Critical thinking

Are you interested in contributing to HLWIKI International – hlwiki.ca? contact: dean.giustini@ubc.ca To browse other articles on a range of HSL topics, see the A-Z index. Last Update 17 June 2013 Introduction See also Critical appraisal | Paulo Freire | Journal clubs | Occam's razor | Research Portal for Academic Librarians | Teaching library users "...critical thinking is an intellectually disciplined process of actively 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. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness." — Foundation for critical thinking Critical thinking is a cultivated ability to critically evaluate ideas (especially in academia) through the use of questioning, reasoning and reflective techniques. Critical thinking gives due consideration to the evaluation of evidence, context and other salient issues. Moreover, the process should promote the adoption of rational views based on balanced or reasoned conclusions. Although critical thinking should provide room for adjustment to one's position, some disagreements will nonetheless occur between critical thinkers. In any case, critical thinking asks its proponents to employ logic and intellectual criteria such as clarity, accuracy, relevance, depth, breadth, significance and fairness. Fisher & Scriven define critical thinking as "...the skilled, active, interpretation and evaluation of observations, communications, information and argumentation." Moore defines it as the careful determination of whether one will accept, reject or suspend judgment about a claim or argument. In contemporary use "critical" has the connotation of expressing disapproval but this is not necessarily the case with critical thinking. The critical evaluation of a paper, for example, might conclude that its ideas and conclusions are expressed reasonably well despite elements which do not hold up to close scrutiny. See also Lai E. Critical thinking: a literature review. Research Report, 2011 Developing critical thinking processes Open-ended questions to trigger thinking Reading and reflecting on ideas are two critical activities in learning how to think. However, research indicates that teachers do not spend enough time in their classrooms posing questions. If they do, the vast number of teachers ask students to recall information rather than get them to think critically about it. Questions calling for a recall of facts are the least likely to promote student involvement. In fact, some studies show that open-ended questions that require divergent thinking (i.e., questions that allow for a range of possible answers and encourage students to think at a deeper level than rote memory) are more effective in eliciting student responses than “closed” questions (i.e., questions that require students to select one correct answer). The results indicate that students are more likely to respond to questions that require deeper-level thought (critical thinking) than those that require rote memorization. Open-ended questions are useful cognitive triggers and can be used liberally in classes or small groups. Sometimes, students can think for a moment about their own responses to questions. This strategy benefits students by allowing them time to gather their thoughts prior to verbalizing them. International students and those who may be fearful about public speaking may find it gives them time to build their confidence before communicating their ideas. Experimental research indicates that students who are asked higher-level questions are more likely to display higher-level thinking on course exams. Class-based research indicates that students learn to generate their own higher-level thinking questions. Using a technique called guided peer questioning students are provided with generic questions that serve as cognitive prompts to stimulate different forms of thinking: What are the implications of ___? Why is ___ important? What is another way to look at ___? Questions that promote reflection After students communicate their ideas orally via groups or in writing, ask them to reflect on what type of critical thinking they are engaged in and whether they think they have demonstrated critical thinking in their responses. Ask them to record their reflections either individually or in pairs. If they select the latter, their job is to listen and record the reflections shared by their partner. Research shows that one distinguishing characteristic of high-achieving students is that they reflect on their thought processes and recognize the importance of cognitive strategies. Additional research shows that students can learn to engage in “meta-cognition” (thinking about thinking) if regularly asked to do so. When students learn to routinely ask themselves these questions, the depth and quality of their thinking are enhanced. What makes a critical thinker? Nickerson (1987) characterizes a good critical thinker in terms of knowledge, attitudes and abilities. Here are some of the characteristics of such a thinker: uses information and evidence skillfully and impartially organizes thoughts and articulates them concisely and coherently distinguishes between logically valid and invalid inferences suspends judgment in the absence of sufficient evidence to support a decision understands the difference between reasoning and rationalizing attempts to anticipate the probable consequences of alternative actions understands the idea of degrees of belief sees similarities and analogies that are not superficially apparent can learn independently and has an abiding interest in doing so applies problem-solving techniques in domains other than those in which learned can structure informally represented problems in such a way that formal techniques, such as mathematics, can be used to solve them can strip a verbal argument of irrelevancies and phrase it in its essential terms habitually questions one's own views and attempts to understand both assumptions that are critical to views and implications of views sensitive to the difference between the validity of a belief and the intensity with which it is held aware one's understanding is always limited, often much more so than would be apparent to one with a noninquiring attitude recognizes the fallibility of one's own opinions, the probability of bias in those opinions, and the danger of weighting evidence according to personal preferences Barriers to critical thinking Lack of relevant background information Poor reading skills Poor listening skills Bias Prejudice Superstition Egocentrism Socio-centrism Peer pressure Mindless conformism (tendency to follow the crowd ) Mindless non-conformism Provincialism Narrow-mindedness Closed-mindedness Distrust of reason Stereotyping Unwarranted assumptions and stereotypes Relativistic thinking Scapegoating Rationalization Wishful thinking Short-term thinking Selective perception / attention Selective memory Overpowering emotions Self-deception Face-saving Fear of change Key websites Critical Thinking Consortium (TC²) The Critical thinking community. Foundation for critical thinking Get ready for university study. Critical thinking How the language really works: the fundamentals of critical reading and effective writing OpenCourseWare on critical thinking, logic, and creativity The Open University. Extending and developing your thinking skills University of Alberta. Critical thinking. University of Sussex. Critical thinking What is critical thinking? Linkage to information literacy See Information literacy and Transliteracy for librarians References Albitz RS. The what and who of information literacy and critical thinking in higher education. Portal: Libraries and the Academy. 2007;7(1):97−109. Alfino M. Advancing critical thinking and information literacy skills in first year college students. College & Undergraduate Libraries. 2008;15:81–98. Allen M. Promoting critical thinking skills in online information literacy instruction using a constructivist approach. College & Undergraduate Libraries. 2008;15:21–38. Ennis RH. Critical thinking: reflection and perspective. Inquiry: Critical Thinking across the Disciplines. 2011;26(1):4–18. Fisher A, Scriven M. Critical thinking: its definition and assessment. Point Reyes, CA: Edgepress; 1997. Gold HE. Engaging the adult learner: Creating effective library instruction. Portal: Libraries and the Academy. 2005;5:467−481. King PM. Developing reflective judgment: understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass; 1994. McMillan J. Enhancing college students' critical thinking: a review of studies. Research in Higher Education. 1987;26:3-29. Moore B, Parker R. Critical thinking: evaluating claims and arguments in everyday life. Mountain View, CA: Mayfield; 1998. Nickerson RS. Why teach thinking? Teaching thinking skills: theory and practice. In: Series of books in psychology. New York: Freeman/Henry Holt; 1984. Weiler A. Information-seeking behavior in generation Y students: motivation, critical thinking, and learning theory. J Acad Librarianship. 2004;31:46-53. Xin C, Feenberg A. Pedagogy in cyberspace: the dynamics of online discourse. J Dist Ed. 2006;21(2):1-25