constitutive abilities. The next three are auxiliary critical thinking abilities: Having them, though very helpful in various ways, is not constitutive of being a critical thinker.)

13. Proceed in an orderly manner appropriate to the situation. For example:

a. Follow problem solving steps b. Monitor one's own thinking (that is, engage in metacognition) c. Employ a reasonable critical thinking checklist

14. Be sensitive to the feelings, level of knowledge, and degree of sophistication of others

15. Employ appropriate rhetorical strategies in discussion and presentation (orally and in writing), including employing and reacting to "fallacy" labels in an appropriate manner.

Examples of fallacy labels are "circularity," "bandwagon," "post hoc," "equivocation," "non sequitur," and "straw person."

Dewey, John Critical thinking is "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends (Dewey 1933: 118)."

Glaser (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. (Glaser 1941, pp. 5-6).

Abilities include: "(a) to recognize problems, (b) to find workable means for meeting those problems, (c) to gather and marshal pertinent information, (d) to recognize unstated assumptions and values, (e) to comprehend and use language with accuracy, clarity and discrimination, (f) to interpret data, (g) to appraise evidence and evaluate statements, (h) to recognize the existence of logical relationships between propositions, (i) to draw warranted conclusions and generalizations, (j) to put to test the generalizations and conclusions at which one arrives, (k) to reconstruct one's patterns of beliefs on the basis of wider experience; and (l) to render accurate judgments about specific things and qualities in everyday life." (p.6)

MCC General Education Initiatives "Critical thinking includes the ability to respond to material by distinguishing between facts and opinions or personal feelings, judgments and inferences, inductive and deductive arguments, and the objective and subjective. It also includes the ability to generate questions, construct, and recognize the structure of arguments, and adequately support arguments; define, analyze, and devise solutions for problems and issues; sort, organize, classify, correlate, and analyze materials and data; integrate information and see relationships; evaluate information, materials, and data by drawing inferences, arriving at reasonable and informed conclusions, applying understanding and knowledge to new and different problems, developing rational and reasonable interpretations, suspending beliefs and remaining open to new information, methods, cultural systems, values and beliefs and by assimilating information."

Nickerson, Perkins and Smith (1985) "The ability to judge the plausibility of specific assertions, to weigh evidence, to assess the logical soundness of inferences, to construct counter-arguments and alternative hypotheses."

Moore and Parker , Critical Thinking Critical Thinking is "the careful, deliberate determination of whether we should accept, reject, or suspend judgment about a claim, and the degree of confidence with which we accept or reject it."

Delphi Report "We understand critical thinking to be 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. CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society."

A little reformatting helps make this definition more comprehensible:

We understand critical thinking to be purposeful, self-regulatory judgment which results in

• interpretation

as well as explanation of the

• methodological
• criteriological

considerations upon which that judgment is based.

Francis Bacon (1605) "For myself, I found that I was fitted for nothing so well as for the study of Truth; as having a mind nimble and versatile enough to catch the resemblances of things … and at the same time steady enough to fix and distinguish their subtler differences; as being gifted by nature with desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and as being a man that neither affects what is new nor admires what is old, and that hates every kind of imposture."

A shorter version is "the art of being right."

Or, more prosaically: critical thinking is "the skillful application of a repertoire of validated general techniques for deciding the level of confidence you should have in a proposition in the light of the available evidence."

HELPFUL REFERENCE: http://plato.stanford.edu/entries/logic-informal/

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What Is Critical Thinking? | Meaning & Examples

Critical thinking is the process of analyzing information logically and overcoming assumptions, biases, and logical fallacies. Developing critical thinking skills allows us to evaluate information as objectively as possible and reach well-founded conclusions.

Critical thinking example

Thinking critically is a crucial part of academic success, professional development, civic engagement, and personal decision-making.

Table of contents

What is critical thinking, why is critical thinking important, critical thinking strategies.

Critical thinking is the process of evaluating information and arguments in a disciplined and systematic way. It involves questioning assumptions, assessing evidence, and using logical reasoning to form well-reasoned judgments.

Key critical thinking skills:

• Avoiding unfounded assumptions
• Identifying and countering biases
• Recognizing and refuting logical fallacies

These practices enable us to make informed decisions, analyze evidence objectively, consider multiple perspectives, reflect on our own biases, and seek reliable sources.

Critical thinking is enhanced by the deliberate study of biases, logical fallacies, and the different forms of reasoning:

• Deductive reasoning: Drawing specific conclusions from general premises
• Inductive reasoning: Generalizing from specific observations
• Analogical reasoning: Drawing parallels between similar situations
• Abductive reasoning: Inferring the most likely explanation from incomplete evidence

When assessing sources, critical thinking requires evaluating several factors:

• Credibility: Check the author’s qualifications and the publication’s reputation.
• Evidence: Verify that the information is supported by data and references.
• Bias: Identify any potential biases or conflicts of interest.
• Currency: Ensure the information is up-to-date and relevant.
• Purpose: Understand the motivation behind the source and whether it aims to inform, persuade, or sell.

Critical thinking is crucial to decision-making and problem-solving in many domains of life. Social media disinformation and irresponsible uses of AI make it more important than ever to be able to distinguish between credible information and misleading or false content.

Developing critical thinking skills is an essential part of fostering independent thinking, allowing us to:

• Make informed decisions
• Solve complex problems
• Evaluate the logic of arguments

In the process of developing these skills, we become less susceptible to biases, fallacies, and propaganda.

Examples of critical thinking

Critical thinking is an essential part of consuming any form of media, including news, marketing, entertainment, and social media. Media platforms are commonly used to promote biased or manipulative messages, often in a subtle way.

Critical thinking in media example

A news segment claims eating chocolate daily improves cognitive function. After reading more about the research, you find the study had a small sample size and was funded by a chocolate company, indicating bias. This leads you to conclude the claim is unreliable.

Critical thinking is fundamental in logic, math, law, science, and other academic and professional domains. The scientific method is a quintessential example of systematized critical thinking.

Critical thinking in science example

• Formulate a hypothesis.
• Design experiments.
• Analyze data.
• Draw conclusions.
• Revise the hypothesis if necessary.

Academic research requires advanced critical thinking skills.

Critical thinking academic example

• Evaluating the methodology of each study to determine their reliability and validity
• Checking for potential biases, such as funding sources or conflicts of interest
• Comparing the sample sizes and demographics of the studies to understand the context of their findings
• Synthesizing the results, highlighting common trends and discrepancies, and considering the limitations of each study

Critical thinking enhances informed decision-making by equipping us to recognize biases, identify logical fallacies, evaluate evidence, consider alternative perspectives, and learn to identify credible sources.

Key strategies:

• Recognize biases.
• Identify logical fallacies.
• Evaluate sources and evidence.
• Consider alternative perspectives.

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critical thinking

Definition of critical thinking

Examples of critical thinking in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'critical thinking.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1815, in the meaning defined at sense 1

Dictionary Entries Near critical thinking

critical temperature

critical value

Cite this Entry

“Critical thinking.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/critical%20thinking. Accessed 4 Sep. 2024.

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Critical Thinking in Reading and Composition

Glossary of Grammatical and Rhetorical Terms

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• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

Critical thinking is the process of independently analyzing, synthesizing, and evaluating information as a guide to behavior and beliefs.

The American Philosophical Association has defined critical thinking as "the process of purposeful, self-regulatory judgment. The process gives reasoned consideration to evidence , contexts , conceptualizations, methods, and criteria" (1990). Critical thinking is sometimes broadly defined as "thinking about thinking."

Critical thinking skills include the ability to interpret, verify, and reason, all of which involve applying the principles of logic . The process of using critical thinking to guide writing is called critical writing .

Observations

• " Critical Thinking is essential as a tool of inquiry. As such, Critical Thinking is a liberating force in education and a powerful resource in one’s personal and civic life. While not synonymous with good thinking, Critical Thinking is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit." (American Philosophical Association, "Consensus Statement Regarding Critical Thinking," 1990)
• Thought and Language "In order to understand reasoning [...], it is necessary to pay careful attention to the relationship between thought and language . The relationship seems to be straightforward: thought is expressed in and through language. But this claim, while true, is an oversimplification. People often fail to say what they mean. Everyone has had the experience of having their \ misunderstood by others. And we all use words not merely to express our thoughts but also to shape them. Developing our critical thinking skills, therefore, requires an understanding of the ways in which words can (and often fail to) express our thoughts." (William Hughes and Jonathan Lavery, Critical Thinking: An Introduction to the Basic Skills , 4th ed. Broadview, 2004)
• Dispositions That Foster or Impede Critical thinking "Dispositions that foster critical thinking include [a] facility in perceiving irony , ambiguity , and multiplicity of meanings or points of view; the development of open-mindedness, autonomous thought, and reciprocity (Piaget's term for the ability to empathize with other individuals, social groups, nationalities, ideologies, etc.). Dispositions that act as impediments to critical thinking include defense mechanisms (such as absolutism or primary certitude, denial, projection), culturally conditioned assumptions, authoritarianism, egocentrism, and ethnocentrism, rationalization, compartmentalization, stereotyping and prejudice." (Donald Lazere, "Invention, Critical Thinking, and the Analysis of Political Rhetoric." Perspectives on Rhetorical Invention , ed. by Janet M. Atwill and Janice M. Lauer. University of Tennessee Press, 2002)
• Critical Thinking and Composing - "[T]he most intensive and demanding tool for eliciting sustained critical thought is a well-designed writing assignment on a subject matter problem. The underlying premise is that writing is closely linked with thinking and that in presenting students with significant problems to write about—and in creating an environment that demands their best writing—we can promote their general cognitive and intellectual growth. When we make students struggle with their writing, we are making them struggle with thought itself. Emphasizing writing and critical thinking , therefore, generally increases the academic rigor of a course. Often the struggle of writing, linked as it is to the struggle of thinking and to the growth of a person's intellectual powers, awakens students to the real nature of learning." (John C. Bean,  Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom , 2nd ed. Wiley, 2011) - "Finding a fresh approach to a writing assignment means that you must see the subject without the blinders of preconception. When people expect to see a thing in a certain way, it usually appears that way, whether or not that is its true image. Similarly, thinking based on prefabricated ideas produces writing that says nothing new, that offers nothing important to the reader. As a writer, you have a responsibility to go beyond the expected views and present your subject so that the reader sees it with fresh eyes. . . . [C]ritical thinking is a fairly systematic method of defining a problem and synthesizing knowledge about it, thereby creating the perspective you need to develop new ideas. . . . " Classical rhetoricians used a series of three questions to help focus an argument . Today these questions can still help writers understand the topic about which they are writing. An sit? (Is the problem a fact?); Quid sit (What is the definition of the problem?); and Quale sit? (What kind of problem is it?). By asking these questions, writers see their subject from many new angles before they begin to narrow the focus to one particular aspect." (Kristin R. Woolever, About Writing: A Rhetoric for Advanced Writers . Wadsworth, 1991)

