the paul elder critical thinking framework

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How to Apply Paul-Elder Critical Thinking Framework

The critical  thinking  framework provides an efficient method for designers, design students, and researchers to evaluate arguments and ideas through rational reasoning. As a result, we eliminate biases, distractions, and similar factors that negatively affect our decisions and judgments. We can use critical thinking to escape our current mindsets to reach innovative outcomes.

The  critical thinking framework  is based on three main stages; observe the problem to build rational knowledge, ask questions to analyze and evaluate data, and find answers to the questions that can be formulated into a solution. These stages are translated into six steps ( 6 Steps for Effective Critical Thinking ):

• Knowledge – Define the main topic that needs to be covered
• Comprehension – Understand the issue through researching the topic
• Application – Analyze the data and link between the collected data
• Analysis – Solve the problem, or the issue investigated
• Synthesis – Turn the solution into an implementable action plan
• Evaluate – test and evaluate the solution

Based on the above, the essential part of the critical thinking framework represents building clear, coherent reasoning for the problem, which will help ensure that the topic is addressed in the critical thinking stages.

Related articles:

• Guide for Critical Thinking for Designers
• 6 Steps for Effective Critical Thinking
• The Six Hats of Critical Thinking and How to Use Them

The Paul-Elder Critical Thinking Framework

In 2001, Paul and Elder introduced the critical thinking framework that helps students to master their thinking dimensions through identifying the thinking parts and evaluating the usage of these parts. The framework aims to improve our reasoning by identifying its different elements through three main elements; elements of reasoning, intellectual standards, and intellectual traits.

Elements of Reasoning

Whenever we have a topic or argument to discuss, we tend to use a number of thinking models to understand the topic at hand (i.e.  Using Inductive Reasoning in User Experience Research ). These parts are known as the elements of thought or reasoning. Our minds may use these parts over the course to think about the idea:

Purpose  – This part of our thinking includes defining the topic’s goal or objective. For example, the goal may involve solving a problem or achieving a target. Attempt  – This part includes the attempts that previously addressed the topic or attempts to solve a problem. Assumption  – Before solving a problem, we don’t have much information about the topic. Therefore, we build assumptions to act as the base of our research about the issue. We usually start with inductive inferences. Then, we use the research data to validate these assumptions. For example, we assume that all apples are red and start to research the different types of trees to know that some apples are green and some are red. The point of View  includes the personal perspective we take while thinking about the topic. For instance, we can think about the product from the consumer perspective rather than the business perspective. Data, Information, and Evidence  – Here, we cover the data and information related to the topic. Also, here we have all the supportive evidence. Concepts and Ideas  – We have all the principles, models, and theories related to the topic. For example, this part may include all the views associated with applying a specific solution. Inferences and Interpretations  – The last part includes the concluded solutions based on the previous factors. The conclusion may consist of the suggested solution to a specific problem. Implications and Consequences  – All the reasons must lead to consequences resulting from implementing the results of the reasoning process.

Intellectual Standards

The above reasoning parts require a good quality benchmark to achieve its goals and ensure the accuracy of results. The intellectual standards are nine factors that can evaluate the equality of the reason parts mentioned above. These standards include clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. Based on these standards, we can ask ourselves questions to evaluate the parts above. The below table provides examples of the questions that we can ask to assess the equality of our ideas.

The below two videos include Dr. Richard Paul’s lectures about the standards of thought and critical thinking.

Intellectual Traits

As a result of the application for the above reasoning parts and validating them using intellectual standards, The below characteristics are expected to evolve, known as the intellectual traits:

Intellectual Humility

This trait develops one’s ability to perceive the known limitation and the circumstances that may cause biases and self-deceptively. It depends on recognizing that one claims what one’s knows.

Intellectual Courage

Courage represents developing a consciousness to address ideas fairly regardless of its point of View or our negative emotions about it. Also, it helps us develop our ability to evaluate ideas regardless of our presumptions and perceptions about them.

Intellectual Empathy

Empathy is related to developing the ability to put ourselves in others’ shoes to understand them. Also, it forms how we can see the parts of reasoning of the others, such as the viewpoints, assumptions, and ideas.

Intellectual Integrity

This part is related to developing the ability to integrate with other intellectual reasoning and avoid the confusion of our reasoning. Unlike empathy, integrity focuses on the ability to others’ reasoning for the topic and integrate with it.

