critical thinking vs analysis

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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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Critical Thinking vs Analytical Thinking: What’s the Difference?

What is critical thinking, what is analytical thinking, traits of critical thinkers, traits of analytical thinkers, for example, why are critical thinking and analytical skills important, how to develop a critical thinking and analytical mind , critical thinking vs analytical thinking faqs.

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• Curious:  They possess a natural curiosity and an insatiable desire to learn and understand. They constantly ask questions and seek deeper knowledge.
• Structured Problem-Solving :  Analytical thinkers approach problems systematically. They break down complex issues into smaller, manageable components for thorough analysis.
• Data-driven:  They rely on data and evidence to support their conclusions. Data analysis is a key aspect of their decision-making process.
• Critical Evaluation:  They critically assess the quality and reliability of information sources. They are discerning about the credibility of data.
• Logical Reasoning:  They employ logical reasoning to connect facts and deduce insights. Their arguments are based on sound logic.

• Questioning Attitude:  Critical thinkers question assumptions, statements, and conventional wisdom. They challenge ideas to seek deeper understanding.
• Open-Minded:  They maintain an open mind, considering multiple perspectives and being receptive to new information.
• Problem-Solving:  Critical thinkers approach problems by examining all angles, evaluating evidence, and identifying the best possible solutions.
• Inquisitive:  They have a natural curiosity and an appetite for knowledge. They are motivated to dig deeper into subjects.
• Emotional Intelligence :  They are attuned to emotions, both their own and those of others. This awareness helps them understand human behavior and reactions.

Critical Thinking vs Analytical Thinking for Managers

• A retail store manager might use analytical thinking skills to analyze sales data to identify patterns and trends. For example, they might examine sales data to determine which products are selling well and at what times of day or year. They might then use this information to adjust inventory levels, schedule staff, or develop marketing campaigns to capitalize on trends. 
• A manager might use analytical thinking skills to analyze financial data to identify cost savings or revenue growth opportunities. For example, they might analyze expense data to identify areas where costs are higher than expected and develop strategies to reduce them. They might also analyze sales data to identify opportunities to expand into new markets or increase revenue from existing customers. 
• A manager might use critical thinking skills to evaluate competing proposals for a new project. For example, they might consider each proposal based on feasibility, cost, the potential impact on the organization, and alignment with its strategic goals. They might then use this evaluation to make an informed decision about which proposal to pursue. 
• A manager might use critical thinking skills to evaluate the performance of individual employees or teams. For example, they might evaluate employee performance based on factors such as productivity, quality of work, and adherence to company policies and procedures. They might then use this evaluation to decide on promotions, training, development, or disciplinary action. 
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• Effective problem-solving: Critical thinking and analytical skills are essential for identifying, analyzing, and solving complex problems. By breaking down problems into smaller parts and evaluating each part objectively, individuals can develop effective solutions to complex problems .
• Improved decision-making: Critical thinking and analytical skills help individuals make well-informed decisions by evaluating and synthesizing information from multiple sources. By objectively assessing information, individuals can make decisions based on evidence rather than biases or emotions.
• Increased creativity: Analytical thinking skills can help individuals identify patterns and connections between seemingly unrelated pieces of information, leading to creative problem-solving and innovative solutions.
• Better communication: Critical thinking skills help individuals evaluate the quality of arguments and evidence presented by others, leading to more transparent and effective communication .
• Success in the workplace: Employers value critical thinking and analytical skills because they enable individuals to be more effective problem-solvers and decision-makers, leading to better business outcomes and increased success.

• Ask questions: Ask questions to clarify information, evaluate evidence, and challenge assumptions. This helps you better understand the information and think more critically about it.
• Seek out diverse perspectives: Engage with people who have different backgrounds and experiences from your own. This helps you to see problems from different angles and gain new insights.
• Evaluate sources: Practice evaluating the credibility of sources, such as news articles or research studies. This helps you develop a critical eye and avoid being swayed by false information.
• Practice active listening: When engaging in conversation, try to listen to others and truly understand their perspectives. This helps you to evaluate information objectively and avoid making assumptions.
• Practice problem-solving: Regularly engage in problem-solving activities like puzzles or brain teasers. This helps you to develop your analytical skills and practice thinking creatively.
• Practice analyzing data: Analyze data from different sources and identify patterns or trends. This helps you to develop your analytical skills and practice thinking critically about information.
• Reflect on your thinking: Regularly reflect on your thinking processes and evaluate how you approach problems or make decisions. This helps you identify improvement areas and develop better critical thinking habits.
• Seek feedback: Ask for feedback from others on your critical thinking and analytical skills. This helps you to identify areas where you can improve and develop new strategies for thinking more critically.
• Practice decision-making: Practice decision making based on evidence and logical reasoning rather than emotions or biases. This helps you to develop more effective decision-making skills.
• Engage in a debate: Participate in debates or discussions where you are challenged to defend your position and evaluate opposing arguments. This helps you to practice critical thinking and develop more effective communication skills.

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The Peak Performance Center

The pursuit of performance excellence, critical thinking.

Critical thinking refers to the process of actively analyzing, assessing, synthesizing, evaluating and reflecting on information gathered from observation, experience, or communication. It is thinking in a clear, logical, reasoned, and reflective manner to solve problems or make decisions. Basically, critical thinking is taking a hard look at something to understand what it really means.

Critical Thinkers

Critical thinkers do not simply accept all ideas, theories, and conclusions as facts. They have a mindset of questioning ideas and conclusions. They make reasoned judgments that are logical and well thought out by assessing the evidence that supports a specific theory or conclusion.

When presented with a new piece of new information, critical thinkers may ask questions such as;

“What information supports that?”

“How was this information obtained?”

“Who obtained the information?”

“How do we know the information is valid?”

“Why is it that way?”

“What makes it do that?”

“How do we know that?”

“Are there other possibilities?”

Combination of Analytical and Creative Thinking

Many people perceive critical thinking just as analytical thinking. However, critical thinking incorporates both analytical thinking and creative thinking. Critical thinking does involve breaking down information into parts and analyzing the parts in a logical, step-by-step manner. However, it also involves challenging consensus to formulate new creative ideas and generate innovative solutions. It is critical thinking that helps to evaluate and improve your creative ideas.

Elements of Critical Thinking

Critical thinking involves:

• Gathering relevant information
• Evaluating information
• Asking questions
• Assessing bias or unsubstantiated assumptions
• Making inferences from the information and filling in gaps
• Using abstract ideas to interpret information
• Formulating ideas
• Weighing opinions
• Reaching well-reasoned conclusions
• Considering alternative possibilities
• Testing conclusions
• Verifying if evidence/argument support the conclusions

Developing Critical Thinking Skills

Critical thinking is considered a higher order thinking skills, such as analysis, synthesis, deduction, inference, reason, and evaluation. In order to demonstrate critical thinking, you would need to develop skills in;

Interpreting : understanding the significance or meaning of information

Analyzing : breaking information down into its parts

Connecting : making connections between related items or pieces of information.

Integrating : connecting and combining information to better understand the relationship between the information.

Evaluating : judging the value, credibility, or strength of something

Reasoning : creating an argument through logical steps

Deducing : forming a logical opinion about something based on the information or evidence that is available

Inferring : figuring something out through reasoning based on assumptions and ideas

Generating : producing new information, ideas, products, or ways of viewing things.

Blooms Taxonomy

Bloom’s Taxonomy Revised

Mind Mapping

Chunking Information

Brainstorming

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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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Analytical Thinking vs Critical Thinking: How They Differ and Work Together

What are critical, analytical, and creative thinking? How do they differ and how do they complement each other? And what does this mean for our learners?

