Critical
thinking
essentials
Critical Thinking
“Good” thinking is an important element of life
success in the information age (Huitt, 1993;
Thomas & Smoot, 1994).
This presentation will present a brief overview of
what we know about critical thinking.
Huitt, W. (1995). Success in the information age: A paradigm shift. Valdosta,
GA: Valdosta State University. Based on a background paper developed for a
workshop presentation at the Georgia Independent School Association,
Atlanta, Georgia, November 6.
Thomas, G., & Smoot, G. (1994, February/March ). Critical thinking: A
vital work skill. Thrust for Educational Leadership, 23, 34-38.
Definitions of Critical Thinking
The definition of critical thinking has
changed somewhat over the last decade:
...the ability to analyze facts, generate
and organize ideas, defend opinions,
make comparisons, draw inferences,
evaluate arguments and solve problems
(Chance,1986, p. 6)
Chance, P. (1986). Thinking in the classroom: A survey of programs.
New York: Teachers College, Columbia University.
Definitions of Critical Thinking
The definition of critical thinking has
changed somewhat over the last decade:
...a way of reasoning that demands
adequate support for one's beliefs and
an unwillingness to be persuaded unless
support is forthcoming (Tama, 1989, p.
64)
Tama, C. (1989). Critical thinking has a place in every
classroom. Journal of Reading, 33, 64-65.
Definitions of Critical Thinking
The definition of critical thinking has
changed somewhat over the last decade:
...a conscious and deliberate process which
is used to interpret or evaluate information
and experiences with a set of reflective
attitudes and abilities that guide thoughtful
beliefs and actions (Mertes,1991, p.24)
Mertes, L. (1991). Thinking and writing. Middle School Journal, 22,
24-25.
Definitions of Critical Thinking
The definition of critical thinking has
changed somewhat over the last decade:
...the intellectually disciplined process of actively
and skillfully conceptualizing, applying,
analyzing, synthesizing, and/or evaluating
information gathered from, or generated by,
observation, experience, reflection, reasoning, or
communication, as a guide to belief and action
(Scriven & Paul, 1992)
Scriven, M., & Paul, R. (1992, November). Critical thinking defined.
Handout given at Critical Thinking Conference, Atlanta, GA.
Definitions of Critical Thinking
The definition of critical thinking has
changed somewhat over the last decade:
reasonable reflective thinking focused on
deciding what to believe or do (Ennis,
1992).
Ennis, R. (1992). Critical thinking: What is it? Proceedings of the
Forty-Eighth Annual Meeting of the Philosophy of Education Society
Denver, Colorado, March 27-30.
Contributions to Critical Thinking
A variety of groups have made a contribution to
our understanding of critical thinking:
• Cognitive psychology
• Philosophy
• Behavioral psychology
• Content specialists
KEYS TO ACADEMIC SUCCESS
 Critical thinking skills are vital
to well-educated individuals
and acquiring this ability
should be one of your most
important goals inside and
outside the class room.
KEYS TO ACADEMIC SUCCESS
 A broad framework of
intellectual rigor is called
critical thinking.
KEYS TO ACADEMIC SUCCESS
 Critical thinking skills enable
people to evaluate, compare,
analyze, critique, and
synthesize information.
KEYS TO ACADEMIC SUCCESS
 Knowledge is not a collection
of facts, but rather an ongoing
process of examining
information, evaluating that
information, and adding it to
your understanding of the
world.
KEYS TO ACADEMIC SUCCESS
 Critical thinkers know to keep
an open mind- and frequently
end by changing their views
based on new knowledge.
KEYS TO ACADEMIC SUCCESS
You should attempt to consider
alternate positions and theories,
to participate in class discussions
and debates, to interpret what
you read and learn, and learn to
form your own logical, informed
views, even if they are counter to
the prevailing views of the
moment.
EXAMPLES OF NON-CRITICAL
THINKING
 “I never heard of that before so it
must not be true.”
 “I don’t believe it, therefore it isn’t
true.”
 “That’s not my opinion, so it can’t
be right.”
KEYS TO ACADEMIC SUCCESS
 QUESTIONS TO ASK IN
MAKING CRITICAL
EVALUATIONS ABOUT ISSUES
OR ANY ACADEMIC TOPIC:
KEYS TO ACADEMIC SUCCESS
 1. What data are presented?
 2. What conclusions are
presented, and how are they
organized (as tentative
hypotheses or as more
dogmatic assertions)?
KEYS TO ACADEMIC SUCCESS
 3. Are these views the
individual opinions of the
authors, or are they supported
by a larger body of research?