Intellectual Perseverance

Perseverance develops the need to have a proper insight about the situation regardless of the barriers faced against it, such as difficulties, frustration, and obstacles. This helps us to build rational reasoning despite what is standing against it.

Confidence in Reason

By applying the reasoning parts and encouraging people to develop their reasons, they build confidence in their reason and rational thinking.

Fair-mindedness

This trait develops the ability to start with a fair look at all the reasoning and traits of all the viewpoints, putting aside one’s feelings, raises, and interests.

The critical thinking framework can help us address topics and problems more rationally, contributing to building a clear understanding of topics. This can be achieved through having clear reasoning about the addressed topics. The Paul-Eder Critical Thinking Framework was introduced in 2001 to improve the critical thinking process by understanding the parts of the reasons and providing a method to evaluate it. You can learn more about the framework through the  Miniature Guide to Critical Thinking  published by the Foundation of Critical Thinking.

Understanding the thinking elements and how to evaluate our reasoning related to each part, we can improve our thoughts through time. Additionally, seven main advantages (intellectual traits) can be achieved.

Paul-Elder’s critical thinking framework identifies the thinking parts through eight elements of reasoning (purpose, attempt, assumption, point of view, data, concepts and ideas, and inference and interpretation). Nine benchmarks are used to evaluate the application of the above elements (clarity, accuracy, precision, relevance, depth, breadth, logic, significance and fairness).

What are the critical thinking framework  elements?

Define the main topic that needs to be covered

 Understand the issue through researching the topic

Analyze the data and link between the collected data

Solve the problem, or the issue investigated

Turn the solution into an implementable action plan

Test and evaluate the solution

The application of the Paul-Elder Critical Thinking Framework is based on identifying eight elements of reasoning: Purpose, Attempt, Assumption, Point of View, Data and Evidence, Concepts and Ideas, Inferences and Interpretations and Implications and Consequences.  

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Dr Rafiq Elmansy

As an academic and author, I've had the privilege of shaping the design landscape. I teach design at the University of Leeds and am the Programme Leader for the MA Design, focusing on design thinking, design for health, and behavioural design. I've developed and taught several innovative programmes at Wrexham Glyndwr University, Northumbria University, and The American University in Cairo. I'm also a published book author and the proud founder of Designorate.com, a platform that has been instrumental in fostering design innovation. My expertise in design has been recognised by prestigious organizations. I'm a fellow of the Higher Education Academy (HEA), the Design Research Society (FDRS), and an Adobe Education Leader. Over the course of 20 years, I've had the privilege of working with esteemed clients such as the UN, World Bank, Adobe, and Schneider, contributing to their design strategies. For more than 12 years, I collaborated closely with the Adobe team, playing a key role in the development of many Adobe applications.

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3 thoughts on “ how to apply paul-elder critical thinking framework ”.

it was really helpfull

Thank you for this helpful distillation, as well as including the videos.

Introduction to the Paul-Elder Model of Critical Thinking

Dr. sara rich .

Before choosing your own pseudoscience adventure to think critically through, let’s take a moment to explain our methodology. Namely, we have used the Paul-Elder Model of Critical Thinking to work through each question at issue and to arrive at a well-reasoned conclusion. This process has been made transparent for our readers: each section of each chapter represents one step of the Paul-Elder Model, which leads up to the written research component where all those steps are put together into a coherent argument. Each unit concludes with some critical thinking exercises pertaining to that particular pseudoscience, inspired by Gerald Nosich’s Learning to Think Things Through . This will help readers to further think and apply their learning to the pseudoscience of interest.

Step 1: Elements of Reasoning

The first step of the Paul-Elder Model is the Elements of Reasoning (Fig. 1). We start with the question at issue – identifying the key question that you have about a given topic. Why? All answers first require a question. Furthermore, starting with the question at issue also sets up the thinker with a sense of epistemic humility. In other words, with every question asked, there is an implicit recognition of a gap in knowledge. The questioner becomes like Socrates, who recognized all the things that he did not know. There are limits to human knowledge, and no one knows everything. Critical thinkers recognize the gaps in their knowledge and use ambition and curiosity to rectify them with integrity and responsibility.

