difference between critical thinking definition

Thinking Vs. Critical Thinking: What’s the Difference?

Thinking and critical thinking do not sound that different in nature. After all, they both include the verb thinking, and therefore, imply that some form of thinking is taking place. If you find yourself wondering, what is the difference between thinking vs critical thinking, you have had an excellent thought.

Going back to your question. When you thought, what is the difference between thinking and critical thinking and you began to weigh the difference, you were performing the action of critical thinking! Let’s take some time to dig further into the differences in thinking and critical thinking.

What is Thinking?

There are many things that can lead to thinking. If you are walking down the street and pass a bakery and you smell the sweet smell of apple pie and you think about being in your grandma’s kitchen, this process of thinking is initiated by something called stimuli.

Have you ever laid in bed trying to go to sleep, but you kept thinking about the pile of papers you left on your desk or the long to-do list you have waiting for you tomorrow? You may be thinking too much because you are stressed or simply because it is difficult for you to turn off your brain, so to speak, at night when it is time to sleep.

What is Critical Thinking?

Since critical thinking goes beyond the basic formation of thought that we do hundreds if not thousands of times a day, it is considered a skill that must be practiced. This is why students study things in school like problem-solving, critical analysis, and how to compare and contrast different things.

Though critical thinking in its most basic form can come naturally, in order to really master and feel comfortable with various aspects of critical thinking, we must learn about the different processes involved in critical thinking. Then we can more confidently apply these individual thinking skills that fall under the umbrella term of critical thinking.

Why do We Use Critical Thinking?

We all have opinions, and when we meet someone with a different opinion, we use critical thinking skills to form arguments. We take our knowledge of a particular subject and logically piece together an argument that supports our opinion of that subject. This can be something a simple as whether pineapple belongs on pizza or something more complex like the causes of global warming.

5 Everyday Critical Thinking Skills

There are more than a dozen different critical thinking skills ranging from analyzing to critiquing. Oftentimes, we use multiple critical thinking skills at one time.

Comparing and Contrasting

When you look at two or more things and decide what is similar and what is different between them, you are using the critical thinking skills of comparing and contrasting. We do this when we look at universities or job options. We look at the majors that are offered or the benefits that come with the job to see how they are similar and different.

Forecasting

If you believe the housing market is going to crash, you sell while you can to get the most for your money. If you believe a particular stock is going to increase in value in the future, you buy now while the prices are low.

Though we may not be movie or food critics professionally, it is human nature to critique things. Though the critical thinking skill of critiquing usually goes much deeper than deciding whether your meal was delicious or not, you still critique things in your daily life.

Have you ever decided that you wanted to buy something online like a computer or a new pair of shoes? Most of the time, when we shop online, we will look at different websites to check customer reviews. Even if you just glance at a product’s star rating or look at the available features for a specific product, you are evaluating the overall product before you decide to purchase.

Similarities and Differences

It is a general belief that every person is capable of thinking. However, the skills of critical thinking take practice. This does not mean some people are incapable of critical thinking. It only means that it may be more difficult for some than others.

If you want to challenge yourself to go beyond just thinking and reach a level of critical thinking, keep pondering questions like what is the difference between thinking and critical thinking? Questions like these will naturally push you to use your critical thinking skills. As you further develop your ability to think critically, you will find that other skills like problem solving and brainstorming come more easily to you.

Difference Between Thinking and Critical Thinking

Critical Thinking vs. Creative Thinking

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Creative Thinking vs. Critical Thinking

What's the difference.

Creative thinking and critical thinking are two distinct but equally important cognitive processes. Creative thinking involves generating new ideas, concepts, and solutions by exploring various possibilities and thinking outside the box. It encourages imagination, originality, and innovation. On the other hand, critical thinking involves analyzing, evaluating, and questioning ideas, arguments, and information to make informed decisions and judgments. It emphasizes logical reasoning, evidence-based thinking, and the ability to identify biases and fallacies. While creative thinking focuses on generating ideas, critical thinking focuses on evaluating and refining those ideas. Both thinking processes are essential for problem-solving, decision-making, and personal growth.

Further Detail

Introduction.

Creative thinking and critical thinking are two distinct cognitive processes that play crucial roles in problem-solving, decision-making, and innovation. While they share some similarities, they also have distinct attributes that set them apart. In this article, we will explore the characteristics of creative thinking and critical thinking, highlighting their differences and showcasing how they complement each other in various contexts.

Creative Thinking

Creative thinking is a cognitive process that involves generating new ideas, concepts, or solutions by exploring possibilities, making connections, and thinking outside the box. It is characterized by originality, flexibility, and fluency of thought. Creative thinkers often challenge conventional wisdom, embrace ambiguity, and are open to taking risks. They are adept at finding alternative perspectives and exploring multiple solutions to problems.

One of the key attributes of creative thinking is the ability to think divergently. This means being able to generate a wide range of ideas or possibilities, often through brainstorming or free association. Creative thinkers are not limited by constraints and are willing to explore unconventional or unorthodox approaches to problem-solving.

Another important aspect of creative thinking is the ability to make connections between seemingly unrelated concepts or ideas. This skill, known as associative thinking, allows creative thinkers to draw upon a diverse range of knowledge and experiences to generate innovative solutions. They can see patterns, analogies, and relationships that others may overlook.

Furthermore, creative thinking involves the willingness to take risks and embrace failure as a learning opportunity. Creative thinkers understand that not all ideas will be successful, but they are not deterred by setbacks. They view failures as stepping stones towards finding the right solution and are persistent in their pursuit of innovative ideas.

In summary, creative thinking is characterized by divergent thinking, associative thinking, risk-taking, and persistence. It encourages the exploration of new ideas and unconventional approaches to problem-solving.

Critical Thinking

Critical thinking, on the other hand, is a cognitive process that involves analyzing, evaluating, and interpreting information to form reasoned judgments or decisions. It is characterized by logical, systematic, and objective thinking. Critical thinkers are skilled at identifying biases, assumptions, and fallacies in arguments, and they strive to make well-informed and rational decisions based on evidence.

One of the key attributes of critical thinking is the ability to think analytically. Critical thinkers break down complex problems or situations into smaller components, examine the relationships between them, and evaluate the evidence or information available. They are adept at identifying logical inconsistencies or flaws in reasoning, which helps them make sound judgments.

Another important aspect of critical thinking is the ability to evaluate information objectively. Critical thinkers are skeptical and question the validity and reliability of sources. They seek evidence, consider alternative viewpoints, and weigh the strengths and weaknesses of different arguments before forming their own opinions. This attribute is particularly valuable in today's information-rich society, where misinformation and biased narratives are prevalent.

Furthermore, critical thinking involves the ability to think systematically. Critical thinkers follow a logical and structured approach to problem-solving, ensuring that all relevant factors are considered. They are skilled at identifying assumptions, clarifying concepts, and drawing logical conclusions based on the available evidence. This systematic approach helps minimize errors and biases in decision-making.

In summary, critical thinking is characterized by analytical thinking, objective evaluation, skepticism, and systematic reasoning. It emphasizes the importance of evidence-based decision-making and helps individuals navigate complex and information-rich environments.

Complementary Attributes

While creative thinking and critical thinking have distinct attributes, they are not mutually exclusive. In fact, they often complement each other and can be seen as two sides of the same coin.

Creative thinking can benefit from critical thinking by providing a framework for evaluating and refining ideas. Critical thinking helps creative thinkers assess the feasibility, viability, and desirability of their innovative ideas. It allows them to identify potential flaws, consider alternative perspectives, and make informed decisions about which ideas to pursue further.

On the other hand, critical thinking can benefit from creative thinking by expanding the range of possibilities and solutions. Creative thinking encourages critical thinkers to explore unconventional approaches, challenge assumptions, and consider alternative viewpoints. It helps them break free from rigid thinking patterns and discover innovative solutions to complex problems.

Moreover, both creative thinking and critical thinking require open-mindedness and a willingness to embrace ambiguity. They both involve a certain level of discomfort and uncertainty, as individuals venture into uncharted territories of thought. By combining creative and critical thinking, individuals can develop a well-rounded cognitive toolkit that enables them to tackle a wide range of challenges.

Creative thinking and critical thinking are two distinct cognitive processes that bring unique attributes to problem-solving, decision-making, and innovation. Creative thinking emphasizes divergent thinking, associative thinking, risk-taking, and persistence, while critical thinking emphasizes analytical thinking, objective evaluation, skepticism, and systematic reasoning.

While they have their differences, creative thinking and critical thinking are not mutually exclusive. They complement each other and can be seen as two sides of the same coin. Creative thinking benefits from critical thinking by providing a framework for evaluation and refinement, while critical thinking benefits from creative thinking by expanding the range of possibilities and solutions.

By cultivating both creative and critical thinking skills, individuals can enhance their ability to navigate complex problems, make well-informed decisions, and drive innovation in various domains. These cognitive processes are not only valuable in academic and professional settings but also in everyday life, where the ability to think creatively and critically can lead to personal growth and success.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

The Peak Performance Center

The pursuit of performance excellence, critical thinking vs. creative thinking.

Creative thinking is a way of looking at problems or situations from a fresh perspective to conceive of something new or original.

Critical thinking is the logical, sequential disciplined process of rationalizing, analyzing, evaluating, and interpreting information to make informed judgments and/or decisions.

Critical Thinking vs. Creative Thinking – Key Differences

• Creative thinking tries to create something new, while critical thinking seeks to assess worth or validity of something that already exists.
• Creative thinking is generative, while critical thinking is analytical.
• Creative thinking is divergent, while critical thinking is convergent.
• Creative thinking is focused on possibilities, while critical thinking is focused on probability.
• Creative thinking is accomplished by disregarding accepted principles, while critical thinking is accomplished by applying accepted principles.

About Creative Thinking

Creative thinking is a process utilized to generate lists of new, varied and unique ideas or possibilities. Creative thinking brings a fresh perspective and sometimes unconventional solution to solve a problem or address a challenge.  When you are thinking creatively, you are focused on exploring ideas, generating possibilities, and/or developing various theories.

Creative thinking can be performed both by an unstructured process such as brainstorming, or by a structured process such as lateral thinking.

Brainstorming is the process for generating unique ideas and solutions through spontaneous and freewheeling group discussion. Participants are encouraged to think aloud and suggest as many ideas as they can, no matter how outlandish it may seem.

Lateral thinking uses a systematic process that leads to logical conclusions. However, it involves changing a standard thinking sequence and arriving at a solution from completely different angles.

No matter what process you chose, the ultimate goal is to generate ideas that are unique, useful and worthy of further elaboration. Often times, critical thinking is performed after creative thinking has generated various possibilities. Critical thinking is used to vet those ideas to determine if they are practical.

Creative Thinking Skills

• Open-mindedness
• Flexibility
• Imagination
• Adaptability
• Risk-taking
• Originality
• Elaboration
• Brainstorming

About Critical Thinking

Critical thinking is the process of actively analyzing, interpreting, synthesizing, evaluating information gathered from observation, experience, or communication. It is thinking in a clear, logical, reasoned, and reflective manner to make informed judgments and/or decisions.

Critical thinking involves the ability to:

• remain objective

In general, critical thinking is used to make logical well-formed decisions after analyzing and evaluating information and/or an array of ideas.

On a daily basis, it can be used for a variety of reasons including:

• to form an argument
• to articulate and justify a position or point of view
• to reduce possibilities to convergent toward a single answer
• to vet creative ideas to determine if they are practical
• to judge an assumption
• to solve a problem
• to reach a conclusion

Critical Thinking Skills

• Interpreting
• Integrating
• Contrasting
• Classifying
• Forecasting
• Hypothesizing

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Critical Thinking

Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms for thinking carefully, and the thinking components on which they focus. Its adoption as an educational goal has been recommended on the basis of respect for students’ autonomy and preparing students for success in life and for democratic citizenship. “Critical thinkers” have the dispositions and abilities that lead them to think critically when appropriate. The abilities can be identified directly; the dispositions indirectly, by considering what factors contribute to or impede exercise of the abilities. Standardized tests have been developed to assess the degree to which a person possesses such dispositions and abilities. Educational intervention has been shown experimentally to improve them, particularly when it includes dialogue, anchored instruction, and mentoring. Controversies have arisen over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.

2.1 Dewey’s Three Main Examples

2.2 dewey’s other examples, 2.3 further examples, 2.4 non-examples, 3. the definition of critical thinking, 4. its value, 5. the process of thinking critically, 6. components of the process, 7. contributory dispositions and abilities, 8.1 initiating dispositions, 8.2 internal dispositions, 9. critical thinking abilities, 10. required knowledge, 11. educational methods, 12.1 the generalizability of critical thinking, 12.2 bias in critical thinking theory and pedagogy, 12.3 relationship of critical thinking to other types of thinking, other internet resources, related entries.

Use of the term ‘critical thinking’ to describe an educational goal goes back to the American philosopher John Dewey (1910), who more commonly called it ‘reflective thinking’. He defined it as

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 1910: 6; 1933: 9)

and identified a habit of such consideration with a scientific attitude of mind. His lengthy quotations of Francis Bacon, John Locke, and John Stuart Mill indicate that he was not the first person to propose development of a scientific attitude of mind as an educational goal.

In the 1930s, many of the schools that participated in the Eight-Year Study of the Progressive Education Association (Aikin 1942) adopted critical thinking as an educational goal, for whose achievement the study’s Evaluation Staff developed tests (Smith, Tyler, & Evaluation Staff 1942). Glaser (1941) showed experimentally that it was possible to improve the critical thinking of high school students. Bloom’s influential taxonomy of cognitive educational objectives (Bloom et al. 1956) incorporated critical thinking abilities. Ennis (1962) proposed 12 aspects of critical thinking as a basis for research on the teaching and evaluation of critical thinking ability.

Since 1980, an annual international conference in California on critical thinking and educational reform has attracted tens of thousands of educators from all levels of education and from many parts of the world. Also since 1980, the state university system in California has required all undergraduate students to take a critical thinking course. Since 1983, the Association for Informal Logic and Critical Thinking has sponsored sessions in conjunction with the divisional meetings of the American Philosophical Association (APA). In 1987, the APA’s Committee on Pre-College Philosophy commissioned a consensus statement on critical thinking for purposes of educational assessment and instruction (Facione 1990a). Researchers have developed standardized tests of critical thinking abilities and dispositions; for details, see the Supplement on Assessment . Educational jurisdictions around the world now include critical thinking in guidelines for curriculum and assessment.

For details on this history, see the Supplement on History .

2. Examples and Non-Examples

Before considering the definition of critical thinking, it will be helpful to have in mind some examples of critical thinking, as well as some examples of kinds of thinking that would apparently not count as critical thinking.

Dewey (1910: 68–71; 1933: 91–94) takes as paradigms of reflective thinking three class papers of students in which they describe their thinking. The examples range from the everyday to the scientific.

Transit : “The other day, when I was down town on 16th Street, a clock caught my eye. I saw that the hands pointed to 12:20. This suggested that I had an engagement at 124th Street, at one o’clock. I reasoned that as it had taken me an hour to come down on a surface car, I should probably be twenty minutes late if I returned the same way. I might save twenty minutes by a subway express. But was there a station near? If not, I might lose more than twenty minutes in looking for one. Then I thought of the elevated, and I saw there was such a line within two blocks. But where was the station? If it were several blocks above or below the street I was on, I should lose time instead of gaining it. My mind went back to the subway express as quicker than the elevated; furthermore, I remembered that it went nearer than the elevated to the part of 124th Street I wished to reach, so that time would be saved at the end of the journey. I concluded in favor of the subway, and reached my destination by one o’clock.” (Dewey 1910: 68–69; 1933: 91–92)

Ferryboat : “Projecting nearly horizontally from the upper deck of the ferryboat on which I daily cross the river is a long white pole, having a gilded ball at its tip. It suggested a flagpole when I first saw it; its color, shape, and gilded ball agreed with this idea, and these reasons seemed to justify me in this belief. But soon difficulties presented themselves. The pole was nearly horizontal, an unusual position for a flagpole; in the next place, there was no pulley, ring, or cord by which to attach a flag; finally, there were elsewhere on the boat two vertical staffs from which flags were occasionally flown. It seemed probable that the pole was not there for flag-flying.

“I then tried to imagine all possible purposes of the pole, and to consider for which of these it was best suited: (a) Possibly it was an ornament. But as all the ferryboats and even the tugboats carried poles, this hypothesis was rejected. (b) Possibly it was the terminal of a wireless telegraph. But the same considerations made this improbable. Besides, the more natural place for such a terminal would be the highest part of the boat, on top of the pilot house. (c) Its purpose might be to point out the direction in which the boat is moving.

