What is critical thinking (a definition).
How to think critically.
Video: 5 tips to improve your critical thinking.
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Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings.
Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful details to solve problems or make decisions. These skills are especially helpful at school and in the workplace, where employers prioritize the ability to think critically. Find out why and see how you can demonstrate that you have this ability.
The circumstances that demand critical thinking vary from industry to industry. Some examples include:
Employers want job candidates who can evaluate a situation using logical thought and offer the best solution.
Someone with critical thinking skills can be trusted to make decisions independently, and will not need constant handholding.
Hiring a critical thinker means that micromanaging won't be required. Critical thinking abilities are among the most sought-after skills in almost every industry and workplace. You can demonstrate critical thinking by using related keywords in your resume and cover letter and during your interview.
If critical thinking is a key phrase in the job listings you are applying for, be sure to emphasize your critical thinking skills throughout your job search.
You can use critical thinking keywords (analytical, problem solving, creativity, etc.) in your resume. When describing your work history, include top critical thinking skills that accurately describe you. You can also include them in your resume summary, if you have one.
For example, your summary might read, “Marketing Associate with five years of experience in project management. Skilled in conducting thorough market research and competitor analysis to assess market trends and client needs, and to develop appropriate acquisition tactics.”
Include these critical thinking skills in your cover letter. In the body of your letter, mention one or two of these skills, and give specific examples of times when you have demonstrated them at work. Think about times when you had to analyze or evaluate materials to solve a problem.
You can use these skill words in an interview. Discuss a time when you were faced with a particular problem or challenge at work and explain how you applied critical thinking to solve it.
Some interviewers will give you a hypothetical scenario or problem, and ask you to use critical thinking skills to solve it. In this case, explain your thought process thoroughly to the interviewer. He or she is typically more focused on how you arrive at your solution rather than the solution itself. The interviewer wants to see you analyze and evaluate (key parts of critical thinking) the given scenario or problem.
Of course, each job will require different skills and experiences, so make sure you read the job description carefully and focus on the skills listed by the employer.
Keep these in-demand skills in mind as you refine your critical thinking practice —whether for work or school.
Part of critical thinking is the ability to carefully examine something, whether it is a problem, a set of data, or a text. People with analytical skills can examine information, understand what it means, and properly explain to others the implications of that information.
Often, you will need to share your conclusions with your employers or with a group of classmates or colleagues. You need to be able to communicate with others to share your ideas effectively. You might also need to engage in critical thinking in a group. In this case, you will need to work with others and communicate effectively to figure out solutions to complex problems.
Critical thinking often involves creativity and innovation. You might need to spot patterns in the information you are looking at or come up with a solution that no one else has thought of before. All of this involves a creative eye that can take a different approach from all other approaches.
To think critically, you need to be able to put aside any assumptions or judgments and merely analyze the information you receive. You need to be objective, evaluating ideas without bias.
Problem-solving is another critical thinking skill that involves analyzing a problem, generating and implementing a solution, and assessing the success of the plan. Employers don’t simply want employees who can think about information critically. They also need to be able to come up with practical solutions.
University of Louisville. " What is Critical Thinking ."
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Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas. Critical thinking has been the subject of much debate and thought since the time of early Greek philosophers such as Plato and Socrates and has continued to be a subject of discussion into the modern age, for example the ability to recognise fake news .
Critical thinking might be described as the ability to engage in reflective and independent thinking.
In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information.
Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value. They will always seek to determine whether the ideas, arguments and findings represent the entire picture and are open to finding that they do not.
Critical thinkers will identify, analyse and solve problems systematically rather than by intuition or instinct.
Understand the links between ideas.
Determine the importance and relevance of arguments and ideas.
Recognise, build and appraise arguments.
Identify inconsistencies and errors in reasoning.
Approach problems in a consistent and systematic way.
Reflect on the justification of their own assumptions, beliefs and values.
Critical thinking is thinking about things in certain ways so as to arrive at the best possible solution in the circumstances that the thinker is aware of. In more everyday language, it is a way of thinking about whatever is presently occupying your mind so that you come to the best possible conclusion.