Once the question at issue is established, the critical thinker should proceed around the wheel of the 8+ Elements of Reasoning (always considering the context that undergirds the problem as a whole and alternatives to each element), until finally arriving at conclusions and interpretations. Arriving at a conclusion or interpretation is arriving at a reasoned answer to the question at issue. To go one step further, the critical thinker may return to implications and consequences in order to understand the real-world effects of the conclusion drawn. Many pseudosciences, including science denialism and the conspiracy theories that inform them, are highly consequential on individual and societal scales.

Step 2: Disciplinary Lenses

To fine-tune this conclusion even further, the critical thinker should use relevant disciplinary lenses to think about the problem the way an expert would (Fig. 2).

To provide another example, if your question is about Atlantis, some relevant disciplinary lenses to think with would be history, geology, and archaeology. Using the disciplinary lenses is like taking on the point of view (one of the elements of reasoning) of unbiased experts in relevant fields of study. It also offers the opportunity think using different types of reasoning: namely inductive (history), deductive (geology), and abductive (archaeology). This practice will help ensure that final conclusions are drawn from all the relevant evidence (primary source documents, geological data, and archaeological excavations), that they are placed in context (historical, geological, and archaeological), and that they demonstrate a complete understanding of the most important related concepts (Platonism, plate tectonics, artifact typologies, etc.).

Step 3: Standards of Critical Thinking

Once the fine-tuned conclusion is reached, it should be self-evaluated using the Standards of Critical Thinking (Fig. 3). These standards can be used to evaluate any empirical claim and the evidence used to support it, but it again requires a certain level of epistemic humility to apply them to your own argument. How well an argument holds up against the standards is a good indicator of how well it has been reasoned.

All relevant empirical claims should also be inspected for weak inductive, deductive, or abductive reasoning. Relevant claims and arguments should also be scrutinized for logical fallacies. Psuedosciences and conspiracy theories are generally brimming with logical fallacies, and learning to identify them can even be a fun pastime for the critical thinker! To learn more about logical fallacies, we recommend the open-access textbooks by Matthew Van Cleave, Introduction to Logic and Critical Thinking , and Andrew Lavin, Thinking Well .

Step 4: SEE-I Method

The SEE-I method is an outline for creating a complete and coherent argument (Fig. 4). The SEE-I method can consist of as few as four sentences, or an entire doctoral dissertation can be organized this way. Effectively, the thesis statement – or concise response to the research question – comes first, followed by further elaboration and explanation (provision of context, definition of key concepts, address of the counterargument, etc.). The next section of the argument consists of examples, each in support of the thesis statement. The final step is to illustrate the thesis statement by using an analogy.

Analogy drives home the purpose of the argument and leaves an unforgettable image in the mind of the audience. Analogies compare two dissimilar things in order to make a point; in this way, analogy is different from metaphor or simile, which often function to beautify or elaborate a concept. Composing strong analogies is difficult for many people because it works at the intersection of critical and creative thinking. But as with all things, with some practice, composing original and powerful analogies to illustrate your point will become second nature, and the quality of your arguments will increase as a result. However, always be wary of the false analogy, a common logical fallacy that bring into comparison two things that only share traits in common on a superficial level. Strong analogies still work even after digging deeper into the connections and commonalities between these two dissimilar things.

Step 5: Counterarguments

Now that the argument is structured, it should again be inspected for weak points. This step requires changing your point of view to that of an audience member hearing your argument. If you were presenting this argument at a professional conference, how might a naysayer in the audience counter your claims? If you were a lawyer presenting this argument in a court of law, what might the opposition point out in your argument to prove their own case? What would a skeptical reader find fault with about your argument? Make note of those weak points and counterarguments and address them.

Step 6: Composing the Final Argument

Combining all the above steps, the final step is writing out the complete argument in the form of a research paper (Fig. 5). All the relevant information and evidence has been gathered and evaluated. The argument has been reasoned through and outlined with the SEE-I model. The standards of critical thinking are upheld in every instance. Counterarguments and weak points have been addressed and rectified as needed. Now it’s time to communicate the answer to your research question and how you followed the evidence to arrive at that conclusion.