Like most people, you have probably heard the terms critical thinking and analytical thinking. If so, then it’s possible you’ve also heard the term “creative thinking” in the mix from time to time. All three of these terms are often used interchangeably. However, although they share some universal similarities, there are distinct differences between them.

For example, some assume that analytical thinking and critical thinking are one and the same, but that’s not quite right. Some also consider creative thinking to be creativity, and that’s not quite accurate either.

What we want to do here is try to separate the individual meanings from each other and show you how they differ, but also how they relate.

Critical thinking as a term is often mentioned as a key skill for employees to have in any organization that wishes to succeed in a changing world (Hoffman, 2023). The problem with this is its often confused with analytical and lateral thinking, something that many learners are not often taught to do properly (Eider & Paul, 2019).

As for creative thinking, the success of any business depends on having someone highly creative on the team (Florida, 2002). But again, the meaning of “thinking creatively” is often misread. Let’s begin to put an end to the confusion with a simple mouth-watering example:

Thinking clearly and making sound decisions are crucial life skills. Two key thinking styles – analytical thinking and critical thinking – can help you solve problems systematically. In this comprehensive guide, we’ll explore the difference between analytical and critical thinking, how to develop both skills, and why you need them to make informed choices.

As a blogger keen to help readers enhance their cognitive skills, I’ve done thorough research on analytical and critical thinking. With simple explanations and real-world examples, I’ll break down how these thinking styles differ in their approach, outcomes, and thought processes.

You’ll also learn practical strategies to improve analytical and critical thinking abilities. By combining these complementary skills, you can become an agile thinker able to tackle complex challenges in work and life confidently. Let’s dive in!

Understanding Analytical Thinking

Analytical thinking involves breaking down complex problems into smaller, more manageable components It relies on facts, evidence, and detailed analysis to understand issues and arrive at solutions.

Some key qualities of analytical thinkers:

Methodical approach They follow a step-by-step, structured thinking process

Objective analysis They make decisions based on logic and factual data, not emotions.

Detail-oriented: They pay attention to specifics and intricacies in information.

Pattern recognition: They identify relationships between different pieces of data.

Analytical skills help in scientific research, troubleshooting technical problems, financial analysis, and data-driven decision making. Many STEM fields heavily utilize analytical thinking.

What is Critical Thinking?

Critical thinking examines ideas, arguments, and information from multiple angles to form reasoned judgments. It goes beyond surface-level analysis to understand the nuances in issues.

Here are some characteristics of a critical thinker:

Inquisitive nature: They ask probing questions and scrutinize facts deeply.

Open-mindedness: They don’t take information at face value but evaluate merits and flaws.

Realistic perspective: They remain objective and don’t let bias or emotions cloud judgments.

Mental flexibility: They adapt their thinking as more information surfaces.

Critical thinking is invaluable in law, management, academics, and any field where decision-making is required. It empowers individuals to evaluate arguments effectively.

Key Differences Between the Two Thinking Styles

Though analytical and critical thinking overlap in some areas, there exist distinct differences:

While analytical thinking provides structured problem-solving, critical thinking enables informed decision-making by weighing alternatives.

Examples of Analytical and Critical Thinking

Let’s see some examples of how these thinking styles work:

Scenario 1: Fixing a Glitchy Computer

Analytical approach: The technician will break the problem down by checking different computer parts like the RAM, CPU, or hard disk to pinpoint the exact issue. They’ll rely on technical data for insights.

Critical thinking approach: While fixing the hardware issue, the technician will also assess if poor software configurations or defective drivers could be causing system instability. They’ll weigh different perspectives to get the big picture.

Scenario 2: Evaluating Investment Options

Analytical approach: The financial analyst will scrutinize all quantifiable metrics like ROI, earnings growth rate, P/E ratios, debt burden before recommending investments.

Critical thinking approach: Along with number crunching, the analyst will evaluate qualitative factors like market conditions, sector growth trends, management reputation to make judicious recommendations.

As you can see, both thinking styles complement each other in solving multifaceted real-world problems.

Developing Analytical and Critical Thinking Skills

Like any ability, consistently practicing analytical and critical thinking can help cultivate these skills. Here are tips to get started:

Enhancing Analytical Skills

Tackle logic puzzles and brain teasers regularly. These activities sharpen systematic problem-solving.

Learn about root cause analysis frameworks like the 5 Whys method. They provide analytical problem-solving models.

When making decisions, list down all available options and their pros/cons before deciding. Avoid gut decisions.

Take up data-driven activities like financial analysis or computer programming. Working hands-on with data improves analytical abilities.

Strengthening Critical Thinking

Read newspapers and articles from diverse sources covering different viewpoints. This builds perspective-taking abilities.

Have discussions or friendly debates with others where ideas are exchanged freely. Listening to different takes on issues encourages objectivity.

When analyzing information, always question the author’s premises and sources before drawing conclusions. Don’t take statements at face value.

Examine personal biases and assumptions that may color thinking. Recognizing internal flaws leads to impartial analysis.

Combining Analytical and Critical Thinking

Complement analysis with big picture thinking. After breaking down a problem analytically, also assess what the synthesis means.

Validate analytical conclusions by subjecting them to rigorous critique. This checks if the logic stands up to critical scrutiny.

When making decisions, don’t just rely on data. Also carefully evaluate the interpretations made from the data before deciding.

Practicing analytical and critical modes of thinking in your daily life will soon make you adept at using both skills seamlessly together.

Why Hone Analytical and Critical Thinking Abilities?

In today’s complex world, having strong analytical and critical thinking skills offers many benefits:

Handle multifaceted problems confidently

Assess solutions more objectively

Make wise choices amidst confusing information

Detect biases, assumptions, and flaws in arguments

Evaluate ideas and think independently

Find innovative solutions to challenges

Progress faster in academic and professional spheres

Analytical thinking helps you investigate issues in-depth while critical thinking enables wise decision-making. Using both skills in harmony makes you an agile, well-rounded thinker.

Common Myths and Misconceptions

Some common misconceptions about analytical and critical thinking include:

Myth: Analytical thinking is superior to critical thinking.

Fact: Both thinking styles have unique strengths and are equally valuable.

Myth: Critical thinking is about criticizing or finding faults.

Fact: Critical thinking aims to make impartial, balanced evaluations of information.

Myth: Analytical thinking is mainly for STEM professionals.

Fact: Analytical skills are useful in diverse fields from business to academics.

Myth: Critical thinking can only be learnt in classrooms.

Fact: Consistent practice in daily life develops critical thinking abilities.

Myth: Analytical people are uncreative.

Fact: Methodical analysis complements out-of-the-box creative thinking.

Practicing both thinking techniques through puzzles, reading, discussion, and daily observation will soon make you adept at applying them.

As your analytical and critical thinking expertise develops, you’ll find yourself making quicker decisions, solving problems resourcefully, and generally feeling more mentally agile. So start flexing those thinking muscles today!

How Do Critical, Analytical, and Creative Thinking Compare to Bloom’s Revised Taxonomy?

Bloom’s Taxonomy (1956) is represented by the following taxonomic levels in this domain, arranged from LOTS (lower-order thinking skills) to HOTS (higher-order thinking skills).

• Remembering: To recall from the past
• Understanding: To know the meaning or intended significance
• Applying: To bring or put into operation or use
• Analysing: To examine in detail, breaking down into its component parts
• Evaluating: To make an appraisal or judgment by weighing the strengths and limitations
• Creating: To bring into existence

It’s important to note that any level of the taxonomy incorporates the previous levels. Analysis, for example, depends on first remembering, understanding, and applying, without which there is no basis for analysis. Additionally, the lower three levels are considered lower-order thinking skills or LOTS.