Logical Fallacies

Ad Misericordiam

Appeal to Authority

Appeal to Force

Appeal to Humor

Appeal to Ignorance

Appeal to the People

Begging the Question

Circular Argument

Complex Question

Contradictory Premises

Dicto Simpliciter , Equivocation

False Analogy

False Dilemma

Gambler's Fallacy

Hasty Generalization

Name-Calling

Non Sequitur

Poisoning the Well

Red Herring

Slippery Slope

Stacking the Deck

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• Definition and Examples of Explication (Analysis)
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• What Is a Hasty Generalization?
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• Persuasion and Rhetorical Definition

Critical Thinking

I. definition.

Critical thinking is the ability to reflect on (and so improve ) your thoughts, beliefs, and expectations. It’s a combination of several skills and habits such as:

Curiosity : the desire for knowledge and understanding

Curious people are never content with their current understanding of the world, but are driven to raise questions and pursue the answers. Curiosity is endless — the better you understand a given topic, the more you realize how much more there is to learn!

Humility : or the recognition that your own understanding is limited

This is closely connected to curiosity — if you’re arrogant and think you know everything already, then you have no reason to be curious. But a humble person always recognizes the limitations and gaps in their knowledge . This makes them more receptive to information, better listeners and learners.

Skepticism : a suspicious attitude toward what other people say

Skepticism means you always demand evidence and don’t simply accept what others tell you. At the same time, skepticism has to be inwardly focused as well! You have to be equally skeptical of your own beliefs and instincts as you are of others’.

Rationality or logic: The formal skills of logic are indispensable for critical thinkers

Skepticism keeps you on the lookout for bad arguments, and rationality helps you figure out exactly why they’re bad. But rationality also allows you to identify good arguments when you see them, and then to move beyond them and understand their further implications.

Creativity: or the ability to come up with new combinations of ideas

It’s not enough to just be skeptical and knock the holes in every argument that you hear. Sooner or later you have to come up with your own ideas, your own solutions, and your own visions. That requires a creative and independent mind, but one that is also capable of listening and learning.

Empathy : the ability to see things from another person’s perspective

Too often, people talk about critical thinkers as though they’re solitary explorers, forging their own path through the jungle of ideas without help from others. But this isn’t true at all. Real critical thinking means you constantly engage with other people, listen to what they have to say, and try to imagine how they see the world. By seeing things from someone else’s perspective, you can generate far more new ideas than you could by relying on your own knowledge alone.

II. Examples

Although video games are sometimes simply a passive way to enjoy yourself, they sometimes rely on critical thinking skills. This is particularly true of puzzle games and role playing games (RPGs) that present your character with puzzles at critical moments. For example, at one stage in the classic RPG Neverwinter Nights , your character has the option to serve as a juror on another character’s trial. In order to save the innocent man, you have to talk to people throughout the town and, using a combination of empathy and skepticism, figure out what really happened.

In one episode of South Park , Cartman becomes obsessed with conspiracy theories and sings a song about needing to think for himself and find out the truth. The show is poking fun at conspiracy theorists, who often think that they are exercising critical thinking when in fact they are simply exercising too much skepticism towards common sense and popular beliefs, and not enough skepticism towards new, unnecessarily complicated explanations.

III. Critical Thinking vs. Traditional Thinking

Critical thinking, in the history of modern Western thought, is strongly associated with the Enlightenment, the period when European and American philosophers decided to approach the world with a rational eye, rejecting blind faith and questioning traditional authority. It was this moment in history that gave us modern medicine, democracy , and the early forms of industrial technology.

At the same time, the Enlightenment also came with many downsides, particularly the fact that it was so hostile to tradition. This hostility is understandable given the state of Europe at the time — ripped apart by bloody conflict between different religions, and oppressed by traditional monarchs who rooted their power in that of the Church. Enlightenment thinkers understandably rejected traditional thinking, holding it responsible for all this violence and injustice. But still, the Enlightenment sometimes went too far in the opposite direction. After all, rejecting tradition just for the sake of rejecting it is not really any better than accepting tradition just for the sake of accepting it! Traditions provide valuable resources for critical thinking, and without them it would be impossible. Think about this: the English language is a tradition, and without it you wouldn’t be sitting there reading these (hopefully useful) words about critical thinking!

So critical thinking absolutely depends on traditions. There’s no question that critical thinking means something more than just accepting traditions; but it doesn’t mean you necessarily reject them, either. It just means that you’re not blindly following tradition for its own sake ; rather, your relationship to your tradition is based on humility, creativity, skepticism, and all the other attributes of critical thinking.

IV. Quotes about Critical Thinking

“If I have seen further than others, it is because I have stood on the shoulders of giants.” (Isaac Newton)

Until Einstein, no physicist was ever more influential than Isaac Newton. Through curiosity and probable skepticism, he not only worked out the basic rules for matter and energy in the universe — he also realized that the force causing objects to fall was the same as the force causing celestial objects to orbit around each other (thus discovering the modern theory of gravity). He was also known for having a big ego and being a little arrogant with those he considered beneath his intellect — but even Newton had enough humility to recognize that he wasn’t doing it alone. He was deeply indebted to the whole tradition of scientists that had come before him — Europeans, Greeks, Arabs, Indians, and all the rest.

“It seems to me what is called for is an exquisite balance between two conflicting needs: the most skeptical scrutiny of all hypotheses… and at the same time a great openness to new ideas. Obviously those two modes of thought are in some tension. But if you are able to exercise only one of these modes, whichever one it is, you’re in deep trouble.” (Carl Sagan, The Burden of Skepticism )

In this quote, Carl Sagan offers a sensitive analysis of a tension within the idea of critical thinking. He points out that skepticism is extremely important to critical thinking, but at the same time it can go too far and become an obstacle. Notice, too, that you could replace the word “new” with “old” in this quote and it would still make sense. Critical thinkers need to be both open to new ideas and skeptical of them; similarly, they need to have a balanced attitude toward old and traditional ideas as well.

V. The History and Importance of Critical Thinking

Critical thinking has emerged as a cultural value in various times and places, from the Islamic scholars of medieval Central Asia to the secular philosophers of 18th-century America or the scientists and engineers of 21st-century Japan. In each case, critical thinking has taken a slightly different form, sometimes emphasizing skepticism above the other dimensions (as occurred in the European Enlightenment), sometimes emphasizing other dimensions such as creativity or rationality.

Today, many leaders in science, education, and business worry that we are seeing a decline in critical thinking. Education around the world has turned increasingly toward standardized testing and the mechanical memorization of facts, an approach that doesn’t leave time for critical thinking or creative arts. Some politicians view critical and creative education as a waste of time, believing that education should only focus on job skills and nothing else — an attitude which clearly overlooks the fact that critical thinking is an important job skill for everyone from auto mechanics to cognitive scientists.

a. Creativity

b. Skepticism

d. These are all dimensions of critical thinking

a. They are opposites

b. They are synonyms

c. They are in tension, but not incompatible

d. None of the above

a. The Enlightenment

b. The Renaissance

c. The current era

d. All of the above

a. Being constantly skeptical

b. Not being skeptical

c. Having a balance between too much skepticism and too little

d. No relation to skepticism

Catch These Benefits! 13 Examples of Critical Thinking in the Workplace

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Your team is dealing with a sudden decrease in sales, and you’re not sure why.

When this happens, do you quickly make random changes and hope they work? Or do you pause, bring your team together , and analyze the problem using critical thinking?

In the pages ahead, we’ll share examples of critical thinking in the workplace to show how critical thinking can help you build a successful team and business.

Ready to make critical thinking a part of your office culture?

Let’s dive in!

What Is Critical Thinking? A Quick Definition

Critical thinking is the systematic approach of being a sharp-minded analyst. It involves asking questions, verifying facts, and using your intellect to make decisions and solve problems.