“In support of this conclusion, I discovered that the pole was lower than the pilot house, so that the steersman could easily see it. Moreover, the tip was enough higher than the base, so that, from the pilot’s position, it must appear to project far out in front of the boat. Moreover, the pilot being near the front of the boat, he would need some such guide as to its direction. Tugboats would also need poles for such a purpose. This hypothesis was so much more probable than the others that I accepted it. I formed the conclusion that the pole was set up for the purpose of showing the pilot the direction in which the boat pointed, to enable him to steer correctly.” (Dewey 1910: 69–70; 1933: 92–93)

Bubbles : “In washing tumblers in hot soapsuds and placing them mouth downward on a plate, bubbles appeared on the outside of the mouth of the tumblers and then went inside. Why? The presence of bubbles suggests air, which I note must come from inside the tumbler. I see that the soapy water on the plate prevents escape of the air save as it may be caught in bubbles. But why should air leave the tumbler? There was no substance entering to force it out. It must have expanded. It expands by increase of heat, or by decrease of pressure, or both. Could the air have become heated after the tumbler was taken from the hot suds? Clearly not the air that was already entangled in the water. If heated air was the cause, cold air must have entered in transferring the tumblers from the suds to the plate. I test to see if this supposition is true by taking several more tumblers out. Some I shake so as to make sure of entrapping cold air in them. Some I take out holding mouth downward in order to prevent cold air from entering. Bubbles appear on the outside of every one of the former and on none of the latter. I must be right in my inference. Air from the outside must have been expanded by the heat of the tumbler, which explains the appearance of the bubbles on the outside. But why do they then go inside? Cold contracts. The tumbler cooled and also the air inside it. Tension was removed, and hence bubbles appeared inside. To be sure of this, I test by placing a cup of ice on the tumbler while the bubbles are still forming outside. They soon reverse” (Dewey 1910: 70–71; 1933: 93–94).

Dewey (1910, 1933) sprinkles his book with other examples of critical thinking. We will refer to the following.

Weather : A man on a walk notices that it has suddenly become cool, thinks that it is probably going to rain, looks up and sees a dark cloud obscuring the sun, and quickens his steps (1910: 6–10; 1933: 9–13).

Disorder : A man finds his rooms on his return to them in disorder with his belongings thrown about, thinks at first of burglary as an explanation, then thinks of mischievous children as being an alternative explanation, then looks to see whether valuables are missing, and discovers that they are (1910: 82–83; 1933: 166–168).

Typhoid : A physician diagnosing a patient whose conspicuous symptoms suggest typhoid avoids drawing a conclusion until more data are gathered by questioning the patient and by making tests (1910: 85–86; 1933: 170).

Blur : A moving blur catches our eye in the distance, we ask ourselves whether it is a cloud of whirling dust or a tree moving its branches or a man signaling to us, we think of other traits that should be found on each of those possibilities, and we look and see if those traits are found (1910: 102, 108; 1933: 121, 133).

Suction pump : In thinking about the suction pump, the scientist first notes that it will draw water only to a maximum height of 33 feet at sea level and to a lesser maximum height at higher elevations, selects for attention the differing atmospheric pressure at these elevations, sets up experiments in which the air is removed from a vessel containing water (when suction no longer works) and in which the weight of air at various levels is calculated, compares the results of reasoning about the height to which a given weight of air will allow a suction pump to raise water with the observed maximum height at different elevations, and finally assimilates the suction pump to such apparently different phenomena as the siphon and the rising of a balloon (1910: 150–153; 1933: 195–198).

Diamond : A passenger in a car driving in a diamond lane reserved for vehicles with at least one passenger notices that the diamond marks on the pavement are far apart in some places and close together in others. Why? The driver suggests that the reason may be that the diamond marks are not needed where there is a solid double line separating the diamond lane from the adjoining lane, but are needed when there is a dotted single line permitting crossing into the diamond lane. Further observation confirms that the diamonds are close together when a dotted line separates the diamond lane from its neighbour, but otherwise far apart.

Rash : A woman suddenly develops a very itchy red rash on her throat and upper chest. She recently noticed a mark on the back of her right hand, but was not sure whether the mark was a rash or a scrape. She lies down in bed and thinks about what might be causing the rash and what to do about it. About two weeks before, she began taking blood pressure medication that contained a sulfa drug, and the pharmacist had warned her, in view of a previous allergic reaction to a medication containing a sulfa drug, to be on the alert for an allergic reaction; however, she had been taking the medication for two weeks with no such effect. The day before, she began using a new cream on her neck and upper chest; against the new cream as the cause was mark on the back of her hand, which had not been exposed to the cream. She began taking probiotics about a month before. She also recently started new eye drops, but she supposed that manufacturers of eye drops would be careful not to include allergy-causing components in the medication. The rash might be a heat rash, since she recently was sweating profusely from her upper body. Since she is about to go away on a short vacation, where she would not have access to her usual physician, she decides to keep taking the probiotics and using the new eye drops but to discontinue the blood pressure medication and to switch back to the old cream for her neck and upper chest. She forms a plan to consult her regular physician on her return about the blood pressure medication.

Candidate : Although Dewey included no examples of thinking directed at appraising the arguments of others, such thinking has come to be considered a kind of critical thinking. We find an example of such thinking in the performance task on the Collegiate Learning Assessment (CLA+), which its sponsoring organization describes as

a performance-based assessment that provides a measure of an institution’s contribution to the development of critical-thinking and written communication skills of its students. (Council for Aid to Education 2017)

A sample task posted on its website requires the test-taker to write a report for public distribution evaluating a fictional candidate’s policy proposals and their supporting arguments, using supplied background documents, with a recommendation on whether to endorse the candidate.

Immediate acceptance of an idea that suggests itself as a solution to a problem (e.g., a possible explanation of an event or phenomenon, an action that seems likely to produce a desired result) is “uncritical thinking, the minimum of reflection” (Dewey 1910: 13). On-going suspension of judgment in the light of doubt about a possible solution is not critical thinking (Dewey 1910: 108). Critique driven by a dogmatically held political or religious ideology is not critical thinking; thus Paulo Freire (1968 [1970]) is using the term (e.g., at 1970: 71, 81, 100, 146) in a more politically freighted sense that includes not only reflection but also revolutionary action against oppression. Derivation of a conclusion from given data using an algorithm is not critical thinking.

What is critical thinking? There are many definitions. Ennis (2016) lists 14 philosophically oriented scholarly definitions and three dictionary definitions. Following Rawls (1971), who distinguished his conception of justice from a utilitarian conception but regarded them as rival conceptions of the same concept, Ennis maintains that the 17 definitions are different conceptions of the same concept. Rawls articulated the shared concept of justice as

a characteristic set of principles for assigning basic rights and duties and for determining… the proper distribution of the benefits and burdens of social cooperation. (Rawls 1971: 5)

Bailin et al. (1999b) claim that, if one considers what sorts of thinking an educator would take not to be critical thinking and what sorts to be critical thinking, one can conclude that educators typically understand critical thinking to have at least three features.

• It is done for the purpose of making up one’s mind about what to believe or do.
• The person engaging in the thinking is trying to fulfill standards of adequacy and accuracy appropriate to the thinking.
• The thinking fulfills the relevant standards to some threshold level.

One could sum up the core concept that involves these three features by saying that critical thinking is careful goal-directed thinking. This core concept seems to apply to all the examples of critical thinking described in the previous section. As for the non-examples, their exclusion depends on construing careful thinking as excluding jumping immediately to conclusions, suspending judgment no matter how strong the evidence, reasoning from an unquestioned ideological or religious perspective, and routinely using an algorithm to answer a question.

If the core of critical thinking is careful goal-directed thinking, conceptions of it can vary according to its presumed scope, its presumed goal, one’s criteria and threshold for being careful, and the thinking component on which one focuses. As to its scope, some conceptions (e.g., Dewey 1910, 1933) restrict it to constructive thinking on the basis of one’s own observations and experiments, others (e.g., Ennis 1962; Fisher & Scriven 1997; Johnson 1992) to appraisal of the products of such thinking. Ennis (1991) and Bailin et al. (1999b) take it to cover both construction and appraisal. As to its goal, some conceptions restrict it to forming a judgment (Dewey 1910, 1933; Lipman 1987; Facione 1990a). Others allow for actions as well as beliefs as the end point of a process of critical thinking (Ennis 1991; Bailin et al. 1999b). As to the criteria and threshold for being careful, definitions vary in the term used to indicate that critical thinking satisfies certain norms: “intellectually disciplined” (Scriven & Paul 1987), “reasonable” (Ennis 1991), “skillful” (Lipman 1987), “skilled” (Fisher & Scriven 1997), “careful” (Bailin & Battersby 2009). Some definitions specify these norms, referring variously to “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 1910, 1933); “the methods of logical inquiry and reasoning” (Glaser 1941); “conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication” (Scriven & Paul 1987); the requirement that “it is sensitive to context, relies on criteria, and is self-correcting” (Lipman 1987); “evidential, conceptual, methodological, criteriological, or contextual considerations” (Facione 1990a); and “plus-minus considerations of the product in terms of appropriate standards (or criteria)” (Johnson 1992). Stanovich and Stanovich (2010) propose to ground the concept of critical thinking in the concept of rationality, which they understand as combining epistemic rationality (fitting one’s beliefs to the world) and instrumental rationality (optimizing goal fulfillment); a critical thinker, in their view, is someone with “a propensity to override suboptimal responses from the autonomous mind” (2010: 227). These variant specifications of norms for critical thinking are not necessarily incompatible with one another, and in any case presuppose the core notion of thinking carefully. As to the thinking component singled out, some definitions focus on suspension of judgment during the thinking (Dewey 1910; McPeck 1981), others on inquiry while judgment is suspended (Bailin & Battersby 2009, 2021), others on the resulting judgment (Facione 1990a), and still others on responsiveness to reasons (Siegel 1988). Kuhn (2019) takes critical thinking to be more a dialogic practice of advancing and responding to arguments than an individual ability.

In educational contexts, a definition of critical thinking is a “programmatic definition” (Scheffler 1960: 19). It expresses a practical program for achieving an educational goal. For this purpose, a one-sentence formulaic definition is much less useful than articulation of a critical thinking process, with criteria and standards for the kinds of thinking that the process may involve. The real educational goal is recognition, adoption and implementation by students of those criteria and standards. That adoption and implementation in turn consists in acquiring the knowledge, abilities and dispositions of a critical thinker.

Conceptions of critical thinking generally do not include moral integrity as part of the concept. Dewey, for example, took critical thinking to be the ultimate intellectual goal of education, but distinguished it from the development of social cooperation among school children, which he took to be the central moral goal. Ennis (1996, 2011) added to his previous list of critical thinking dispositions a group of dispositions to care about the dignity and worth of every person, which he described as a “correlative” (1996) disposition without which critical thinking would be less valuable and perhaps harmful. An educational program that aimed at developing critical thinking but not the correlative disposition to care about the dignity and worth of every person, he asserted, “would be deficient and perhaps dangerous” (Ennis 1996: 172).

Dewey thought that education for reflective thinking would be of value to both the individual and society; recognition in educational practice of the kinship to the scientific attitude of children’s native curiosity, fertile imagination and love of experimental inquiry “would make for individual happiness and the reduction of social waste” (Dewey 1910: iii). Schools participating in the Eight-Year Study took development of the habit of reflective thinking and skill in solving problems as a means to leading young people to understand, appreciate and live the democratic way of life characteristic of the United States (Aikin 1942: 17–18, 81). Harvey Siegel (1988: 55–61) has offered four considerations in support of adopting critical thinking as an educational ideal. (1) Respect for persons requires that schools and teachers honour students’ demands for reasons and explanations, deal with students honestly, and recognize the need to confront students’ independent judgment; these requirements concern the manner in which teachers treat students. (2) Education has the task of preparing children to be successful adults, a task that requires development of their self-sufficiency. (3) Education should initiate children into the rational traditions in such fields as history, science and mathematics. (4) Education should prepare children to become democratic citizens, which requires reasoned procedures and critical talents and attitudes. To supplement these considerations, Siegel (1988: 62–90) responds to two objections: the ideology objection that adoption of any educational ideal requires a prior ideological commitment and the indoctrination objection that cultivation of critical thinking cannot escape being a form of indoctrination.

Despite the diversity of our 11 examples, one can recognize a common pattern. Dewey analyzed it as consisting of five phases:

• suggestions , in which the mind leaps forward to a possible solution;
• an intellectualization of the difficulty or perplexity into a problem to be solved, a question for which the answer must be sought;
• the use of one suggestion after another as a leading idea, or hypothesis , to initiate and guide observation and other operations in collection of factual material;
• the mental elaboration of the idea or supposition as an idea or supposition ( reasoning , in the sense on which reasoning is a part, not the whole, of inference); and
• testing the hypothesis by overt or imaginative action. (Dewey 1933: 106–107; italics in original)

The process of reflective thinking consisting of these phases would be preceded by a perplexed, troubled or confused situation and followed by a cleared-up, unified, resolved situation (Dewey 1933: 106). The term ‘phases’ replaced the term ‘steps’ (Dewey 1910: 72), thus removing the earlier suggestion of an invariant sequence. Variants of the above analysis appeared in (Dewey 1916: 177) and (Dewey 1938: 101–119).

The variant formulations indicate the difficulty of giving a single logical analysis of such a varied process. The process of critical thinking may have a spiral pattern, with the problem being redefined in the light of obstacles to solving it as originally formulated. For example, the person in Transit might have concluded that getting to the appointment at the scheduled time was impossible and have reformulated the problem as that of rescheduling the appointment for a mutually convenient time. Further, defining a problem does not always follow after or lead immediately to an idea of a suggested solution. Nor should it do so, as Dewey himself recognized in describing the physician in Typhoid as avoiding any strong preference for this or that conclusion before getting further information (Dewey 1910: 85; 1933: 170). People with a hypothesis in mind, even one to which they have a very weak commitment, have a so-called “confirmation bias” (Nickerson 1998): they are likely to pay attention to evidence that confirms the hypothesis and to ignore evidence that counts against it or for some competing hypothesis. Detectives, intelligence agencies, and investigators of airplane accidents are well advised to gather relevant evidence systematically and to postpone even tentative adoption of an explanatory hypothesis until the collected evidence rules out with the appropriate degree of certainty all but one explanation. Dewey’s analysis of the critical thinking process can be faulted as well for requiring acceptance or rejection of a possible solution to a defined problem, with no allowance for deciding in the light of the available evidence to suspend judgment. Further, given the great variety of kinds of problems for which reflection is appropriate, there is likely to be variation in its component events. Perhaps the best way to conceptualize the critical thinking process is as a checklist whose component events can occur in a variety of orders, selectively, and more than once. These component events might include (1) noticing a difficulty, (2) defining the problem, (3) dividing the problem into manageable sub-problems, (4) formulating a variety of possible solutions to the problem or sub-problem, (5) determining what evidence is relevant to deciding among possible solutions to the problem or sub-problem, (6) devising a plan of systematic observation or experiment that will uncover the relevant evidence, (7) carrying out the plan of systematic observation or experimentation, (8) noting the results of the systematic observation or experiment, (9) gathering relevant testimony and information from others, (10) judging the credibility of testimony and information gathered from others, (11) drawing conclusions from gathered evidence and accepted testimony, and (12) accepting a solution that the evidence adequately supports (cf. Hitchcock 2017: 485).

Checklist conceptions of the process of critical thinking are open to the objection that they are too mechanical and procedural to fit the multi-dimensional and emotionally charged issues for which critical thinking is urgently needed (Paul 1984). For such issues, a more dialectical process is advocated, in which competing relevant world views are identified, their implications explored, and some sort of creative synthesis attempted.

If one considers the critical thinking process illustrated by the 11 examples, one can identify distinct kinds of mental acts and mental states that form part of it. To distinguish, label and briefly characterize these components is a useful preliminary to identifying abilities, skills, dispositions, attitudes, habits and the like that contribute causally to thinking critically. Identifying such abilities and habits is in turn a useful preliminary to setting educational goals. Setting the goals is in its turn a useful preliminary to designing strategies for helping learners to achieve the goals and to designing ways of measuring the extent to which learners have done so. Such measures provide both feedback to learners on their achievement and a basis for experimental research on the effectiveness of various strategies for educating people to think critically. Let us begin, then, by distinguishing the kinds of mental acts and mental events that can occur in a critical thinking process.