Embarking on a research project is like setting out on a journey to a place you’ve never been; you may have some idea of the destination, but the path will almost certainly change courses many times, with unexpected encounters along the way, and where you end up will almost certainly be a little different from the idea you first had in mind. So enjoy the adventure!

Science or Pseudoscience? Theory or Conspiracy Theory? Copyright © by Sara Rich. All Rights Reserved.

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Search catalog, critical thinking and academic research: intro.

• Information
• Point of View
• Assumptions
• Implications

Critical Thinking and Academic Research

Academic research focuses on the creation of new ideas, perspectives, and arguments. The researcher seeks relevant information in articles, books, and other sources, then develops an informed point of view within this ongoing "conversation" among researchers.

The research process is not simply collecting data, evidence, or "facts," then piecing together this preexisting information into a paper. Instead, the research process is about inquiry—asking questions and developing answers through serious critical thinking and thoughtful reflection.

As a result, the research process is recursive, meaning that the researcher regularly revisits ideas, seeks new information when necessary, and reconsiders and refines the research question, topic, or approach. In other words, research almost always involves constant reflection and revision.

This guide is designed to help you think through various aspects of the research process. The steps are not sequential, nor are they prescriptive about what steps you should take at particular points in the research process. Instead, the guide should help you consider the larger, interrelated elements of thinking involved in research.

Research Anxiety?

Research is not often easy or straightforward, so it's completely normal to feel anxious, frustrated, or confused. In fact, if you feel anxious, it can be a good sign that you're engaging in the type of critical thinking necessary to research and write a high-quality paper.

Think of the research process not as one giant, impossibly complicated task, but as a series of smaller, interconnected steps. These steps can be messy, and there is not one correct sequence of steps that will work for every researcher. However, thinking about research in small steps can help you be more productive and alleviate anxiety.

Paul-Elder Framework

This guide is based on the "Elements of Reasoning" from the Paul-Elder framework for critical thinking. For more information about the Paul-Elder framework, click the link below.

Some of the content in this guide has been adapted from The Aspiring Thinker's Guide to Critical Thinking (2009) by Linda Elder and Richard Paul.

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• Last Updated: Jul 10, 2023 11:50 AM
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Video Series

• Analyze the logic of a problem or issue
• Analyze the logic of an article, essay, or text
• Analyze the logic of any book of nonfiction
• Evaluate an Author’s Reasoning
• Analyze the logic of a character in a novel
• Analyze the logic of a profession, subject, or discipline
• Analyze the logic of a concept or idea
• Distinguishing Inferences and Assumptions
• Thinking Through Conflicting Ideas
• Could you elaborate further?
• Could you give me an example?
• Could you illustrate what you mean?
• How could we check on that?
• How could we find out if that is true?
• How could we verify or test that?
• Could you be more specific?
• Could you give me more details?
• Could you be more exact?
• How does that relate to the problem?
• How does that bear on the question?
• How does that help us with the issue?
• What factors make this a difficult problem?
• What are some of the complexities of this question?
• What are some of the difficulties we need to deal with?
• Do we need to look at this from another perspective?
• Do we need to consider another point of view?
• Do we need to look at this in other ways?
• Does all this make sense together?
• Does your first paragraph fit in with your last?
• Does what you say follow from the evidence?
• Is this the most important problem to consider?
• Is this the central idea to focus on?
• Which of these facts are most important?
• Do I have any vested interest in this issue?
• Am I sympathetically representing the viewpoints of others?

Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. If we want to think well, we must understand at least the udiments of thought, the most basic structures out of which all thinking is made. We must learn how to take thinking apart.

All Thinking Is Defined by the Eight Elements That Make It Up. Eight basic structures are present in all thinking: Whenever we think, we think for a purpose within a point of view based on assumptions leading to implications and consequences. We use concepts, ideas and theories to interpret data, facts, and experiences in order to answer questions, solve problems, and resolve issues.