Critical Thinking is:
A way of thinking about particular things at a particular time; it is not the accumulation of facts and knowledge or something that you can learn once and then use in that form forever, such as the nine times table you learn and use in school.
The skills that we need in order to be able to think critically are varied and include observation, analysis, interpretation, reflection, evaluation, inference, explanation, problem solving, and decision making.
Specifically we need to be able to:
Think about a topic or issue in an objective and critical way.
Identify the different arguments there are in relation to a particular issue.
Evaluate a point of view to determine how strong or valid it is.
Recognise any weaknesses or negative points that there are in the evidence or argument.
Notice what implications there might be behind a statement or argument.
Provide structured reasoning and support for an argument that we wish to make.
You should be aware that none of us think critically all the time.
Sometimes we think in almost any way but critically, for example when our self-control is affected by anger, grief or joy or when we are feeling just plain ‘bloody minded’.
On the other hand, the good news is that, since our critical thinking ability varies according to our current mindset, most of the time we can learn to improve our critical thinking ability by developing certain routine activities and applying them to all problems that present themselves.
Once you understand the theory of critical thinking, improving your critical thinking skills takes persistence and practice.
Try this simple exercise to help you to start thinking critically.
Think of something that someone has recently told you. Then ask yourself the following questions:
Who said it?
Someone you know? Someone in a position of authority or power? Does it matter who told you this?
What did they say?
Did they give facts or opinions? Did they provide all the facts? Did they leave anything out?
Where did they say it?
Was it in public or in private? Did other people have a chance to respond an provide an alternative account?
When did they say it?
Was it before, during or after an important event? Is timing important?
Why did they say it?
Did they explain the reasoning behind their opinion? Were they trying to make someone look good or bad?
How did they say it?
Were they happy or sad, angry or indifferent? Did they write it or say it? Could you understand what was said?
One of the most important aspects of critical thinking is to decide what you are aiming to achieve and then make a decision based on a range of possibilities.
Once you have clarified that aim for yourself you should use it as the starting point in all future situations requiring thought and, possibly, further decision making. Where needed, make your workmates, family or those around you aware of your intention to pursue this goal. You must then discipline yourself to keep on track until changing circumstances mean you have to revisit the start of the decision making process.
However, there are things that get in the way of simple decision making. We all carry with us a range of likes and dislikes, learnt behaviours and personal preferences developed throughout our lives; they are the hallmarks of being human. A major contribution to ensuring we think critically is to be aware of these personal characteristics, preferences and biases and make allowance for them when considering possible next steps, whether they are at the pre-action consideration stage or as part of a rethink caused by unexpected or unforeseen impediments to continued progress.
The more clearly we are aware of ourselves, our strengths and weaknesses, the more likely our critical thinking will be productive.
Perhaps the most important element of thinking critically is foresight.
Almost all decisions we make and implement don’t prove disastrous if we find reasons to abandon them. However, our decision making will be infinitely better and more likely to lead to success if, when we reach a tentative conclusion, we pause and consider the impact on the people and activities around us.
The elements needing consideration are generally numerous and varied. In many cases, consideration of one element from a different perspective will reveal potential dangers in pursuing our decision.
For instance, moving a business activity to a new location may improve potential output considerably but it may also lead to the loss of skilled workers if the distance moved is too great. Which of these is the more important consideration? Is there some way of lessening the conflict?
These are the sort of problems that may arise from incomplete critical thinking, a demonstration perhaps of the critical importance of good critical thinking.
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Critical thinking is aimed at achieving the best possible outcomes in any situation. In order to achieve this it must involve gathering and evaluating information from as many different sources possible.
Critical thinking requires a clear, often uncomfortable, assessment of your personal strengths, weaknesses and preferences and their possible impact on decisions you may make.
Critical thinking requires the development and use of foresight as far as this is possible. As Doris Day sang, “the future’s not ours to see”.
Implementing the decisions made arising from critical thinking must take into account an assessment of possible outcomes and ways of avoiding potentially negative outcomes, or at least lessening their impact.
It might be thought that we are overextending our demands on critical thinking in expecting that it can help to construct focused meaning rather than examining the information given and the knowledge we have acquired to see if we can, if necessary, construct a meaning that will be acceptable and useful.