• Observing : One notices something in one’s immediate environment (sudden cooling of temperature in Weather , bubbles forming outside a glass and then going inside in Bubbles , a moving blur in the distance in Blur , a rash in Rash ). Or one notes the results of an experiment or systematic observation (valuables missing in Disorder , no suction without air pressure in Suction pump )
• Feeling : One feels puzzled or uncertain about something (how to get to an appointment on time in Transit , why the diamonds vary in spacing in Diamond ). One wants to resolve this perplexity. One feels satisfaction once one has worked out an answer (to take the subway express in Transit , diamonds closer when needed as a warning in Diamond ).
• Wondering : One formulates a question to be addressed (why bubbles form outside a tumbler taken from hot water in Bubbles , how suction pumps work in Suction pump , what caused the rash in Rash ).
• Imagining : One thinks of possible answers (bus or subway or elevated in Transit , flagpole or ornament or wireless communication aid or direction indicator in Ferryboat , allergic reaction or heat rash in Rash ).
• Inferring : One works out what would be the case if a possible answer were assumed (valuables missing if there has been a burglary in Disorder , earlier start to the rash if it is an allergic reaction to a sulfa drug in Rash ). Or one draws a conclusion once sufficient relevant evidence is gathered (take the subway in Transit , burglary in Disorder , discontinue blood pressure medication and new cream in Rash ).
• Knowledge : One uses stored knowledge of the subject-matter to generate possible answers or to infer what would be expected on the assumption of a particular answer (knowledge of a city’s public transit system in Transit , of the requirements for a flagpole in Ferryboat , of Boyle’s law in Bubbles , of allergic reactions in Rash ).
• Experimenting : One designs and carries out an experiment or a systematic observation to find out whether the results deduced from a possible answer will occur (looking at the location of the flagpole in relation to the pilot’s position in Ferryboat , putting an ice cube on top of a tumbler taken from hot water in Bubbles , measuring the height to which a suction pump will draw water at different elevations in Suction pump , noticing the spacing of diamonds when movement to or from a diamond lane is allowed in Diamond ).
• Consulting : One finds a source of information, gets the information from the source, and makes a judgment on whether to accept it. None of our 11 examples include searching for sources of information. In this respect they are unrepresentative, since most people nowadays have almost instant access to information relevant to answering any question, including many of those illustrated by the examples. However, Candidate includes the activities of extracting information from sources and evaluating its credibility.
• Identifying and analyzing arguments : One notices an argument and works out its structure and content as a preliminary to evaluating its strength. This activity is central to Candidate . It is an important part of a critical thinking process in which one surveys arguments for various positions on an issue.
• Judging : One makes a judgment on the basis of accumulated evidence and reasoning, such as the judgment in Ferryboat that the purpose of the pole is to provide direction to the pilot.
• Deciding : One makes a decision on what to do or on what policy to adopt, as in the decision in Transit to take the subway.

By definition, a person who does something voluntarily is both willing and able to do that thing at that time. Both the willingness and the ability contribute causally to the person’s action, in the sense that the voluntary action would not occur if either (or both) of these were lacking. For example, suppose that one is standing with one’s arms at one’s sides and one voluntarily lifts one’s right arm to an extended horizontal position. One would not do so if one were unable to lift one’s arm, if for example one’s right side was paralyzed as the result of a stroke. Nor would one do so if one were unwilling to lift one’s arm, if for example one were participating in a street demonstration at which a white supremacist was urging the crowd to lift their right arm in a Nazi salute and one were unwilling to express support in this way for the racist Nazi ideology. The same analysis applies to a voluntary mental process of thinking critically. It requires both willingness and ability to think critically, including willingness and ability to perform each of the mental acts that compose the process and to coordinate those acts in a sequence that is directed at resolving the initiating perplexity.

Consider willingness first. We can identify causal contributors to willingness to think critically by considering factors that would cause a person who was able to think critically about an issue nevertheless not to do so (Hamby 2014). For each factor, the opposite condition thus contributes causally to willingness to think critically on a particular occasion. For example, people who habitually jump to conclusions without considering alternatives will not think critically about issues that arise, even if they have the required abilities. The contrary condition of willingness to suspend judgment is thus a causal contributor to thinking critically.

Now consider ability. In contrast to the ability to move one’s arm, which can be completely absent because a stroke has left the arm paralyzed, the ability to think critically is a developed ability, whose absence is not a complete absence of ability to think but absence of ability to think well. We can identify the ability to think well directly, in terms of the norms and standards for good thinking. In general, to be able do well the thinking activities that can be components of a critical thinking process, one needs to know the concepts and principles that characterize their good performance, to recognize in particular cases that the concepts and principles apply, and to apply them. The knowledge, recognition and application may be procedural rather than declarative. It may be domain-specific rather than widely applicable, and in either case may need subject-matter knowledge, sometimes of a deep kind.

Reflections of the sort illustrated by the previous two paragraphs have led scholars to identify the knowledge, abilities and dispositions of a “critical thinker”, i.e., someone who thinks critically whenever it is appropriate to do so. We turn now to these three types of causal contributors to thinking critically. We start with dispositions, since arguably these are the most powerful contributors to being a critical thinker, can be fostered at an early stage of a child’s development, and are susceptible to general improvement (Glaser 1941: 175)

8. Critical Thinking Dispositions

Educational researchers use the term ‘dispositions’ broadly for the habits of mind and attitudes that contribute causally to being a critical thinker. Some writers (e.g., Paul & Elder 2006; Hamby 2014; Bailin & Battersby 2016a) propose to use the term ‘virtues’ for this dimension of a critical thinker. The virtues in question, although they are virtues of character, concern the person’s ways of thinking rather than the person’s ways of behaving towards others. They are not moral virtues but intellectual virtues, of the sort articulated by Zagzebski (1996) and discussed by Turri, Alfano, and Greco (2017).

On a realistic conception, thinking dispositions or intellectual virtues are real properties of thinkers. They are general tendencies, propensities, or inclinations to think in particular ways in particular circumstances, and can be genuinely explanatory (Siegel 1999). Sceptics argue that there is no evidence for a specific mental basis for the habits of mind that contribute to thinking critically, and that it is pedagogically misleading to posit such a basis (Bailin et al. 1999a). Whatever their status, critical thinking dispositions need motivation for their initial formation in a child—motivation that may be external or internal. As children develop, the force of habit will gradually become important in sustaining the disposition (Nieto & Valenzuela 2012). Mere force of habit, however, is unlikely to sustain critical thinking dispositions. Critical thinkers must value and enjoy using their knowledge and abilities to think things through for themselves. They must be committed to, and lovers of, inquiry.

A person may have a critical thinking disposition with respect to only some kinds of issues. For example, one could be open-minded about scientific issues but not about religious issues. Similarly, one could be confident in one’s ability to reason about the theological implications of the existence of evil in the world but not in one’s ability to reason about the best design for a guided ballistic missile.

Facione (1990a: 25) divides “affective dispositions” of critical thinking into approaches to life and living in general and approaches to specific issues, questions or problems. Adapting this distinction, one can usefully divide critical thinking dispositions into initiating dispositions (those that contribute causally to starting to think critically about an issue) and internal dispositions (those that contribute causally to doing a good job of thinking critically once one has started). The two categories are not mutually exclusive. For example, open-mindedness, in the sense of willingness to consider alternative points of view to one’s own, is both an initiating and an internal disposition.

Using the strategy of considering factors that would block people with the ability to think critically from doing so, we can identify as initiating dispositions for thinking critically attentiveness, a habit of inquiry, self-confidence, courage, open-mindedness, willingness to suspend judgment, trust in reason, wanting evidence for one’s beliefs, and seeking the truth. We consider briefly what each of these dispositions amounts to, in each case citing sources that acknowledge them.

• Attentiveness : One will not think critically if one fails to recognize an issue that needs to be thought through. For example, the pedestrian in Weather would not have looked up if he had not noticed that the air was suddenly cooler. To be a critical thinker, then, one needs to be habitually attentive to one’s surroundings, noticing not only what one senses but also sources of perplexity in messages received and in one’s own beliefs and attitudes (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
• Habit of inquiry : Inquiry is effortful, and one needs an internal push to engage in it. For example, the student in Bubbles could easily have stopped at idle wondering about the cause of the bubbles rather than reasoning to a hypothesis, then designing and executing an experiment to test it. Thus willingness to think critically needs mental energy and initiative. What can supply that energy? Love of inquiry, or perhaps just a habit of inquiry. Hamby (2015) has argued that willingness to inquire is the central critical thinking virtue, one that encompasses all the others. It is recognized as a critical thinking disposition by Dewey (1910: 29; 1933: 35), Glaser (1941: 5), Ennis (1987: 12; 1991: 8), Facione (1990a: 25), Bailin et al. (1999b: 294), Halpern (1998: 452), and Facione, Facione, & Giancarlo (2001).
• Self-confidence : Lack of confidence in one’s abilities can block critical thinking. For example, if the woman in Rash lacked confidence in her ability to figure things out for herself, she might just have assumed that the rash on her chest was the allergic reaction to her medication against which the pharmacist had warned her. Thus willingness to think critically requires confidence in one’s ability to inquire (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
• Courage : Fear of thinking for oneself can stop one from doing it. Thus willingness to think critically requires intellectual courage (Paul & Elder 2006: 16).
• Open-mindedness : A dogmatic attitude will impede thinking critically. For example, a person who adheres rigidly to a “pro-choice” position on the issue of the legal status of induced abortion is likely to be unwilling to consider seriously the issue of when in its development an unborn child acquires a moral right to life. Thus willingness to think critically requires open-mindedness, in the sense of a willingness to examine questions to which one already accepts an answer but which further evidence or reasoning might cause one to answer differently (Dewey 1933; Facione 1990a; Ennis 1991; Bailin et al. 1999b; Halpern 1998, Facione, Facione, & Giancarlo 2001). Paul (1981) emphasizes open-mindedness about alternative world-views, and recommends a dialectical approach to integrating such views as central to what he calls “strong sense” critical thinking. In three studies, Haran, Ritov, & Mellers (2013) found that actively open-minded thinking, including “the tendency to weigh new evidence against a favored belief, to spend sufficient time on a problem before giving up, and to consider carefully the opinions of others in forming one’s own”, led study participants to acquire information and thus to make accurate estimations.
• Willingness to suspend judgment : Premature closure on an initial solution will block critical thinking. Thus willingness to think critically requires a willingness to suspend judgment while alternatives are explored (Facione 1990a; Ennis 1991; Halpern 1998).
• Trust in reason : Since distrust in the processes of reasoned inquiry will dissuade one from engaging in it, trust in them is an initiating critical thinking disposition (Facione 1990a, 25; Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001; Paul & Elder 2006). In reaction to an allegedly exclusive emphasis on reason in critical thinking theory and pedagogy, Thayer-Bacon (2000) argues that intuition, imagination, and emotion have important roles to play in an adequate conception of critical thinking that she calls “constructive thinking”. From her point of view, critical thinking requires trust not only in reason but also in intuition, imagination, and emotion.
• Seeking the truth : If one does not care about the truth but is content to stick with one’s initial bias on an issue, then one will not think critically about it. Seeking the truth is thus an initiating critical thinking disposition (Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001). A disposition to seek the truth is implicit in more specific critical thinking dispositions, such as trying to be well-informed, considering seriously points of view other than one’s own, looking for alternatives, suspending judgment when the evidence is insufficient, and adopting a position when the evidence supporting it is sufficient.

Some of the initiating dispositions, such as open-mindedness and willingness to suspend judgment, are also internal critical thinking dispositions, in the sense of mental habits or attitudes that contribute causally to doing a good job of critical thinking once one starts the process. But there are many other internal critical thinking dispositions. Some of them are parasitic on one’s conception of good thinking. For example, it is constitutive of good thinking about an issue to formulate the issue clearly and to maintain focus on it. For this purpose, one needs not only the corresponding ability but also the corresponding disposition. Ennis (1991: 8) describes it as the disposition “to determine and maintain focus on the conclusion or question”, Facione (1990a: 25) as “clarity in stating the question or concern”. Other internal dispositions are motivators to continue or adjust the critical thinking process, such as willingness to persist in a complex task and willingness to abandon nonproductive strategies in an attempt to self-correct (Halpern 1998: 452). For a list of identified internal critical thinking dispositions, see the Supplement on Internal Critical Thinking Dispositions .

Some theorists postulate skills, i.e., acquired abilities, as operative in critical thinking. It is not obvious, however, that a good mental act is the exercise of a generic acquired skill. Inferring an expected time of arrival, as in Transit , has some generic components but also uses non-generic subject-matter knowledge. Bailin et al. (1999a) argue against viewing critical thinking skills as generic and discrete, on the ground that skilled performance at a critical thinking task cannot be separated from knowledge of concepts and from domain-specific principles of good thinking. Talk of skills, they concede, is unproblematic if it means merely that a person with critical thinking skills is capable of intelligent performance.

Despite such scepticism, theorists of critical thinking have listed as general contributors to critical thinking what they variously call abilities (Glaser 1941; Ennis 1962, 1991), skills (Facione 1990a; Halpern 1998) or competencies (Fisher & Scriven 1997). Amalgamating these lists would produce a confusing and chaotic cornucopia of more than 50 possible educational objectives, with only partial overlap among them. It makes sense instead to try to understand the reasons for the multiplicity and diversity, and to make a selection according to one’s own reasons for singling out abilities to be developed in a critical thinking curriculum. Two reasons for diversity among lists of critical thinking abilities are the underlying conception of critical thinking and the envisaged educational level. Appraisal-only conceptions, for example, involve a different suite of abilities than constructive-only conceptions. Some lists, such as those in (Glaser 1941), are put forward as educational objectives for secondary school students, whereas others are proposed as objectives for college students (e.g., Facione 1990a).

The abilities described in the remaining paragraphs of this section emerge from reflection on the general abilities needed to do well the thinking activities identified in section 6 as components of the critical thinking process described in section 5 . The derivation of each collection of abilities is accompanied by citation of sources that list such abilities and of standardized tests that claim to test them.

Observational abilities : Careful and accurate observation sometimes requires specialist expertise and practice, as in the case of observing birds and observing accident scenes. However, there are general abilities of noticing what one’s senses are picking up from one’s environment and of being able to articulate clearly and accurately to oneself and others what one has observed. It helps in exercising them to be able to recognize and take into account factors that make one’s observation less trustworthy, such as prior framing of the situation, inadequate time, deficient senses, poor observation conditions, and the like. It helps as well to be skilled at taking steps to make one’s observation more trustworthy, such as moving closer to get a better look, measuring something three times and taking the average, and checking what one thinks one is observing with someone else who is in a good position to observe it. It also helps to be skilled at recognizing respects in which one’s report of one’s observation involves inference rather than direct observation, so that one can then consider whether the inference is justified. These abilities come into play as well when one thinks about whether and with what degree of confidence to accept an observation report, for example in the study of history or in a criminal investigation or in assessing news reports. Observational abilities show up in some lists of critical thinking abilities (Ennis 1962: 90; Facione 1990a: 16; Ennis 1991: 9). There are items testing a person’s ability to judge the credibility of observation reports in the Cornell Critical Thinking Tests, Levels X and Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). Norris and King (1983, 1985, 1990a, 1990b) is a test of ability to appraise observation reports.

Emotional abilities : The emotions that drive a critical thinking process are perplexity or puzzlement, a wish to resolve it, and satisfaction at achieving the desired resolution. Children experience these emotions at an early age, without being trained to do so. Education that takes critical thinking as a goal needs only to channel these emotions and to make sure not to stifle them. Collaborative critical thinking benefits from ability to recognize one’s own and others’ emotional commitments and reactions.

Questioning abilities : A critical thinking process needs transformation of an inchoate sense of perplexity into a clear question. Formulating a question well requires not building in questionable assumptions, not prejudging the issue, and using language that in context is unambiguous and precise enough (Ennis 1962: 97; 1991: 9).

Imaginative abilities : Thinking directed at finding the correct causal explanation of a general phenomenon or particular event requires an ability to imagine possible explanations. Thinking about what policy or plan of action to adopt requires generation of options and consideration of possible consequences of each option. Domain knowledge is required for such creative activity, but a general ability to imagine alternatives is helpful and can be nurtured so as to become easier, quicker, more extensive, and deeper (Dewey 1910: 34–39; 1933: 40–47). Facione (1990a) and Halpern (1998) include the ability to imagine alternatives as a critical thinking ability.

Inferential abilities : The ability to draw conclusions from given information, and to recognize with what degree of certainty one’s own or others’ conclusions follow, is universally recognized as a general critical thinking ability. All 11 examples in section 2 of this article include inferences, some from hypotheses or options (as in Transit , Ferryboat and Disorder ), others from something observed (as in Weather and Rash ). None of these inferences is formally valid. Rather, they are licensed by general, sometimes qualified substantive rules of inference (Toulmin 1958) that rest on domain knowledge—that a bus trip takes about the same time in each direction, that the terminal of a wireless telegraph would be located on the highest possible place, that sudden cooling is often followed by rain, that an allergic reaction to a sulfa drug generally shows up soon after one starts taking it. It is a matter of controversy to what extent the specialized ability to deduce conclusions from premisses using formal rules of inference is needed for critical thinking. Dewey (1933) locates logical forms in setting out the products of reflection rather than in the process of reflection. Ennis (1981a), on the other hand, maintains that a liberally-educated person should have the following abilities: to translate natural-language statements into statements using the standard logical operators, to use appropriately the language of necessary and sufficient conditions, to deal with argument forms and arguments containing symbols, to determine whether in virtue of an argument’s form its conclusion follows necessarily from its premisses, to reason with logically complex propositions, and to apply the rules and procedures of deductive logic. Inferential abilities are recognized as critical thinking abilities by Glaser (1941: 6), Facione (1990a: 9), Ennis (1991: 9), Fisher & Scriven (1997: 99, 111), and Halpern (1998: 452). Items testing inferential abilities constitute two of the five subtests of the Watson Glaser Critical Thinking Appraisal (Watson & Glaser 1980a, 1980b, 1994), two of the four sections in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), three of the seven sections in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), 11 of the 34 items on Forms A and B of the California Critical Thinking Skills Test (Facione 1990b, 1992), and a high but variable proportion of the 25 selected-response questions in the Collegiate Learning Assessment (Council for Aid to Education 2017).