The process of thinking critically is built upon a foundation of six major steps:

• Comprehension
• Application
• Creation/Action

First, you gather “knowledge” by learning about something and understanding it. After that, you put what you’ve learned into action, known as “application.” When you start looking closely at the details, you do the “analysis.”

After analyzing, you put all those details together to create something new, which we call “synthesis.” Finally, you take action based on all your thinking, and that’s the “creation” or “action” step.

Examples of Critical Thinking in the Workplace

Even if the tasks are repetitive, or even if employees are required to follow strict rules, critical thinking is still important. It helps to deal with unexpected challenges and improve processes.

Let’s delve into 13 real examples to see how critical thinking works in practice.

1. Evaluating the pros and cons of each option

Are you unsure which choice is the best? Critical thinking helps you look at the good and bad sides of each option. This ensures that you make decisions based on facts and not just guesses.

Product development : For example, a product development team is deciding whether to launch a new product . They must evaluate the pros and cons of various features, production methods, and marketing strategies to make an informed decision. Obviously, the more complete their evaluation is, the better decisions they can make.

2. Breaking down complex problems into smaller, manageable parts

In the face of complex problems, critical thinkers are able to make the problem easier to solve. How? They create a step-by-step process to address each component separately.

Product deliveries and customer support . Imagine you work in a customer service department, and there has been a sudden increase in customer complaints about delayed deliveries. You need to figure out the root causes and come up with a solution.

So, you break down the problem into pieces – the shipping process, warehouse operations, delivery routes, customer communication, and product availability. This helps you find out the major causes, which are:

• insufficient staff in the packaging department, and
• high volume of orders during specific weeks in a year.

So, when you focus on smaller parts, you can understand and address each aspect better. As a result, you can find practical solutions to the larger issue of delayed deliveries.

3. Finding, evaluating and using information effectively

In today’s world, information is power. Using it wisely can help you and your team succeed. And critical thinkers know where to find the right information and how to check if it’s reliable.

Market research : Let’s say a marketing team is conducting market research to launch a new product. They must find, assess, and use market data to understand customer needs, competitor tactics, and market trends. Only with this information at hand can they create an effective marketing plan.

4. Paying attention to details while also seeing the bigger picture

Are you great at noticing small things? But can you also see how they fit into the larger picture? Critical thinking helps you do both. It’s like zooming in and out with a camera. Why is it essential? It helps you see the full story and avoid tunnel vision.

Strategic planning . For instance, during strategic planning, executives must pay attention to the details of the company’s financial data, market changes, and internal potential. At the same time, they must consider the bigger picture of long-term goals and growth strategies.

5. Making informed decisions by considering all available information

Ever made a choice without thinking it through? Critical thinkers gather all the facts before they decide. It ensures your decisions are smart and well-informed.

Data analysis . For example, data analysts have to examine large datasets to discover trends and patterns. They use critical thinking to understand the significance of these findings, get useful insights, and provide recommendations for improvement.

6. Recognizing biases and assumptions

Too many workplaces suffer from unfair and biased decisions. Make sure yours isn’t on this list. Critical thinkers are self-aware and can spot their own biases. Obviously, this allows them to make more objective decisions.

Conflict resolution . Suppose a manager needs to mediate a conflict between two team members. Critical thinking is essential to understand the underlying causes, evaluate the validity of each person’s opinion, and find a fair solution.

Hiring decisions . Here’s another example. When hiring new employees, HR professionals need to critically assess candidates’ qualifications, experience, and cultural fit. At the same time, they have to “silence” their own assumptions to make unbiased hiring decisions.

7. Optimizing processes for efficiency

Critical thinking examples in the workplace clearly show how teams can improve their processes.

Customer service . Imagine a company that sells gadgets. When customers have problems, the customer service team reads their feedback. For example, if many people struggle to use a gadget, they think about why that’s happening. Maybe the instructions aren’t clear, or the gadget is too tricky to set up.

So, they work together to make things better. They make a new, easier guide and improve the gadget’s instructions. As a result, fewer customers complain, and everyone is happier with the products and service.

8. Analyzing gaps and filling them in

Discovering problems in your company isn’t always obvious. Sometimes, you need to find what’s not working well to help your team do better. That’s where critical thinking comes in.

Training and development . HR professionals, for instance, critically analyze skill gaps within the organization to design training programs. Without deep analysis, they can’t address specific needs and upskill their employees .

9. Contributing effectively to team discussions

In a workplace, everyone needs to join meetings by saying what they think and listening to everyone else. Effective participation, in fact, depends on critical thinking because it’s the best shortcut to reach collective decisions.

Team meetings . In a brainstorming session, you and your colleagues are like puzzle pieces, each with a unique idea. To succeed, you listen to each other’s thoughts, mix and match those ideas, and together, you create the perfect picture – the best plan for your project.

10. Contributing effectively to problem-solving

Effective problem-solving typically involves critical thinking, with team members offering valuable insights and solutions based on their analysis of the situation.

Innovative SaaS product development . Let’s say a cross-functional team faces a challenging innovation problem. So, they use critical thinking to brainstorm creative solutions and evaluate the feasibility of each idea. Afterwards, they select the most promising one for further development.

11. Making accurate forecasts

Understanding critical thinking examples is essential in another aspect, too. In fact, critical thinking allows companies to prepare for what’s coming, reducing unexpected problems.

Financial forecasting . For example, finance professionals critically assess financial data, economic indicators, and market trends to make accurate forecasts. This data helps to make financial decisions, such as budget planning or investment strategies.

12. Assessing potential risks and recommending adjustments

Without effective risk management , you’ll constantly face issues when it’s too late to tackle them. But when your team has smart thinkers who can spot problems and figure out how they might affect you, you’ll have no need to worry.

Compliance review . Compliance officers review company policies and practices to ensure they align with relevant laws and regulations. They want to make sure everything we do follows the law. If they find anything that could get us into trouble, they’ll suggest changes to keep us on the right side of the law.

13. Managing the crisis

Who else wants to minimize damage and protect their business? During a crisis, leaders need to think critically to assess the situation, make rapid decisions, and allocate resources effectively.

Security breach in a big IT company . Suppose you’ve just discovered a major security breach. This is a crisis because sensitive customer data might be at risk, and it could damage your company’s reputation.

To manage this crisis, you need to think critically. First, you must assess the situation. You investigate how the breach happened, what data might be compromised, and how it could affect your customers and your business. Next, you have to make decisions. You might decide to shut down the affected systems to prevent further damage. By taking quick, well-planned actions, you can minimize the damage and protect your business.

Encouraging Critical Thinking in Your Team: A Brief Manager’s Guide

According to Payscale’s survey, 60% of managers believe that critical thinking is the top soft skill that new graduates lack. Why should you care? Well, among these graduates, there’s a good chance that one could eventually become a part of your team down the road.

So, how do you create a workplace where critical thinking is encouraged and cultivated? Let’s find out.

Step 1: Make Your Expectations Clear

First things first, make sure your employees know why critical thinking is important. If they don’t know how critical it is, it’s time to tell them. Explain why it’s essential for their growth and the company’s success.

Step 2: Encourage Curiosity

Do your employees ask questions freely? Encourage them to! A workplace where questions are welcomed is a breeding ground for critical thinking. And remember, don’t shut down questions with a “That’s not important.” Every question counts.

Step 3: Keep Learning Alive

Encourage your team to keep growing. Learning new stuff helps them become better thinkers. So, don’t let them settle for “I already know enough.” Provide your team with inspiring examples of critical thinking in the workplace. Let them get inspired and reach new heights.

Step 4: Challenge, Don’t Spoon-Feed

Rethink your management methods, if you hand your employees everything on a silver platter. Instead, challenge them with tasks that make them think. It might be tough, but don’t worry. A little struggle can be a good thing.

Step 5: Embrace Different Ideas

Do you only like ideas that match your own? Well, that’s a no-no. Encourage different ideas, even if they sound strange. Sometimes, the craziest ideas lead to the best solutions.

Step 6: Learn from Mistakes

Mistakes happen. So, instead of pointing fingers, ask your employees what they learned from the mistake. Don’t let them just say, “It’s not my fault.”

Step 7: Lead the Way

Are you a critical thinker yourself? Show your employees how it’s done. Lead by example. Don’t just say, “Do as I say!”

Wrapping It Up!

As we’ve seen, examples of critical thinking in the workplace are numerous. Critical thinking shows itself in various scenarios, from evaluating pros and cons to breaking down complex problems and recognizing biases.

The good news is that critical thinking isn’t something you’re born with but a skill you can nurture and strengthen. It’s a journey of growth, and managers are key players in this adventure. They can create a space where critical thinking thrives by encouraging continuous learning.

Remember, teams that cultivate critical thinking will be pioneers of adaptation and innovation. They’ll be well-prepared to meet the challenges of tomorrow’s workplace with confidence and competence.

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7 Puzzles to Challenge Your Critical Thinking

Can you spot the connections and sort these items.

Posted March 5, 2015 | Reviewed by Ekua Hagan

The theme of this post is critical thinking—and the kinds of puzzles that can be constructed around it. This term is used frequently in psychology and education . There are various definitions, but the one that best suits our purpose and which is, in the end, perhaps the best, is the ability to comprehend the logical connections among ideas, words, phrases, and concepts . In the relevant scientific literature, of course, the term is used much more broadly as a framework for understanding human cognition . But in my opinion, the best way to understand things is to construct puzzles to illustrate their basic essence.

