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Critical Thinking: Identifying the Targets


Abstract

The goal of this chapter is to set out clearly what critical thinking is in general and how it plays itself out in a variety of domains: in reading, in writing, in studying academic subjects, and on the job. Richard Paul and Jane Willsen provide down-to-earth examples that enable the reader to appreciate both the most general characteristics of critical thinking and their specific manifestations on the concrete level. It is essential, of course, that the reader becomes clear about the concept, including its translation into cases, for otherwise she is apt to mis-translate the concept or fail to see its relevance in a wide variety of circumstances.

The danger of misunderstanding and mis-application is touched upon in this chapter at the end, but is developed at great length in another chapter, “Pseudo Critical Thinking in the Educational Establishment” (p. 47).

  • Is this a good idea or a bad idea?
  • Is this belief defensible or indefensible?
  • Is my position on this issue reasonable and rational or not?
  • Am I willing to deal with complexity or do I retreat into simple stereotypes to avoid it?
  • If I can’t tell if my idea or belief is reasonable or defensible, how can I have confidence in my thinking, or in myself?
  • Is it appropriate and wise to assume that my ideas and beliefs are accurate, clear, and reasonable, when I haven’t really tested them?
  • Do I think deeply or only on the surface of things?
  • Do I ever enter sympathetically into points of view that are very different from my own, or do I just assume that I am right?
  • Do I know how to question my own ideas and to test them?
  • Do I know what I am aiming for? Should I?

Effectively evaluating our own thinking and the thinking of others is a habit few of us practice. We evaluate which washing machine to buy after reading Consumer Reports, we evaluate which movie to go see after studying the reviews, we evaluate new job opportunities after talking with friends and colleagues, but rarely do we...

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Critical Thinking: Identifying the Targets

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CRITICAL THINKING IS AT RISK.

Here are some of the big reasons why:

  1. Many people believe that critical thinking should be free and that scholars qualified to teach critical thinking should do so for free. Accordingly, they do not think they should have to pay for critical thinking textbooks, courses, or other resources when there is "so much free material online" - despite how erroneous that material may be.
  2. There are many misguided academicians, and some outright charlatans, pushing forth and capitalizing on a pseudo-, partial, or otherwise impoverished concept of critical thinking.
  3. Little to no funding is designated for critical thinking professional development in schools, colleges, or universities, despite the lip service widely given to critical thinking (as is frequently found in mission statements).
  4. Most people, including faculty, think they already know what critical thinking is, despite how few have studied it to any significant degree, and despite how few can articulate a coherent, accurate, and sufficiently deep explanation of it.
  5. People rarely exhibit the necessary level of discipline to study and use critical thinking for reaching higher levels of self-actualization. In part, this is due to wasting intellectual and emotional energy on fruitless electronic entertainment designed to be addictive and profitable rather than educational and uplifting.
  6. On the whole, fairminded critical thinking is neither understood, fostered, nor valued in educational institutions or societies.
  7. People are increasingly able to cluster themselves with others of like mind through alluring internet platforms that enable them to validate one another's thinking - even when their reasoning is nonsensical, lopsided, prejudiced, or even dangerous.
  8. Critical thinking does not yet hold an independent place in academia. Instead, "critical thinking" is continually being "defined" and redefined according to any academic area or instructor that, claiming (frequently unsupported) expertise, steps forward to teach it.

As you see, increasingly powerful trends against the teaching, learning, and practice of critical thinking entail extraordinary challenges to our mission. To continue our work, we must now rely upon your financial support. If critical thinking matters to you, please click here to contribute what you can today.

WE NEED YOUR HELP TO CONTINUE OUR WORK.

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