Critical Thinking

Definition
C.T can be defined as the process of independently analysing,
synthesising, and evaluating information in order to arrive at a
compelling and reasoned conclusion.
C.T Definition Cont’d
 The American Philosophical Association
(1990) defines C.T as ‘the process of
purposeful, self regulatory judgment. It is a
process that gives reasoned consideration to
evidence, contexts, conceptualisations,
methods and criteria.
 Critical thinking skills include the ability to

interpret, verify, and reason all of which apply

to the principle of logic
A Characterisation of C.T
 C.T is a liberating force in education (ref Paulo
Freire, Pedagogy of the Oppressed) and a powerful
resource in one’s academic and professional life.
 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,
clear about issues, diligent in seeking relevant
information, reasonable in the selection of criteria,
focused in inquiry, persistent in seeking precise
results.. (APA, 2000)
Dispositions that Impede C.T
 Defence mechanisms such as absolutism, primary
certitude , denial etc
 Culturally conditioned assumptions, authoritarianism,

egocentrism
 Ethnocentrism, rationalisation, compartmentalisation

(academic provincialism)
 Stereotyping and prejudice (Donald Lazere, 2002)

 NB Thinking based on prefabricated or preconceived

ideas produces writing that says nothing new, that

offers nothing important to the reader. The challenge
for any student or scholar is to go beyond the
expected views (novelty, frontiers breaking)
Models of Critical Thinking
 The Benjamin Bloom’s Taxonomy
Points to note on Bloom’s Taxonomy
 Bloom argues that C.T skills proceed in a
cumulative effect from low order thinking skills to
higher order C.T skills
 Low order C.T skills include the ability to know,
remember and understand learnt concepts. There
is very little engagement with the subject matter
at this level
 Higher order C.T skills include the ability to apply,
analyse, evaluate and synthesise learnt material.
 The higher we go up the pyramid the more
refined our C.T skills become.
Richard Paul’s C.T Model
 Paul’s C.T model provides a framework for
analysing and evaluating engineering reports,
designs, graphics and entire disciplines.
 Paul identifies the following intellectual traits

as essential in C.T : humility, empathy,

courage, integrity, perseverance, confidence,
intellectual autonomy and fai-rmindedness
 Diagrammatic representation
The Standards
Clarity Precision
Accuracy Significance
Relevance
Completeness
Logicalness Fairness
 Breath Depth
The Elements
Purposes Inferences
Questions Concepts
Points of View Implications
Information Assumptions

Intellectual Traits
Intellectual Humility, Intellectual Perseverance,
Autonomy, Confidence in reason, integrity,
empathy, courage, fair-mindedness
The Essential Traits
 The following are the intellectual traits which a
critical thinker must exhibit:
 Humility which entails operating within the

framework of one’s competencies. It also entails

openness to consider novel approaches to problems
 Empathy, which entails the analysis of one’s beliefs

which are bound to impede one’s ability to think

critically. It also bids us to be prepared to give up
our positions when sufficient evidence is presented
against them. Similarly, the ability to stand one’s
ground even when the majority seem to be in the
opposition.
Essential Traits cont’d
 Courage: The ability to listen and seek to understand
the rationale behind the argument advanced by others.
Courage also entails the ability to accurately present
viewpoints we do not agree with as well as
acknowledging our prejudices
 Integrity: Recognising and eliminating self-deception or

self-interest when reasoning through academic issues.

Integrity also bids us to deal with inconsistencies and
contradictions in the arguments we launch
 Perseverance: The ability to handle challenges and

complexities of the academic and practical issues we

deal with. This entails patience and tenacity.
Essential Traits cont’d
 Confidence: this entails willingness to yield one’s
position when more compelling and reasonable
evidence emerges. Confidence also bespeaks the need
to adhere to technical principles and evidence when
striving to convince others
 Intellectual autonomy: The ability to come up with

compelling and reasonable individual judgments and

conclusions; the ability to stand against irrational
criticism
 Fair-mindedness: the ability to give dissenting opinions

ample consideration and to determine whether self-

interest or bias has impaired one’s judgment.
Fundamental Elements of Thinking
 Purpose: what am I arguing for?
 Question at hand: The need to launch an

argument or come up with a design or

product that addresses a fundamental need
or problem
 Point of view: The need to state the point of

view(s) that influence your thinking, product

design or argument. Similarly, there is need
to address assumptions behind particular
point of views
Fundamental Elements cont’d
 Information: An argument cite sources of
supporting information. It must also identify
the information we lack and how that
information can be obtained. It has to consult
all relevant sources
 Concepts: Need to identify the concepts that

relate to the argument, the competing models

that can be applied, emerging theories that
provide fresh insights and available emerging
technologies
Fundamental Elements cont’d
 Inferences: Need to determine a set of viable
solutions to a problem. This also entails the
capacity to determine other ways of interpreting
data and available information. It is equally
important to determine whether conclusions are
practical and affordable or not
 Implications: Need to determine market
implications of our product designs or academic
proposals. The implications of failure need to be
taken into cognisance as well.
Intellectual Standards to strive for
 Clarity
 Accuracy
 Precision
 Relevance
 Depth
 Breadth
 Logical validity
 Fairness