 4. What are the research
findings? Are they adequately
documented?
KEYS TO ACADEMIC SUCCESS
 5. Is the information
consistent with information
that you already possess? If
not, can the inconsistencies be
explained?
KEYS TO ACADEMIC SUCCESS
 6. Are the conclusions
(hypotheses) testable? How
might one go about testing the
various hypotheses that are
presented?
KEYS TO ACADEMIC SUCCESS
 7. If presentation of new
research findings is at odds
with previous hypotheses (or
theories), must these
hypotheses now be modified
(or completely rejected)?
KEYS TO ACADEMIC SUCCESS
 8. What were/are the biases
of the time when the research
was conducted?
 9. Are these likely to affect
what was/is studied and how
it was/is interpreted?
KEYS TO ACADEMIC SUCCESS
 10. How do your own personal
views bias you in interpreting
the results?
 11. Once you have identified
your own biases, are you able
to set them aside so as to
evaluate the information
objectively?
KEYS TO ACADEMIC SUCCESS
 12. Are you able to discuss
both the pros and cons of a
scientific topic in an
evenhanded manner?
KEYS TO ACADEMIC SUCCESS
 What if you are a poet and not
interested in science?
 Critical thinking skills are used
in every life endeavor, work
and leisure.
KEYS TO ACADEMIC SUCCESS
Those who know
how to research
the “truth” and
substantiate their
ideas will succeed
over those who
lack these skills.
KEYS TO ACADEMIC SUCCESS
A final word of wisdom
for critical thinkersWhat people think about
things depends on where
they are sitting.
Comparing Bloom’s Taxonomy
to Critical Thinking
Bloom’s taxonomy of the cognitive domain:
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D.
(1956). Taxonomy of educational objectives: The classification of
educational goals. Handbook I: Cognitive Domain. New York:
Longmans Green.
Comparing Bloom’s Taxonomy
to Critical Thinking
Creative Thinking
Critical Thinking
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Comparing Bloom’s Taxonomy
to Critical Thinking
Huitt’s (1992) classification of problem-solving
techniques:
• Critical thinking--linear and serial, more
structured, more rational and analytical,
and more goal-oriented
• Creative thinking--holistic and parallel,
more emotional and intuitive, more
creative, more visual, and more tactual/
kinesthetic
Huitt, W. (1992). Problem solving and decision making: Consideration
of individual differences using the Myers-Briggs Type Indicator.
Journal of Psychological Type, 24, 33-44.
Comparing Bloom’s Taxonomy
to Critical Thinking
Springer & Deutsch’s (1993) classification of
brain-lateralization dominance:
• Left brain thinking--analytic, serial,
logical, objective
• Right brain thinking--global, parallel,
emotional, subjective
Springer, S., & Deutsch, G. (1993). Left brain, right brain (4th ed.).
New York: W. H. Freeman and Co.
Problems With Prior Definitions
All “good” thinking labeled as critical
thinking
Confuses attitudes and dispositions towards
thinking with actual thinking process
Proposed Definition
Ennis’ (1992) definition comes closest to useful
generic definition
Proposed definition aligns with Bloom’s level
of evaluation
Critical thinking is the disciplined
mental activity of evaluating arguments
or propositions and making judgments
that can guide the development of beliefs
and taking action.
Proposed Definition
Critical thinking must be contrasted with
non-critical thinking:
• Habitual thinking
• Brainstorming
• Creative thinking
• Prejudicial thinking
• Emotive thinking
Critical Thinking Program
A complete critical thinking program will deal
with each of the components in the model:
• Declarative knowledge
• Procedural knowledge
• Memory of images or visualizations
• Attitudes
• Process of critical thinking
• Conation
• Overt behavior and using feedback
Why Critical Thinking
“It is human irrationality, not a lack of
knowledge that threatens human potential”
(Nickerson cited in Kurfiss, 1986).
Benefits of thinking critically
 Students are able to raise vital questions and
problems, as well as formulate and present them
clearly
 Students can gather and assess information and
interpret it effectively
 Students can reach well-reasoned conclusions
and solutions to problems while testing them
against relevant criteria and standards
 Students can be open-minded
 Students can clearly communicate ideas,
positions, and solutions to others
Novice Vs.
Expert Thinker
 Expert thinkers
– Quickly identify relevant information
– Can formulate a solution with “sketchy” information
 Novice thinkers
– Consider all information equally important
– Develop hypothesis, test hypothesis
– Cannot focus on central issues
What is Critical Thinking?