Critical thinking involves skill at recognizing a pattern in given information and especially recognizing how the information is connected to the real world. Here are a couple of very simple examples. First, consider the five words below:

• Cruise ship
• Walking on foot
• Automobile (not a race car)

Now, put them in order from the slowest to the fastest, when they are going at maximum speed. The solution, of course, is: 4-2-5-1-3.

As with all such puzzles, there might be slightly different solutions—one could claim that some automobiles go faster than cruise ships. This “indeterminacy” characterizes this kind of thinking. However, some puzzles are straightforward. For instance, what do the following five things have in common?

The answer? These are all words referring to shades of blue.

The seven puzzles below are to the ones above, though hopefully more challenging. Some involve knowledge of facts, but critical thinking is still involved in such cases because the organization of the facts according to some principle is always involved—for example, a puzzle may ask you to put five items in order of their dates of invention.

The following tongue-in-cheek definition of critical thinking by Richard W. Paul, a leading expert on critical thinking theory, says it all: “Critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better.”

I. What do the following 5 things have in common?

• Orange juice

II. Put the following buildings or structures in order of height, from the shortest to the tallest.

• Typical camping tent

III. What do the following animals have in common?

IV. Put the following inventions in order from earliest to most recent.

V. What feature do the following words have in common?

• Imagination

VI. Put these bodies of water in order in terms of volume, from smallest to largest .

VII. What do the following landmasses have in common?

I. They are all drinkable liquids. II. 5-1-4-3-2 III. They all have a tail. They are also all quadrupeds. IV. To the best of my knowledge: 5-4-3-1-2 V. They start with a vowel: a, e, i, o, u VI. 4-2-1-5-3 VII. They are all peninsulas.

Marcel Danesi, Ph.D. , is a professor of semiotics and anthropology at Victoria College, University of Toronto. His books include The Puzzle Instinct and The Total Brain Workout .

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Critical Thinking

Learn words with flashcards and other activities, other learning activities, teaching tools, full list of words from this list:.

• datum an item of factual information from measurement or research data , current knowledge, in solving problems learn new skills and/or data , knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being
• logical fallacy an error in reasoning that undermines an argument Logical fallacies , informal or formal, is when one uses incorrect argumentation, fallacies, in one's reasoning resulting in flawed logic.
• logical thinking thinking that is coherent and logical Without emotions correct logical thinking would not be possible and what we call thinking is actually the imagination; the imagination is what we use to perceive reality.
• flawed having a blemish or flaw Logical fallacies, informal or formal, is when one uses incorrect argumentation, fallacies, in one's reasoning resulting in flawed logic.
• flaw an imperfection in an object or machine Logical fallacies, informal or formal, is when one uses incorrect argumentation, fallacies, in one's reasoning resulting in flawed logic.
• seek out look for a specific person or thing problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• skill an ability that has been acquired by training It is basically learning skills used to improve one's thinking.
• third party someone other than the principals involved in a transaction Third party presentation touching on basic understandings of critical thinking.
• argumentation the methodical process of logical reasoning Logical fallacies, informal or formal, is when one uses incorrect argumentation , fallacies, in one's reasoning resulting in flawed logic.
• solve find the answer to or understand the meaning of solve problems utilize one's learned skills and/or data, current knowledge, in solving problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem
• data a collection of facts from which conclusions may be drawn data , current knowledge, in solving problems learn new skills and/or data , knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being
• fallacy a misconception resulting from incorrect reasoning Logical fallacies , informal or formal, is when one uses incorrect argumentation, fallacies , in one's reasoning resulting in flawed logic.
• improve to make better It is basically learning skills used to improve one's thinking.
• improving getting higher or more vigorous What does one improving one's learning skills do?
• critical of a serious examination and judgment of something What is critical thinking?
• touch on refer to or discuss briefly Third party presentation touching on basic understandings of critical thinking.
• tab a short strip of material attached to or projecting from something in order to facilitate opening or identifying or handling it In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking, learning and practicing critical thinking.
• learn gain knowledge or skills It is basically learning skills used to improve one's thinking.
• learning the cognitive process of acquiring skill or knowledge It is basically learning skills used to improve one's thinking.
• utilize put into service utilize one's learned skills and/or data, current knowledge, in solving problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize
• info a message received and understood One should seek out info on critical thinking from many sources to help one with learning and understanding how to improve one's own learning skills.
• specific stated explicitly or in detail problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• solving finding a solution to a problem solving problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out
• incorrect not correct; not in conformity with fact or truth Logical fallacies, informal or formal, is when one uses incorrect argumentation, fallacies, in one's reasoning resulting in flawed logic.
• correct free from error; especially conforming to fact or truth Logic is the formal systematic study of the principles of valid inference and correct reasoning.
• recognize perceive to be something or something you can identify problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• thinking endowed with the capacity to reason What is critical thinking ?
• problem a question raised for consideration or solution problems utilize one's learned skills and/or data, current knowledge, in solving problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem
• logical based on known statements or events or conditions Logical fallacies, informal or formal, is when one uses incorrect argumentation, fallacies, in one's reasoning resulting in flawed logic.
• informal not in accord with established conventions and requirements Logical fallacies, informal or formal, is when one uses incorrect argumentation, fallacies, in one's reasoning resulting in flawed logic.
• basically in essence; at bottom or by one's (or its) very nature It is basically learning skills used to improve one's thinking.
• seek try to locate, discover, or establish the existence of problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• balance harmonious arrangement or relation of parts within a whole This has been a simple introduction to critical thinking and I hope this has been helpful in moving those who seek balance closer toward balance .
• logic the branch of philosophy that analyzes inference Logic is the formal systematic study of the principles of valid inference and correct reasoning.
• presentation the act of formally giving something, as a prize Third party presentation touching on basic understandings of critical thinking.
• reasoning thinking that is organized and logical Logic is the formal systematic study of the principles of valid inference and correct reasoning .
• valid well grounded in logic or truth or having legal force Logic is the formal systematic study of the principles of valid inference and correct reasoning.
• inference a conclusion you can draw based on known evidence Logic is the formal systematic study of the principles of valid inference and correct reasoning.
• hopefully it is hoped In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking, learning and practicing critical thinking.
• systematic characterized by order and planning Logic is the formal systematic study of the principles of valid inference and correct reasoning.
• helpful providing assistance or serving a useful function This has been a simple introduction to critical thinking and I hope this has been helpful in moving those who seek balance closer toward balance.
• formal in accord with established conventions and requirements Logic is the formal systematic study of the principles of valid inference and correct reasoning.
• inspire serve as the inciting cause of In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking, learning and practicing critical thinking.
• understanding the condition of someone who knows and comprehends Third party presentation touching on basic understandings of critical thinking.
• introduction the act of beginning something new In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking, learning and practicing critical thinking.
• basic reduced to the simplest and most significant form possible Third party presentation touching on basic understandings of critical thinking.
• current occurring in or belonging to the present time current knowledge, in solving problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented
• overall involving only main features used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not one will greatly benefit overall
• learned having or showing profound knowledge learned skills and/or data, current knowledge, in solving problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills
• acquire come into the possession of something concrete or abstract - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not
• ability the quality of having the means or skills to do something ability to - solve problems utilize one's learned skills and/or data, current knowledge, in solving problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to
• imagination the ability to form mental pictures of things or events Without emotions correct logical thinking would not be possible and what we call thinking is actually the imagination ; the imagination is what we use to perceive reality.
• source the place where something begins One should seek out info on critical thinking from many sources to help one with learning and understanding how to improve one's own learning skills.
• one smallest whole number or a numeral representing this number Logical fallacies, informal or formal, is when one uses incorrect argumentation, fallacies, in one 's reasoning resulting in flawed logic.
• think judge or regard; look upon; judge What is critical thinking ?
• prior earlier in time problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• multitude a large indefinite number problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• perceive become aware of through the senses Without emotions correct logical thinking would not be possible and what we call thinking is actually the imagination; the imagination is what we use to perceive reality.
• closing the act of closing something In closing ...
• practice a customary way of operation or behavior In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking, learning and practicing critical thinking.
• touching arousing affect Third party presentation touching on basic understandings of critical thinking.
• in general without distinction of one from others skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not one will greatly benefit overall from improving one's critical thinking ability in general
• video broadcasting visual images of stationary or moving objects In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking, learning and practicing critical thinking.
• closer (comparative of `near' or `close') within a shorter distance This has been a simple introduction to critical thinking and I hope this has been helpful in moving those who seek balance closer toward balance.
• acquired gotten through environmental forces - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not
• understand know and comprehend the nature or meaning of Third party presentation touching on basic understandings of critical thinking.
• emotion any strong feeling Without emotions correct logical thinking would not be possible and what we call thinking is actually the imagination; the imagination is what we use to perceive reality.
• teach impart skills or knowledge to - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught /learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not
• page one side of one leaf of a book or other document In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking, learning and practicing critical thinking.
• seeking the act of searching for something In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking , learning and practicing critical thinking.
• additional further or extra Additional understanding...
• speak use language - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not
• benefit something that aids or promotes well-being one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not one will greatly benefit
• use put into service Logical fallacies, informal or formal, is when one uses incorrect argumentation, fallacies, in one's reasoning resulting in flawed logic.
• reality the state of being actual Without emotions correct logical thinking would not be possible and what we call thinking is actually the imagination; the imagination is what we use to perceive reality .
• mass the property of a body that causes it to have weight - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not
• knowledge the result of perception, learning, and reasoning knowledge , in solving problems learn new skills and/or data, knowledge , and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them
• third one of three equal parts of a divisible whole Third party presentation touching on basic understandings of critical thinking.
• help give assistance; be of service helps with one's ability to - solve problems utilize one's learned skills and/or data, current knowledge, in solving problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills
• hence from that fact or reason or as a result - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence , whether one has acquired a mass amount of specific skills and/or data or not
• area the extent of a two-dimensional surface within a boundary problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• principle a basic generalization that is accepted as true Logic is the formal systematic study of the principles of valid inference and correct reasoning.
• needs in such a manner as could not be otherwise problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• moving in motion This has been a simple introduction to critical thinking and I hope this has been helpful in moving those who seek balance closer toward balance.
• continue keep or maintain in unaltered condition In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking, learning and practicing critical thinking.
• set put into a certain place or abstract location problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• greatly to an extraordinary extent or degree of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not one will greatly
• amount how much there is of something that you can quantify - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not
• wonderful extraordinarily good or great In the Presentation tab above on this page is a wonderful video introduction to critical thinking by a third party source that should hopefully inspire one to continue seeking, learning and practicing critical thinking.
• actually in fact Without emotions correct logical thinking would not be possible and what we call thinking is actually the imagination; the imagination is what we use to perceive reality.
• reason a logical motive for a belief or action Logic is the formal systematic study of the principles of valid inference and correct reasoning .
• touch make physical contact with, come in contact with Third party presentation touching on basic understandings of critical thinking.
• close at or within a short distance in space or time In closing ...
• party an occasion on which people gather to socialize and have fun Third party presentation touching on basic understandings of critical thinking.
• proper marked by suitability or rightness or appropriateness problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• above in or to a place that is higher set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers to one's problems Simply put - improving one's learning skills does all the above
• simply in a simple manner; without extravagance or embellishment and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers to one's problems Simply
• simple having few parts; not complex or complicated or involved This has been a simple introduction to critical thinking and I hope this has been helpful in moving those who seek balance closer toward balance.
• move change location This has been a simple introduction to critical thinking and I hope this has been helpful in moving those who seek balance closer toward balance.
• used previously owned by another It is basically learning skills used to improve one's thinking.
• study applying the mind to learning and understanding a subject Logic is the formal systematic study of the principles of valid inference and correct reasoning.
• used to in the habit It is basically learning skills used to improve one's thinking.
• outside the region that is outside of something - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not
• result something that follows as a consequence Logical fallacies, informal or formal, is when one uses incorrect argumentation, fallacies, in one's reasoning resulting in flawed logic.
• note a brief written record note that one's learned specific set of skills and/or data - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has
• answer a statement made to reply to a question or criticism problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• in that (formal) in or into that thing or place problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• hope the general feeling that some desire will be fulfilled This has been a simple introduction to critical thinking and I hope this has been helpful in moving those who seek balance closer toward balance.
• have possess, either in a concrete or an abstract sense problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• new not of long duration problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• call utter a sudden loud cry Without emotions correct logical thinking would not be possible and what we call thinking is actually the imagination; the imagination is what we use to perceive reality.
• able having the necessary means or skill to do something - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not
• possible capable of happening or existing Without emotions correct logical thinking would not be possible and what we call thinking is actually the imagination; the imagination is what we use to perceive reality.
• need require or want problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• present happening or existing now problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• general applying to all or most members of a category or group skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not one will greatly benefit overall from improving one's critical thinking ability in general
• out moving or appearing to move away from a place, especially one that is enclosed or hidden problems learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers
• not negation of a word or group of words - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one has acquired a mass amount of specific skills and/or data or not
• put cause to be in a certain state data, knowledge, and/or improve upon one's current set of skills and/or data help solve a multitude of problems in one's life without having prior experiance and/or skills and/or data in that specific area recognize when one doesn't have the proper skills and/or data to solve specific problems recognize when one needs to go and seek out new skills and/or data to solve a problem recognize flawed skills and/or data being presented before them seek out answers to one's problems Simply put
• also in addition also note that one's learned specific set of skills and/or data - does not speak of whether one used correct and/or flawed learning skills to learn the specific skills and/or data does not speak of whether one had the correct learning skills to recognize if the skills and/or data taught/learned were correct and/or flawed does not speak of whether one has the learning skills to be able to solve problems outside of one's current set of skills and/or data one has learned Hence, whether one