Personally, I think every maths lesson I experienced in school was limited to just these levels:

• Remember the formula
• Understand what it is
• Apply it (dozens of times on worksheets)

If we really think about it, this type of activity tests a learner’s capacity for multiplication more than any kind of reflective thought, and perhaps that’s why they are referred to as lower-order thinking. If you consider Bloom’s Revised Taxonomy and its relation to learning, it represents a shift from teacher to learner-centered learning.

Creating, on the other hand, is an internal process. A teacher can create the environment and provide opportunities for creativity to flourish, but actual creative metacognition happens within one’s own mind and so it is learner-centered.

The upper three levels of Blooms Taxonomy—analyze, evaluate, and create—constitute the higher-order thinking skills or HOTS. These are the soft skills or transfer skills that are the focus of curriculum around the world, and that are in such demand in the workplace of today.

A study performed in 2020 indicated that over 85% of employers have placed a higher emphasis on such soft skills over the last 5 to 10 years, and added that companies consider soft skills more important than the majority of college graduates (Succi & Canovi, 2020).

These HOTS are part of the foundation of being college- and career-ready. They also relate directly to our discussion of analytical, critical, and creative thinking as they are reflected directly at these levels.

This infographic helps explain how the three are distinct yet related. As with the lower-order thinking levels of Bloom’s, the higher-order levels also incorporate the previous levels.

We mentioned earlier that analysis is dependent upon first remembering, understanding, and applying. Evaluation involves considering the analysis and then making a judgment accordingly, which means critical thinking includes and is built upon analytical thinking. Similarly, creating, as a structured process, includes and is built upon both analysis and evaluation and therefore analytical and critical thinking.

From this, we can see that analytical thinking is a step in the critical thinking process, which is a step in the creative thinking process.

All three processes involve facts, but each for different purposes. As we’re about to see, their individual processes reflect this. Let’s return to our previous definitions of each one, and expand on them by providing some action steps for each.

Analytical thinking is the act of breaking down complex pieces of information into smaller and more understandable components or principles. It involves systematically dismantling data to decipher facts that can be used to build upon information or provide an evidence-based conclusion.

This kind of thinking is about simplifying complexity. We begin first by gathering relevant information. Next, we start to break all that information down into more manageable bite-sized pieces. This gives you sub-categories that you now examine even closer, which makes understanding complex masses of data much easier.

A closer examination involves comparison and contrast by looking at data from different sources. You weed out extraneous bits of information, search for cause and effect, and identify patterns and consistencies. The last step is to draw a sound conclusion from the information you’ve processed.

• Identifying an issue
• Gathering facts and evidence
• Breaking complex information into smaller pieces
• Applying logic and reasoning
• Evaluating viewpoints and opinions
• Identifying patterns and cause and effect
• Eliminating extraneous information
• Drawing and testing conclusions
• Assessing new knowledge

Critical thinking means carefully weighing information or views and interpreting them to make sound independent judgments.

Critical thinking involves gathering and organizing information regarding the issue or problem. From there, we engage in asking meaningful and essential questions about what we’re addressing. We can then form our own ideas and theories from our evaluation.

Throughout this process, we are also considering existing and emerging information beyond what is present. We are also considering and evaluating the arguments of others as they arise. We explore possibilities and consider various solutions, free from bias and assumption.

Finally, when a conclusion is reached, we test it against the evidence, revise it as necessary, and make our judgments.

• Gathering relevant information
• Asking meaningful questions
• Considering alternative viewpoints
• Applying logic and reasoning skills
• Revisiting input in a cyclical manner
• Recognizing bias
• Avoiding assumption
• Considering possibilities
• Testing and revising conclusions
• Making sound judgements

Creative thinking is the mental process of bringing something new into existence through imagination. It involves the input of facts and sensory stimulus well as interpolation and critical reflection to imagine something that does not exist.

We define the creative thinking process using the 5 Is of Creativity Fluency, which are identify, inspire, interpolate, imagine, and inspect. It begins with determining what the task is and what we want to create. From there, we seek inspiration from a multitude of external stimuli.

Once we start looking for ideas, we begin to see patterns forming, and we begin to connect the dots. This eventually culminates in the birth of our ultimate idea—you know it as the “Aha!” moment.

Finally, with our new creative idea in mind, we step back and evaluate it closely. We consider if it meets the original criteria, its feasibility, and whether or not it can be accomplished within our budget and timeframe.

• Brainstorming and lateral thinking
• Sharing personal knowledge and experience
• Moving beyond what is known
• Using familiar and unfamiliar sources
• Seeing new possibilities
• Experimenting and imagining
• Pattern recognition
• Identifying connections/relationships
• Combining opposing concepts/elements
• Forming mental s/sensations/concepts
• Giving meaning to experiences
• Constructing with creative mediums
• Examining the product and the process
• Internalizing and applying the new idea
• Re-examining/revising the idea

The truth is that a measure of all three skills is necessary for our lives. Often they also complement each other.

Keep in mind none of us thinks critically, analytically, or creatively 100% of the time. Nevertheless, when the time comes to implement one or the other (or all three), both we and our learners can benefit from having a solid understanding of how to use them.

What is critical thinking?

Critical thinking is evaluating the information you’ve gathered. Critical thinking involves creating meaning and searching for relevant information to influence judgements and conclusions about specific topics.

What is an example of analytical thinking?

Analytical thinking is helpful in identifying cause and effect relationships and making connections between two factors. For instance, someone may use analytical thinking to understand the relationship between sunflowers and humidity. To do this, they may ask, “Why do sunflowers have trouble growing when there’s humidity in the air?”

What is analytical thinking?

Analytical thinking is an intellectual process of evaluating, analyzing, synthesizing, or applying information. The goal of analytical thinking is to break down information into its basic parts and principles. Thus, analytical thinking begins when you engage with a set of information.

What is the difference between critical thinking and evaluation?

Evaluation involves considering the analysis and then making a judgment accordingly, which means critical thinking includes and is built upon analytical thinking. Similarly, creating, as a structured process, includes and is built upon both analysis and evaluation and therefore analytical and critical thinking.

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Analytical vs Critical Thinking: Know the Difference

Thinking is a big part of our everyday lives. But not all thinking is alike. There are two main types: analytical and critical thinking.

Understanding the difference between these can help us make better decisions and solve problems more effectively. In this article, we’ll look at what sets these two types apart and how we can use them in real life.

By understanding the distinctions, you can improve your thinking skills and become more effective.

What is the difference between critical thinking and analytical thinking?

Defining analytical thinking.

Analytical thinking looks at problems in a different way than critical thinking. Critical thinking breaks down a subject to understand and explain it, while analytical thinking breaks down a problem or task to solve it.

In the workplace, analytical thinking helps with problem-solving and decision-making. For example, a quantitative analyst can find patterns in data to understand sales trends, helping businesses make good decisions.

Analytical thinking means finding patterns, trends, and relationships in information to gain deeper insights. It also means solving problems from different angles in various situations.

These skills are important for managers to handle challenges and keep businesses running well.

Defining Critical Thinking

Critical thinking means analyzing, interpreting, and making judgments. It involves questioning assumptions and considering different perspectives. It’s important to be open-minded, seek diverse viewpoints, and reflect on personal beliefs. In the workplace, critical thinking helps analyze complex problems, make sound decisions, and adapt to challenges. For instance, when solving business problems, critical thinkers consider all outcomes, weigh pros and cons, and solve problems more effectively.

Core Aspects of Analytical Reasoning

Data gathering and analysis.

Methods used for data gathering and analysis include cause and effect, similarities and differences, trends, associations between things, inter-relationships between the parts, the sequence of events, ways to solve complex problems, steps within a process, and diagramming what is happening.

Data can be effectively evaluated and interpreted for analysis by recognizing specific patterns within large data sets and learning to recognize these patterns in both numbers and written arguments. Looking at information to discern patterns within it is also important.