Experimenting abilities : Knowing how to design and execute an experiment is important not just in scientific research but also in everyday life, as in Rash . Dewey devoted a whole chapter of his How We Think (1910: 145–156; 1933: 190–202) to the superiority of experimentation over observation in advancing knowledge. Experimenting abilities come into play at one remove in appraising reports of scientific studies. Skill in designing and executing experiments includes the acknowledged abilities to appraise evidence (Glaser 1941: 6), to carry out experiments and to apply appropriate statistical inference techniques (Facione 1990a: 9), to judge inductions to an explanatory hypothesis (Ennis 1991: 9), and to recognize the need for an adequately large sample size (Halpern 1998). The Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) includes four items (out of 52) on experimental design. The Collegiate Learning Assessment (Council for Aid to Education 2017) makes room for appraisal of study design in both its performance task and its selected-response questions.

Consulting abilities : Skill at consulting sources of information comes into play when one seeks information to help resolve a problem, as in Candidate . Ability to find and appraise information includes ability to gather and marshal pertinent information (Glaser 1941: 6), to judge whether a statement made by an alleged authority is acceptable (Ennis 1962: 84), to plan a search for desired information (Facione 1990a: 9), and to judge the credibility of a source (Ennis 1991: 9). Ability to judge the credibility of statements is tested by 24 items (out of 76) in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) and by four items (out of 52) in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). The College Learning Assessment’s performance task requires evaluation of whether information in documents is credible or unreliable (Council for Aid to Education 2017).

Argument analysis abilities : The ability to identify and analyze arguments contributes to the process of surveying arguments on an issue in order to form one’s own reasoned judgment, as in Candidate . The ability to detect and analyze arguments is recognized as a critical thinking skill by Facione (1990a: 7–8), Ennis (1991: 9) and Halpern (1998). Five items (out of 34) on the California Critical Thinking Skills Test (Facione 1990b, 1992) test skill at argument analysis. The College Learning Assessment (Council for Aid to Education 2017) incorporates argument analysis in its selected-response tests of critical reading and evaluation and of critiquing an argument.

Judging skills and deciding skills : Skill at judging and deciding is skill at recognizing what judgment or decision the available evidence and argument supports, and with what degree of confidence. It is thus a component of the inferential skills already discussed.

Lists and tests of critical thinking abilities often include two more abilities: identifying assumptions and constructing and evaluating definitions.

In addition to dispositions and abilities, critical thinking needs knowledge: of critical thinking concepts, of critical thinking principles, and of the subject-matter of the thinking.

We can derive a short list of concepts whose understanding contributes to critical thinking from the critical thinking abilities described in the preceding section. Observational abilities require an understanding of the difference between observation and inference. Questioning abilities require an understanding of the concepts of ambiguity and vagueness. Inferential abilities require an understanding of the difference between conclusive and defeasible inference (traditionally, between deduction and induction), as well as of the difference between necessary and sufficient conditions. Experimenting abilities require an understanding of the concepts of hypothesis, null hypothesis, assumption and prediction, as well as of the concept of statistical significance and of its difference from importance. They also require an understanding of the difference between an experiment and an observational study, and in particular of the difference between a randomized controlled trial, a prospective correlational study and a retrospective (case-control) study. Argument analysis abilities require an understanding of the concepts of argument, premiss, assumption, conclusion and counter-consideration. Additional critical thinking concepts are proposed by Bailin et al. (1999b: 293), Fisher & Scriven (1997: 105–106), Black (2012), and Blair (2021).

According to Glaser (1941: 25), ability to think critically requires knowledge of the methods of logical inquiry and reasoning. If we review the list of abilities in the preceding section, however, we can see that some of them can be acquired and exercised merely through practice, possibly guided in an educational setting, followed by feedback. Searching intelligently for a causal explanation of some phenomenon or event requires that one consider a full range of possible causal contributors, but it seems more important that one implements this principle in one’s practice than that one is able to articulate it. What is important is “operational knowledge” of the standards and principles of good thinking (Bailin et al. 1999b: 291–293). But the development of such critical thinking abilities as designing an experiment or constructing an operational definition can benefit from learning their underlying theory. Further, explicit knowledge of quirks of human thinking seems useful as a cautionary guide. Human memory is not just fallible about details, as people learn from their own experiences of misremembering, but is so malleable that a detailed, clear and vivid recollection of an event can be a total fabrication (Loftus 2017). People seek or interpret evidence in ways that are partial to their existing beliefs and expectations, often unconscious of their “confirmation bias” (Nickerson 1998). Not only are people subject to this and other cognitive biases (Kahneman 2011), of which they are typically unaware, but it may be counter-productive for one to make oneself aware of them and try consciously to counteract them or to counteract social biases such as racial or sexual stereotypes (Kenyon & Beaulac 2014). It is helpful to be aware of these facts and of the superior effectiveness of blocking the operation of biases—for example, by making an immediate record of one’s observations, refraining from forming a preliminary explanatory hypothesis, blind refereeing, double-blind randomized trials, and blind grading of students’ work. It is also helpful to be aware of the prevalence of “noise” (unwanted unsystematic variability of judgments), of how to detect noise (through a noise audit), and of how to reduce noise: make accuracy the goal, think statistically, break a process of arriving at a judgment into independent tasks, resist premature intuitions, in a group get independent judgments first, favour comparative judgments and scales (Kahneman, Sibony, & Sunstein 2021). It is helpful as well to be aware of the concept of “bounded rationality” in decision-making and of the related distinction between “satisficing” and optimizing (Simon 1956; Gigerenzer 2001).

Critical thinking about an issue requires substantive knowledge of the domain to which the issue belongs. Critical thinking abilities are not a magic elixir that can be applied to any issue whatever by somebody who has no knowledge of the facts relevant to exploring that issue. For example, the student in Bubbles needed to know that gases do not penetrate solid objects like a glass, that air expands when heated, that the volume of an enclosed gas varies directly with its temperature and inversely with its pressure, and that hot objects will spontaneously cool down to the ambient temperature of their surroundings unless kept hot by insulation or a source of heat. Critical thinkers thus need a rich fund of subject-matter knowledge relevant to the variety of situations they encounter. This fact is recognized in the inclusion among critical thinking dispositions of a concern to become and remain generally well informed.

Experimental educational interventions, with control groups, have shown that education can improve critical thinking skills and dispositions, as measured by standardized tests. For information about these tests, see the Supplement on Assessment .

What educational methods are most effective at developing the dispositions, abilities and knowledge of a critical thinker? In a comprehensive meta-analysis of experimental and quasi-experimental studies of strategies for teaching students to think critically, Abrami et al. (2015) found that dialogue, anchored instruction, and mentoring each increased the effectiveness of the educational intervention, and that they were most effective when combined. They also found that in these studies a combination of separate instruction in critical thinking with subject-matter instruction in which students are encouraged to think critically was more effective than either by itself. However, the difference was not statistically significant; that is, it might have arisen by chance.

Most of these studies lack the longitudinal follow-up required to determine whether the observed differential improvements in critical thinking abilities or dispositions continue over time, for example until high school or college graduation. For details on studies of methods of developing critical thinking skills and dispositions, see the Supplement on Educational Methods .

12. Controversies

Scholars have denied the generalizability of critical thinking abilities across subject domains, have alleged bias in critical thinking theory and pedagogy, and have investigated the relationship of critical thinking to other kinds of thinking.

McPeck (1981) attacked the thinking skills movement of the 1970s, including the critical thinking movement. He argued that there are no general thinking skills, since thinking is always thinking about some subject-matter. It is futile, he claimed, for schools and colleges to teach thinking as if it were a separate subject. Rather, teachers should lead their pupils to become autonomous thinkers by teaching school subjects in a way that brings out their cognitive structure and that encourages and rewards discussion and argument. As some of his critics (e.g., Paul 1985; Siegel 1985) pointed out, McPeck’s central argument needs elaboration, since it has obvious counter-examples in writing and speaking, for which (up to a certain level of complexity) there are teachable general abilities even though they are always about some subject-matter. To make his argument convincing, McPeck needs to explain how thinking differs from writing and speaking in a way that does not permit useful abstraction of its components from the subject-matters with which it deals. He has not done so. Nevertheless, his position that the dispositions and abilities of a critical thinker are best developed in the context of subject-matter instruction is shared by many theorists of critical thinking, including Dewey (1910, 1933), Glaser (1941), Passmore (1980), Weinstein (1990), Bailin et al. (1999b), and Willingham (2019).

McPeck’s challenge prompted reflection on the extent to which critical thinking is subject-specific. McPeck argued for a strong subject-specificity thesis, according to which it is a conceptual truth that all critical thinking abilities are specific to a subject. (He did not however extend his subject-specificity thesis to critical thinking dispositions. In particular, he took the disposition to suspend judgment in situations of cognitive dissonance to be a general disposition.) Conceptual subject-specificity is subject to obvious counter-examples, such as the general ability to recognize confusion of necessary and sufficient conditions. A more modest thesis, also endorsed by McPeck, is epistemological subject-specificity, according to which the norms of good thinking vary from one field to another. Epistemological subject-specificity clearly holds to a certain extent; for example, the principles in accordance with which one solves a differential equation are quite different from the principles in accordance with which one determines whether a painting is a genuine Picasso. But the thesis suffers, as Ennis (1989) points out, from vagueness of the concept of a field or subject and from the obvious existence of inter-field principles, however broadly the concept of a field is construed. For example, the principles of hypothetico-deductive reasoning hold for all the varied fields in which such reasoning occurs. A third kind of subject-specificity is empirical subject-specificity, according to which as a matter of empirically observable fact a person with the abilities and dispositions of a critical thinker in one area of investigation will not necessarily have them in another area of investigation.

The thesis of empirical subject-specificity raises the general problem of transfer. If critical thinking abilities and dispositions have to be developed independently in each school subject, how are they of any use in dealing with the problems of everyday life and the political and social issues of contemporary society, most of which do not fit into the framework of a traditional school subject? Proponents of empirical subject-specificity tend to argue that transfer is more likely to occur if there is critical thinking instruction in a variety of domains, with explicit attention to dispositions and abilities that cut across domains. But evidence for this claim is scanty. There is a need for well-designed empirical studies that investigate the conditions that make transfer more likely.

It is common ground in debates about the generality or subject-specificity of critical thinking dispositions and abilities that critical thinking about any topic requires background knowledge about the topic. For example, the most sophisticated understanding of the principles of hypothetico-deductive reasoning is of no help unless accompanied by some knowledge of what might be plausible explanations of some phenomenon under investigation.

Critics have objected to bias in the theory, pedagogy and practice of critical thinking. Commentators (e.g., Alston 1995; Ennis 1998) have noted that anyone who takes a position has a bias in the neutral sense of being inclined in one direction rather than others. The critics, however, are objecting to bias in the pejorative sense of an unjustified favoring of certain ways of knowing over others, frequently alleging that the unjustly favoured ways are those of a dominant sex or culture (Bailin 1995). These ways favour:

• reinforcement of egocentric and sociocentric biases over dialectical engagement with opposing world-views (Paul 1981, 1984; Warren 1998)
• distancing from the object of inquiry over closeness to it (Martin 1992; Thayer-Bacon 1992)
• indifference to the situation of others over care for them (Martin 1992)
• orientation to thought over orientation to action (Martin 1992)
• being reasonable over caring to understand people’s ideas (Thayer-Bacon 1993)
• being neutral and objective over being embodied and situated (Thayer-Bacon 1995a)
• doubting over believing (Thayer-Bacon 1995b)
• reason over emotion, imagination and intuition (Thayer-Bacon 2000)
• solitary thinking over collaborative thinking (Thayer-Bacon 2000)
• written and spoken assignments over other forms of expression (Alston 2001)
• attention to written and spoken communications over attention to human problems (Alston 2001)
• winning debates in the public sphere over making and understanding meaning (Alston 2001)

A common thread in this smorgasbord of accusations is dissatisfaction with focusing on the logical analysis and evaluation of reasoning and arguments. While these authors acknowledge that such analysis and evaluation is part of critical thinking and should be part of its conceptualization and pedagogy, they insist that it is only a part. Paul (1981), for example, bemoans the tendency of atomistic teaching of methods of analyzing and evaluating arguments to turn students into more able sophists, adept at finding fault with positions and arguments with which they disagree but even more entrenched in the egocentric and sociocentric biases with which they began. Martin (1992) and Thayer-Bacon (1992) cite with approval the self-reported intimacy with their subject-matter of leading researchers in biology and medicine, an intimacy that conflicts with the distancing allegedly recommended in standard conceptions and pedagogy of critical thinking. Thayer-Bacon (2000) contrasts the embodied and socially embedded learning of her elementary school students in a Montessori school, who used their imagination, intuition and emotions as well as their reason, with conceptions of critical thinking as

thinking that is used to critique arguments, offer justifications, and make judgments about what are the good reasons, or the right answers. (Thayer-Bacon 2000: 127–128)

Alston (2001) reports that her students in a women’s studies class were able to see the flaws in the Cinderella myth that pervades much romantic fiction but in their own romantic relationships still acted as if all failures were the woman’s fault and still accepted the notions of love at first sight and living happily ever after. Students, she writes, should

be able to connect their intellectual critique to a more affective, somatic, and ethical account of making risky choices that have sexist, racist, classist, familial, sexual, or other consequences for themselves and those both near and far… critical thinking that reads arguments, texts, or practices merely on the surface without connections to feeling/desiring/doing or action lacks an ethical depth that should infuse the difference between mere cognitive activity and something we want to call critical thinking. (Alston 2001: 34)

Some critics portray such biases as unfair to women. Thayer-Bacon (1992), for example, has charged modern critical thinking theory with being sexist, on the ground that it separates the self from the object and causes one to lose touch with one’s inner voice, and thus stigmatizes women, who (she asserts) link self to object and listen to their inner voice. Her charge does not imply that women as a group are on average less able than men to analyze and evaluate arguments. Facione (1990c) found no difference by sex in performance on his California Critical Thinking Skills Test. Kuhn (1991: 280–281) found no difference by sex in either the disposition or the competence to engage in argumentative thinking.

The critics propose a variety of remedies for the biases that they allege. In general, they do not propose to eliminate or downplay critical thinking as an educational goal. Rather, they propose to conceptualize critical thinking differently and to change its pedagogy accordingly. Their pedagogical proposals arise logically from their objections. They can be summarized as follows:

• Focus on argument networks with dialectical exchanges reflecting contesting points of view rather than on atomic arguments, so as to develop “strong sense” critical thinking that transcends egocentric and sociocentric biases (Paul 1981, 1984).
• Foster closeness to the subject-matter and feeling connected to others in order to inform a humane democracy (Martin 1992).
• Develop “constructive thinking” as a social activity in a community of physically embodied and socially embedded inquirers with personal voices who value not only reason but also imagination, intuition and emotion (Thayer-Bacon 2000).
• In developing critical thinking in school subjects, treat as important neither skills nor dispositions but opening worlds of meaning (Alston 2001).
• Attend to the development of critical thinking dispositions as well as skills, and adopt the “critical pedagogy” practised and advocated by Freire (1968 [1970]) and hooks (1994) (Dalgleish, Girard, & Davies 2017).

A common thread in these proposals is treatment of critical thinking as a social, interactive, personally engaged activity like that of a quilting bee or a barn-raising (Thayer-Bacon 2000) rather than as an individual, solitary, distanced activity symbolized by Rodin’s The Thinker . One can get a vivid description of education with the former type of goal from the writings of bell hooks (1994, 2010). Critical thinking for her is open-minded dialectical exchange across opposing standpoints and from multiple perspectives, a conception similar to Paul’s “strong sense” critical thinking (Paul 1981). She abandons the structure of domination in the traditional classroom. In an introductory course on black women writers, for example, she assigns students to write an autobiographical paragraph about an early racial memory, then to read it aloud as the others listen, thus affirming the uniqueness and value of each voice and creating a communal awareness of the diversity of the group’s experiences (hooks 1994: 84). Her “engaged pedagogy” is thus similar to the “freedom under guidance” implemented in John Dewey’s Laboratory School of Chicago in the late 1890s and early 1900s. It incorporates the dialogue, anchored instruction, and mentoring that Abrami (2015) found to be most effective in improving critical thinking skills and dispositions.

What is the relationship of critical thinking to problem solving, decision-making, higher-order thinking, creative thinking, and other recognized types of thinking? One’s answer to this question obviously depends on how one defines the terms used in the question. If critical thinking is conceived broadly to cover any careful thinking about any topic for any purpose, then problem solving and decision making will be kinds of critical thinking, if they are done carefully. Historically, ‘critical thinking’ and ‘problem solving’ were two names for the same thing. If critical thinking is conceived more narrowly as consisting solely of appraisal of intellectual products, then it will be disjoint with problem solving and decision making, which are constructive.