After all, almost no information we have available to us, either externally or internally, carries any guarantee of its life or appropriateness. Neat step-by-step instructions may provide some sort of trellis on which our basic understanding of critical thinking can blossom but it doesn’t and cannot provide any assurance of certainty, utility or longevity.
Continue to: Critical Thinking and Fake News Critical Reading
See also: Analytical Skills Understanding and Addressing Conspiracy Theories Introduction to Neuro-Linguistic Programming (NLP)
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Published on 25 September 2022 by Eoghan Ryan .
Critical thinking is the ability to effectively analyse information and form a judgement.
To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .
Critical thinking skills help you to:
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Why is critical thinking important, critical thinking examples, how to think critically, frequently asked questions.
Critical thinking is important for making judgements about sources of information and forming your own arguments. It emphasises a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.
Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.
In an academic context, critical thinking can help you to determine whether a source:
Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.
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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.
Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.
However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyse the paper again, consulting the sources it cites.
You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.
However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.
You revisit the original review article. You notice that the words ‘sponsored content’ appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.
There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.
However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.
When encountering information, ask:
Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:
Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.
Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.
Critical thinking skills include the ability to:
You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.
Ask questions such as:
A credible source should pass the CRAAP test and follow these guidelines:
Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.
Being information literate means that you:
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by Kaelyn Barron
Critical thinking skills allow us to process and understand information, then draw our own conclusions based on the available facts. That might seem like a pretty simple task, but in this Information Age often characterized by misinformation, it can be very hard to tell fact from fiction,
Critical thinking can help you determine which facts you should consider in an argument, how to do effective research, and much more—but you first need to identify key critical thinking skills and learn how to develop them.
Critical thinking is the ability to find, understand, and build connections between different ideas. It requires an ability to reason, and also question the information you consume, rather than just passively listen and absorb it.
In other words, critical thinking requires a deeper analysis than just surface-level comprehension. In addition to understanding “what,” “when,” or “where,” you should seek to understand the “how” or “why” behind an idea.
Ideally, this type of thinking is done objectively, meaning you’re able to draw your own conclusions without being influenced by your biases or the opinions of others. You don’t just accept as fact the first thing anyone tells you.
There are several key critical thinking skills that can make you a more informed decision-maker and a better analyst. Let’s look at each skill below, along with tips that can help you build and improve those skills:
The first step to critical thinking is to observe and identify key details. Learn to observe situations and identify problems yourself, so you don’t have to rely on others describing the problem for you.
By being more observational, you can also learn to predict future problems, since you’ll have a better understanding of the situations that lead to them. interrogative
Being able to conduct your own research is a very important skill, especially when it comes to comparing two sides of an argument.
Start by understanding that arguments are meant to be persuasive . You probably remember being taught to back up your claims with facts when writing your persuasive essays in school; but which facts did you use? All the facts, or the facts that supported your argument?
Don’t assume that the facts presented in an argument paint the full picture (or that they’re even facts at all). Learn how to conduct your own research and identify the most relevant facts so you can form your own opinions about an issue.
It’s definitely not easy to identify biases, but the first step is to be aware that they exist, and that everyone has them. In fact, the hardest biases to identify are usually your own!
So since everyone has biases, identifying their presence is just the first step; you have to also ask yourself how those biases affect the way the information is being presented.
Challenge yourself to examine the evidence on both sides of the argument. Try to look objectively at your side, and ask yourself if the evidence really holds up. Are you looking at all of the evidence, or just the points that support your claims?
Also challenge yourself to consider the other side’s points, as objectively as you can. Remember the “counter-argument” paragraph your teachers had you write for persuasive essays? That was an early practice in critical thinking!
Looking at things from a different perspective will help you think critically, but it can also help you develop a stronger argument of your own if you’re able to address those counter-points.
When looking at the information presented to you, assessing the relevance of each point is also important.
A piece of information might be true and accurate, but that doesn’t mean it’s relevant to the argument or case in question.
However, irrelevant details aren’t always obvious. In many cases, they’re craftily snuck into an argument to make it look like there is a lot of supporting evidence, when really the support that’s provided isn’t relevant to the main question. (You’ll see this trick used a lot during political debates!)
