Skills and Attitudes Integral to Critical Thinking - Literature review Example

Critical thinking is vital and important in our day to day activities. Thinking is often informal but routine. A great deal of our thinking is distorted, biased, partial, prejudiced, or uninformed, yet “the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thoughts”, (Paul and Elder 2001, p.4). Sloppy thinking is generally damaging in almost al aspect of life. It is these reasons that critical thinking should be an integral part of us. It involves purposeful evaluation of the quality thinking. This paper examines critical thinking, gives a definition of the concept, and discusses the skills and attitudes that are integral part of the process, as well as examines ways in which critical thinking is a tool for managers and administrative manager. Definition Several people would negatively associate the term “critical” to fault-finding. The meaning of the term, however, is much more than that. Being critical means looking “carefully at something, to discover its parts and its substances, and then to evaluate – positively or negatively” (Shkonik 2005, p.3). On the other hand, critical thinking is a process of identifying and appraising evidence so as to arrive a apposite decision (Cooperative for Assistance and Relief Everywhere 2009, p. 8). Evidence in this regard can be obtained through observation, research, experience, conversation, or reasoning with others. This process involves objective examinations of situations. In other words, critical thinking is reflective and deliberate judgement on what to do or believe in response to arguments, experience, expressions, or observations. Paul and Elder (2001, p.4 ) identify critical thinking as the “art of analyzing and evaluating thinking with a view to improving it. Browne and Keeley (2007, p.2) argues that critical thinking refers to three things: consciousness of an array of interconnected critical questions, ability to pose and respond to critical questions at the right time, and an aspiration to actively apply the critical questions. Therefore, critical thinking is a process, an art or judgment that aim at arriving at the appropriate conclusions. Critical thinking involves providing solutions to problems. Problem-solving involves four steps that aid in asking the appropriate questions so as to obtain the most suitable solution. These include problem identification, development of potential causes, identification of the most probable cause, decision upon and implementation of action plan (Cooperative for Assistance and Relief Everywhere 2009, p. 8). During this process of solving a problem, a critical thinker should perform the following (Paul and Elder 2001, p.4): ask crucial questions and raise key problems (Browne and Keeley 2007, p.2), while precisely and clearly formulating them. Gather and evaluate pertinent information, with the help of conceptual ideas to effectively decode it. strike well-reasoned solutions and conclusions, while “testing them against relevant criteria and standards.” think objectively within options, while recognizing and evaluating implications, realistic consequences, and assumptions. Effectively communicate with others to come up with “solutions to complex problems. Therefore, critical thinking is thinking that is self-disciplined, self-corrective, self-directed, and self-monitored. It necessitates rigorous principles of excellence as well as mindful control of their application. Browne and Keeley (2007, p.2) has highlighted that the skills and attitudes that form an integral part of critical thinking are built around a set of connected critical questions. Skills and attitudes which are integral to critical thinking Understanding the idea of logical power is vital in developing the skills necessary in critical thinking. The logical power or strength in an argument does not depend on the truthfulness of its premises (Hughes & Lavery 2004), therefore, assessing an argument entails more than determining the truthfulness of its premises. It is also essential to sensitively look at various qualities of arguments that determine its level of strength. Critical thinking aims at arriving at sound arguments. A sound argument contains premises that are both true and logically strong (Baum 1989, p. 70; Brenner 1993, p.3; Hughes & Lavery 2004). However, establishing that an argument is sound is no mean task. This is because, first, to evaluate an argument, its mandatory to establish its specific meaning, second, to determine the truthfulness or falsity of its premises is usually difficult, and third, having to deal with several inferences types that each require a varying kind of assessment makes assessment of arguments a complex process (Hughes & Lavery 2004). Therefore, appropriate skills and attitudes are required