Bloom’s taxonomy of educational objectives used the phrase “intellectual abilities and skills” for what had been labeled “critical thinking” by some, “reflective thinking” by Dewey and others, and “problem solving” by still others (Bloom et al. 1956: 38). Thus, the so-called “higher-order thinking skills” at the taxonomy’s top levels of analysis, synthesis and evaluation are just critical thinking skills, although they do not come with general criteria for their assessment (Ennis 1981b). The revised version of Bloom’s taxonomy (Anderson et al. 2001) likewise treats critical thinking as cutting across those types of cognitive process that involve more than remembering (Anderson et al. 2001: 269–270). For details, see the Supplement on History .

As to creative thinking, it overlaps with critical thinking (Bailin 1987, 1988). Thinking about the explanation of some phenomenon or event, as in Ferryboat , requires creative imagination in constructing plausible explanatory hypotheses. Likewise, thinking about a policy question, as in Candidate , requires creativity in coming up with options. Conversely, creativity in any field needs to be balanced by critical appraisal of the draft painting or novel or mathematical theory.

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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.

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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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• What is Critical Thinking?

The ability to think critically calls for a higher-order thinking than simply the ability to recall information.

Definitions of critical thinking, its elements, and its associated activities fill the educational literature of the past forty years. Critical thinking has been described as an ability to question; to acknowledge and test previously held assumptions; to recognize ambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments and decisions; and to clarify, articulate, and justify positions (Hullfish & Smith, 1961; Ennis, 1962; Ruggiero, 1975; Scriven, 1976; Hallet, 1984; Kitchener, 1986; Pascarella & Terenzini, 1991; Mines et al., 1990; Halpern, 1996; Paul & Elder, 2001; Petress, 2004; Holyoak & Morrison, 2005; among others).

After a careful review of the mountainous body of literature defining critical thinking and its elements, UofL has chosen to adopt the language of Michael Scriven and Richard Paul (2003) as a comprehensive, concise operating definition:

Critical thinking is 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.

Paul and Scriven go on to suggest that critical thinking is based on: "universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue, assumptions, concepts, empirical grounding; reasoning leading to conclusions, implication and consequences, objections from alternative viewpoints, and frame of reference. Critical thinking - in being responsive to variable subject matter, issues, and purposes - is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking."

This conceptualization of critical thinking has been refined and developed further by Richard Paul and Linder Elder into the Paul-Elder framework of critical thinking. Currently, this approach is one of the most widely published and cited frameworks in the critical thinking literature. According to the Paul-Elder framework, critical thinking is the:

• Analysis of thinking by focusing on the parts or structures of thinking ("the Elements of Thought")
• Evaluation of thinking by focusing on the quality ("the Universal Intellectual Standards")
• Improvement of thinking by using what you have learned ("the Intellectual Traits")

Selection of a Critical Thinking Framework

The University of Louisville chose the Paul-Elder model of Critical Thinking as the approach to guide our efforts in developing and enhancing our critical thinking curriculum. The Paul-Elder framework was selected based on criteria adapted from the characteristics of a good model of critical thinking developed at Surry Community College. The Paul-Elder critical thinking framework is comprehensive, uses discipline-neutral terminology, is applicable to all disciplines, defines specific cognitive skills including metacognition, and offers high quality resources.

Why the selection of a single critical thinking framework?

The use of a single critical thinking framework is an important aspect of institution-wide critical thinking initiatives (Paul and Nosich, 1993; Paul, 2004). According to this view, critical thinking instruction should not be relegated to one or two disciplines or departments with discipline specific language and conceptualizations. Rather, critical thinking instruction should be explicitly infused in all courses so that critical thinking skills can be developed and reinforced in student learning across the curriculum. The use of a common approach with a common language allows for a central organizer and for the development of critical thinking skill sets in all courses.

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critical thinking

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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.

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Critical Thinking and Decision-Making  - What is Critical Thinking?

Critical thinking and decision-making  -, what is critical thinking, critical thinking and decision-making what is critical thinking.

Critical Thinking and Decision-Making: What is Critical Thinking?

Lesson 1: what is critical thinking, what is critical thinking.

Critical thinking is a term that gets thrown around a lot. You've probably heard it used often throughout the years whether it was in school, at work, or in everyday conversation. But when you stop to think about it, what exactly is critical thinking and how do you do it ?

Watch the video below to learn more about critical thinking.

Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions . It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better.

This may sound like a pretty broad definition, and that's because critical thinking is a broad skill that can be applied to so many different situations. You can use it to prepare for a job interview, manage your time better, make decisions about purchasing things, and so much more.

The process

As humans, we are constantly thinking . It's something we can't turn off. But not all of it is critical thinking. No one thinks critically 100% of the time... that would be pretty exhausting! Instead, it's an intentional process , something that we consciously use when we're presented with difficult problems or important decisions.

Improving your critical thinking

In order to become a better critical thinker, it's important to ask questions when you're presented with a problem or decision, before jumping to any conclusions. You can start with simple ones like What do I currently know? and How do I know this? These can help to give you a better idea of what you're working with and, in some cases, simplify more complex issues.  

Real-world applications

Let's take a look at how we can use critical thinking to evaluate online information . Say a friend of yours posts a news article on social media and you're drawn to its headline. If you were to use your everyday automatic thinking, you might accept it as fact and move on. But if you were thinking critically, you would first analyze the available information and ask some questions :

• What's the source of this article?
• Is the headline potentially misleading?
• What are my friend's general beliefs?
• Do their beliefs inform why they might have shared this?

After analyzing all of this information, you can draw a conclusion about whether or not you think the article is trustworthy.

Critical thinking has a wide range of real-world applications . It can help you to make better decisions, become more hireable, and generally better understand the world around you.

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Our Concept and Definition of Critical Thinking

Critical Thinking Definition, Skills, and Examples

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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 details to solve problems or make decisions. These skills are especially helpful at school and in the workplace, where employers prioritize the ability to think critically. Find out why and see how you can demonstrate that you have this ability.

Examples of Critical Thinking

The circumstances that demand critical thinking vary from industry to industry. Some examples include:

• A triage nurse analyzes the cases at hand and decides the order by which the patients should be treated.
• A plumber evaluates the materials that would best suit a particular job.
• An attorney reviews the evidence and devises a strategy to win a case or to decide whether to settle out of court.
• A manager analyzes customer feedback forms and uses this information to develop a customer service training session for employees.

Why Do Employers Value Critical Thinking Skills?

Employers want job candidates who can evaluate a situation using logical thought and offer the best solution.

Someone with critical thinking skills can be trusted to make decisions independently, and will not need constant handholding.

Hiring a critical thinker means that micromanaging won't be required. Critical thinking abilities are among the most sought-after skills in almost every industry and workplace. You can demonstrate critical thinking by using related keywords in your resume and cover letter and during your interview.

How to Demonstrate Critical Thinking in a Job Search

If critical thinking is a key phrase in the job listings you are applying for, be sure to emphasize your critical thinking skills throughout your job search.

Add Keywords to Your Resume

You can use critical thinking keywords (analytical, problem solving, creativity, etc.) in your resume. When describing your work history, include top critical thinking skills that accurately describe you. You can also include them in your resume summary, if you have one.

For example, your summary might read, “Marketing Associate with five years of experience in project management. Skilled in conducting thorough market research and competitor analysis to assess market trends and client needs, and to develop appropriate acquisition tactics.”

Mention Skills in Your Cover Letter

Include these critical thinking skills in your cover letter. In the body of your letter, mention one or two of these skills, and give specific examples of times when you have demonstrated them at work. Think about times when you had to analyze or evaluate materials to solve a problem.

Show the Interviewer Your Skills

You can use these skill words in an interview. Discuss a time when you were faced with a particular problem or challenge at work and explain how you applied critical thinking to solve it.

Some interviewers will give you a hypothetical scenario or problem, and ask you to use critical thinking skills to solve it. In this case, explain your thought process thoroughly to the interviewer. He or she is typically more focused on how you arrive at your solution rather than the solution itself. The interviewer wants to see you analyze and evaluate (key parts of critical thinking) the given scenario or problem.

Of course, each job will require different skills and experiences, so make sure you read the job description carefully and focus on the skills listed by the employer.

Top Critical Thinking Skills

Keep these in-demand skills in mind as you refine your critical thinking practice —whether for work or school.

Part of critical thinking is the ability to carefully examine something, whether it is a problem, a set of data, or a text. People with analytical skills can examine information, understand what it means, and properly explain to others the implications of that information.

• Asking Thoughtful Questions
• Data Analysis
• Interpretation
• Questioning Evidence
• Recognizing Patterns

Communication

Often, you will need to share your conclusions with your employers or with a group of classmates or colleagues. You need to be able to communicate with others to share your ideas effectively. You might also need to engage in critical thinking in a group. In this case, you will need to work with others and communicate effectively to figure out solutions to complex problems.

• Active Listening
• Collaboration
• Explanation
• Interpersonal
• Presentation
• Verbal Communication
• Written Communication

Critical thinking often involves creativity and innovation. You might need to spot patterns in the information you are looking at or come up with a solution that no one else has thought of before. All of this involves a creative eye that can take a different approach from all other approaches.

• Flexibility
• Conceptualization
• Imagination
• Drawing Connections
• Synthesizing

Open-Mindedness

To think critically, you need to be able to put aside any assumptions or judgments and merely analyze the information you receive. You need to be objective, evaluating ideas without bias.

• Objectivity
• Observation

Problem-Solving

Problem-solving is another critical thinking skill that involves analyzing a problem, generating and implementing a solution, and assessing the success of the plan. Employers don’t simply want employees who can think about information critically. They also need to be able to come up with practical solutions.

• Attention to Detail
• Clarification
• Decision Making
• Groundedness
• Identifying Patterns

More Critical Thinking Skills

• Inductive Reasoning
• Deductive Reasoning
• Noticing Outliers
• Adaptability
• Emotional Intelligence
• Brainstorming
• Optimization
• Restructuring
• Integration
• Strategic Planning
• Project Management
• Ongoing Improvement
• Causal Relationships
• Case Analysis
• Diagnostics
• SWOT Analysis
• Business Intelligence
• Quantitative Data Management
• Qualitative Data Management
• Risk Management
• Scientific Method
• Consumer Behavior

Key Takeaways

• Demonstrate you have critical thinking skills by adding relevant keywords to your resume.
• Mention pertinent critical thinking skills in your cover letter, too, and include an example of a time when you demonstrated them at work.
• Finally, highlight critical thinking skills during your interview. For instance, you might discuss a time when you were faced with a challenge at work and explain how you applied critical thinking skills to solve it.

University of Louisville. " What is Critical Thinking ."

American Management Association. " AMA Critical Skills Survey: Workers Need Higher Level Skills to Succeed in the 21st Century ."

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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 28 Aug. 2024.

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Critical thinking and problem-solving, jump to: , what is critical thinking, characteristics of critical thinking, why teach critical thinking.

• Teaching Strategies to Help Promote Critical Thinking Skills

References and Resources

When examining the vast literature on critical thinking, various definitions of critical thinking emerge. Here are some samples:

• "Critical thinking is 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, 1996).
• "Most formal definitions characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation" (Angelo, 1995, p. 6).
• "Critical thinking is thinking that assesses itself" (Center for Critical Thinking, 1996b).
• "Critical thinking is the ability to think about one's thinking in such a way as 1. To recognize its strengths and weaknesses and, as a result, 2. To recast the thinking in improved form" (Center for Critical Thinking, 1996c).

Perhaps the simplest definition is offered by Beyer (1995) : "Critical thinking... means making reasoned judgments" (p. 8). Basically, Beyer sees critical thinking as using criteria to judge the quality of something, from cooking to a conclusion of a research paper. In essence, critical thinking is a disciplined manner of thought that a person uses to assess the validity of something (statements, news stories, arguments, research, etc.).

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Wade (1995) identifies eight characteristics of critical thinking. Critical thinking involves asking questions, defining a problem, examining evidence, analyzing assumptions and biases, avoiding emotional reasoning, avoiding oversimplification, considering other interpretations, and tolerating ambiguity. Dealing with ambiguity is also seen by Strohm & Baukus (1995) as an essential part of critical thinking, "Ambiguity and doubt serve a critical-thinking function and are a necessary and even a productive part of the process" (p. 56).

Another characteristic of critical thinking identified by many sources is metacognition. Metacognition is thinking about one's own thinking. More specifically, "metacognition is being aware of one's thinking as one performs specific tasks and then using this awareness to control what one is doing" (Jones & Ratcliff, 1993, p. 10 ).

In the book, Critical Thinking, Beyer elaborately explains what he sees as essential aspects of critical thinking. These are:

• Dispositions: Critical thinkers are skeptical, open-minded, value fair-mindedness, respect evidence and reasoning, respect clarity and precision, look at different points of view, and will change positions when reason leads them to do so.
• Criteria: To think critically, must apply criteria. Need to have conditions that must be met for something to be judged as believable. Although the argument can be made that each subject area has different criteria, some standards apply to all subjects. "... an assertion must... be based on relevant, accurate facts; based on credible sources; precise; unbiased; free from logical fallacies; logically consistent; and strongly reasoned" (p. 12).
• Argument: Is a statement or proposition with supporting evidence. Critical thinking involves identifying, evaluating, and constructing arguments.
• Reasoning: The ability to infer a conclusion from one or multiple premises. To do so requires examining logical relationships among statements or data.
• Point of View: The way one views the world, which shapes one's construction of meaning. In a search for understanding, critical thinkers view phenomena from many different points of view.
• Procedures for Applying Criteria: Other types of thinking use a general procedure. Critical thinking makes use of many procedures. These procedures include asking questions, making judgments, and identifying assumptions.

Oliver & Utermohlen (1995) see students as too often being passive receptors of information. Through technology, the amount of information available today is massive. This information explosion is likely to continue in the future. Students need a guide to weed through the information and not just passively accept it. Students need to "develop and effectively apply critical thinking skills to their academic studies, to the complex problems that they will face, and to the critical choices they will be forced to make as a result of the information explosion and other rapid technological changes" (Oliver & Utermohlen, p. 1 ).

As mentioned in the section, Characteristics of Critical Thinking , critical thinking involves questioning. It is important to teach students how to ask good questions, to think critically, in order to continue the advancement of the very fields we are teaching. "Every field stays alive only to the extent that fresh questions are generated and taken seriously" (Center for Critical Thinking, 1996a ).

Beyer sees the teaching of critical thinking as important to the very state of our nation. He argues that to live successfully in a democracy, people must be able to think critically in order to make sound decisions about personal and civic affairs. If students learn to think critically, then they can use good thinking as the guide by which they live their lives.

Teaching Strategies to Help Promote Critical Thinking

The 1995, Volume 22, issue 1, of the journal, Teaching of Psychology , is devoted to the teaching critical thinking. Most of the strategies included in this section come from the various articles that compose this issue.

• CATS (Classroom Assessment Techniques): Angelo stresses the use of ongoing classroom assessment as a way to monitor and facilitate students' critical thinking. An example of a CAT is to ask students to write a "Minute Paper" responding to questions such as "What was the most important thing you learned in today's class? What question related to this session remains uppermost in your mind?" The teacher selects some of the papers and prepares responses for the next class meeting.
• Cooperative Learning Strategies: Cooper (1995) argues that putting students in group learning situations is the best way to foster critical thinking. "In properly structured cooperative learning environments, students perform more of the active, critical thinking with continuous support and feedback from other students and the teacher" (p. 8).
• Case Study /Discussion Method: McDade (1995) describes this method as the teacher presenting a case (or story) to the class without a conclusion. Using prepared questions, the teacher then leads students through a discussion, allowing students to construct a conclusion for the case.
• Using Questions: King (1995) identifies ways of using questions in the classroom:
• Reciprocal Peer Questioning: Following lecture, the teacher displays a list of question stems (such as, "What are the strengths and weaknesses of...). Students must write questions about the lecture material. In small groups, the students ask each other the questions. Then, the whole class discusses some of the questions from each small group.
• Reader's Questions: Require students to write questions on assigned reading and turn them in at the beginning of class. Select a few of the questions as the impetus for class discussion.
• Conference Style Learning: The teacher does not "teach" the class in the sense of lecturing. The teacher is a facilitator of a conference. Students must thoroughly read all required material before class. Assigned readings should be in the zone of proximal development. That is, readings should be able to be understood by students, but also challenging. The class consists of the students asking questions of each other and discussing these questions. The teacher does not remain passive, but rather, helps "direct and mold discussions by posing strategic questions and helping students build on each others' ideas" (Underwood & Wald, 1995, p. 18 ).
• Use Writing Assignments: Wade sees the use of writing as fundamental to developing critical thinking skills. "With written assignments, an instructor can encourage the development of dialectic reasoning by requiring students to argue both [or more] sides of an issue" (p. 24).
• Written dialogues: Give students written dialogues to analyze. In small groups, students must identify the different viewpoints of each participant in the dialogue. Must look for biases, presence or exclusion of important evidence, alternative interpretations, misstatement of facts, and errors in reasoning. Each group must decide which view is the most reasonable. After coming to a conclusion, each group acts out their dialogue and explains their analysis of it.
• Spontaneous Group Dialogue: One group of students are assigned roles to play in a discussion (such as leader, information giver, opinion seeker, and disagreer). Four observer groups are formed with the functions of determining what roles are being played by whom, identifying biases and errors in thinking, evaluating reasoning skills, and examining ethical implications of the content.
• Ambiguity: Strohm & Baukus advocate producing much ambiguity in the classroom. Don't give students clear cut material. Give them conflicting information that they must think their way through.
• Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking: Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6-7.
• Beyer, B. K. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation.
• Center for Critical Thinking (1996a). The role of questions in thinking, teaching, and learning. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
• Center for Critical Thinking (1996b). Structures for student self-assessment. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univclass/trc.nclk
• Center for Critical Thinking (1996c). Three definitions of critical thinking [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
• Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of Psychology, 22(1), 7-8.
• Jones, E. A. & Ratcliff, G. (1993). Critical thinking skills for college students. National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA. (Eric Document Reproduction Services No. ED 358 772)
• King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum: Inquiring minds really do want to know: Using questioning to teach critical thinking. Teaching of Psychology, 22 (1) , 13-17.
• McDade, S. A. (1995). Case study pedagogy to advance critical thinking. Teaching Psychology, 22(1), 9-10.
• Oliver, H. & Utermohlen, R. (1995). An innovative teaching strategy: Using critical thinking to give students a guide to the future.(Eric Document Reproduction Services No. 389 702)
• Robertson, J. F. & Rane-Szostak, D. (1996). Using dialogues to develop critical thinking skills: A practical approach. Journal of Adolescent & Adult Literacy, 39(7), 552-556.
• Scriven, M. & Paul, R. (1996). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
• Strohm, S. M., & Baukus, R. A. (1995). Strategies for fostering critical thinking skills. Journalism and Mass Communication Educator, 50 (1), 55-62.
• Underwood, M. K., & Wald, R. L. (1995). Conference-style learning: A method for fostering critical thinking with heart. Teaching Psychology, 22(1), 17-21.
• Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22(1), 24-28.