The key steps in formulating a methodical approach to data gathering and analysis involve breaking down problems into smaller parts to find solutions, evaluating problems, analyzing them from more than one angle, and finding a solution that works best in the given circumstances. Arriving at a logical conclusion or solution to given problems is crucial.

Evaluating Evidence

In a specific situation, evaluating evidence involves using reasoning and pattern recognition. This helps in understanding information better. Analyzing from different angles and using cause and effect, similarities and differences, trends, and associations are important for assessing evidence. Critical thinking allows thorough examination, questioning assumptions, recognizing biases, defining terms, and finding inconsistencies.

Therefore, critical thinking is essential for a more reliable analysis.

Formulating Methodical Approaches

Critical thinking and analytical thinking are similar. They both involve assessing and evaluating information. But they differ in how this is done. Critical thinking judges information to determine its relevance and validity. On the other hand, analytical thinking focuses on breaking down problems and discerning patterns within them.

In analytical thinking, a person’s general aptitude in arriving at logical conclusions to given problems is key. It requires the usage of cause and effect, similarities and differences, trends, associations between things, and the inter-relationships between the parts.

Critical thinking focuses on evaluating the elements of information to fully understand or explain it. It involves techniques like inference, interpretation, and evaluation. Often, it requires the individual to use reasoning, evidential support, and a thoughtful analysis of one’s own thinking.

These two methods play a significant role in problem-solving and decision-making processes. They allow individuals to draw deeper patterns and insights from data, text, and other forms of information.

Elements of Critical Thinking

Questioning assumptions.

Analytical reasoning involves breaking down problems into smaller parts to find solutions and determining patterns within information.

Questioning assumptions is integral to critical thinking. It allows individuals to fully understand and explain various parts or details of an issue.

Critical thinking also involves examining the structures of arguments and recognizing deeper patterns. This is crucial for making informed decisions.

Optimizing thinking strategies for the workplace involves evaluating problems from multiple angles and finding the best solution in given circumstances.

Applying analytical reasoning skills to discern patterns in data sets contributes to problem-solving and gaining valuable insights.

Businesses seek employees who possess the aptitude to utilize analytical reasoning skills to address challenges effectively and ensure smooth business operations.

Quality analytical reasoning and pattern recognition skills are essential for recognizing trends within problems, providing a competitive edge in the workplace.

Exploring Perspectives

Analytical thinking involves breaking down a problem into smaller parts to find solutions and discerning patterns within information. Critical thinking, on the other hand, examines different parts or details of something to fully understand or explain it. Exploring different perspectives is crucial to enhancing these skills.

Recognizing patterns in information can be optimized through exploring various viewpoints in analytical thinking, allowing the person to pull more information out of a text or data set. Similarly, for critical thinking, exploring different perspectives can assist in evaluating problems and finding solutions from different angles.

Individuals can optimize their thinking strategies in the workplace by developing analytical and critical thinking skills. For instance, quantitative analysts can discern patterns in data to gain insights, and managers who can apply analytical reasoning are considered excellent problem-solvers. This optimizing involves understanding causes and effects, trends, associations between things, and steps within a process. By applying these thinking strategies, individuals become better equipped to meet the challenges faced at the workplace.

Reflecting on Implications

Reflecting on implications differs between analytical thinking and critical thinking. Analytical thinking requires breaking down a problem into smaller elements to solve it. Critical thinking involves examining different parts or details to fully understand or explain something.

Potential outcomes of not reflecting on implications in both analytical and critical thinking processes include missing deeper patterns in a text or data set, and failing to recognize trends in the problem.

Individuals can improve their ability to reflect on implications in both analytical and critical thinking. This can be achieved by learning to recognize patterns in both numbers and written arguments. Also, developing an aptitude to apply analytical reasoning to problems faced in a business or a given situation.

Analytical Reasoning in Action

Scenario: market research.

Analytical reasoning in market research helps find solutions to complex problems. It breaks them into smaller pieces which allows individuals to discern patterns within information. For instance, seasonal sales trends or large-scale shifts in the market. Similarly, critical thinking contributes to problem-solving by enabling individuals to thoroughly examine and understand different aspects of a problem or situation.

It involves cause and effect, similarities and differences, and sequence of events. These skills lead to a deeper understanding and comprehensive insights. Valuable skills in market research include pattern recognition, trend analysis, and problem evaluation using multiple perspectives. These skills enable professionals to extract actionable insights, identify hidden trends, and make informed decisions based on their findings.

The Role of Critical Thinking in Problem Solving

Example: ethical dilemmas in business.

Analytical thinking means looking at information and finding patterns within it – like the structure of an argument or trends in a big data set. It helps break down complex problems into smaller parts to come to logical conclusions or solutions.

For example, a quantitative analyst might use it to spot trends in data and identify seasonal patterns or wider trends that a company should worry about. When it comes to ethical dilemmas in business, people with strong analytical skills can see important information that others might miss, helping to make ethical decisions.

Employers use analytical thinking to separate it from critical thinking when evaluating potential employees. They look at a person’s ability to find patterns, evaluate problems from different angles, and find the best solutions based on the given circumstances. Critical thinking, on the other hand, means looking at different parts or details of something to understand it fully or explain it, and often involves looking at cause and effect, similarities and differences, trends, and other relationships. Both are important for ethical decision-making and innovation in the workplace, but they need different approaches. So, employers want candidates who can use both analytical and critical thinking to face challenges and make ethical decisions at work.

Situation: Crisis Management

Crisis management involves strategic planning, effective communication, and adaptability.

Analytical and critical thinking skills are essential in this situation. They help individuals thoroughly examine the situation, assess potential risks, and find effective solutions.

For example, during a crisis, analytical thinking allows individuals to discern patterns within the information to make informed decisions.

Critical thinking skills aid in evaluating the problem from various angles and finding practical solutions that align with the circumstances.

To optimize thinking during a crisis, individuals can use strategies like cause and effect analysis, recognizing trends, and understanding inter-relationships.

By breaking down the crisis into smaller elements, individuals can effectively navigate complex problems and develop solutions that address the underlying issues.

Comparing Skills: Analytical vs Critical Thinking

Skill set overlap.

Analytical thinking and critical thinking have similar skill set requirements. Both involve breaking down a problem and examining its parts. Analytical thinking, like critical thinking, involves looking at various details to understand something fully.

For example, analyzing trends in a large data set or examining the structure of an argument. Analytical thinking also involves considering cause and effect, similarities and differences, and connections between things. One key difference is that analytical thinking focuses on recognizing patterns within information, such as trends in large data sets. As business challenges grow, analytical thinking is increasingly important for recognizing patterns in numbers and written arguments, providing insights that others might miss. Both critical and analytical thinking are essential in the workplace, so it’s important to improve these skills. This can be done by evaluating problems and finding effective solutions.

These skills are also valuable for managers, who need to analyze situations from different perspectives and choose the best actions.

Distinguishing Skill Requirements

Critical thinking is all about logical, purposeful thinking. It’s a way to determine if a claim is true or not, and to solve problems. Employers seek people with analytical skills, which involve breaking down problems into smaller parts to find solutions. While analytical reasoning focuses on discerning patterns in information, critical thinking involves evaluating information and making judgments. Both skills are crucial for effective decision-making.

Analytical skills are useful for solving complex problems step by step, a critical aspect of decision-making. For employers, a quantitative analyst who can find patterns in data to draw meaningful conclusions can be invaluable for a business.

What Employers Seek: Analytical vs Critical Thinking Skills

Evaluating job descriptions.

Job descriptions can show if analytical and critical thinking skills are needed.

For example, if a job description talks about problem-solving, data analysis, and pattern recognition, it likely requires analytical thinking. On the other hand, if it mentions sound judgment, decision-making, and identifying potential issues, it may need critical thinking skills.