To get better at determining relevance, you should start with a clear idea of what you need to figure out and what your end goal looks like. Do you hope to arrive at a yes or no answer? Are you looking to see if there’s a trend or correlation?
Staying focused on a clear goal will help you weed out details that are not important to your evaluation, so you can focus on the ones that actually matter.
Communication is an important skill for critical thinking because you need to be able to put your thoughts into words and find the information you need.
Also, you might not be doing your critical thinking alone, but in collaboration with others, which means you must be able to effectively describe often complex ideas and problems, and work out solutions together.
As we get older, that curiosity with which he asked so many questions as young children tends to diminish. We become embarrassed about asking questions for fear of looking silly or dumb, and we don’t want to risk offending others with questions.
But curiosity is a big part of critical thinking, because those questions can lead to important insights about the facts being presented.
Wondering what critical thinking looks like in practice? Here are some examples of critical thinking in action at work and in one’s personal life.
The following questions can be helpful for practicing your critical thinking skills and looking at things more analytically.
Critical thinking is important because it allows you to make your own decisions, without relying on others to interpret information for you.
This, in turn, will guide you to better and more thoughtful decisions that will lead to results you choose, not ones that someone else wants.
Did you find this post helpful? Let us know in the comments below!
As a blog writer for TCK Publishing, Kaelyn loves crafting fun and helpful content for writers, readers, and creative minds alike. She has a degree in International Affairs with a minor in Italian Studies, but her true passion has always been writing. Working remotely allows her to do even more of the things she loves, like traveling, cooking, and spending time with her family.
Critical thinking is, well, critical. By building these skills, you improve your ability to analyze information and come to the best decision possible. In this article, we cover the basics of critical thinking, as well as the seven steps you can use to implement the full critical thinking process.
Critical thinking comes from asking the right questions to come to the best conclusion possible. Strong critical thinkers analyze information from a variety of viewpoints in order to identify the best course of action.
Don’t worry if you don’t think you have strong critical thinking abilities. In this article, we’ll help you build a foundation for critical thinking so you can absorb, analyze, and make informed decisions.
Critical thinking is the ability to collect and analyze information to come to a conclusion. Being able to think critically is important in virtually every industry and applicable across a wide range of positions. That’s because critical thinking isn’t subject-specific—rather, it’s your ability to parse through information, data, statistics, and other details in order to identify a satisfactory solution.
In this ebook, learn how to equip employees to make better decisions—so your business can pivot, adapt, and tackle challenges more effectively than your competition.
Like most soft skills, critical thinking isn’t something you can take a class to learn. Rather, this skill consists of a variety of interpersonal and analytical skills. Developing critical thinking is more about learning to embrace open-mindedness and bringing analytical thinking to your problem framing process.
In no particular order, the eight most important critical thinking skills are:
Analytical thinking: Part of critical thinking is evaluating data from multiple sources in order to come to the best conclusions. Analytical thinking allows people to reject bias and strive to gather and consume information to come to the best conclusion.
Open-mindedness: This critical thinking skill helps you analyze and process information to come to an unbiased conclusion. Part of the critical thinking process is letting your personal biases go and coming to a conclusion based on all of the information.
Problem solving : Because critical thinking emphasizes coming to the best conclusion based on all of the available information, it’s a key part of problem solving. When used correctly, critical thinking helps you solve any problem—from a workplace challenge to difficulties in everyday life.
Self-regulation: Self-regulation refers to the ability to regulate your thoughts and set aside any personal biases to come to the best conclusion. In order to be an effective critical thinker, you need to question the information you have and the decisions you favor—only then can you come to the best conclusion.
Observation: Observation skills help critical thinkers look for things beyond face value. To be a critical thinker you need to embrace multiple points of view, and you can use observation skills to identify potential problems.
Interpretation: Not all data is made equal—and critical thinkers know this. In addition to gathering information, it’s important to evaluate which information is important and relevant to your situation. That way, you can draw the best conclusions from the data you’ve collected.
Evaluation: When you attempt to answer a hard question, there is rarely an obvious answer. Even though critical thinking emphasizes putting your biases aside, you need to be able to confidently make a decision based on the data you have available.