Other Reading

• Bean, J. C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, & active learning in the classroom. Jossey-Bass.
• Bernstein, D. A. (1995). A negotiation model for teaching critical thinking. Teaching of Psychology, 22(1), 22-24.
• Carlson, E. R. (1995). Evaluating the credibility of sources. A missing link in the teaching of critical thinking. Teaching of Psychology, 22(1), 39-41.
• Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1-25.
• Halpern, D. F., & Nummedal, S. G. (1995). Closing thoughts about helping students improve how they think. Teaching of Psychology, 22(1), 82-83.
• Isbell, D. (1995). Teaching writing and research as inseparable: A faculty-librarian teaching team. Reference Services Review, 23(4), 51-62.
• Jones, J. M. & Safrit, R. D. (1994). Developing critical thinking skills in adult learners through innovative distance learning. Paper presented at the International Conference on the practice of adult education and social development. Jinan, China. (Eric Document Reproduction Services No. ED 373 159)
• Sanchez, M. A. (1995). Using critical-thinking principles as a guide to college-level instruction. Teaching of Psychology, 22(1), 72-74.
• Spicer, K. L. & Hanks, W. E. (1995). Multiple measures of critical thinking skills and predisposition in assessment of critical thinking. Paper presented at the annual meeting of the Speech Communication Association, San Antonio, TX. (Eric Document Reproduction Services No. ED 391 185)
• Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students' critical thinking skills. Research in Higher Education, 36(1), 23-39.

On the Internet

• Carr, K. S. (1990). How can we teach critical thinking. Eric Digest. [On-line]. Available HTTP: http://ericps.ed.uiuc.edu/eece/pubs/digests/1990/carr90.html
• The Center for Critical Thinking (1996). Home Page. Available HTTP: http://www.criticalthinking.org/University/
• Ennis, Bob (No date). Critical thinking. [On-line], April 4, 1997. Available HTTP: http://www.cof.orst.edu/cof/teach/for442/ct.htm
• Montclair State University (1995). Curriculum resource center. Critical thinking resources: An annotated bibliography. [On-line]. Available HTTP: http://www.montclair.edu/Pages/CRC/Bibliographies/CriticalThinking.html
• No author, No date. Critical Thinking is ... [On-line], April 4, 1997. Available HTTP: http://library.usask.ca/ustudy/critical/
• Sheridan, Marcia (No date). Internet education topics hotlink page. [On-line], April 4, 1997. Available HTTP: http://sun1.iusb.edu/~msherida/topics/critical.html

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• 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

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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.

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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 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

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Exploring the Difference: Creative Thinking vs. Critical Thinking

Annie Walls

Creative thinking and critical thinking are two distinct cognitive processes that play important roles in problem-solving and decision-making. While creative thinking involves generating innovative ideas and solutions, critical thinking involves analyzing and evaluating information to make reasoned judgments. Both types of thinking have their unique characteristics and benefits. In this article, we will explore the difference between creative thinking and critical thinking, and how they can be applied in various contexts.

Key Takeaways

• Creative thinking involves generating new ideas and solutions.
• Critical thinking involves analyzing and evaluating information to make reasoned judgments.
• Creative thinkers are characterized by their curiosity, open-mindedness, and willingness to take risks.
• Critical thinkers are characterized by their skepticism, logical reasoning, and attention to detail.
• Creative thinking can lead to innovation and breakthroughs.

Understanding Creative Thinking

Defining creative thinking.

Creative thinking is the ability to think outside the box and generate innovative ideas. It involves breaking free from conventional ways of thinking and exploring new possibilities. Creativity is the key element in creative thinking , as it allows individuals to come up with unique and original solutions to problems.

Creative thinking is not limited to artistic endeavors; it can be applied to various aspects of life, including problem-solving, decision-making, and even everyday tasks. It requires an open mind, a willingness to take risks, and the ability to see things from different perspectives.

In order to foster creative thinking, it is important to create an environment that encourages experimentation and exploration. This can be done by providing opportunities for brainstorming, encouraging collaboration, and embracing failure as a learning opportunity.

Here are some techniques that can enhance creative thinking:

• Mind mapping: A visual tool that helps organize thoughts and generate new ideas.
• Divergent thinking: Generating multiple solutions to a problem.
• Analogical thinking: Drawing connections between unrelated concepts.

Tip: Embrace curiosity and embrace the unknown. Be open to new experiences and ideas, and don't be afraid to take risks.

Characteristics of Creative Thinkers

Creative thinkers possess a unique set of characteristics that set them apart from others. They have the ability to think outside the box and come up with innovative solutions to problems. Imagination plays a crucial role in their thought process, allowing them to envision possibilities that others may not see. They are open-minded and willing to explore different perspectives, which helps them generate fresh ideas. Creative thinkers are also comfortable with ambiguity and uncertainty, as they understand that these conditions can lead to breakthroughs. They are not afraid to take risks and are willing to challenge the status quo.

Benefits of Creative Thinking

Creative thinking offers numerous benefits that can enhance various aspects of life. One of the key advantages of creative thinking is the ability to generate innovative ideas and solutions. Creativity allows individuals to think outside the box and come up with unique approaches to problems. This can lead to breakthroughs and advancements in various fields.

Another benefit of creative thinking is its impact on personal growth and self-expression. By engaging in creative activities, individuals can explore their inner thoughts and emotions, allowing for self-discovery and self-reflection. Creative pursuits such as painting, writing, or playing an instrument can serve as outlets for self-expression and can contribute to overall well-being.

In addition, creative thinking can foster collaboration and teamwork. When individuals approach problems with a creative mindset, they are more likely to seek input and ideas from others. This promotes a collaborative environment where diverse perspectives are valued and innovative solutions are developed.

Furthermore, creative thinking can enhance problem-solving skills. By thinking creatively, individuals are able to consider multiple perspectives and explore alternative solutions. This can lead to more effective problem-solving and decision-making processes.

Overall, creative thinking offers a range of benefits, from generating innovative ideas to fostering collaboration and enhancing problem-solving skills.

Techniques for Enhancing Creative Thinking

In order to enhance creative thinking, there are several techniques that can be employed:

• Mind Mapping : This technique involves visually organizing ideas and concepts in a non-linear manner, allowing for connections and associations to be made.
• Brainstorming : This popular technique involves generating a large number of ideas in a short amount of time, without judgment or evaluation.
• Divergent Thinking : This approach encourages exploring multiple possibilities and perspectives, thinking outside the box, and avoiding conventional solutions.

Tip: When using these techniques, it is important to create a supportive and non-judgmental environment that encourages free thinking and idea generation.

By utilizing these techniques, individuals and teams can unlock their creative potential and generate innovative ideas to drive growth and success.

Exploring Critical Thinking

Defining critical thinking.

Critical thinking is essentially a questioning, challenging approach to knowledge and perceived wisdom. It involves ideas and information from an objective perspective, analyzing and evaluating them to form well-reasoned judgments and decisions. It goes beyond accepting information at face value and encourages a deeper understanding of the subject matter. Critical thinkers are curious, open-minded, and willing to consider different perspectives. They are skilled at identifying biases and assumptions, and they strive to make logical and evidence-based conclusions.

Characteristics of Critical Thinkers

Critical thinkers possess several key characteristics that set them apart:

• Analytical Skills : Critical thinkers are adept at analyzing information and breaking it down into its component parts. They can identify patterns, evaluate evidence, and draw logical conclusions.
• Open-mindedness : Critical thinkers are willing to consider different perspectives and are open to changing their beliefs or opinions based on new evidence or information.
• Skepticism : Critical thinkers approach information with a healthy dose of skepticism. They question assumptions, challenge authority, and seek evidence to support or refute claims.

Tip: Critical thinkers actively engage in critical reflection, constantly questioning their own thinking and seeking to improve their reasoning abilities.

Benefits of Critical Thinking

Critical thinking has numerous benefits that can positively impact various aspects of life. It enhances problem-solving skills, allowing individuals to analyze complex situations and make informed decisions. Analytical thinking is a key component of critical thinking, enabling individuals to break down problems into smaller parts and examine them from different perspectives. This approach helps in identifying potential biases and assumptions, leading to more objective and rational decision-making.

In addition, critical thinking promotes effective communication . By critically evaluating information and arguments, individuals can articulate their thoughts and ideas more clearly and persuasively. They can also identify logical fallacies and inconsistencies in others' arguments, enabling them to engage in meaningful and constructive discussions.

Furthermore, critical thinking fosters creativity and innovation . By questioning assumptions and challenging conventional wisdom, individuals can generate new ideas and approaches. Critical thinkers are more open to exploring alternative solutions and are willing to take risks in order to achieve better outcomes.

Developing Critical Thinking Skills

Developing critical thinking skills is essential for success in both personal and professional life. It involves the ability to analyze information objectively, evaluate arguments and evidence, and make informed decisions. Here are some strategies that can help enhance your critical thinking skills:

• Ask Questions: One of the key aspects of critical thinking is asking thoughtful and probing questions. This helps you gain a deeper understanding of the subject matter and challenges assumptions.
• Seek Different Perspectives: To develop critical thinking skills, it is important to consider multiple viewpoints and perspectives. This allows you to evaluate arguments from different angles and make well-rounded judgments.
• Practice Problem-Solving: Critical thinking involves problem-solving skills. Engaging in activities that require you to analyze and solve problems can help sharpen your critical thinking abilities.
• Reflect on Your Thinking: Take time to reflect on your own thinking process. Consider the biases, assumptions, and logical fallacies that may be influencing your thoughts and decisions.
• Continuous Learning: Critical thinking is a skill that can be developed and improved over time. Engage in continuous learning, read diverse perspectives, and challenge your own beliefs and assumptions.

By incorporating these strategies into your daily life, you can enhance your critical thinking skills and become a more effective problem solver and decision-maker.

Comparing Creative and Critical Thinking

Different approaches to problem solving.

When it comes to problem solving, creative thinking and critical thinking take different approaches. Creative thinkers often rely on their imagination and intuition to generate unique and innovative solutions. They think outside the box and are not afraid to take risks. On the other hand, critical thinkers approach problem solving in a more analytical and logical manner. They carefully analyze the problem, gather information, and evaluate different options before making a decision.

Role of Imagination and Logic

The role of imagination and logic in creative and critical thinking is crucial. Imagination allows us to think outside the box, explore new possibilities, and come up with innovative ideas. It is the fuel that ignites creativity and helps us see beyond the obvious. On the other hand, logic provides the framework for organizing and analyzing information, making rational decisions, and solving problems systematically. It helps us evaluate the feasibility and effectiveness of our ideas.

When it comes to problem-solving, a balance between imagination and logic is essential. While imagination helps generate unique and unconventional solutions, logic ensures that these solutions are practical and viable. By combining the two, we can approach problems with a structured yet imaginative mindset, finding innovative solutions and making connections that others may overlook.

In summary, imagination and logic are two sides of the same coin when it comes to creative and critical thinking. They complement each other and work together to enhance our ability to think creatively and critically.

Balancing Intuition and Analysis

When it comes to problem-solving, finding the right balance between intuition and analysis is crucial. Intuition allows us to tap into our subconscious knowledge and make quick decisions based on gut feelings. On the other hand, analysis involves a systematic and logical approach to gather and evaluate information. Both intuition and analysis have their strengths and weaknesses, and leveraging both can lead to more effective problem-solving.

To strike a balance between intuition and analysis, consider the following:

• Trust your instincts: Pay attention to your gut feelings and initial reactions, as they can provide valuable insights.
• Gather and evaluate data: Take the time to gather relevant information and analyze it objectively.
• Seek different perspectives: Engage with others who have different viewpoints to challenge your assumptions and broaden your thinking.

Tip: Remember that finding the right balance between intuition and analysis is a dynamic process. It requires practice and reflection to develop a nuanced approach to problem-solving.

Collaboration and Individuality in Thinking

Collaboration and individuality are two key aspects of thinking that play a crucial role in both creative and critical thinking. While collaboration allows for the exchange of ideas and perspectives, individuality brings unique insights and approaches to the table. Collaboration fosters a sense of teamwork and encourages diverse thinking, which can lead to innovative solutions. On the other hand, individuality allows individuals to think independently and bring their own creativity and expertise to the problem-solving process.

In order to effectively balance collaboration and individuality in thinking, it is important to create an environment that values both. This can be achieved by promoting open communication and active listening, where team members feel comfortable sharing their ideas and opinions. Additionally, providing opportunities for individual reflection and brainstorming can help stimulate creativity and encourage unique perspectives.

To further enhance collaboration and individuality in thinking, organizations can implement strategies such as group brainstorming sessions , where team members can collectively generate ideas and build upon each other's thoughts. This encourages collaboration while also allowing individuals to contribute their own unique insights. Another strategy is to assign individual tasks within a larger project, giving team members the opportunity to work independently and bring their own creative solutions to the table.

In summary, collaboration and individuality are both essential components of thinking that contribute to creative and critical thinking processes. By fostering a balance between collaboration and individuality, organizations can harness the power of teamwork and individual creativity to drive innovation and problem-solving.

In the article section of my website, I would like to discuss the topic of 'Comparing Creative and Critical Thinking'. Creative thinking and critical thinking are two essential cognitive skills that play a significant role in problem-solving, decision-making, and innovation. While creative thinking involves generating new ideas, thinking outside the box, and exploring different perspectives , critical thinking focuses on analyzing, evaluating, and questioning information to make informed judgments. Both types of thinking are crucial in today's fast-paced and complex world. By understanding the differences and similarities between creative and critical thinking, individuals can enhance their problem-solving abilities and foster a culture of innovation. If you want to learn more about the power of creative thinking and how it can transform your business, visit th website, Creativity Keynote Speaker James Taylor - Inspiring Creative Minds .

In conclusion, both creative thinking and critical thinking are essential skills that complement each other in problem-solving and decision-making. While creative thinking allows for innovative ideas and out-of-the-box solutions, critical thinking provides the necessary analysis and evaluation to ensure the feasibility and effectiveness of those ideas. Flexibility is a key aspect of creative thinking, enabling individuals to adapt and explore different perspectives, while accuracy is a fundamental element of critical thinking, ensuring logical reasoning and evidence-based conclusions. By harnessing the power of both creative and critical thinking, individuals can enhance their problem-solving abilities and make well-informed decisions in various aspects of life.

Frequently Asked Questions

What is the difference between creative thinking and critical thinking.

Creative thinking involves generating new ideas, possibilities, and solutions, while critical thinking involves analyzing, evaluating, and making reasoned judgments.

Can someone be both a creative thinker and a critical thinker?

Yes, individuals can possess both creative and critical thinking skills. They can use creative thinking to generate ideas and critical thinking to evaluate and refine those ideas.

Which is more important, creative thinking or critical thinking?

Both creative thinking and critical thinking are important and complement each other. Creative thinking generates new ideas, while critical thinking helps evaluate and implement those ideas effectively.

How can I enhance my creative thinking skills?

You can enhance your creative thinking skills by engaging in activities that stimulate your imagination, such as brainstorming, mind mapping, and exploring new perspectives.

What are some techniques for developing critical thinking skills?

Techniques for developing critical thinking skills include analyzing arguments, evaluating evidence, questioning assumptions, and considering different perspectives.

Is creative thinking limited to artistic pursuits?