Employers can make job descriptions clearer by stating the specific skills and capabilities needed, as well as the responsibilities that need analytical or critical thinking.

Also, giving examples of scenarios or challenges employees will face can help candidates understand the thinking skills needed for the job.

Assessing Organizational Needs

Analytical reasoning is important for businesses. It involves breaking down problems to find solutions. For instance, a quantitative analyst can find valuable information by discerning patterns within data. Employers look for candidates who can understand and explain things by critically examining different parts or details. Businesses value managers who can apply analytical reasoning skills to meet challenges and ensure smooth operations.

Therefore, individuals in various job positions should be able to utilize analytical and critical thinking skills for effective problem-solving and decision-making.

Optimizing Thinking Strategies for the Workplace

Approach: decision making processes.

Analytical thinking and critical thinking both play a role in decision-making. But, they are different. Critical thinking involves analyzing and evaluating information to make a judgment. Analytical thinking is about breaking down a problem or task into smaller elements to solve it. Analytical thinking means discerning patterns within information. Critical thinking involves understanding and explaining the different parts or details of something.

In the workplace, people can optimize their thinking by using cause and effect, similarities and differences, trends, and associations between things. Employers want employees with strong analytical and critical thinking skills. They need people who can evaluate problems from different perspectives, find solutions that work best, and recognize patterns in data and written arguments.

Strategy: Innovation and Development

Analytical thinking skills focus on breaking down problems into smaller parts to find solutions. Critical thinking skills involve examining different parts to fully understand or explain something.

For example, a quantitative analyst may use analytical reasoning to discern patterns in data, such as identifying trends in sales. In contrast, critical thinking involves evaluating arguments and making logical conclusions, such as assessing the reasoning behind a particular business decision.

Organizations can benefit from employees who possess both analytical and critical thinking skills. For instance, a manager with excellent analytical skills can evaluate problems from multiple angles to find the best solution. Someone with strong critical thinking skills might assess the potential risks and benefits of different strategies.

In the context of strategy, innovation, and development, a combination of analytical and critical thinking allows companies to identify trends, evaluate potential outcomes, and make informed decisions to keep the business functioning smoothly.

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Analytical Skills Vs Critical Thinking

Required Skills to Develop Critical Thinking Skills for Leaders Analytical skills and critical thinking are crucial to business performance, and being an analytical and critical […]

Required Skills to Develop Critical Thinking Skills for Leaders

Analytical skills and critical thinking are crucial to business performance, and being an analytical and critical thinker is essential for developing leaders. However, according to the updated UK Commission for Employment and Skills’ ‘Employer Skills Survey 2015: UK Results (Amended 2018)’  :

• Managers are lacking in analytical skills
• 55% of managers are deemed to be not proficient in solving complex problems
• There is a lack of analytical and problem-solving skills in existing staff

Analytical thinking skills are essential for breaking down complex information, identifying patterns, and evaluating the components of a problem to draw conclusions based on facts and data.

Analytical skills and critical thinking are no longer nice-to-haves. They are required skills for a changing world, and among the 10 critical skills needed for developing leaders. But which matters most?

What are analytical skills?

Applying analytical skills, you can break down facts and information into small elements, as analytical thinking involves breaking complex information into smaller parts to understand it better. You can analyse data, apply reasoning, and recall information. You are curious about the way the data fits together.

Analytical thinkers can spot trends and gain insight into an organisation’s business by pattern recognition, and they use this skill to identify patterns and connections to better interpret data and find solutions to problems. You’ll seek to identify differences, similarities, trends, and relationships between all the elements.

All these skills make you good at evaluating problems and developing logical solutions through logical reasoning – a business-critical function.

What is critical thinking?

Critical thinking is broader than analytical reasoning, and critical thinking involves evaluating information objectively, asking meaningful questions, and considering alternative viewpoints. As a critical thinker, you consider all the facts and figures as presented and make judgements based on these and a range of other inputs. These may include opinions, views, and potential solutions put forward.

The critical thinking process includes gathering and evaluating information, asking essential questions, considering existing information, evaluating others’ arguments, and testing conclusions against evidence. You don’t automatically accept information as fact. You probe, prompt, question, and research to ensure solid data, and from all you know you draw conclusions. You use all you learn to develop creative solutions.

Critical thinking skills increase your ability to be purposeful, logical, and innovative when decision-making.

Analytical skills vs critical thinking – can they be separated?

Analytical reasoning is a more linear approach to gathering and analysing data, while analytical thinking and critical thinking together provide a comprehensive approach to problem-solving. It takes a step-by-step flow that breaks down information in a logical pattern.

Critical and analytical thinking skills enable you to question the data, verify it, and analyse outside information before developing a more holistic solution.

Which matters most depends upon your point of view. Analytical reasoning is a crucial step in the process of critical thinking. You analyse data before applying critical thinking to it.

If only using analytical skills, you use the data and facts to support your solution.

By then applying critical thinking, you evaluate all sources of information before making a judgement based on your opinion, knowledge, experience, and expertise.

By integrating both skills, you can gain a deeper understanding of complex problems and develop more informed and effective solutions.

While both are unique skills, and can be used individually, the nature of them makes them completely complimentary. However, the nature of them also means that critical thinkers typically use their analytical skills as the first step to developing holistic solutions that have a positive impact on their teams and organisations.

In short, analytical skills are usually developed first and are a necessity to meaningful application of critical thinking skills.

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Analytical Thinking vs Critical Thinking: Uncovering the Key Differences

Did you know that there are different types of thinking?

Though we need both critical thinking and analytical thinking, their differences are worth a closer look.

Understanding Analytical Thinking and Critical Thinking

What is analytical thinking.

Analytical thinking involves breaking down complex information into smaller parts to better understand the situation at hand.

This process helps you identify patterns, connections, and relationships between the different elements.

As an analytical thinker, you use logic and reasoning to evaluate information and draw conclusions based on the facts and data available.

To develop your analytical thinking skills, you can:

• Practice problem-solving by breaking down complex issues into smaller components.
• Identify patterns and trends in data.
• Pay attention to details and question the relevance of the information.

Analytical thinking is valuable in various professional fields—such as data analysis, research, and engineering—where reasoning and problem-solving are of utmost importance.

What Is Critical Thinking?

Critical thinking, on the other hand, is the ability to exercise careful evaluation or judgment in order to determine the authenticity, accuracy, worth, validity, or value of something.

It involves synthesizing, evaluating, reflecting, and reconstructing information.

Unlike analytical thinking, critical thinking takes into consideration the context, assumptions, and biases behind the information.

To improve your critical thinking skills, you can:

• Question the sources of information and evaluate their credibility.
• Reflect on your biases and assumptions and how they might be influencing your perspective.
• Consider alternative explanations and viewpoints before drawing conclusions.

Critical thinking is essential in various aspects of life and work, from making well-informed decisions to effectively communicating with others.

By developing both types of thinking skills, you’ll be better equipped to tackle challenges and make wise choices.

Components of Analytical Thinking

Here are some key aspects to consider when developing your analytical thinking skills:

First, identify the problem . Clearly define the issue you are trying to tackle or the question you are trying to answer.

It’s important to know what you’re dealing with to be able to break it down accordingly.

Next, you’ll want to gather information relevant to the problem. This can include researching facts, data, opinions, and expert knowledge.

Make sure the information is reliable and accurate to ensure a well-informed analysis.

After gathering sufficient information, you’ll need to identify components and relationships . Break down the problem into smaller parts and determine how they are interconnected.

This could include identifying cause and effect, patterns, or underlying structures.

The better you understand the relationships between elements, the easier it is to analyze the problem as a whole.

Once you’ve identified components and relationships, you can evaluate each part. Assess the importance and relevance of each element and determine its role in the problem.

This step helps you to prioritize and focus on the most critical aspects of the issue.