• generates purposes
• raises questions
• uses information
• utilizes concepts
• makes inferences
• makes assumptions
• generates implications
• embodies a point of view
• What is your, my, their purpose in doing________?
• What is the objective of this assignment (task, job, experiment, policy, strategy, etc.)?
• Should we question, refine, modify our purpose (goal, objective, etc.)?
• What is the purpose of this meeting (chapter, relationship, action)?
• What is your central aim in this line of thought?
• What is the purpose of education?
• Why did you say…?
• Take time to state your purpose clearly.
• Distinguish your purpose from related purposes.
• Check periodically to be sure you are still on target.
• Choose significant and realistic purposes.
• What is the question I am trying to answer?
• What important questions are embedded in the issue?
• Is there a better way to put the question?
• Is this question clear? Is it complex?
• I am not sure exactly what question you are asking. Could you explain it?
• The question in my mind is this: How do you see the question?
• What kind of question is this? Historical? Scientific? Ethical? Political? Economic? Or…?
• What would we have to do to settle this question?
• State the question at issue clearly and precisely.
• Express the question in several ways to clarify its meaning.
• Break the question into sub-questions.
• Distinguish questions that have definitive answers from those that are a matter of opinion or that require multiple viewpoints.
• What information do I need to answer this question?
• What data are relevant to this problem?
• Do we need to gather more information?
• Is this information relevant to our purpose or goal?
• On what information are you basing that comment?
• What experience convinced you of this? Could your experience be distorted?
• How do we know this information (data, testimony) is accurate?
• Have we left out any important information that we need to consider?
• Restrict your claims to those supported by the data you have.
• Search for information that opposes your position as well as information that supports it.
• Make sure that all information used is clear, accurate and relevant.
• Make sure you have gathered sufficient information.
• What conclusions am I coming to?
• Is my inference logical?
• Are there other conclusions I should consider?
• Does this interpretation make sense?
• Does our solution necessarily follow from our data?
• How did you reach that conclusion?
• What are you basing your reasoning on?
• Is there an alternative plausible conclusion?
• Given all the facts what is the best possible conclusion?
• How shall we interpret these data?
• Infer only what the evidence implies.
• Check inferences for their consistency with each other.
• Identify assumptions underlying your inferences.
• What idea am I using in my thinking? Is this idea causing problems for me or for others?
• I think this is a good theory, but could you explain it more fully?
• What is the main hypothesis you are using in your reasoning?
• Are you using this term in keeping with established usage?
• What main distinctions should we draw in reasoning through this problem?
• What idea is this author using in his or her thinking? Is there a problem with it?
• Identify key concepts and explain them clearly.
• Consider alternative concepts or alternative definitions of concepts.
• Make sure you are using concepts with precision.
• What am I assuming or taking for granted?
• Am I assuming something I shouldn’t?
• What assumption is leading me to this conclusion?
• What is… (this policy, strategy, explanation) assuming?
• What exactly do sociologists (historians, mathematicians, etc.) take for granted?
• What is being presupposed in this theory?
• What are some important assumptions I make about my roommate, my friends, my parents, my instructors, my country?
• Clearly identify your assumptions and determine whether they are justifiable.
• Consider how your assumptions are shaping your point of view.
• If I decide to do “X”, what things might happen?
• If I decide not to do “X”, what things might happen?
• What are you implying when you say that?
• What is likely to happen if we do this versus that?
• Are you implying that…?
• How significant are the implications of this decision?
• What, if anything, is implied by the fact that a much higher percentage of poor people are in jail than wealthy people?
• Trace the implications and consequences that follow from your reasoning.
• Search for negative as well as positive implications.
• Consider all possible consequences.
• How am I looking at this situation? Is there another way to look at it that I should consider?
• What exactly am I focused on? And how am I seeing it?
• Is my view the only reasonable view? What does my point of view ignore?
• Have you ever considered the way ____(Japanese, Muslims, South Americans, etc.) view this?
• Which of these possible viewpoints makes the most sense given the situation?
• Am I having difficulty looking at this situation from a viewpoint with which I disagree?
• What is the point of view of the author of this story?
• Do I study viewpoints that challenge my personal beliefs?
• Identify your point of view.
• Seek other points of view and identify their strengths as well as weaknesses.
• Strive to be fairminded in evaluating all points of view.

• Search Search Search …
• Search Search …

Mastering Your Thought Process Using Critical Thinking Frameworks

People live their days dealing with all sorts of problems, from the awfully mundane to the considerably urgent. Oftentimes, a sound decision-making process is required to come up with the most satisfying solution. While it makes sense to look back on your previous experiences and similar case studies to help you face your current situation, that may not always be the best strategy for solving your problems.