Communication: Once a decision has been made, you also need to share this decision with other stakeholders. Effective workplace communication includes presenting evidence and supporting your conclusion—especially if there are a variety of different possible solutions.
Critical thinking is a skill that you can build by following these seven steps. The seven steps to critical thinking help you ensure you’re approaching a problem from the right angle, considering every alternative, and coming to an unbiased conclusion.
There’s a lot that goes into the full critical thinking process, and not every decision needs to be this thought out. Sometimes, it’s enough to put aside bias and approach a process logically. In other, more complex cases, the best way to identify the ideal outcome is to go through the entire critical thinking process.
The seven-step critical thinking process is useful for complex decisions in areas you are less familiar with. Alternatively, the seven critical thinking steps can help you look at a problem you’re familiar with from a different angle, without any bias.
If you need to make a less complex decision, consider another problem solving strategy instead. Decision matrices are a great way to identify the best option between different choices. Check out our article on 7 steps to creating a decision matrix .
Before you put those critical thinking skills to work, you first need to identify the problem you’re solving. This step includes taking a look at the problem from a few different perspectives and asking questions like:
What’s happening?
Why is this happening?
What assumptions am I making?
At first glance, how do I think we can solve this problem?
A big part of developing your critical thinking skills is learning how to come to unbiased conclusions. In order to do that, you first need to acknowledge the biases that you currently have. Does someone on your team think they know the answer? Are you making assumptions that aren’t necessarily true? Identifying these details helps you later on in the process.
At this point, you likely have a general idea of the problem—but in order to come up with the best solution, you need to dig deeper.
During the research process, collect information relating to the problem, including data, statistics, historical project information, team input, and more. Make sure you gather information from a variety of sources, especially if those sources go against your personal ideas about what the problem is or how to solve it.
Gathering varied information is essential for your ability to apply the critical thinking process. If you don’t get enough information, your ability to make a final decision will be skewed. Remember that critical thinking is about helping you identify the objective best conclusion. You aren’t going with your gut—you’re doing research to find the best option
Just as it’s important to gather a variety of information, it is also important to determine how relevant the different information sources are. After all, just because there is data doesn’t mean it’s relevant.
Once you’ve gathered all of the information, sift through the noise and identify what information is relevant and what information isn’t. Synthesizing all of this information and establishing significance helps you weigh different data sources and come to the best conclusion later on in the critical thinking process.
To determine data relevance, ask yourself:
How reliable is this information?
How significant is this information?
Is this information outdated? Is it specialized in a specific field?
One of the most useful parts of the critical thinking process is coming to a decision without bias. In order to do so, you need to take a step back from the process and challenge the assumptions you’re making.
We all have bias—and that isn’t necessarily a bad thing. Unconscious biases (also known as cognitive biases) often serve as mental shortcuts to simplify problem solving and aid decision making. But even when biases aren’t inherently bad, you must be aware of your biases in order to put them aside when necessary.
Before coming to a solution, ask yourself:
Am I making any assumptions about this information?
Are there additional variables I haven’t considered?
Have I evaluated the information from every perspective?
Are there any viewpoints I missed?
Finally, you’re ready to come to a conclusion. To identify the best solution, draw connections between causes and effects. Use the facts you’ve gathered to evaluate the most objective conclusion.
Keep in mind that there may be more than one solution. Often, the problems you’re facing are complex and intricate. The critical thinking process doesn’t necessarily lead to a cut-and-dry solution—instead, the process helps you understand the different variables at play so you can make an informed decision.
Communication is a key skill for critical thinkers. It isn’t enough to think for yourself—you also need to share your conclusion with other project stakeholders. If there are multiple solutions, present them all. There may be a case where you implement one solution, then test to see if it works before implementing another solution.
The seven-step critical thinking process yields a result—and you then need to put that solution into place. After you’ve implemented your decision, evaluate whether or not it was effective. Did it solve the initial problem? What lessons—whether positive or negative—can you learn from this experience to improve your critical thinking for next time?
Depending on how your team shares information, consider documenting lessons learned in a central source of truth. That way, team members that are making similar or related decisions in the future can understand why you made the decision you made and what the outcome was.
