Critical thinking: What is it?

What is critical thinking?

A concise definition of critical thinking is difficult to find, although multiple scholars have tried. Two primary models are used within academic settings: the Paul and Elder Model (Paul & Elder, 2014) and the Delphi Report Model (Facione, 1998). The definitions of critical thinking from these models are as follows:

Critical thinking is the art of analyzing and evaluating thinking with a view to improve it... It is self-directed, self-disciplined, self-monitored and self-corrective thinking. It requires rigorous standards of excellence and mindufl command of their use. It entails effective communication and problem solving abilities and a commitment to overcoming our native egocentrism and sociocentrism (Paul & Elder, 2014, p. 2).

We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based... The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fairminded 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 (Facione, 1998, p. 3).

Huh? It's possible that you have more questions or confusion about this topic now than before you read these definitions. Let's break it down into more familiar terminology and concepts.

I appreciate the approach by Facione (2020, p. 2), who actually precedes his definition by posing the following questions about critical thinking.

• Who are the best critical thinkers you know?

• What is it about them that leads us to consider them the best?

• Why do you think they are strong critical thinkers?

One takeaway for me as I worked through this thought experiment was that critical thinking is a process that involves both a set of skills and a willingness to use these skills. Critical thinking skills enable me to carefully consider the value and relevance of information in order to make informed decisions. But having these skills is not enough to be a critical thinker. I must also have a willingness (AKA: personal disposition) to intentionally apply these skills in a systematic and methodical manner. Continue reading to learn more about the core critical thinking skills and personal dispositions toward critical thinking as described by Facione (2020).

Six Core Critical Thinking Skills

(Facione, 2020, p. 5)

Interpretation: Consider relevant information (data, evidence, beliefs, opinions) to determine the meaning and significance

• Consider: What does this mean? What is the best way to categorize/classify this? How can we make sense of this?

• Sub-skills: categorize, decode significance, clarify meaning

Analysis: Identify the relationships between information (similarities, assumptions, differences)

• Consider: Why do I think that? What are the pros and cons? What assumptions must I make to accept that conclusion?

• Sub-skills: examine ideas, identify arguments, identify reasons and claims

Evaluation: Assess the credibility, quality, and strength of information

• Consider: How credible is the claim? How strong are the arguments? Do we have all the facts right?

• Sub-skills: assess credibility and quality

Inference: Make conclusions or hypotheses based on information

• Consider: What conclusions can I make or rule out? What additional information do I need? What are some alternatives I haven’t explored? What are the potential consequences?

• Sub-skills: query evidence, conjecture alternatives, draw logically valid or justified conclusions

Explanation: Describe what you think and how you arrived at that judgement (reasoning)

• Consider: What were the steps I took to conduct my analysis? Why do I think X is the solution/right answer?

• Sub-skills: state results, justify procedures, present arguments

Self-regulation (metacognition): Ability to monitor and improve your own thinking (recognize your own bias, check your own understanding, discover errors and revise your answers)

• Consider: How good was my methodology? Before I commit, what am I missing? Is there a way to reconcile these two apparently conflicting conclusions?

• Sub-skills: self-monitor, self-correct

Personal Disposition Toward Critical Thinking

(Facione, 2020, p. 12)

Inquisitive (but not cynical): Asks lots of questions, eager for reliable information

Judicious (but not judgmental): Evaluative, desire to become and remain well-informed

Truth-seeking (but not all-or-nothing): Alert to opportunities to use critical thinking, has a health skepticism for all ideas, courageous, speaks up for what is right and is not afraid to disagree

Confident in reasoning (but not forceful): Trusts the process and one’s own abilities

Open-minded (but not wishy-washy): Gives equal consideration to all views, flexible in considering alternatives and understanding the opinions of others

Analytical (but not nit-picky): Able to honestly consider one’s own assumptions and biases, decisive, admits own limitations, makes wise judgments

Systematic (but not stubborn): Willing to reconsider and revise views, keeps trying to figure things out

What do you think?

How do these concepts and examples inform what it means to be a critical thinker? What stands out to you about critical thinking skills and dispositions? Do you see these skills in your students? Do you want to know more about how to promote these skills? Or perhaps you're still wondering why these specific skills relate to occupational therapy when most of our profession focuses on clinical reasoning? Stay tuned...

References

Facione, P. A. (1998). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Insight Assessment.

Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.

Paul, R., & Elder, L. (2014). The miniature guide to critical thinking: Concepts and tools. Foundation for Critical Thinking Press.