It may be true that some experiences are universal, but the tiny details that surround each situation will always be unique. Therefore, it is necessary to apply critical thinking skills when attacking a problem, even if you think that “it’s nothing new”. Besides, if you really claim to have learned anything at all, you shouldn’t even be dealing with the very same thing again.

Universal Intellectual Standards

The universal intellectual standards are the bread and butter of all critical thinking processes. These are used as basis for examining the quality of one’s thoughts and reasonings. The 9 basic ones are as follows:

• Clarity – Can this be understood?
• Can you please expound?
• Can you cite an example?
• Can you demonstrate what you’re saying?
• Accuracy – Is this factual?
• How do you check for errors?
• How can you verify its authenticity?
• How can you be sure of this?
• Precision – What are all the details?
• Can you tell me more about it?
• Can you make things more specific?
• Can you go through all of the particulars?
• Relevance – How are things connected?
• What is its relation to the situation?
• What is its bearing to the problem?
• How can this information help?
• Depth – How complex is this problem?
• What makes this issue difficult?
• What kind of complexities are you facing?
• What makes this a struggle?
• Breadth – What are the other angles?
• Do you have to change how you look at the problem?
• Do you have to take another perspective into account?
• Do you have to explore other possibilities?
• Logic – Does everything make sense?
• Does everything look in place?
• Does this part support all the other parts?
• Does your conclusion match the actual data?
• Significance – What are the things that really matter?
• What are the most important facts that you need to know?
• What factor trumps everything else?
• What should you really focus on?
• Fairness – Is this fair for all involved?
• Am I really doing this for the good of everyone?
• Am I just pushing my own agenda?
• What will each party get out of this?

Elements of Thought and Intellectual Traits

All of our thoughts are made up of 8 elements. They may not exactly arise in this exact order, but it’s a rough guide for learning how our thoughts come about. These are:

• Purpose – What is my goal?
• Questions – What am I trying to figure out?
• Information – What data, evidences, or facts do I have?
• Interpretations or inferences – What can I conclude based on facts?
• Concepts – What is the general idea behind my reasoning?
• Assumptions – What are my predetermined beliefs?
• Implications or consequences – What would happen if I make this choice?
• Point of view – What do I stand for? What is my focus?

When we consistently apply the universal intellectual standards to our thought formation, we further strengthen and solidify our intellectual traits. These traits include: humility, courage, empathy, autonomy, integrity, perseverance, confidence in reason, and fair-mindedness. As you may notice, most of these traits do not necessarily reflect the mind’s intellectual capacity on their own. However, putting them together allows an individual to cultivate a mind that is able to think beyond the present tangibles.  

The Paul-Elder Critical Thinking Framework: Putting It All Together

The various elements of thoughts or reasoning aim to help us understand what makes our thoughts the way they are. If we don’t choose to develop our intellectual traits and examine our intellectual standards, we may remain stuck in beliefs that are bad for us in the long run.

The great thing about critical thinkers is that they are able to accept that some of what they know are not built on solid ground. They may initially feel attacked when someone refutes a belief that they’ve poured their soul into, but once rationality kicks in, they are always eager to expand their views. They take the time to learn how to feel unashamed about changing their thoughts when they discover other valid perspectives. 

6-Step Critical Thinking Framework: Applying the Paul-Elder Model

Once we know the Paul-Elder Critical Thinking Framework by heart, it now becomes a lot easier to go about the critical thinking and decision-making process. It makes us more prepared to do the necessary steps in order to move our cause forward. These steps are:

• What is the issue that I need to solve?
• Why is a solution needed?
• Comprehension
• What are the facts of the matter?
• How do I understand the situation?
• Application
• How are things interrelated?
• How do I use my resources to address the facts?
• What are the hurdles that I need to face?
• What are the strongest and the weakest points of this whole issue?
• What kinds of effects are we dealing with / will be dealing with?
• Given all the data and analyses, how do I solve the problem?
• What are my options?
• How do I evaluate my options?
• How do I translate my final decision into actionable steps?
• How will I get things done?

In any situation, we can’t simply think that we already know what to do just because we’ve seen enough. While familiarity can help us strategize, each new problem has subtle nuances that sets it apart from all the others that came before it. We will need to constantly go after new information so that we can integrate them into an improved game plan that has a higher chance of success.

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