A NOTE ON CRITICAL THINKING

WHAT IT MEANS

The word critical derives etymologically from two Greek roots: "kriticos" (meaning discerning
judgment) and "kriterion" (meaning standards). The term, critical thinking then, can be understood
as meaning the development of "discerning judgment based on standards."

Managers, in their day to day work, face several situations that call upon them to think critically.
Whether it is about making a sales deal, or negotiating with a vendor or recruiting a new employee,
or even appreciating or reprimanding a subordinate, all these situations require the manager to think
through the available facts, synthesize data, draw inferences based upon his comprehension of these
facts, and make appropriate decisions.

How can we understand this cognitive process that precedes all such decision making? What is this
process of critical thinking? Paul & Elder (____) have described various elements of thought, which
perhaps can help to understand this process (Fig. 1).

Fig. 1 Elements of Thoughts









Source: The Miniature Guide to The
Foundation for Critical Thinking,
Critical Thinking Concepts and Tools
(5th ed.), 2008

Critical thinking implies a clear and rational thought process. But it also implies that thinking is not
a linear process. It involves a process that goes back and forth between examining the situation on
the basis of available facts and information (leading to the drawing of inferences) and the problem
and the purpose. Assumptions are made and concepts applied to impart clarity to the thought
process.

Judgment here involves making distinctions between symptom and cause, between cause and
consequence, drawing logical inferences (based on available data/facts) and making reasonable and
fair assumptions. Thus, critical thinking also involves thinking precisely and systematically, and
following the rules of logic and scientific reasoning, among other things. It is reasonable, reflective
thinking that is focused on deciding what to believe or do.

The three most important aspects of critical thinking are - quick thinking, creative thinking and
analytical thinking (problem solving skills):

Quick Thinking - What enables one person to respond to an unexpected prompt fluidly and
flawlessly
Creative Thinking - What enables the learner to strip away layers of self-doubt, self-criticism,
and self-cynicism in order to re-discover their creative cores
Analytical Thinking - What enables one in solving problems logically (based on the scientific
approach of defining the problem, generating a list of possible solutions, selecting a solution,
and then implementing, evaluating, and making adjustments as needed)

ATTITUDE REQUIRED FOR CRITICAL THINKING

The process of thinking clearly, logically and systematically requires a rigor that comes from a
planned effort to learn and practice. Above all, it is also a mental disposition that allows an
individual to accept and adopt the rigor of method rather than rely on the obvious at all times. Figure
2 explains some of these attitudes that facilitate critical thinking in individuals (Fig. 2).


Independence
of Thought
Open -
Mindedness
Cool-
Headedness
Impartiality
An Analytical &
Reflective
Attitude
Fig. 2 Attributes that Facilitate Critical Thinking











Independence of Thought: In forming beliefs, critical thinkers do not passively accept the
beliefs of others; rather, they try to figure things out for themselves, reject unjustified
authorities, and recognize the contributions of genuine authorities.
Open-Mindedness: A good thinker looks at the evidence objectively, and is willing to
suspend judgment or change his/her opinion depending on the evidence.
Cool-Headedness: Critical thinkers recognize the need to struggle with confusion and
unsettled questions over time in order to achieve deeper understanding and insight. They are
willing to pursue intellectual insights and truths in spite of difficulties, obstacles, and
frustrations.
Impartiality: To think critically, one must be able to consider the strengths and weaknesses of
opposing points of view; to imaginatively put ourselves in the place of others in order to
genuinely understand them.
An Analytical & Reflective Attitude: Do not jump to conclusions. A good thinker is one who
spends time to analyse an issue systematically and carefully and to actively search for
arguments and evidence on both sides.



Source:
http://onlinesuccesscentre.com/tag/
critical-thinking/

DIFFERENT ELEMENTS IN REASONING PROCESS

SYMPTOM
A symptom is a sign or indication of something that has already happened or is going to happen
in future. E.g. if an individual gets fever, this is a symptom of some kind of illness.

CAUSE
A cause is a person, event or thing that gives rise to an action, phenomenon, or condition.
E.g. The fever may be because of pneumonia or just simple fatigue.
Deficiency of Vitamin A causes night blindness.

There are two types of causes: immediate causes, which are readily apparent because they are
closest to the effect, and ultimate causes, which, being somewhat removed, are not so apparent and
may perhaps even be hidden.

CONSEQUENCE
A consequence is an effect, result, or outcome of something occurring earlier:
In the above example the consequence can be that the individual is not able to work up to his full
potential or that he needs a specific medical treatment over a period of time.

ARGUMENT
An argument is a reason(s) leading to a conclusion.

INFERENCE
An inference is a conclusion reached by reasoning from data or premises.

For example:
Joyce, a salesperson, was not able to prepare well for a meeting with the client (ultimate cause)
owing to inadequate support from her seniors (symptom). She was unable to put an impressive
presentation before the client (immediate cause), and thus could not close the sales with the client
(consequence). Immediately after this episode, Joyce was demoted by her employer.
Joyces inability to close the sales for her company (argument) led to her being demoted by her
employer (inference).


The example above presents a simple situation, however in real life scenario, situations are not as
simple. There might be many obvious facts, hidden facts and constraints attached to them.
Here is where critical thinking comes in the picture, where one narrows down to unique answers or
a small number of ideas which can be further analyzed and implemented. Like any other skill, it
also requires continuous practice.

SOURCES

Butterworth, J. & Thwaites, G. (2005). Critical Thinking. In Thinking Skills (pp. 5-6).
Cambridge, UK:Cambridge University Press.
Cowley, S.(2006). Critical Thinking. In Getting The Students To Think (pp. 119 - 120).
London, UK : Continuum.
Dr. Amer, A. (2005). Analytical Thinking. In Pathways to Higher Education. Cairo
University:Centre for Advancement of Postgraduate studies and Research in Engineering
Sciences, Faculty of Engineering - Cairo University.
Dr. Paul, R. & Dr. Elder, L. (2008). The Miniature Guide to The Foundation for Critical Thinking,
Critical Thinking Concepts and Tools (5th ed.). CA: Foundation for Critical Thinking Press.
Retrieved from:
http://www.criticalthinking.org/pages/our-concept-of-critical-thinking/411 on 28th May 2014.
J. Y. F. Lau.(2011). An Introduction to Critical Thinking and Creativity: Think More, Think Better.
US :John Wiley & Sons.
(n.d.). Dictionary.com Unabridged. Retrieved May 28, 2014, from Dictionary.com website:
http://dictionary.reference.com/browse/