What is Critical Thinking?

No one always acts purely objectively and rationally. We connive for selfish interests. We gossip, boast, exaggerate, and equivocate. It is "only human" to wish to validate our prior nowledge, to vindicate our prior decisions, or to sustain our earlier beliefs. In the process of satisfying our ego, however, we can often deny ourselves intellectual growth and opportunity. We may not always want to apply critical thin ing s ills, but we should have those s ills available to be employed when needed. Why Critical Thinking? The Problem !veryone thin s. It is our nature to do so. "ut much of our thin ing, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. #et, the quality of our life and that of what we produce, ma e,or build depends precisely on the quality of our thought. $hoddy thin ing is costly, both in money and in quality of life. !xcellence in thought, however, must be systematically cultivated. A Definition %ritical thin ing is that mode of thin ing & about any subject, content, or problem & in which the thin er improves the quality of his or her thin ing by s illfully analy'ing, assessing, and reconstructing it. %ritical thin ing is self(directed, self(disciplined, self(monitored, and self(corrective thin ing. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem(solving abilities, as well as a commitment to overcome our native egocentrism and sociocentrism.

To Analyze Thinking Identify its purpose, and then question its information, conclusion)s*, assumptions, implications, main concept)s*, and point of view. To Assess Thinking %hec it for clarity, accuracy, precision, relevance, depth, breadth, significance, logic, and fairness. The Result A well-cultivate critical thinker!

+aises vital questions and problems, formulating them clearly and precisely ,athers and assesses relevant information, using abstract ideas to interpret it effectively %omes to well(reasoned conclusions and solutions, testing them against relevant criteria and standards -hin s open(mindedly within alternative systems of thought, recogni'ing and assessing, as needs be, their assumptions, implications, and practical consequences %ommunicates effectively with others in figuring out solutions to complex problems

%ritical thin ing includes a complex combination of s ills. .mong the main characteristics are the following/

Rationality We are thin ing critically when we rely on reason rather than emotion, require evidence, ignore no nown evidence, and follow evidence where it leads, and are concerned more with finding the best explanation than being right analy'ing apparent confusion and as ing questions. "elf-awareness We are thin ing critically when we weigh the influences of motives and bias, and recogni'e our own assumptions, prejudices, biases, or point of view.

#onesty We are thin ing critically when we recogni'e emotional impulses, selfish motives, nefarious purposes, or other modes of self(deception.

$%en-min e ness We are thin ing critically when we evaluate all reasonable inferences consider a variety of possible viewpoints or perspectives, remain open to alternative interpretations accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or has fewer inconsistencies or covers more data accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and do not reject unpopular views out of hand.

Disci%line We are thin ing critically when we are precise, meticulous, comprehensive, and exhaustive resist manipulation and irrational appeals, and avoid snap judgments. &u gment We are thin ing critically when we recogni'e the relevance and0or merit of alternative assumptions and perspectives recogni'e the extent and weight of evidence

In sum, %ritical thin ers are by nature ske%tical. -hey approach texts with the same s epticism and suspicion as they approach spo en remar s. %ritical thin ers are active, not passive. -hey as questions and analy'e. -hey consciously apply tactics and strategies to uncover meaning or assure their understanding. %ritical thin ers do not ta e an egotistical view of the world. -hey are o%en to new ideas and perspectives. -hey are willing to challenge their beliefs and investigate competing evidence. %ritical thin ing enables us to recogni'e a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our needs. 1acts may be facts, but how we interpret them may vary. "y contrast, passive, non(critical thin ers ta e a simplistic view of the world.

-hey see things in blac and white, as either(or, rather than recogni'ing a variety of possible understanding. -hey see questions as yes or no with no subtleties. -hey fail to see lin ages and complexities.

-hey fail to recogni'e related elements.

Non(critical thin ers ta e an egotistical view of the world -hey ta e their facts as the only relevant ones. -hey ta e their own perspective as the only sensible one. -hey ta e their goal as the only valid one.

What 's Critical Rea ing?

(acts v) 'nter%retation
-o non (critical readers, texts provide facts. +eaders gain nowledge by memori'ing the statements within a text. -o the critical reader, any single text provides but one portrayal of the facts, one individual2s 3ta e4 on the subject matter. %ritical readers thus recogni'e not only what a text says, but also how that text portrays the subject matter. -hey recogni'e the various ways in which each and every text is the unique creation of a unique author. . non(critical reader might read a history boo to learn the facts of the situation or to discover an accepted interpretation of those events. . critical reader might read the same wor to appreciate how a particular perspective on the events and a particular selection of facts can lead to particular understanding.

What a Te*t "ays+ Does+ an ,eans! Reaching for an 'nter%retation

Non(critical reading is satisfied with recogni'ing what a text says and restating the ey remar s. %ritical reading goes two steps further. 5aving recogni'ed what a text says , it reflects on what the text does by ma ing such remar s. Is it offering examples6 .rguing6 .ppealing for sympathy6 7a ing a contrast to clarify a point6 1inally, critical readers then infer what the text, as a whole, means , based on the earlier analysis. -hese three steps or modes of analysis are reflected in three types of reading and discussion/ What a text says What a text oes 8 restatement 8 escri%tion

What a text means 8 inter%retation .

#ou can distinguish each mode of analysis by the subject matter of the discussion/ What a text says 8 restatement 8 tal s about the same topic as the original text What a text does 8 description 8 discusses aspects of the discussion itself What a text means 8 interpretation & analy'es the text and asserts a meaning for the text as a whole

-oals of Critical Rea ing

-extboo s on critical reading commonly as students to accomplish certain goals/ to recogni'e an author2s purpose to understand tone and persuasive elements to recogni'e bias Notice that none of these goals actually refers to something on the page. !ach requires inferences from evidence within the text/ recogni'ing purpose involves inferring a basis for choices of content and language recogni'ing tone and persuasive elements involves classifying the nature of language choices recogni'ing bias involves classifying the nature of patterns of choice of content and language %ritical reading is not simply close and careful reading. -o read critically, one must actively recogni'e and analy'e evidence upon the page.

Analysis an 'nference! The Tools of Critical Rea ing

-hese web pages are designed to ta e the mystery out of critical reading. -hey are designed to show you what to look for . analysis / and how to think about what you fin . inference / . -he first part &what to loo for& involves recogni'ing those aspects of a discussion that control the meaning. -he second part &how to thin about what you find& involves the processes of inference, the interpretation of data from within the text. +ecall that critical reading assumes that each author offers a portrayal of the topic. %ritical reading thus relies on an examination of those choices that any and all authors must ma e when framing a presentation/ choices of content, language, and structure. +eaders examine each of the three areas of choice, and consider their effect on the meaning.