In developing your analytical thinking skills, practice is key .

The more you practice breaking down problems and evaluating their components, the more adept you’ll become at using analytical thinking in a variety of situations.

A questions-based exercise is a wonderful way to practice these skills:

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Components of Critical Thinking

Here are some key aspects to consider when developing your critical thinking skills:

First, you need to identify and clarify the problem or issue at hand. To do this, you should ask questions , gather relevant information, and clearly state the problem in a way that’s easily understood.

Next, evaluate the evidence . Here, you’ll need to determine the credibility and reliability of the sources you’re using, as well as consider alternative explanations or viewpoints.

This will help you make informed judgments about the information you’ve gathered.

Once you’ve evaluated the evidence, it’s time to synthesize and organize the information . This involves combining the various pieces of evidence to form a comprehensive understanding of the problem or issue, while also prioritizing the most relevant information.

Doing this helps you develop a clear and well-structured perspective.

Finally, apply your critical thinking skills to make a decision or solve the problem. Consider all of the evidence you’ve analyzed, evaluated, and synthesized, and use this information to make a well-reasoned judgment.

As you do this, be aware of any barriers such as biases or assumptions that might influence your decision, and be prepared to adjust your thinking if new information becomes available.

The more you engage in critical thinking, the stronger your skills will become.

will your children recognize truth?

Overlapping and distinctive elements, shared traits of analytical and critical thinking.

Both analytical thinking and critical thinking are essential cognitive skills that help you tackle complex challenges effectively.

As both an analytical and critical thinker, you identify patterns and connections to better interpret data and find solutions to problems.

Your ability to assess different perspectives and distinguish relevant information from noise enables you to take on complex problems with confidence.

This process also requires understanding and recognizing cause-and-effect relationships to make informed decisions.

Differences Between Analytical and Critical Thinking

Despite their overlapping nature, analytical thinking and critical thinking exhibit a few distinctive traits:

Analytical thinking is more linear and focused. It emphasizes breaking problems into smaller components and systematically examining each part to find their underlying principles. You assess various factors and outcomes using logical and structured methods to determine the most suitable course of action.

Critical thinking , on the other hand, takes a holistic approach. You not only analyze information but also evaluate its credibility, relevance, and usefulness. This thinking style encourages you to generate alternative solutions, question assumptions, and identify potential biases. The goal is to reflect on your own beliefs and values while considering the implications of your choices.

To sum up, both analytical and critical thinking contribute to your capacity to solve problems and make decisions effectively. However, each one adopts distinctive approaches and emphasizes different facets of the thinking process.

By integrating both cognitive skills into your problem-solving endeavors, you will be better equipped to tackle life’s challenges.

Developing Analytical and Critical Thinking Skills

Methods to improve analytical thinking.

Practice objectivity: Strive to separate your feelings and biases from the problems you’re analyzing. Achieving an objective viewpoint enables you to see information without being influenced by your preconceived notions or experiences.

Employ questioning techniques: One of the keys to honing your analytical thinking is to become an active learner. Ask yourself questions like “Why does this exist?”, “What causes it?”, and “What are the consequences?” This will train your mind to explore and evaluate the situation deeply.

Study theories and definitions: Familiarizing yourself with various theories, definitions, and studies within your field of interest will provide a solid foundation for your analytical thinking.

Methods to Improve Critical Thinking

Improving critical thinking involves developing the mental processes needed to analyze, evaluate, and synthesize information. To do this, consider incorporating the following strategies in your daily life:

Cultivate curiosity: Explore beyond factual data to assess situations from various angles.

Practice self-reflection: Reflect on your thinking process, experiences, and decision-making. This self-reflection will enable you to identify biases, blind spots, and areas for improvement.

Expose yourself to diverse perspectives: Engage with others who have different viewpoints, knowing that God’s Word reveals absolute Truth . Use it as your measuring stick.

Use logical reasoning: Develop the ability to reason through problems using logic , evidence, and sound arguments.

Remember, practice and perseverance are key to honing these essential skills.

Everyday Uses of Analytical and Critical Thinking

In today’s fast-paced work environment, you need to be well-equipped with both analytical thinking and critical thinking skills.

For instance, in a management role, you may need to analyze data to identify trends and make data-driven decisions. This can lead to innovative solutions that positively impact your organization.

On the other hand, critical thinking allows you to form reasoned judgments that may challenge the status quo—and communicate them effectively. This can contribute to more effective teamwork and collaboration.

Analytical and critical thinking skills are not just limited to the workplace; they permeate various aspects of your daily life:

News Evaluation : When reading news articles, use critical thinking to assess the legitimacy of the information presented. Ask questions about the credibility of sources and the context in which the information is presented.

Decision Making : In personal and professional settings, you constantly face decisions that require careful evaluation of the information available. For example, when selecting a product or service, apply analytical thinking to compare features, benefits, and potential drawbacks to come to a thought-out choice.

Debate and Discussions : Engage in discussions to help you understand varying opinions and refine your argumentation abilities. Try a list of thought-provoking discussion questions like these.

For a systematic approach to critical thinking from a biblical worldview, check out Philosophy Adventure :

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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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Module 5: Thinking and Analysis

Problem-solving with critical thinking, learning outcomes.

• Describe how critical thinking skills can be used in problem-solving

Most of us face problems that we must solve every day. While some problems are more complex than others, we can apply critical thinking skills to every problem by asking questions like, what information am I missing? Why and how is it important? What are the contributing factors that lead to the problem? What resources are available to solve the problem? These questions are just the start of being able to think of innovative and effective solutions. Read through the following critical thinking, problem-solving process to identify steps you are already familiar with as well as opportunities to build a more critical approach to solving problems.

Problem-Solving Process

Step 1: define the problem.

Albert Einstein once said, “If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and five minutes thinking about solutions.”

Often, when we first hear of or learn about a problem, we do not have all the information. If we immediately try to find a solution without having a thorough understanding of the problem, then we may only be solving a part of the problem.  This is called a “band-aid fix,” or when a symptom is addressed, but not the actual problem. While these band-aid fixes may provide temporary relief, if the actual problem is not addressed soon, then the problem will continue and likely get worse. Therefore, the first step when using critical thinking to solve problems is to identify the problem. The goal during this step is to gather enough research to determine how widespread the problem is, its nature, and its importance.

Step 2: Analyze the Causes

This step is used to uncover assumptions and underlying problems that are at the root of the problem. This step is important since you will need to ensure that whatever solution is chosen addresses the actual cause, or causes, of the problem.

Asking “why” questions to uncover root causes

A common way to uncover root causes is by asking why questions. When we are given an answer to a why question, we will often need to question that answer itself. Thus the process of asking “why” is an  iterative process —meaning that it is a process that we can repeatedly apply. When we stop asking why questions depends on what information we need and that can differ depending on what the goals are. For a better understanding, see the example below:

Problem: The lamp does not turn on.

• Why doesn’t the lamp turn on? The fuse is blown.
• Why is the fuse blown? There was overloaded circuit.
• Why was the circuit overloaded? The hair dryer was on.

If one is simply a homeowner or tenant, then it might be enough to simply know that if the hair dryer is on, the circuit will overload and turn off.  However, one can always ask further why questions, depending on what the goal is. For example, suppose someone wants to know if all hair dryers overload circuits or just this one. We might continue thus:

• Why did this hair dryer overload the circuit? Because hair dryers in general require a lot of electricity.

But now suppose we are an electrical engineer and are interested in designing a more environmentally friendly hair dryer. In that case, we might ask further:

• Why do hair dryers require so much energy?

As you can see from this example, what counts as a root cause depends on context and interests. The homeowner will not necessarily be interested in asking the further why questions whereas others might be.

