Learning Skills
How Do I Think Critically?
- What critical thinking is
- Characteristics of a critical thinker
- Critical thinking at university
- References and additional web resources
We live in an information-rich world. This information is accessible from many and varied sources: from mass media to casual conversation; from the web to the local library; in databases, in books and newsprint. Information is produced in a variety of text types, such as: Government white papers, letters, cartoons, video-tape, reports, argumentative and explanatory essays, etc. The ability to focus critical thought on different arguments from different sources and to apply different credibility ratings to them is an essential skill you will need to develop during your university studies.
What critical thinking is
The purpose of critical thinking, according to Maiorana (1992) is 'to achieve understanding, evaluate view points, and solve problems.' Therefore, since 'all three areas involve the asking of questions, we can say that critical thinking is the questioning or inquiry we engage in when we seek to understand, evaluate, or resolve.'
Facione (1990) describes the ideal critical thinker as one who is:
...habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit.
Characteristics of a critical thinker
In becoming a critical thinker, you need to be able to progressively recognise in yourself many of the following characteristics (Ferrett 1996):
- asks pertinent questions
- assesses statements and arguments
- is able to admit a lack of understanding or information
- has a sense of curiosity
- is interested in finding new solutions
- is able to clearly define a set of criteria for analysing ideas
- is willing to examine beliefs, assumptions, and opinions and weigh them against facts
- listens carefully to others and is able to give feedback
- sees that critical thinking is a lifelong process of self-assessment
- suspends judgment until all facts have been gathered and considered
- looks for evidence to support assumption and beliefs
- is able to adjust opinions when new facts are found
- looks for proof
- examines problems closely
- is able to reject information that is incorrect or irrelevant.
Critical thinking at university
Within a university learning environment, differing points of view are accepted as equal in value. Ideas and theories are open to challenge, so there is need to put forward both evidence and rational argument to either sustain or dispute opinions. To think critically, students must be willing to consider and evaluate ideas and theories that are new to them, rather than accept them simply because they are part of course content. Learner self-reliance is demonstrated through maintaining intellectual curiosity, and the capacity to show independence of judgment within learning experiences.
Making judgements involves 'distinguishing between fact and opinion or evaluating the validity of information sources or the validity of particular theories and/ or their application to particular situations. These judgements need to be well grounded in research, wide reading, and consideration of all possible viewpoints. Critical thinking in this sense is based on a synthesis of a number of factors, and is not just uninformed personal opinion' (UniLearning 2000).
To think critically requires you to adopt a critical inquiry approach in all aspects of your university learning (UniLearning 2000). In practical terms, for example, this will mean:
- critically reading different texts, and using the information to gain new understanding and insights on a topic or issue;
- using note making skills to summarise and evaluate readings, identifying meaningful relationships or connections that reach across texts;
- in your writing assignments, initially posing questions for exploration and then considering differing perspectives on controversial issues objectively and in a balanced manner;
- in tutorial presentations, using creativity in exploring possibilities, analysing conflicting views, and synthesising ideas; and
- during your professional placements/practice, exploring moral dimensions of conflicting positions and analysing value-laden issues.