Critical Thinking

Introduction

Critical thinking means good thinking, almost the opposite of illogical, irrational thinking. Some consider it in an evaluative sense that is used to determine the quality of a decision or an argument. Others use the term in a generative sense that places emphasis on the creativity and ingenuity in designing a product or creating a solution to a problem.

Definition

"Critical thinking is deciding rationally what to or what not to believe." Norris, Stephen P.(1985) "Synthesis of research on critical thinking." Educational Leadership, 42(8), 40-45.

"The purpose of critical thinking is, therefore, to achieve understanding, evaluate view points, and solve problems. Since all three areas involve the asking of questions, we can say that critical thinking is the questioning or inquiry we engage in when we seek to understand, evaluate, or resolve." Maiorana, Victor P. Critical Thinking Across the Curriculum: Building the Analytical Classroom. 1992.

Critical Thinking is "the art of thinking about your thinking while you are thinking in order to make your thinking better: clearer, more accurate, and more defensible." Paul, Binker, Adamson, and Martin (1989)

The Role of Critical Thinking in Education

"Critical thinking is the art of taking charge of your own mind. Its value is simple: if we can take charge of our own minds, we can take charge of our lives." ------- Critical Thinking Community

"Critical thinking is not an isolated goal unrelated to other important goals in education. Rather, it is a seminal goal which, done well, simultaneously facilitates a rainbow of other ends. It is best conceived, therefore, as the hub around which all other educational ends cluster. For example, as students learn to think more critically, they become more proficient at historical, scientific, and mathematical thinking. Finally, they develop skills, abilities, and values crucial to success in everyday life....
                            Recent research suggests that critical thinking is not typically an intrinsic part of instruction at any level. Students come without training in it, while faculty tend to take it for granted as an automatic by-product of their teaching. Yet without critical thinking systematically designed into instruction, learning is transitory and superficial."