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Glossary of Critical Thinking Terms

accurate : Free from errors, mistakes, or distortion. Correct connotes little more than absence of error; accurate implies a positive exercise of one to obtain conformity with fact or truth; exact stresses perfect conformity to fact, truth, or some standard; precise suggests minute accuracy of detail. Accuracy is an important goal in critical thinking, though it is almost always a matter of degree. It is also important to recognize that making mistakes is an essential part of learning and that it is far better that students make their own mistakes, than that they parrot the thinking of the text or teacher. It should also be recognized that some distortion usually results whenever we think within a point of view or frame of reference. Students should think with this awareness in mind, with some sense of the limitations of their own, the text's, the teacher's, the subject's perspective. See perfections of thought. ambiguous : A sentence having two or more possible meanings. Sensitivity to ambiguity and vagueness in writing and speech is essential to good thinking. A continual effort to be clear and precise in language usage is fundamental to education. Ambiguity is a problem more of sentences than of individual words. Furthermore, not every sentence that can be construed in more than one way is problematic and deserving of analysis. Many sentences are clearly intended one way; any other construal is obviously absurd and not meant. For example, "Make me a sandwich." is never seriously intended to request metamorphic change. It is a poor example for teaching genuine insight into critical thinking. For an example of a problematic ambiguity, consider the statement, "Welfare is corrupt." Among the possible meanings of this sentence are the following: Those who administer welfare programs take bribes to administer welfare policy unfairly; Welfare policies are written in such a way that much of the money goes to people who don't deserve it rather than to those who do; A government that gives money to people who haven't earned it corrupts both the giver and the recipient. If two people are arguing about whether or not welfare is corrupt, but interpret the claim differently, they can make little or no progress; they aren't arguing about the same point. Evidence and considerations relevant to one interpretation may be irrelevant to others. analyze : To break up a whole into its parts, to examine in detail so as to determine the nature of, to look more deeply into an issue or situation. All learning presupposes some analysis of what we are learning, if only by categorizing or labeling things in one way rather than another. Students should continually be asked to analyze their ideas, claims, experiences, interpretations, judgments, and theories and those they hear and read. See elements of thought. argue : There are two meanings of this word that need to be distinguished: 1) to argue in the sense of to fight or to emotionally disagree; and 2) to give reasons for or against a proposal or proposition. In emphasizing critical thinking, we continually try to get our students to move from the first sense of the word to the second; that is, we try to get them to see the importance of giving reasons to support their views without getting their egos involved in what they are saying. This is a fundamental problem in human life. To argue in the critical thinking sense is to use logic and reason, and to bring forth facts to support or refute a point. It is done in a spirit of cooperation and good will. argument : A reason or reasons offered for or against something, the offering of such reasons. This term refers to a discussion in which there is disagreement and suggests the use of logic and the bringing forth of facts to support or refute a point. See argue. to assume : To take for granted or to presuppose. Critical thinkers can and do make their assumptions explicit, assess them, and correct them. Assumptions can vary from the mundane to the problematic: I heard a scratch at the door. I got up to let the cat in. I assumed that only the cat makes that noise, and that he makes it only when he wants to be let in. Someone speaks gruffly to me. I feel guilty and hurt. I assume he is angry at me, that he is only angry at me when I do something bad, and that if he's angry at me, he dislikes me. Notice that people often equate making assumptions with making false assumptions. When people say, "Don't assume", this is what they mean. In fact, we cannot avoid making assumptions and some are justifiable. (For instance, we have assumed that people who buy this book can read English.) Rather than saying "Never assume", we say, "Be aware of and careful about the assumptions you make, and be ready to examine and critique them." See assumption, elements of thought. assumption : A statement accepted or supposed as true without proof or demonstration; an unstated premise or belief. All human thought and experience is based on assumptions. Our thought must begin with something we take to be true in a particular context. We are typically unaware of what we assume and therefore rarely question our assumptions. Much of what is wrong with human thought can be found in the uncritical or unexamined assumptions that underlie it. For example, we often experience the world in such a way as to assume that we are observing things just as they are, as though we were seeing the world without the filter of a point of view. People we disagree with, of course, we recognize as having a point of view. One of the key dispositions of critical thinking is the on-going sense that as humans we always think within a perspective, that we virtually never experience things totally and absolutistically. There is a connection, therefore, between thinking so as to be aware of our assumptions and being intellectually humble. authority : 1) The power or supposed right to give commands, enforce obedience, take action, or make final decisions. 2) A person with much knowledge and expertise in a field, hence reliable. Critical thinkers recognize that ultimate authority rests with reason and evidence, since it is only on the assumption that purported experts have the backing of reason and evidence that they rightfully gain authority. Much instruction discourages critical thinking by encouraging students to believe that whatever the text or teacher says is true. As a result, students do not learn how to assess authority. See knowledge. bias : A mental leaning or inclination. We must clearly distinguish two different senses of the word ’’bias’’. One is neutral, the other negative. In the neutral sense we are referring simply to the fact that, because of one's point of view, one notices some things rather than others, emphasizes some points rather than others, and thinks in one direction rather than others. This is not in itself a criticism because thinking within a point of view is unavoidable. In the negative sense, we are implying blindness or irrational resistance to weaknesses within one's own point of view or to the strength or insight within a point of view one opposes. Fairminded critical thinkers try to be aware of their bias (in sense one) and try hard to avoid bias (in sense two). Many people confuse these two senses. Many confuse bias with emotion or with evaluation, perceiving any expression of emotion or any use of evaluative words to be biased (sense two). Evaluative words that can be justified by reason and evidence are not biased in the negative sense. See criteria, evaluation, judgment, opinion...... To read the full article, join the  Center for Critical Thinking Community Online ; you will find this article in the Libraries there. The Center for Critical Thinking Community Online is the world’s leading online community dedicated to teaching and advancing critical thinking. Featuring the world's largest library of critical thinking articles, videos, and books, as well as learning activities, study groups, and a social media component, this interactive learning platform is essential to anyone dedicated to developing as an effective reasoner in the classroom, in the professions, in business and government, and throughout personal life. Join the community and learn explicit tools of critical thinking. Back to top Have a thesis expert improve your writing Check your thesis for plagiarism in 10 minutes, generate your apa citations for free. Knowledge Base Working with sources What Is Critical Thinking? | Definition & Examples What Is Critical Thinking? | Definition & Examples Published on 25 September 2022 by Eoghan Ryan . Critical thinking is the ability to effectively analyse information and form a judgement. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources . Critical thinking skills help you to: Identify credible sources Evaluate and respond to arguments Assess alternative viewpoints Test hypotheses against relevant criteria Instantly correct all language mistakes in your text Be assured that you'll submit flawless writing. Upload your document to correct all your mistakes. Table of contents Why is critical thinking important, critical thinking examples, how to think critically, frequently asked questions. Critical thinking is important for making judgements about sources of information and forming your own arguments. It emphasises a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions. Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both. In an academic context, critical thinking can help you to determine whether a source: Is free from research bias Provides evidence to support its findings Considers alternative viewpoints Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media. The only proofreading tool specialized in correcting academic writing The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students. Correct my document today Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments. Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions. Academic examples However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyse the paper again, consulting the sources it cites. You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically. Nonacademic examples However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason. You revisit the original review article. You notice that the words ‘sponsored content’ appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent. There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need. However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information. When encountering information, ask: Who is the author? Are they an expert in their field? What do they say? Is their argument clear? Can you summarise it? When did they say this? Is the source current? Where is the information published? Is it an academic article? Is it a blog? A newspaper article? Why did the author publish it? What is their motivation? How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments? Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing: Am I only considering evidence that supports my preconceptions? Is my argument expressed clearly and backed up with credible sources? Would I be convinced by this argument coming from someone else? Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own. Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas. Critical thinking skills include the ability to: You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information. Ask questions such as: Who is the author? Are they an expert? How do they make their argument? Is it backed up by evidence? A credible source should pass the CRAAP test  and follow these guidelines: The information should be up to date and current. The author and publication should be a trusted authority on the subject you are researching. The sources the author cited should be easy to find, clear, and unbiased. For a web source, the URL and layout should signify that it is trustworthy. Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively. Being information literate means that you: Know how to find credible sources Use relevant sources to inform your research Understand what constitutes plagiarism Know how to cite your sources correctly Cite this Scribbr article If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator. Ryan, E. (2022, September 25). What Is Critical Thinking? | Definition & Examples. Scribbr. Retrieved 3 September 2024, from https://www.scribbr.co.uk/working-sources/critical-thinking-meaning/ Is this article helpful? Eoghan Ryan Other students also liked, how to paraphrase | step-by-step guide & examples, tertiary sources explained | quick guide & examples, how to quote | citing quotes in harvard & apa. Critical thinking definition Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics. Some even may view it as a backbone of modern thought. However, it's a skill, and skills must be trained and encouraged to be used at its full potential. People turn up to various approaches in improving their critical thinking, like: Developing technical and problem-solving skills Engaging in more active listening Actively questioning their assumptions and beliefs Seeking out more diversity of thought Opening up their curiosity in an intellectual way etc. Is critical thinking useful in writing? Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing: What information should be included? Which information resources should the author look to? What degree of technical knowledge should the report assume its audience has? What is the most effective way to show information? How should the report be organized? How should it be designed? What tone and level of language difficulty should the document have? Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic? Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it. Are there any services that can help me use more critical thinking? We understand that it's difficult to learn how to use critical thinking more effectively in just one article, but our service is here to help. We are a team specializing in writing essays and other assignments for college students and all other types of customers who need a helping hand in its making. We cover a great range of topics, offer perfect quality work, always deliver on time and aim to leave our customers completely satisfied with what they ordered. The ordering process is fully online, and it goes as follows: Select the topic and the deadline of your essay. 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Stanford Encyclopedia of Philosophy - Critical Thinking Internet Encyclopedia of Philosophy - Critical Thinking Monash University - Student Academic Success - What is critical thinking? Oklahoma State University Pressbooks - Critical Thinking - Introduction to Critical Thinking University of Louisville - Critical Thinking Recent News critical thinking , in educational theory, mode of cognition using deliberative reasoning and impartial scrutiny of information to arrive at a possible solution to a problem. From the perspective of educators, critical thinking encompasses both a set of logical skills that can be taught and a disposition toward reflective open inquiry that can be cultivated . The term critical thinking was coined by American philosopher and educator John Dewey in the book How We Think (1910) and was adopted by the progressive education movement as a core instructional goal that offered a dynamic modern alternative to traditional educational methods such as rote memorization. Critical thinking is characterized by a broad set of related skills usually including the abilities to break down a problem into its constituent parts to reveal its underlying logic and assumptions recognize and account for one’s own biases in judgment and experience collect and assess relevant evidence from either personal observations and experimentation or by gathering external information adjust and reevaluate one’s own thinking in response to what one has learned form a reasoned assessment in order to propose a solution to a problem or a more accurate understanding of the topic at hand Theorists have noted that such skills are only valuable insofar as a person is inclined to use them. Consequently, they emphasize that certain habits of mind are necessary components of critical thinking. This disposition may include curiosity, open-mindedness, self-awareness, empathy , and persistence. Although there is a generally accepted set of qualities that are associated with critical thinking, scholarly writing about the term has highlighted disagreements over its exact definition and whether and how it differs from related concepts such as problem solving . In addition, some theorists have insisted that critical thinking be regarded and valued as a process and not as a goal-oriented skill set to be used to solve problems. Critical-thinking theory has also been accused of reflecting patriarchal assumptions about knowledge and ways of knowing that are inherently biased against women. Dewey, who also used the term reflective thinking , connected critical thinking to a tradition of rational inquiry associated with modern science . From the turn of the 20th century, he and others working in the overlapping fields of psychology , philosophy , and educational theory sought to rigorously apply the scientific method to understand and define the process of thinking. They conceived critical thinking to be related to the scientific method but more open, flexible, and self-correcting; instead of a recipe or a series of steps, critical thinking would be a wider set of skills, patterns, and strategies that allow someone to reason through an intellectual topic, constantly reassessing assumptions and potential explanations in order to arrive at a sound judgment and understanding. In the progressive education movement in the United States , critical thinking was seen as a crucial component of raising citizens in a democratic society. Instead of imparting a particular series of lessons or teaching only canonical subject matter, theorists thought that teachers should train students in how to think. As critical thinkers, such students would be equipped to be productive and engaged citizens who could cooperate and rationally overcome differences inherent in a pluralistic society. Beginning in the 1970s and ’80s, critical thinking as a key outcome of school and university curriculum leapt to the forefront of U.S. education policy. In an atmosphere of renewed Cold War competition and amid reports of declining U.S. test scores, there were growing fears that the quality of education in the United States was falling and that students were unprepared. In response, a concerted effort was made to systematically define curriculum goals and implement standardized testing regimens , and critical-thinking skills were frequently included as a crucially important outcome of a successful education. A notable event in this movement was the release of the 1980 report of the Rockefeller Commission on the Humanities that called for the U.S. Department of Education to include critical thinking on its list of “basic skills.” Three years later the California State University system implemented a policy that required every undergraduate student to complete a course in critical thinking. Critical thinking continued to be put forward as a central goal of education in the early 21st century. Its ubiquity in the language of education policy and in such guidelines as the Common Core State Standards in the United States generated some criticism that the concept itself was both overused and ill-defined. In addition, an argument was made by teachers, theorists, and others that educators were not being adequately trained to teach critical thinking. mySmowltech Critical thinking: definition and how to improve its skills Recruitment Discover our proctoring plans Receive an ebook on proctoring solutions. SMOWL is the most complete and customizable proctoring software. Recent posts HR technology trends: the future landscapes Ghosting after interviews: tips and ideas to avoid it Proctoring and sustainability: A Winning team Critical thinking is based on the observation and analysis of facts and evidences to return rational, skeptical and unbiased judgments.    This type of thinking involves a series of skills that can be created but also improved, as we will see throughout this article in which we will begin by defining the concept and end with tips to build and improve the skills related to critical thinking. What is critical thinking? Critical thinking is a discipline based on the ability of people to observe, elucidate and analyze information, facts and evidences in order to judge or decide if it is right or wrong. It goes beyond mere curiosity, simple knowledge or analysis of any kind of fact or information. People who develop this type of outlook are able to logically connect ideas and defend them with weighty opinions that ultimately help them make better decisions. How to build and improve critical thinking skills? Building and improving critical thinking skills involves focusing on a number of abilities and capacities . To begin the critical thinking process all ideas must be open and all options must be understood as much as possible. Even the dumbest or craziest idea can end up being the gateway to the most intelligent and successful conclusion. The problem with having an open mind is that it is the most difficult path and often involves a greater challenge and effort. It is well known that the easy thing to do is to go with the obvious and the commonly accepted but this has no place in critical thinking. By contrast, it is helpful not to make hasty decisions and to weigh the problem in its entirety after a first moment of awareness. Finally, practicing active listening will help you to receive feedback from others and to understand other points of view that may help you as a reference. Impartiality An important point in the critical thinking process is the development of the ability to identify biases and maintain an impartial view in evaluations. To improve this aspect it is advisable to have tools to be able to identify and recognize the prejudices and biases you have and try to leave them completely aside when thinking about the solution. Subscribe today to SMOWL’s weekly newsletter! Discover the latest trends in eLearning, technology, and innovation, alongside experts in assessment and talent management. Stay informed about industry updates and get the information you need. Simply fill out the form and stay up-to-date with everything relevant in our field. Observation Observation allows you to see each and every detail , no matter how small, subtle or inconsequential they may be or seem to be. Behind the superficial information hides a universe of data, sources and experiences that help you make the best decision. One of the pillars of critical thinking is objectivity. This forces you to base your value judgments on established facts that you will have gathered after a correct research process.  