A reasoned, purposive, and introspective
approach to solving problems or
addressing questions with incomplete
evidence and information and for which
an incontrovertible solution is unlikely.
Rudd & Baker, 1999
The Critical / Creative Thinking
Bridge
Application
Comprehension
Knowledge
Evaluation
Synthesis
Analysis
Decision Making
Problem Solving
Concept attainment
Critical thinking dispositions
 Engagement
– Looking for opportunities to use reasoning
– Anticipating situations that require reasoning
– Confident in reasoning ability
 Innovativeness
– Intellectually curious
– Wants to know the truth
 Cognitive maturity
– Aware that real problems are complex
– Open to other points of view
– Aware of biases and predispositions
Critical Thinking
skills and sub-skills
 Interpretation – categorization, decoding,
clarifying meaning
– Notes, matrices, charts, patient history
 Analysis – examining ideas, identifying
arguments, analyzing arguments
– Elements of reasoning, listening, data
 Evaluation – assessing claims, assessing
arguments
– Questioning, credibility, reasonableness, trust
Critical thinking
skills and sub-skills
 Inference – querying claims, conjecturing
alternatives, drawing conclusions
– Problem solving, decision making, differential,
diagnosis
 Explanation – stating results, justifying
procedures, presenting arguments
– Elements of reasoning, stating the case, clarity
 Self-regulation – self examination, self
correction
– Self critique, questioning, changing, recognizing
personal errors in thinking
Conclusion /
Implications /
Consequences
Points of
View
Concepts /
Theories
Information /
Facts / Data
Assumptions
Data
Interpretation
Purpose / objective
 We should reason to address an end,
achieve an objective, or meet a need
 The purpose must be clear for good
reasoning to occur
 The purpose should be meaningful, not
trivial
 The purpose should be achievable
Information / facts / data
 Relevant evidence should be provided
 Evidence should be reliable and true
 Evidence should be reported clearly
 All data should be considered
 Adequate data to address the purpose
Assumptions
 The starting point for reasoning
 All reasoning takes some things for granted
– the purpose is good
– the problem is solvable
– the resources are available
 Assumptions should be clearly stated and
be justifiable
Data interpretation
 Because we know “X” we can infer “Y”
 Putting together data points to clarify your
proposed answer or justify your position
 Need to be consistent, deep, and clear
Concepts and theories
 Using concepts and theories in the
discipline to solve disciplinary problems
 Requires a deep understanding of concepts,
theories, rules, and axioms
 Must use relevant concepts and theories
Points of view
 Understanding and articulating your point
of view
– how was it developed
– does it make sense
 Acknowledging that similar and opposing
points of view exist
 Understanding and discussing opposing
points of view
Conclusions / implications /
consequences
 Reasoning should lead somewhere!
 What are the consequences or implications
of our reasoning?
 What will happen if we take the course of
action suggested?
 Are the implications, conclusions, and
consequences realistic / valid?
Universal Intellectual Standards
 Clear: If a statement is unclear we cannot
evaluate its fit with the other standards.
 Accurate: Accuracy = TRUTH. Is it true?
 Precise: Is there enough detail to
completely understand the statement.
 Relevant: Is the information connected to
the question at hand?
Universal Intellectual Standards
 Depth: Does the statement, fact, etc.
address the complexity of the issue?
 Breadth: Are there other points of view or
other ways to consider this question? Are
you considering the key factors?
 Logic: Does it make sense? Can you make
that conclusion based on the information
and evidence?
Assumption into question
 ASSUMPTION: Agriculture teachers
make low salaries.
–
–
–
–
Do you think this is true / false / other ?
How important is this assumption to YOU (1-5)
Why is it important to you?
Write two - three questions that you can generate
from this assumption.
– Which questions are realistic to answer?
– Develop and implement a plan to answer the vital
questions
Socratic Discussion
Conflicting views – How does the student’s
thinking conflict with other points of view?
Origin or Source –
How did the student
Arrive at this point
Of view?
Student’s
Point of
view
Implications and
Consequences –
What follows from
This point of
View?
Support. Reasons, Evidence, and Assumptions –
Can the student support the point of view with
Reasons and / or evidence?
Pitfalls…
 Teaching for critical thinking takes more
time to prepare
 Teaching for critical thinking will reduce
the amount of “material” covered
 Teaching for critical thinking is not
popular with students in the beginning
 BUT…
Resources
 Criticalthinking.ifas.ufl.edu
 Biotechcriticalthinking.ifas.ifl.edu