in arriving at sound arguments and in thus in critical thinking. There are three key types of skills required in critical thinking. These include interpretive skills, reasoning skills, and verification skills. Interpretive skills are useful in determining its meaning to allow proper assessment of an argument. Often, the meaning of arguments are not clear. This is so because either some of its premises lack clarity or the nature of relationship between statements and conclusion are not clear. Therefore, knowing how to interpret arguments and statements in a manner that brings clarity in their meanings is key to critical thinking. On the other hand, reasoning skills are needed in distinguishing various inferences types as well as the different assessment methods. Noting that arguments assessment is complex, knowing how to distinguish the various inferences types and familiarizing oneself with the various assessment methods is essentially important. Lastly, verification skills help in establishing the truth or falsity of premises. Even when we are able to verify the meaning of a statement, we may not know its truth or worse lack the skills to establish if it true or not. Furthermore, each of the various types of premises require a unique approach to establish its truthfulness or falsity. Thus, this is where verification skills becomes useful. Besides these problem-solving skills, ability to communicate effectively as well as adopting the right attitude are critical components in critical thinking. Critical thinkers should make a devotion to overcome “negative egocentrism and socialism” (Paul & Elder 2001, p.4 ). A positive attitude with objectivity is also necessary in this process to avoid biased, prejudiced, or distorted thinking that results in inappropriate decisions. Edward (1941) proposed an attitude being inclined to thoughtfully deliberate the subjects and problems that are within the scope of one’s experiences. A critical should be “aware of the fact that one's understanding is always limited, often much more so than would be apparent to one with a noninquiring attitude” (Schafersman, S D 1991). Ideally, a critical thinker should possess the following list of skills and attitudes: active thinker, fair-minded, persistent, good communicator, open-minded, empathetic, independent thinker, curious and insightful, honest, proactive, organized and systematic, flexible realistic, “cognizant of the rule of logic, team player, and humble ( Jackson, Ignatavicius & Case 2006). Critical thinking as a tool for managers and administrative manager Critical thinking is important to both managers and administrators. It is a tool that helps managers organize their thoughts, scrutinize the advantages and disadvantages of situations, and present deductions in a succinct and convincing way. Managers use critical thinking to plan, predict and resolve problems, and to make sure their subordinate “know what to expect and what to do” (Cooperative for Assistance and Relief Everywhere 2009). The critical questions applied in critical thinking are useful to managers and administrator during their reactions to evidence, and also in enhancing their writing and speaking (Browne and Keeley (2007, p.3). These questions are useful further in shaping their behaviours and decisions. Since critical thinking involves positive and ethical attitudes it motivates manager and administrators to become honest, proactive, fair, empathetic, humble and team players; while their objectivity, open-mindedness, independent and active thinking allows them to make proper decisions. By raising their “sense of intellectual intelligence” (Browne and Keeley 2007, p.3) managers and administrative managers are propelled to enhanced their self-confidence. Reference list Baum, R 1989, Logic, Holt, Rinehart, and Winston, California. Brenner, W H 1993, Logic and philosophy: an integrated introduction, University of Notre Dame Press, Notre Dame. Brown, N M & Keely, S M 1997, Asking the right questions: a guide to critical thinking, Prentice Hall, New Jersey. Cooperative for Assistance and Relief Everywhere 2009, Critical Thinking, October 10, 2009, . Edward M G 1941, An experiment in the development of critical thinking, Columbia University Press, Columbia. Hughes, W & Lavery, J 2004, Critical thinking: an introduction to the basic skills, 4th edn., Broadview Press, Jackson, M, Ignatavicius, D D & Case, B 2006, Conversations in critical thinking and clinical judgment, Jones & Bartlett Publishers, United States. Paul, R & Elder, L 2001, The Miniature Guide to Critical Thinking-Concepts and Tools, Foundation Critical Thinking, Schafersman, S D 1991, An introduction to critical thinking, October 9, 2009, . Shkolnik, M 2005, Project a literature review: critical thinking and critical listening, October 9, 2009, . Read More