At this point in the process you should also be clear about the influencing factors to be taken into account and those that can be left out. Remember that your research is not only about gathering a good amount of information that puts the maximum number of options, variables or situations on the table.  For the information to be of quality, it must be based on reliable and trustworthy sources. If the information you have to collect is based on the comments and opinions of third parties, try to exercise quality control but without interference.  To do this, ask open-ended questions that bring all the nuances to the table and at the same time serve to sift out possible biases. With the research process completed, it is time to analyze the sources and information gathered. At this point, your analytical skills will help you to discard what does not conform to unconventional thinking, to prioritize among the information that is of value, to identify possible trends and to draw your own conclusions. One of the skills that characterize a person with critical thinking is their ability to recognize patterns and connections between all the pieces of information they handle in their research. This allows them to draw conclusions of great relevance on which to base their predictions with weighty foundations. Analytical thinking is sometimes confused with critical thinking. The former only uses facts and data, while the latter incorporates other nuances such as emotions, experiences or opinions. One of the problems with critical thinking is that it can be developed to infinity and beyond. You can always keep looking for new avenues of investigation and new lines of argument by stretching inference to limits that may not be necessary. At this point it is important to clarify that inference is the process of drawing conclusions from initial premises or hypotheses. Knowing when to stop the research and thinking process and move on to the next stage in which you put into practice the actions considered appropriate is necessary. Communication The information you collect in your research is not top secret material. On the contrary, your knowledge sharing with other people who are involved in the next steps of the process is so important. Think that your analytical ability to extract the information and your conclusions can serve to guide others . Problem solving It is important to note at this point that critical thinking can be aimed at solving a problem but can also be used to simply answer questions or even to identify areas for improvement in certain situations.  At Smowltech, our proctoring plans help with the creation of objective, respectful and innovative exchange and evaluation spaces.Request us a free demo in which we display all the remote supervision solutions we can offer you, as personalized and detailed reports on remote activities’ progress. Download now! 8 interesting about proctoring Discover everything you need about online proctoring in this book to know how to choose the best software. Fill out the form and download the guide now. And subscribe to the weekly SMOWL newsletter to get exclusive offers and promotions . You will discover all the trends in eLearning, technology, innovation, and proctoring at the hands of evaluation and talent management experts . Discover how SMOWL works Register in mySmowltech indicating your LMS. Check your email and follow the steps to integrate the tool. Enjoy your free trial of 25 licenses. Request a free demo with one of our experts In addition to showing you how SMOWL works, we will guide and advise you at all times so that you can choose the plan that best suits your company or institution. Copyright © 2024 all rights reserved SMOWLTECH Write below what you are looking for Introduction to Critical Thinking Skills First Online: 04 September 2024 Cite this chapter K. Venkat Reddy 3 & G. Suvarna Lakshmi 4   This chapter contains summaries of six articles that are machine generated. The summaries discuss the multitude ways in which the field of critical thinking has been understood and defined. Mostly the summaries included in the chapter project the view that critical thinking is all about certain cognitive abilities belonging to the higher order of thinking. The first summary explains the definition of critical thinking using a meta-level approach; it uses this approach because the problem of defining critical thinking is a meta-problem. The authors argue that the definitions proposed earlier were either subject-specific or skill-specific resulting in definitions that are neither universally applicable nor acceptable. The authors therefore have attempted to propose an approach that has three proper criteria that the definition should satisfy. They are: (1) rely on criteria, (2) self-correcting, and (3) sensitive to context. The summary of the second article on the skills required for the twenty-first-century education is based on the lists of skills proposed by various bodies that are broadly categorized as productive, critical, and creative thinking along with digital skills. The author proposes that the curriculum should incorporate skills that are required as per the current pace of change and the need of the hour. This is a preview of subscription content, log in via an institution to check access. Access this chapter Institutional subscriptions McPeck, J. (1981). Critical thinking and education . St. Martin’s Press. Google Scholar   Ennis, R. (1987). A conception of critical thinking—With some curriculum suggestions. APA Newsletter on Teaching Philosophy Summer , 1–5. Ennis, R. (1989). Critical thinking and subject-specificity: Clarification and needed research. Educational Researcher, 18 , 4–10. Article   Google Scholar   Paul, R. (1995). Critical thinking: How to prepare students for a rapidly changing world . Foundation for Critical Thinking. Lipman, M. (1988). Critical thinking: What can it be? Educational Leadership, 46 (September), 38–43. Burkhardt, G., Monsour, M., Valdez, G., Gunn, C., Dawson, M., Lemke, C., & Martin, C. (2003). EnGauge 21st century skills: Literacy in the digital age . 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McPeck, J. E. (1990). Teaching critical thinking . Chapman and Hall. Norris, S. P. (1985). Synthesis of research on critical thinking. Educational Leadership, 42 (8), 40–45. Cottrell, S. (2005). Critical thinking skills: Developing effective analysis and argument . Palgrave Macmillan. Novak, J., & Gowin, D. (1984). Learning how to learn . Cambridge University Press. Book   Google Scholar   Heritage, M. (2008). Learning progressions: Supporting instruction and formative assessment . Council of Chief State School Officers. UNESCO IBE. (2013b). Statement on learning in the post-2015 education and development agenda . UNESCO IBE. UNESCO IBE [International Bureau of Education]. (2013a). Key curricular and learning issues in the post-2015 education and development agenda. Document prepared for the UNESCO IBE international experts’ meeting, 23–25 September, Geneva. UNESCO IBE. U. S. Office of Education. (1991). America 2000: An education strategy . U. S. Government Printing Office. Ennis, R. (1996). Critical thinking . Prentice-Hall. Bailin, S., & Battersby, M. (2010). Reason in the balance: An inquiry approach to critical thinking . McGraw-Hill Ryerson. Capon, N., & Kuhn, D. (2004). What’s so good about problem-based learning? Cognition and Instruction, 22 (1), 61–79. Pease, M., & Kuhn, D. (2011). Experimental analysis of the effective components of problem-based learning. Science Education, 95 , 57–86. Wirkala, C., & Kuhn, D. (2011). Problem-based learning in K-12 education: Is it effective and how does it achieve its effects? American Educational Research Journal, 48 , 1157–1186. Ennis, R. (1984). Problems in testing informal logic, critical thinking, reasoning ability. Inf Logic, 6 , 3–9. Ennis, R. (2003). Critical thinking assessment. In D. Fasko (Ed.), Critical thinking and reasoning: Current theories, research, and practice . Hampton. Ennis, R. (2008). Nationwide testing of critical thinking for higher education: Vigilance required. Teaching Philosophy, 31 (1), 1–26. Ennis, R. (2009). Investigating and assessing multiple-choice critical thinking tests. In J. Sobocan & L. Groarke (Eds.), Critical thinking education and assessment: Can higher order thinking be tested? Althouse. Ennis, R., & Norris, S. (1990). Critical thinking assessment: Status, issues, needs. In S. Legg & J. Algina (Eds.), Cognitive assessment of language and math outcomes . Ablex. Fisher, A., & Scriven, M. (1997). Critical thinking: Its definition and assessment . Edgepress. Norris, S., & Ennis, R. (1989). Evaluating critical thinking . Midwest Publications. Groarke, L. (2009). What’s wrong with the California critical thinking skills test? CT testing and accountability. In J. Sobocan & L. Groarke (Eds.), Critical thinking education and assessment: Can higher order thinking be tested? Althouse Press. Possin, K. (2008). A field guide to critical thinking assessment. Teaching Philosophy, 31 (3), 201–228. Possin K (2013a) A serious flaw in the collegiate learning assessment [CLA] test. Inf Log 33(3):390–405. Also posted in Italian at http://unibec.wordpress.com/2013/05/13/un-grave-difetto-del-test-colligiate-learning-assessment-cla/ Possin, K. (2013b). Some problems with the Halpern critical thinking assessment [HCTA] test. Inquiry, 28 (3), 4–12. Possin, K. (2013c). A fatal flaw in the collegiate learning assessment test. Assessment Update, 25 (1), 8–11. Possin, K. (2014). Critique of the Watson-Glaser critical thinking appraisal test: The more you know, the lower your score. Inf Log, 34 (4), 393–416. Sobocan, J., & Groarke, L. (Eds.). (2009). Critical thinking education and assessment: Can higher order thinking be tested? Althouse. Pascarella, E., & Terenzini, P. (2005). How college affects students: Findings and insights from twenty years of research, vol 2: A third decade of research . Jossey Bass. Solon, T. (2007). Critical thinking infusion and course content learning in introductory psychology. Journal of Instructional Psychology, 34 (2), 95–109. Johnson, R. H., & Hamby, B. (2015). A meta-level approach to the problem of defining ‘critical thinking’. Argumentation, 29 , 417–430. https://doi.org/10.1007/s10503-015-9356-4 Higgins, S. (2014). Critical thinking for 21 st -century education: A cyber-tooth curriculum? Prospects, 44 , 559–574. https://doi.org/10.1007/s11125-014-9323-0 Battersby, M., & Bailin, S. (2011). Critical inquiry: Considering the context. Argumentation, 25 , 243–253. https://doi.org/10.1007/s10503-011-9205-z Yu, K.