No, creative thinking is not limited to artistic pursuits. It can be applied to various fields and industries, including problem-solving in science, business, technology, and more.

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Difference Between Thinking and Critical Thinking

• Categorized under Nature | Difference Between Thinking and Critical Thinking

Thinking vs. Critical Thinking

The Two Think Tanks: Thinking and Critical Thinking

Every human being is capable of thinking, but some say that few are able to practice critical thinking. What’s the difference?

Thinking is the mental process, the act and the ability to produce thoughts. People think about almost everything and anything. They often think of people, things, places, and anything without a reason or as a result of a trigger of a stimulus. Meanwhile, critical thinking often means “thinking about thinking.” In a sense, it is a deeper form of thinking about a particular issue or situation before actually deciding and acting.

In any given situation, thinking is an action that requires the person to form a thought about that situation. Any thought can be formed, even without facts or evidence. When critical thinking is applied, the mind is open to all considerations, assumptions, and details before actually forming a thought or an opinion. A person who is a critical thinker regards the subject itself and all its aspects, like the methods of collecting facts or the motivation behind said facts. A person who employs critical thinking often adds the question “why” to “who, what, where, and when” in a particular situation.

To illustrate, imagine a person at a bookstore. This person can pick out a book and think that the book is good upon first impression. A critical thinking person would open the book, read some passages, and read about the author before actually deciding whether to buy the book or not. The customer might often wonder about the title or why the author chose to write this particular piece of literature.

A thinker may accept facts or realities based on faith alone and without examination and analysis of the issue. These facts or realities are often perceived as “truth” and cannot be criticized or modified. In this situation, there is no need for evidence or the effort to produce it and its examination.

Critical thinking is the opposite of all of this. It often requires a lot of time, questions, and considerations. It also involves a longer process before arriving at a conclusion or decision.

Individuals who apply critical thinking are often open-minded and mindful of alternatives. They try to be well informed and do not jump to conclusions. Critical thinkers know and identify conclusions, reasons, and assumptions. They use clarifying and probing questions in order to formulate their reasonable situations and arguments. They often try to integrate all items in the situation and then draw conclusions with reason and caution. They also have good judgment on the credibility of sources and the quality of an argument, aside from developing and defending their stand. If asked, these people can clearly articulate their argument with all its strengths and weaknesses.

Critical thinking is an on-going process and activity. This skill is learned through active practice and constant use. Exposure to controversial issues and thought-provoking situations stimulates the mind to utilize this skill, which is then applied upon careful examination of an issue or situation. Meanwhile, thinking can be done in an instant without any given proof and/or justification.

Critical thinking requires logic and accuracy, while thinking sometimes occurs in the form of faith and personal opinion. The former requires evidence and further actions of examination and analysis, while the latter does not. It’s up to you to think and decide.

• Both thinking and critical thinking are mental processes.
• Thinking can be classified as an action, while critical thinking can be said to be a skill.
• Critical thinking is used with caution, while thinking can be spontaneous.
• A critical thinker is able to identify the main contention in an issue, look for evidence that supports or opposes that contention, and assess the strength of the reasoning, while a thinker may base their belief solely on faith or personal opinion.
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Cite APA 7 Franscisco, . (2017, June 30). Difference Between Thinking and Critical Thinking. Difference Between Similar Terms and Objects. http://www.differencebetween.net/science/nature/difference-between-thinking-and-critical-thinking/. MLA 8 Franscisco, . "Difference Between Thinking and Critical Thinking." Difference Between Similar Terms and Objects, 30 June, 2017, http://www.differencebetween.net/science/nature/difference-between-thinking-and-critical-thinking/.

Thank you very, much, this was a discussion question and the information was too closly related to find a significant difference.

As I was reading this article I kind of think I’m a critical thinker. When my boyfriend tells me thing about his day I’m not going to lie I try and ask why did that happen. Or I say strange that happened in order to get him to tell me more things. Just the other day we were out with our friends and Jose one of our friends was telling us how one of there friend is different ever since he got his promotion at work and Jose was like that foo needs to chill I’m not going talk about our wild nights and I was like oh yeah like which ones. I was trying to get him to talk but then our other friend pointed it out and was like umm look at Brenda thinking we really do have wild nights. I tend to always ask why is it done that way or could it have ever crossed there mind that they can do it this way.

Thx for the article,it’s very easy to understand

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What Critical Thinking Is—And 7 Ways to Improve Yours

Making a hire. Debugging a website glitch. Deciding how to tell your boss they have a stain on their shirt.

All of these tasks, and more, require critical thinking skills. And whether you think you have them or not, they’re critical (see what we did there?) for your career—here’s why.

What is critical thinking and why is it so important?

Critical thinking “requires us to give a second thought to our own interpretations” as we’re making a decision or trying to understand a given situation, Constance Dierickx , a clinical psychologist and decision-making coach for CEOs and executives, told The Muse.

There are three steps to critical thinking, according to Lily Drabkin, a graduate student specializing in organizational psychology who facilitates a class called “Developing Critical Thinkers” at Columbia University:

• Becoming aware of our assumptions : This is the process of tuning into what we’re believing or thinking, otherwise known as metacognition.
• Researching our assumptions: This is the process of checking our assumptions using a wide range of sources. “Generally, it can be helpful to involve other people who can help us see ourselves in our actions from unfamiliar perspectives,” Drabkin said.
• Testing our analysis: This step involves putting our research into action to see if it’s accurate, as well as being open to our initial assumptions being wrong and ready to change our perspective.

Critical thinking is beneficial for building relationships, starting or pivoting your career, or even just doing your everyday job. It’s also a highly-sought-after skill in job seekers. “You want someone who has good critical thinking skills because they're not going to be an attention sponge,” Muse career coach Yolanda Owens said. “They're going to be able to figure things out and…be more resourceful.”

Here are two other ways it’s helpful to be good at critical thinking:

Critical thinking leads to better decision-making

Owens pointed out that good critical thinkers always seek to understand the “why.” “When they can do that, they're better problem solvers,” she said. “It really helps people analyze situations and viewpoints.”

Critical thinking can also prevent you from having knee-jerk reactions that backfire in the long run, Dierickx said. “Decisions based on critical thinking are more likely to be ones that we feel confident about,” Drabkin added.

Critical thinking makes you look smart

Dierickx said when we use critical thinking, we have more proof to back up our statements or decisions, making it easier to influence and earn the respect of others.

“You build up a reputation as somebody who's a reliable thinker,” Dierickx said. “It makes you stand out because in most organizations, a lot of people say the same things.”

7 ways to improve your critical thinking skills

The following habits are worth incorporating into your daily routine—that is, if you want to impress your colleagues and avoid falling into a spiral of poor choices.

1. Ask questions

Good critical thinkers, Owens said, aren’t afraid to ask others when they’re unsure about something. This allows them to have as much information in front of them as possible before making a decision. It also ensures they’re never so confident in their assumptions that they ignore better options.

2. Practice reflection

Dierickx advised baking time for reflection into your day, particularly after an emotional situation is resolved or a big project is completed. Consider:

• What was the context?
• What was I thinking and feeling in the moment?
• What were other people thinking and feeling in the moment?
• What could I have done differently knowing what I know now?

It can be helpful, too, to loop in someone you trust or admire for feedback on how you handled it and what they would have done differently.

3. Be open to change

Owens and Dierickx agreed that people who are open minded have more success when it comes to critical thinking. “My biggest pet peeve is when people say, ‘Well, we've always done it that way.’ Don't become that person,” Owens said. “There's always an alternate way to do something, and understanding that your way is not always the only way or the right way to do something.”

Dierickx advised being “willing to let go of what you believed was true yesterday in the face of new evidence.”

“We need to be certain and uncertain,” she added. “You can't be so certain that you never question. That's not critical thinking. That's blind ignorance.”

4. Build a diverse network

You’ll never learn to think critically if you’re only faced with perspectives that mimic your own. So make the effort to surround yourself with people of different backgrounds, expertise, interests, and viewpoints and actively seek out their advice, feedback, and ideas on a regular basis.

“Learning from peers is one of the most important ways that adults learn something, which is great actually for critical thinking, because critical thinking skills are often learned in conversation,” Drabkin said.

“Even if there might be somebody whose views you disagree with, it's still helpful to hear them out,” she added.

5. Get good at active listening

When you’ve developed a diverse network of friends, colleagues, and mentors, it’s important that you’re really engaged with what they’re saying to you so you can leverage those insights for your own critical thinking.

Here’s our guide to becoming an active listener , or someone who listens with intent and strategy (and most definitely doesn’t scroll on their phone while chatting with others).

6. Read and study widely

Just as it’s important to interact with different types of people to get better at critical thinking, Dierickx said, it’s also important to take in new information outside your profession or area of expertise.

She suggested setting aside time in your schedule to read scholarly articles or books on topics you’re not as familiar with or even ideas you disagree with.

Similarly, she said, it can be helpful to take on new hobbies or study up on activities that are unfamiliar.

7. Take on stretch assignments

Critical thinking can come into play when you put yourself outside your comfort zone, and there’s no better way to do that than to tackle something new and different in your job.

That isn’t to say that you should raise your hand to lead an important project without understanding what it requires or flagging to your boss where your knowledge gaps are. But you should be open to being the dumbest person in the room or having your skill set and confidence questioned by other people and new ideas.

How to show off your critical thinking skills in the job search

Employers value critical thinkers because they’re often autonomous, innovative, and enjoyable to work with, so it’s key to incorporate examples of your critical thinking in action at several points in your job search process.

In a resume or cover letter

Job search wisdom states your resume bullets and cover letter should focus on your accomplishments instead of your duties. Owens added this is a great way to imply you’re a good critical thinker on paper.

She suggested including not just ways that you moved the needle or added value but “how you made those types of decisions, or what it was that influenced you to do things the way that you've done them.”

In a job interview

Critical thinking skills are frequently assessed by employers through behavioral questions , skills tests, and case studies. Owens said when approaching any job assessment, think out loud—“not just necessarily telling them your answer, but helping them understand how you got to the answer.”

And don’t be afraid to ask follow-up questions before providing a response. “Ask for some context as to why they're asking you that question so you can understand the type of example you need to give them in order to frame your answers,” Owens said. “And that's all part of critical thinking—knowing what questions to ask or knowing that you have to ask a question in order to be able to come up with a solution.”

Drabkin noted that part of critical thinking is seeing beyond what’s in front of you. In an interview, this could mean looking for and pointing out gaps in a job or team where you could be a unique asset. “Finding that and demonstrating that will show your interviewer and show the company that you have these critical thinking skills because you're able to analyze the role in a way that maybe they haven't,” she said.

Mind by Design

Critical thinking vs analytical thinking: The differences and similarities

The ability to think clearly and make informed decisions is paramount to life. This article delves deep into the realms of analytical thinking and critical thinking, shedding light on their differences and how they complement each other. By understanding these thinking styles, you’ll be better equipped to tackle complex problems, evaluate information, and make well-informed decisions. Let’s dive in!

Introduction to Analytical and Critical Thinking

Analytical and critical thinking are two skills essential for solving problems and making decisions in various aspects of life. While both involve the use of logic and reasoning, they differ in their approach and outcomes. Analytical thinking involves breaking down complex information into smaller parts, while critical thinking involves taking a holistic view and evaluating information from different angles. Analytical thinking involves the ability to dissect a problem or situation into its individual components and examining each part separately. It requires careful observation and the ability to identify patterns and relationships. This type of thinking is essential for tasks such as data analysis, problem-solving, and troubleshooting.

Critical thinking, on the other hand, involves the ability to assess information objectively, evaluate its credibility, and make logical judgments. It involves questioning assumptions, examining evidence, and considering different perspectives. Critical thinking is crucial for making informed decisions, weighing pros and cons, and avoiding biases and fallacies.

Both analytical and critical thinking complement each other and are necessary for effective problem-solving and decision-making. Analytical thinking provides a structured and systematic approach to understanding complex problems , while critical thinking helps evaluate different options and make sound judgments.

Developing analytical and critical thinking skills can greatly benefit individuals in various aspects of life. In academia, these skills are necessary for understanding and interpreting complex subjects, conducting research, and writing analytical essays. In the workplace, analytical and critical thinking skills are highly valued by employers as they enable employees to solve problems efficiently and make informed decisions. In daily life, these skills are essential for evaluating information, distinguishing between fact and opinion, and making rational choices.

There are various ways to improve analytical and critical thinking skills. Engaging in activities that require logical reasoning, such as puzzles, brain teasers, and mathematical problems, can help develop analytical thinking abilities. Reading diverse sources of information, questioning assumptions, and actively seeking different perspectives can enhance critical thinking skills . Additionally, engaging in debates, discussions, and problem-solving exercises can promote both analytical and critical thinking.

Analytical and critical thinking skills are essential for problem-solving and decision-making in various aspects of life. They involve breaking down complex information and evaluating it from different angles. Developing these skills can lead to more effective problem-solving, informed decision-making, and overall improved cognitive abilities. 

Traits of an Analytical Thinker

An analytical thinker is one who is adept at breaking down complex problems into smaller parts. This type of thinking is linear and involves analyzing cause and effect relationships. Analytical thinking uses logic and reasoning to come to a conclusion, often relying on data and facts. Some key traits of an analytical thinker include:

• The ability to dissect complex information into smaller pieces.
• A knack for recognizing patterns and relationships.
• A methodical approach to problem-solving.

What Does It Mean to Think Critically?

Critical thinking, on the other hand, is a type of higher-order thinking that requires a more holistic approach. Critical thinkers are often skeptical, questioning the validity of information before accepting it. They are adept at evaluating information from various sources and are not easily swayed by outside information. Key aspects of critical thinking include :

• The ability to form an opinion based on evidence.
• Considering multiple perspectives before making a decision.
• Recognizing biases and challenging one’s own assumptions.

Analytical Thinking vs Critical Thinking: The Major Differences

While both analytical and critical thinking are essential for solving problems, they differ in several key ways:

• Approach : Analytical thinking is more linear and focuses on breaking down complex information into smaller parts. Critical thinking, however, is holistic and looks at the bigger picture.
• Use of Information : Analytical thinkers rely heavily on facts and data, while critical thinkers use facts in conjunction with other pieces of information and perspectives.
• Outcome : Analytical thinking often leads to a single logical conclusion, whereas critical thinking might result in multiple potential solutions or outcomes.

The Processes: Analytical Thinking Process vs Critical Thinking Process

Both styles of thinking have distinct processes:

• Analytical Thinking Process : Starts with gathering data, followed by breaking down complex problems, analyzing the cause and effect relationships, and finally drawing a conclusion.
• Critical Thinking Process : Begins with gathering diverse pieces of information, evaluating their validity, considering various perspectives, and finally forming an opinion or decision.

Using Analytical and Critical Thinking in Real Life Scenarios

In real-life scenarios, these thinking styles can be applied in various ways. For instance, when faced with a business decision, an analytical thinker might focus on the numbers and statistics, while a critical thinker might consider the potential impact on employees, company culture, and external stakeholders.

Analytical thinking can be particularly useful when analyzing financial data and making data-driven decisions. For example, a business owner might use analytical thinking to analyze the company’s financial statements and determine the profitability and financial health of the business. They might examine key financial ratios, such as return on investment or gross profit margin, to assess the efficiency and effectiveness of various business operations.

On the other hand, critical thinking can be applied when evaluating different options and considering the potential consequences of each option. For example, when considering a potential business expansion, a critical thinker may explore the potential impact on existing employees, the company’s culture, and the external stakeholders. They may assess the potential risks and benefits of the expansion, considering factors such as increased competition, resource allocation, and market demand.

Analytical and critical thinking can also be applied in personal decision-making. For example, when considering a major life decision such as buying a house or changing careers, analytical thinking can help weigh the financial implications, such as the monthly mortgage payments or future earning potential. Critical thinking can help evaluate the potential impact on personal goals, values, and overall satisfaction.

In everyday life, analytical thinking can be useful when evaluating product options or making purchasing decisions. For example, comparing different phone models based on features, specifications, and customer reviews can help individuals make an informed choice. Critical thinking can be applied when assessing the potential consequences of a decision, such as considering the long-term environmental impact of a product or the ethical practices of a particular company.

Both analytical and critical thinking are valuable skills in problem-solving. They can help individuals identify the root causes of a problem, analyze potential solutions, and evaluate their effectiveness. Whether it’s troubleshooting a technical issue, resolving a conflict, or devising strategies to improve personal or professional performance, these thinking styles can be instrumental in finding effective solutions. 

Analytical and Critical Thinking in Problem-Solving

Problem-solving requires a combination of both analytical and critical thinking. Analytical thinking helps break the problem into manageable parts, while critical thinking helps in evaluating potential solutions and considering their implications.

The Importance of Combining Both Thinking Styles

While both styles are powerful on their own, combining analytical and critical thinking skills can lead to more robust solutions. This combination allows for a thorough analysis of a problem while also considering the broader implications and potential consequences of a decision.

Mistakes to Avoid: Misconceptions about Analytical and Critical Thinking

Many assume that analytical thinking and critical thinking are one and the same, but this is a misconception. It’s important to recognize their distinct differences and strengths. Another common mistake is over-relying on one style and neglecting the other, leading to potential oversights in decision-making.