Step 3: Generate Solutions

The goal of this step is to generate as many solutions as possible. In order to do so, brainstorm as many ideas as possible, no matter how outrageous or ineffective the idea might seem at the time. During your brainstorming session, it is important to generate solutions freely without editing or evaluating any of the ideas. The more solutions that you can generate, the more innovative and effective your ultimate solution might become upon later review.

You might find that setting a timer for fifteen to thirty minutes will help you to creatively push past the point when you think you are done. Another method might be to set a target for how many ideas you will generate. You might also consider using categories to trigger ideas. If you are brainstorming with a group, consider brainstorming individually for a while and then also brainstorming together as ideas can build from one idea to the next.

Step 4: Select a Solution

Once the brainstorming session is complete, then it is time to evaluate the solutions and select the more effective one.  Here you will consider how each solution will address the causes determined in step 2. It is also helpful to develop the criteria you will use when evaluating each solution, for instance, cost, time, difficulty level, resources needed, etc. Once your criteria for evaluation is established, then consider ranking each criterion by importance since some solutions might meet all criteria, but not to equally effective degrees.

In addition to evaluating by criteria, ensure that you consider possibilities and consequences of all serious contenders to address any drawbacks to a solution. Lastly, ensure that the solutions are actually feasible.

Step 6: Put Solution into Action

While many problem-solving models stop at simply selecting a solution, in order to actually solve a problem, the solution must be put into action. Here, you take responsibility to create, communicate, and execute the plan with detailed organizational logistics by addressing who will be responsible for what, when, and how.

Step 7: Evaluate progress

The final step when employing critical thinking to problem-solving is to evaluate the progress of the solution. Since critical thinking demands open-mindedness, analysis, and a willingness to change one’s mind, it is important to monitor how well the solution has actually solved the problem in order to determine if any course correction is needed.

While we solve problems every day, following the process to apply more critical thinking approaches in each step by considering what information might be missing; analyzing the problem and causes; remaining open-minded while brainstorming solutions; and providing criteria for, evaluating, and monitoring solutions can help you to become a better problem-solver and strengthen your critical thinking skills.

iterative process: one that can be repeatedly applied

• Problem solving. Authored by : Anne Fleischer. Provided by : Lumen Learning. License : CC BY: Attribution
• College Success. Authored by : Matthew Van Cleave. Provided by : Lumen Learning. License : CC BY: Attribution
• wocintech stock - 178. Authored by : WOCinTech Chat. Located at : https://flic.kr/p/FiGVWt . License : CC BY-SA: Attribution-ShareAlike
• Five whys. Provided by : Wikipedia. Located at : https://en.wikipedia.org/wiki/Five_whys . License : CC BY-SA: Attribution-ShareAlike

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Critical Thinking vs Analytical Thinking: What's the Difference?

Thinking is a daily human activity, a field that attracts a lot of attention and research from many scientific fields in the world today. Do you know critical thinking and analytical thinking are often used interchangeably, but they represent distinct cognitive processes? While both are essential for effective problem-solving, they serve different purposes. Let's explore the nuances between these two mental abilities.   

What is Critical Thinking?

Critical Thinking is the process of analyzing, evaluating, and questioning hypotheses or assumptions, then forming a way of thinking and expressing opinions when faced with a certain problem. In other words, critical thinking is the skill to express views on a problem, proving that an opinion is correct, reasonable, consistent, and logical. At the same time, refuted opinions are contrary to the above opinion.

Types of critical thinking

Critical thinking can be divided into two types

Self-regulating critical thinking

When faced with a problem, each person will have subjective opinions. Those opinions may be right or wrong. However, to evaluate that, it is necessary to have self-regulating critical thinking. It is the process in which each person debates his or her own opinions. We will evaluate and refute the subjective things in our initial thinking. Improve ourselves to give the most complete rebuttal content.

External critical thinking

In a community, each individual will have different ways of thinking and reasoning. From there, viewpoints will also deviate and even swerve from the truth. External critical thinking is formed to solve this problem. It is carried out in 3 steps:

1. Awareness : Recognize the problem with its differences, and simultaneously recognize the overall opinions of others.

2. Evaluation : After clearly recognizing the things in the rebuttal opinions of others and yourself, you will give the most objective assessments.

3. Refute the problem: From your assessments and viewpoints, refute incorrect opinions, then provide correct information.

Training Critical Thinking Method

Developing this skill requires deliberate practice and a structured approach. Here’s a methodical approach to training critical thinking:

Continuously improve your knowledge

A misconception that many people have. That is, a person with good critical thinking is a good speaker. Skilltrans wants to emphasize that, in this skill, the first thing mentioned, and the most important thing, is Thinking . Before speaking out and arguing about an issue, it is necessary to understand that issue clearly to have the most objective and general view. So, the first thing to do is to study, constantly improve your knowledge, read books, and practice the ability to observe.

A person with extensive knowledge and understanding of the issue will have the skill of confidence. On the contrary, if you lack basic or general knowledge of the problem. Critical thinking will encounter many difficulties. You may even reach a dead end and evenly be forced to stop.

Evaluate everything objectively

One of the biggest barriers to critical thinking is subjective thinking. When problems are solved emotionally and too much ego is put into it, the problem will not be analyzed or solved thoroughly. Therefore, instead of thinking about everything in a personal way, let's eliminate the subjective perspective and be objective in everything. From there, the problem will be considered logically, limiting barriers to criticism.

Always make assumptions and turn around, reconsider the problem

To think critically most clearly, asking hypothetical questions and turning around the problem is indispensable. When approaching a problem or new information, you should always ask questions. The hypothetical questions asked can be related to the problem, so the topic raised will be a deeper, more detailed understanding.

The hypothetical question can be related to your assessment. You can make assumptions about the rightness or wrongness of the problem and ask more questions to improve your thinking.

After having hypothetical questions and making your assessments. Let's take the problem back and look at it again . Look at it from the opposite perspective you may find more new ideas. You even discover loopholes in previous thoughts or arguments.

The conclusion of the problem must be based on the actual situation

In the process of critical thinking, you may encounter many opposing opinions. When faced with objections, do not rush to conclude the results. Stay calm and analyze the problem again in a realistic way. Consider the right or wrong of the matter based on what has been proven before, and draw your conclusions.

Concluding the problem based on emotions is taboo. It not only makes your thinking and knowledge wrong and distorted, but it also makes you lose confidence next time.

What is Analytical Thinking?

It can be understood that analytical thinking is the process of synthesizing, dissecting, and separating data about a thing or event to understand its nature, role, and connection between them and other objects to provide solutions or demonstrate the problem that needs to be demonstrated. Analytical thinking often tends to think in depth with high gathering ability, which is evaluated through different factors that the subject uses.

If thinking is the activity of the human nervous system , reflecting their perception in a general way through the worldview and things; analysis is the activity of breaking down things and events to find the connection between them to demonstrate a problem.

In the context of modern social life, the era of technology is dominating, practicing analytical thinking will assist us perceive all problems, things, or events faster, understanding their nature better, and helping each person solve work more easily.

Analytical thinking can be applied in all situations. Analyzing a topic means that you have cultivated a deep understanding of that topic and can talk about that topic with people with higher expertise.

What are the manifestations of analytical thinking?

The process of forming analytical thinking about an object, thing, event, or problem often goes through the following main steps:

First, it is to identify the objec t to be analyzed. It can be an object, event, or problem.

Step two is to collect and synthesize information about the subject, thing, event, or problem. We need to collect and synthesize information related to the object, then filter valuable information and eliminate unimportant information. This step requires you to have the ability to be logical and link related information chains to find the right direction to solve the problem , bringing about work efficiency.

After collecting and synthesizing information, it is the step of identifying, separating, and solving the object, subject, problem, thing, or event . You split the information branches, analyze them according to different factors to find the true nature deep inside them, explain the meaning, and clarify the problem that needs to be proven. Note that in this step, it is necessary to apply the skill of identifying trends and causal relationships between the information collected above.