-C., Lin, K.-Y., & Fan, S.-C. (2014). An exploratory study on the application of conceptual knowledge and critical thinking to technological issues. International Journal of Technology and Design Education, 25 , 339–361. https://doi.org/10.1007/s10798-014-9289-5 Acedo, C., & Hughes, C. (2014). Principles for learning and competences in the 21st-century curriculum. Prospects, 44 , 503–525. https://doi.org/10.1007/s11125-014-9330-1 Ennis, R. H. (2016). Critical thinking across the curriculum: A vision. Topoi, 37 , 165–184. https://doi.org/10.1007/s11245-016-9401-4 Download references Author information Authors and affiliations. Department of Training and Development, The English and Foreign Languages University, Hyderabad, Telangana, India K. Venkat Reddy Department of English Language Teaching, The English and Foreign Languages University, Hyderabad, Telangana, India G. Suvarna Lakshmi You can also search for this author in PubMed   Google Scholar Editor information Editors and affiliations. Department of English Language Teaching, English and Foreign Languages University, Hyderabad, Telangana, India Rights and permissions Reprints and permissions Copyright information © 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG About this chapter Reddy, K.V., Lakshmi, G.S. (2024). Introduction to Critical Thinking Skills. In: Reddy, K.V., Lakshmi, G.S. (eds) Critical Thinking for Professional and Language Education. Springer, Cham. https://doi.org/10.1007/978-3-031-37951-2_1 Download citation DOI : https://doi.org/10.1007/978-3-031-37951-2_1 Published : 04 September 2024 Publisher Name : Springer, Cham Print ISBN : 978-3-031-37950-5 Online ISBN : 978-3-031-37951-2 eBook Packages : Education Education (R0) Share this chapter Anyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. Provided by the Springer Nature SharedIt content-sharing initiative Publish with us Policies and ethics Find a journal Track your research Help Center Synonyms for Critical thinking 1 169 other terms for critical thinking - words and phrases with similar meaning. 419 IMAGES How to Improve Critical Thinking Ultimate Critical Thinking Cheat Sheet Critical Thinking Definition, Skills, and Examples Word cloud Diagram of Critical Thinking Skills with Keywords. EPS 10 Stock Vector Critical Thinking Skills VIDEO SIMPLE LIVING HIGH THINKING #shorts #youtubeshorts #art #drawing Sharpen Your Mind: The Ultimate Riddle Challenge!#riddles #shorts Boost Your Brainpower with Fun Riddles! #riddles Daily use 5 English words #6 #EnglishThinkers12 #easyspokenenglishintelugu #english #viral shorts Positive Thinking Test Your English Grammar Skills #shorts #viralvideo #trending COMMENTS What Is Critical Thinking? Critical thinking is the ability to effectively analyze information and form a judgment. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Evaluate and respond to arguments. What Are Critical Thinking Skills and Why Are They Important? Critical thinking skills are used every day in a myriad of ways and can be applied to situations such as a CEO approaching a group project or a nurse deciding in which order to treat their patients. ... A video is not exactly relevant at this time. So, the teacher decides to play a simple word association game. Scenarios like this happen every ... 41+ Critical Thinking Examples (Definition + Practices) There are many resources to help you determine if information sources are factual or not. 7. Socratic Questioning. This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic. Critical Thinking Critical thinking plays a vital role in various aspects of life, including education, personal and professional relationships, problem-solving, decision-making, and understanding complex issues. It enables individuals to think independently, make informed judgments, evaluate the reliability of information, and develop well-reasoned arguments. Critical Thinking Definition, Skills, and Examples Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings. Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful ... Critical Thinking Critical thinking means making reasoned judgments that are logical and well-thought out. It is a way of thinking in which you don't simply accept all arguments and conclusions you are exposed to ... What is Critical Thinking? Critical thinking is the identification and evaluation of evidence to guide decision making. A critical thinker uses broad in-depth analysis of evidence to make decisions and communicate his/her beliefs clearly and accurately. Other Definitions of Critical Thinking:Robert H. Ennis, Author of The Cornell Critical Thinking Tests "Critical thinking is reasonable, reflective thinking that is Critical Thinking: Definition, Examples, & Skills The exact definition of critical thinking is still debated among scholars. It has been defined in many different ways including the following: . "purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or ... What Is Critical Thinking? Critical thinking is the process of analyzing information logically and overcoming assumptions, biases, and logical fallacies. Developing critical thinking skills allows us to evaluate information as objectively as possible and reach well-founded conclusions. When researching a political candidate you support, you find an article criticizing ... Critical thinking Definition & Meaning The meaning of CRITICAL THINKING is the act or practice of thinking critically (as by applying reason and questioning assumptions) in order to solve problems, evaluate information, discern biases, etc.. How to use critical thinking in a sentence. Definition and Examples of Critical Thinking Developing our critical thinking skills, therefore, requires an understanding of the ways in which words can (and often fail to) express our thoughts." (William Hughes and Jonathan Lavery, Critical Thinking: An Introduction to the Basic Skills, 4th ed. Broadview, 2004) Dispositions That Foster or Impede Critical thinking What is critical thinking? Critical thinking is a kind of thinking in which you question, analyse, interpret, evaluate and make a judgement about what you read, hear, say, or write. The term critical comes from the Greek word kritikos meaning "able to judge or discern". Good critical thinking is about making reliable judgements based on reliable information. Critical Thinking: Explanation and Examples Example 1. Although video games are sometimes simply a passive way to enjoy yourself, they sometimes rely on critical thinking skills. This is particularly true of puzzle games and role playing games (RPGs) that present your character with puzzles at critical moments. For example, at one stage in the classic RPG Neverwinter Nights, your ... 13 Examples of Critical Thinking in the Workplace 7. Optimizing processes for efficiency. Critical thinking examples in the workplace clearly show how teams can improve their processes. Customer service. Imagine a company that sells gadgets. When customers have problems, the customer service team reads their feedback. Our Conception of Critical Thinking Critical thinking is 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, as well as a commitment to overcome our native egocentrism and sociocentrism. To Analyze ... 7 Puzzles to Challenge Your Critical Thinking First, consider the five words below: Cruise ship. Bicycle. Airplane. Walking on foot. Automobile (not a race car) Now, put them in order from the slowest to the fastest, when they are going at ... 6 Main Types of Critical Thinking Skills (With Examples) Critical thinking skills examples. There are six main skills you can develop to successfully analyze facts and situations and come up with logical conclusions: 1. Analytical thinking. Being able to properly analyze information is the most important aspect of critical thinking. This implies gathering information and interpreting it, but also ... Critical Thinking basically. in essence; at bottom or by one's (or its) very nature. It is basically learning skills used to improve one's thinking. seek. try to locate, discover, or establish the existence of. problems. learn new skills and/or data, knowledge, and/or improve upon one's current set of skills and/or data. Glossary of Critical Thinking Terms Foundation for Critical Thinking. PO Box 31080 • Santa Barbara, CA 93130 . Toll Free 800.833.3645 • Fax 707.878.9111. [email protected] What Is Critical Thinking? Critical thinking is the ability to effectively analyse information and form a judgement. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Using Critical Thinking in Essays and other Assignments Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process ... Critical thinking Theorists have noted that such skills are only valuable insofar as a person is inclined to use them. Consequently, they emphasize that certain habits of mind are necessary components of critical thinking. This disposition may include curiosity, open-mindedness, self-awareness, empathy, and persistence. Although there is a generally accepted set of qualities that are associated with critical ... Critical thinking: definition and how to improve its skills Critical thinking is based on the observation and analysis of facts and evidences to return rational, skeptical and unbiased judgments. This type of thinking involves a series of skills that can be created but also improved, as we will see throughout this article in which we will begin by defining the concept and end with tips to build and improve the skills related to critical thinking. Introduction to Critical Thinking Skills Ennis, R. (1989). Critical thinking and subject-specificity: Clarification and needed research. Educational Researcher, 18, 4-10. Article Google Scholar Paul, R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Foundation for Critical Thinking. Google Scholar Lipman, M. (1988). Critical Thinking synonyms 1 169 other terms for critical thinking- words and phrases with similar meaning assignment essay homework paper phd report resume review speech thesis