Key Takeaways: The Future of Analytical and Critical Thinking

In summary, here are the most important things to remember:

• Distinct yet Complementary : While analytical and critical thinking have distinct processes and outcomes, they are complementary and can be used together for more effective decision-making.
• Real-world Applications : Both styles are essential in various aspects of life, from business decisions to personal choices.
• Continuous Learning : As the world becomes more complex, honing both analytical and critical thinking skills will be crucial for success.

Embrace both styles of thinking and watch as your decision-making skills, problem-solving abilities, and overall understanding of complex situations improve dramatically.

Q: What is the difference between critical thinking and analytical thinking?

A: Critical thinking and analytical thinking are similar thinking skills, but there are some differences between the two. Critical thinking involves gathering information, evaluating and interpreting it, and then making a judgment or decision based on that information. Analytical thinking, on the other hand, focuses more on breaking down complex problems into smaller components, analyzing the relationships between these components, and coming up with solutions based on this analysis. So while both skills involve a logical and systematic approach to thinking, critical thinking is more focused on making judgments and decisions, whereas analytical thinking is more focused on problem-solving and analysis.

Q: How do I use critical thinking in everyday life?

A: Critical thinking is a valuable skill that can be applied in various aspects of everyday life. To use critical thinking, you need to approach situations and problems with an open and questioning mind. This involves challenging your own assumptions and beliefs, gathering and evaluating information from different sources, considering alternative perspectives, and making informed decisions based on evidence and logical reasoning. By using critical thinking, you can enhance your problem-solving skills, improve your decision-making abilities , and think more creatively and independently.

Q: How do I use analytical thinking in my professional life?

A: Analytical thinking is an important skill in many professional fields. To use analytical thinking, you need to be able to break down complex problems or tasks into smaller parts, analyze the relationships between these parts, and come up with logical and well-reasoned solutions. This involves gathering and evaluating relevant data, identifying patterns or trends, and using logical reasoning to draw conclusions. By using analytical thinking, you can improve your problem-solving and decision-making abilities, demonstrate a logical and organized approach to your work, and effectively communicate your analysis and solutions to others.

Q: Can critical thinking and analytical thinking be used together?

A: Yes, critical thinking and analytical thinking are complementary skills that can be used together. Both skills involve a systematic and logical approach to thinking, and they can reinforce each other in problem-solving and decision-making processes. Critical thinking provides the framework for evaluating and interpreting information, while analytical thinking provides the tools for breaking down complex problems and finding solutions. By using both skills together, you can enhance your ability to think critically and analytically, make more informed decisions, and solve problems more effectively.

Q: What are the differences between analytical reasoning and critical thinking?

A: Analytical reasoning and critical thinking are related skills that involve a logical and systematic approach to thinking. However, there are some differences between the two. Analytical reasoning is more focused on the process of breaking down complex problems or arguments, identifying logical relationships between different elements, and drawing conclusions based on this analysis. Critical thinking, on the other hand, is a broader skill that involves evaluating and interpreting information, questioning assumptions and biases, and making judgments or decisions based on evidence and logical reasoning. While analytical reasoning is an important part of critical thinking, critical thinking encompasses a wider range of cognitive processes and skills.

Q: How can I develop and improve my analytical thinking skills?

A: To develop and improve your analytical thinking skills, you can engage in activities that stimulate your logical and problem-solving abilities. This may involve practicing with puzzles and brainteasers, analyzing case studies or real-life scenarios, participating in debates or discussions, learning and applying different analytical frameworks or models, and seeking feedback on your analytical thinking from others. Additionally, you can also cultivate your analytical thinking skills by staying curious, asking thoughtful questions, and continuously seeking new knowledge and perspectives. With practice and perseverance, you can enhance your analytical thinking abilities and become a more effective problem solver and decision maker.

Q: How can I become a critical thinker?

A: Becoming a critical thinker requires a conscious effort to develop and refine your thinking skills. Here are some steps you can take to become a critical thinker : 1. Cultivate intellectual humility and open-mindedness: Be willing to consider alternative viewpoints and challenge your own assumptions and beliefs. 2. Develop strong analytical and reasoning skills: Learn to gather and evaluate evidence, identify logical fallacies, and draw logical and well-supported conclusions. 3. Practice active listening and effective communication: Listen attentively to others’ perspectives, ask thoughtful questions, and communicate your own ideas clearly and persuasively. 4. Seek out diverse sources of information: Expose yourself to different perspectives and viewpoints to broaden your understanding and avoid bias. 5. Reflect and evaluate your own thinking: Regularly reflect on your own thinking processes, identify any biases or logical gaps, and work on improving your critical thinking skills.

Q: What role does critical thinking play in problem-solving?

A: Critical thinking is a fundamental skill in problem-solving. It helps you approach problems with a logical and systematic mindset, evaluate potential solutions, and make informed decisions. Critical thinking allows you to gather and analyze relevant information, identify patterns or trends, consider different perspectives or alternatives, weigh the pros and cons, and choose the most effective solution. By using critical thinking in problem-solving, you can enhance your ability to find creative and innovative solutions, overcome obstacles, and make well-informed decisions that are based on sound reasoning and evidence.

Q: Why is critical thinking important?

A: Critical thinking is important because it enables you to think independently, make informed decisions, solve problems effectively, and evaluate information and arguments critically. In a rapidly changing and complex world, critical thinking allows you to navigate through information overload, identify biases or misinformation, and make sense of a wide range of conflicting information. It also helps you develop a deep understanding of concepts and ideas, construct well-reasoned arguments, and communicate your thoughts effectively. In both personal and professional contexts, critical thinking is a valuable skill that empowers you to be a more effective and successful individual.

Q: How does analytical thinking contribute to problem-solving?

A: Analytical thinking is a key component of problem-solving. It involves breaking down complex problems into smaller components, analyzing the relationships between these components, and identifying patterns or trends. Analytical thinking helps you understand the underlying causes of problems, explore different possible solutions, and evaluate their feasibility and effectiveness. By using analytical thinking, you can approach problems in a structured and systematic way, make well-informed decisions, and find creative and innovative solutions. Analytical thinking provides a solid foundation for problem-solving, enabling you to effectively address challenges and find solutions in various domains.

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Logical Thinking vs Critical Thinking: Comparing and Breaking Down the Differences

Many people use the terms logical thinking and critical thinking interchangeably; however, there are subtle differences between the two. 

On the one hand, logical thinking is pretty straightforward. 

It’s a method of thinking that uses logic or analysis of information to evaluate a situation. 

Critical thinking, on the other hand, is a process that utilizes logical thinking but takes it a step further. 

To think critically is to question the face value, connect the dots, and seek the truth. 

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What Is Logical Thinking?

Logical thinking involves thinking in a disciplined manner. Everyday we come across situations where we need to determine what is going on and why. 

The process may be as simple as evaluating product information or as complex as embracing (or not) an opportunity that requires a significant life change. 

You probably don’t toss a coin in the air to make important life decisions. Instead, you analyze the facts and use reason to help you make good choices.

Let’s look at the example of a job opportunity in another state. 

It might sound like a fantastic career move, but applying a big of logical thinking before you take the leap can mean the difference between a positive outcome and one you’ll regret. 

• What will it cost you to move? 
• Is the cost of living higher in the new city than where you currently live? 
• What is the crime rate like?
• Is the city governed well?
• What about increased time commitment? Work load? 

Observing and analyzing all the facts and scenarios can help you come to a well reasoned conclusion—and that is logical thinking in a nutshell. 

What Is Critical Thinking?

Critical thinking is closely related to logical thinking. It involves the questioning of data, beliefs, and information to make a reasoned conclusion or decision. 

It’s the ability to take various ideas or pieces of information and make connections between them. 

Using the example above, if you were offered a great job opportunity in another city, you still consider all the same factors previously mentioned.

However, with critical thinking, you move beyond hard facts and ask things like:

• How do your kids feel about changing schools?
• Do the opportunities offered outweigh the disadvantages? 
• Why would the new job be better than what you have now?

Let me put it another way by posing another question:

Do you take whatever you’re presented with and assume that it is just so? Precisely as described and portrayed?

Likewise, that new career may look good on paper, but what about the invisible factors that go beyond the facts and figures in your contract?

Seeking truthful answers to those not-so-black-and-white questions is the definition of critical thinking. 

Logical Reasoning vs Critical Thinking: The Relationship Between the Two

As touched on earlier, logical reasoning involves assessing facts to arrive at a valid conclusion.

With no assumptions being made and emotions removed from the equation, the principles of logic can be used much like you would use a math formula to solve a problem. 

There’s a clear distinction between right and wrong. 

In theory, given the same situation with the exact same information, two different people would arrive at the same conclusion.

On the other hand, critical thinking involves questioning the answers and information you get. 

For instance, you might investigate if the person providing the information has a vested interest in a particular outcome and how that influences the information provided. 

You may also ask yourself if you’re missing information or how reliable your source is. 

There’s definitely a blurred line between logical reasoning and critical thinking, but the connection is this:

Logical thought processes involve critical thinking, and using critical thinking skills involves a bit of logic.

Is Questioning and Reasoning the Same Thing?

Reasoning involves the use of both deductive and inductive processes to reach a conclusion. 

“Deductive” is just a fancy word for following a fact (or idea, statement, and so on) to its logical conclusion. 

“Inductive” reasoning provides room for one’s own experiences and observations along the pathway to a conclusion. 

In short, to reason is to use logical thinking to evaluate and determine then explain your approach to a problem.

Questioning, on the other hand, is different than—though part of—reaching a reasoned conclusion. 

Questions help you dig up more information so you can reason effectively to determine the truth of a matter. 

So essentially, questioning is just one part of reasoning. They are not one in the same. 

How to Strengthen Your Critical Thinking Skills

When a situation calls for forming your own opinion or making a decision, it’s important to know how to think as opposed to being told what to think.  

I t’s all too easy to be swayed by popular opinion. 

That being the case, it’s important to pause amid the clamor and think both logically and critically to ensure you know exactly what you believe instead of simply following the crowd. 

Doing so also equips you to make choices based on your personal values, beliefs, and goals.

You can strengthen your critical thinking skills by thinking through situations, one step at a time. 

You’ll gain knowledge as you gain real-world experience, but that database of knowledge isn’t going to serve up a solution for every problem you face. 

That’s where the ability to think critically becomes so important. 

Practice asking questions while questioning assumptions. 

(Here’s a list of fun critical thinking questions that are more lighthearted if you need help getting started.)

Pay attention to the processes you use to analyze information and reach conclusions.

Take time to break down any barriers to critical thinking that may exist.

Today, we are spoon-fed so much information on social media and the internet that thinking sometimes seems irrelevant, but oh what a dangerous path that is. 

If you don’t already, begin questioning the things you read and hear. 

Do your own research. 

Question commonly accepted facts. 

Analyze the information you receive and from whose mouth you receive it from.

Of course, not every little situation requires an in-depth analysis or use of critical thinking skills. 

Family and friends won’t appreciate being questioned about everything they say or do. 

Still, judicial use of logical thinking and critical thinking skills can help you become more informed about what is true and what is not.

If you want to help your teen sharpen those skills, check out our award-winning curriculum, Philosophy Adventure .

will your children recognize truth?

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Critical Thinking vs Strategic Thinking: Which is Better?

Dive into the world of "Critical Thinking vs Strategic Thinking" and discover which is the superior mindset for success. Gain insights into what critical thinking and strategic thinking entail. Uncover how critical and strategic thinking can complement each other and by the end, you'll have a clearer understanding of which thinking style suits your objectives best.

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In reality, both can complement each and be used together to get better outcomes. Want to know how? Read this blog to learn about the key differences between Critical Thinking vs Strategic Thinking. Also, understand how they can be used together to drive success. 

Table of Contents   

1) Understanding Critical Thinking and Strategic Thinking  

     a) What is Critical Thinking? 

     b) Exploring Strategic Thinking    

2) Difference between Critical Thinking vs Strategic Thinking  

     a) Focus and emphasis  

     b) Mindset and approach  

     c) Timeframe and scope    

     d) Application and outcomes    

     3) Complementary nature of Critical Thinking and Strategic Thinking  

4) Conclusion  

Understanding Critical Thinking and Strategic Thinking   

Before exploring the difference between the two and which is better, it is essential to understand both. Let's have a brief look at both the skills: 

What is Critical Thinking?  

Critical Thinking is a systematic and objective approach to analysing and evaluating information. It involves gathering evidence, questioning assumptions, and applying logical reasoning to form well-informed judgments. Key components of Critical Thinking include the following:  

a) Information analysis : Gathering and examining information from various sources before forming opinions or making decisions.  

b) Objective evaluation : Assessing evidence for reliability and validity, identifying biases, and detecting fallacies in arguments.  

c) Problem-solving : Breaking down complex problems, considering alternative perspectives, and generating practical solutions.  

By developing Critical Thinking skills, individuals become more effective problem solvers, make informed decisions, and achieve a broader understanding of the world. 

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Understanding Strategic Thinking   

Strategic Thinking is a process that involves a proactive and forward-looking approach to planning, goal setting, and decision-making. It goes beyond immediate problem-solving and focuses on long-term implications, patterns, and connections. Strategic Thinking encompasses several key elements:  

a) Planning and goal setting : Strategic Thinking emphasises the creation of a roadmap for achieving desired outcomes. It involves setting clear goals, defining strategies, and outlining steps to reach those objectives.  

b) Vision and foresight : Strategic thinkers can envision future possibilities and anticipate challenges and opportunities. They consider long-term implications and trends to make decisions that align with the desired outcomes.  

c) Pattern recognition : Strategic thinking focuses on identifying patterns, trends, and interrelationships among various factors. They can understand the underlying connections to get an overview of a situation.  

d) Risk assessment and opportunity evaluation : Strategic Thinking involves assessing potential risks and rewards associated with different actions. It allows individuals to make calculated decisions by weighing the potential benefits against potential drawbacks.  

Strategic Thinking is particularly valuable in planning and navigating uncertain or complex situations. By adopting a strategic mindset, individuals can anticipate challenges, adapt to changing circumstances, and take advantage of emerging opportunities. 

Difference between Critical Thinking vs Strategic Thinking   

Focus and emphasis   

Critical Thinking primarily focuses on analysing and evaluating information objectively. Its main emphasis is on logical reasoning, evidence assessment, and identifying biases or fallacies in arguments. Critical Thinking ensures accuracy, clarity, and sound judgment in decision-making and problem-solving.  

Strategic Thinking prioritises planning, goal-setting, and long-term vision. It looks beyond immediate analysis and focuses on understanding patterns, connections, and future implications. Strategic Thinking aims to align actions and decisions with long-term objectives and effectively navigate complex or uncertain environments. 

Mindset and approach   

Critical Thinking involves a mindset of scepticism and intellectual curiosity. It encourages individuals to question assumptions, challenge conventional wisdom, and seek evidence-based conclusions. Moreover, Critical Thinking is more analytical and fact-based, aiming to uncover the truth and make well-reasoned judgments. 

On the other hand, Strategic Thinking involves a mindset of forward-thinking and creativity. It encourages individuals to explore future possibilities, envision desired outcomes, and think holistically about the bigger picture. The Strategic Thinking approach is more visionary, seeking to develop plans and strategies that align with long-term goals and capitalise on emerging opportunities. 

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Timeframe and scope   

Critical Thinking tends to focus on immediate issues and problems at hand. It involves analysing a situation in detail, gathering relevant information, and evaluating it objectively. Additionally, Critical Thinking is crucial for making informed decisions in real time and solving specific problems effectively. 

In contrast, Strategic Thinking takes a broader and more long-term perspective. It considers the larger context, trends, and potential future scenarios. Considering these factors allows for assessing risks, anticipating challenges, and developing plans encompassing multiple aspects of a situation. Strategic Thinking also provides a roadmap for achieving long-term objectives and navigating complex environments. 

Application and outcomes   

Critical Thinking is highly valuable in situations that require objective analysis, such as evaluating evidence, assessing arguments, or identifying flaws in reasoning. It is crucial for making informed decisions based on facts and evidence, especially in scientific research, critical analysis, or logical problem-solving. 

Complementary nature of Critical Thinking and Strategic Thinking   

Critical Thinking and Strategic Thinking are complementary approaches that enhance decision-making, problem-solving, and planning. While Critical Thinking provides a solid foundation of analysis, objectivity, and evidence evaluation, ensuring accuracy in strategic plans. Strategic Thinking adds creativity, foresight, and a long-term perspective, encouraging individuals to envision desired outcomes and adapt to changing circumstances. 

By integrating Critical and Strategic Thinking, individuals balance short-term needs and long-term goals. They can analyse problems effectively and consider broader contexts. This combination fosters adaptability, agility, and robust, well-informed and forward-thinking decision-making. 

Conclusion   

While there are some fundamental differences between Critical Thinking vs Strategic Thinking, both are valuable thinking styles that can be developed and applied to improve decisions and solve problems. So, embrace the power of Strategic & Critical Thinking in your process and lead yourself to success. 

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