The final step is to arrange, evaluate, and give results . After analyzing and separating the objects, events, information related to the problem and the subject, we will have a conclusion about it. Evaluate its positive and negative points to come up with a suitable solution.

It can be seen that analytical thinking is one of the significant skills that helps each person easily perceive and solve problems. People with analytical thinking skills will look at things in depth with both subjective and objective aspects , thereby aiding them in quickly making correct and appropriate decisions.

At the same time, analytical thinking plays an important role in assisting each person to find solutions to problems and make the right decisions with their actions.

Understanding the problem and analyzing the situation to find feasible solutions is an important skill in every position, every level. Developing analytical thinking skills can improve our work, aiding ourselves achieve goals in life.

The downside of analytical thinking

Besides the benefits it brings, analytical thinking also has downsides that make it not as effective as expected.

When analyzing a problem or object, we have to collect and synthesize information about them. However, collecting this data is never enough with the diverse and widespread information sources today. With such an overwhelming amount of information, sometimes we will get carried away and possibly deviate from the original direction.

Not only that, when applying analytical thinking in synthesizing data to evaluate and provide solutions for a series of related problems, we often apply that solution to objects in many different situations. Without knowing that each problem, when placed in a different situation, has a different nature, the solution is naturally no longer appropriate . In addition, depending on the changes in time and space, problems and objects develop more complexly, requiring more advanced solutions instead of only applying old solutions.

In particular, analytical thinking often forces us to perceive the world from an individual's perspective, ignoring other related objects . This invisibly reduces the objectivity in the way each person evaluates things, events, objects, and problems. It only has meaning for the individual, not leaving long-term and recognized results, as well as creating separation between people.

Finally, analytical thinking often tends to make solutions based on past and present conditions, not the future. Therefore, characteristics, solutions, and directions can become outdated over tim e.

How to practice analytical thinking?

Like other parts of the body, analytical thinking also needs to be trained through the learning process. 

One of the ways to assist you improve analytical thinking is to read books . Books are the knowledge of humanity. Reading books gives us plenty of useful information, stimulating our brains to work actively. Books with many different genres will increase information data for each person, helping us have an overview of all problems, building a ready-made information framework for analysis, and shortening the time to come up with solutions for the problem.

Similarities between Critical Thinking and Analytical Thinking

Both types of thinking need a systematic approach, logical reasoning, and attention to detail . They often overlap, as critical thinking might utilize analytical thinking to evaluate evidence, and analytical thinking might use critical thinking to assess the significance of data.

Understanding the distinction and interplay between these two types of thinking can enhance problem-solving in various contexts.

What's the Difference between Critical Thinking and Analytical Thinking?

Although often used interchangeably, critical thinking and analytical thinking are different cognitive processes.

Analytical thinking breaks down complex information into smaller , more manageable parts. It relies heavily on facts and figures to make sense of a situation. It aims to understand the components of a problem or situation without making judgments.

Critical thinking goes beyond analysis to evaluate the value and reliability of information . It challenges assumptions, as well as considers alternative perspectives. Critical thinking uses analysis and evaluation to make informed decisions.

Analytical thinking is about understanding parts of information, while critical thinking is about evaluating the whole. In short, analytical thinking is a part of critical thinking. While analytical thinking focuses on analyzing information, critical thinking goes further by evaluating, interpreting, and drawing conclusions from that information.

Understanding the differences between critical thinking and analytical thinking can significantly enhance our ability to navigate complex information and make sound decisions. Critical thinking evaluates information, questioning assumptions, and drawing well-reasoned conclusions. On the other hand, analytical thinking breaks down complex problems into manageable parts, identifying patterns and deriving logical solutions. 

Whether in personal decisions or professional endeavors, integrating critical and analytical thinking empowers us to think more deeply, act more strategically, and achieve better outcomes. As we continue to develop these essential skills, we equip ourselves to face the challenges of an increasingly complex world with confidence.

Critical thinking and analytical thinking are two essential skills for anyone aiming for success. To practice these skills most systematically, you can register for Skilltrans courses today. Useful courses are waiting for you to learn.

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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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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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Democrats Approve Party Platform—Written Before Harris Became Nominee

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The Democratic Party approved its 92-page policy platform Monday, on the first day of the Democratic National Convention in Chicago—though the document is largely outdated as it was written before Vice President Kamala Harris was nominated to replace President Joe Biden at the top of the ticket.

Rev. Al Sharpton and Rev. Jesse Jackson attend Day 1 of the Democratic National Convention (DNC) at ... [+] the United Center in Chicago, Illinois, on August 19, 2024. (Photo by MIKE SEGAR/POOL/AFP via Getty Images)

The platform —which was approved by the party platform committee July 16, five days before Biden dropped out—is written as though Biden is still the presumptive nominee and details a continuation of his policies, mentioning the president nearly 300 times, compared to just over two dozen mentions of Harris.

Much of the document is dedicated to criticizing former President Donald Trump and drawing a contrast between him and Biden—Trump’s name appears 150 times in document, which states the former president “has a very different vision” from Democrats, “one focused . . . on revenge and retribution, not on the American people, but on himself.”

The platform reiterates Biden’s call for a two-state solution for Israelis and Palestinians and touts his push for an “immediate and lasting ceasefire deal” to end the war between Israel and Hamas, along with the delivery of humanitarian assistance to the Palestinian people and a $14 billion aid package for Israel that Biden signed into law, but it does not mention an arms embargo on Israel—a key demand for pro-Palestinian protesters and the “uncommitted” delegates who opposed Biden’s nomination in protest of his Israel-Hamas war policies.

The platform repeats Democrats’ push for a $15 minimum wage for all workers and highlights the increase in minimum wage under Biden to $17.20 an hour for federal contractors, along with his administration’s proposal for a $10,000 tax credit for first-time homebuyers—Harris on Friday proposed up to $25,000 in down payment assistance for first-time homebuyers.

It calls for a minimum 25% income tax rate for billionaires and promises to tamp down on life insurance “tax shelters” and various other tax loopholes used by wealthy Americans, while “reviving [IRS] enforcement against wealthy and corporate tax cheats.”

The platform vows to protect access to abortion by fighting restrictions in court, easing access to abortion medication and supporting abortion-related legal defense services, while attacking Trump for his role in Roe v. Wade’s reversal, alleging he “undermined access to contraception as president” and “opened the door to laws that rip away access” to in vitro fertilization.

What To Watch For

Biden’s daughter, Ashley Biden, is expected to introduce her father ahead of his speech at the DNC on Monday. Harris and First Lady Jill Biden are expected to join the president onstage. Former Secretary of State Hillary Clinton and Rep. Alexandria Ocasio-Cortez , D-N.Y., will also speak on opening night.

Key Background

The convention convenes in Chicago less than a month after Biden dropped out of the race on July 21 and Harris became the party’s presumptive nominee. More than 99% of delegates formally voted to place her and vice presidential nominee Minnesota Gov. Tim Walz at the top of the ticket on Aug. 6 in a virtual roll call—a formality typically reserved for the convention, though Democrats will still hold a ceremonial roll call to recognize Harris and Walz’s nomination. The convention comes as Democrats have been reenergized by Harris’ entrance into the race following weeks of division and panic in the wake of Biden’s June 27 debate with Trump.

Further Reading

Here Are The Biggest DNC Speakers—Bidens, Obamas, AOC And These Republicans (Forbes)

What To Know About The Democratic National Convention Starting Tomorrow: Major Speeches, Protests And More (Forbes)

Trump Vs. Harris 2024 Polls: Harris Leads In 2 Major Surveys—Up 6 Points In 1 Poll (Forbes)

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