Imagine you work in user experience design (UX). Your team is focused on pricing and packaging and ensuring customers have a clear understanding of the different services your company offers. Here’s how to apply the critical thinking process in the workplace in seven steps:
Your current pricing page isn’t performing as well as you want. You’ve heard from customers that your services aren’t clear, and that the page doesn’t answer the questions they have. This page is really important for your company, since it’s where your customers sign up for your service. You and your team have a few theories about why your current page isn’t performing well, but you decide to apply the critical thinking process to ensure you come to the best decision for the page.
Part of identifying the problem includes understanding how the problem started. The pricing and packaging page is important—so when your team initially designed the page, they certainly put a lot of thought into it. Before you begin researching how to improve the page, ask yourself:
Why did you design the pricing page the way you did?
Which stakeholders need to be involved in the decision making process?
Where are users getting stuck on the page?
Are any features currently working?
In addition to understanding the history of the pricing and packaging page, it’s important to understand what works well. Part of this research means taking a look at what your competitor’s pricing pages look like.
Ask yourself:
How have our competitors set up their pricing pages?
Are there any pricing page best practices?
How does color, positioning, and animation impact navigation?
Are there any standard page layouts customers expect to see?
You’ve gathered all of the information you need—now you need to organize and analyze it. What trends, if any, are you noticing? Is there any particularly relevant or important information that you have to consider?
In the case of critical thinking, it’s important to address and set bias aside as much as possible. Ask yourself:
Is there anything I’m missing?
Have I connected with the right stakeholders?
Are there any other viewpoints I should consider?
You now have all of the information you need to design the best pricing page. Depending on the complexity of the design, you may want to design a few options to present to a small group of customers or A/B test on the live website.
Critical thinking can help you in every element of your life, but in the workplace, you must also involve key project stakeholders . Stakeholders help you determine next steps, like whether you’ll A/B test the page first. Depending on the complexity of the issue, consider hosting a meeting or sharing a status report to get everyone on the same page.
No process is complete without evaluating the results. Once the new page has been live for some time, evaluate whether it did better than the previous page. What worked? What didn’t? This also helps you make better critical decisions later on.
Critical thinking takes time to build, but with effort and patience you can apply an unbiased, analytical mind to any situation. Critical thinking makes up one of many soft skills that makes you an effective team member, manager, and worker. If you’re looking to hone your skills further, read our article on the 25 project management skills you need to succeed .
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Have you heard the riddle about two coins that equal thirty cents, but one of them is not a nickel? What about the one where a surgeon says they can’t operate on their own son?
Those brain teasers tap into your critical thinking skills. But your ability to think critically isn’t just helpful for solving those random puzzles – it plays a big role in your career.
An impressive 81% of employers say critical thinking carries a lot of weight when they’re evaluating job candidates. It ranks as the top competency companies consider when hiring recent graduates (even ahead of communication ). Plus, once you’re hired, several studies show that critical thinking skills are highly correlated with better job performance.
So what exactly are critical thinking skills? And even more importantly, how do you build and improve them?
Critical thinking is the ability to evaluate facts and information, remain objective, and make a sound decision about how to move forward.
Does that sound like how you approach every decision or problem? Not so fast. Critical thinking seems simple in theory but is much tougher in practice, which helps explain why 65% of employers say their organization has a need for more critical thinking.
In reality, critical thinking doesn’t come naturally to a lot of us. In order to do it well, you need to:
So, critical thinking isn’t just being intelligent or analytical. In many ways, it requires you to step outside of yourself, let go of your own preconceived notions, and approach a problem or situation with curiosity and fairness.
It’s a challenge, but it’s well worth it. Critical thinking skills will help you connect ideas, make reasonable decisions, and solve complex problems.
Critical thinking is often labeled as a skill itself (you’ll see it bulleted as a desired trait in a variety of job descriptions). But it’s better to think of critical thinking less as a distinct skill and more as a collection or category of skills.
To think critically, you’ll need to tap into a bunch of your other soft skills. Here are seven of the most important.
It’s important to kick off the critical thinking process with the idea that anything is possible. The more you’re able to set aside your own suspicions, beliefs, and agenda, the better prepared you are to approach the situation with the level of inquisitiveness you need.
That means not closing yourself off to any possibilities and allowing yourself the space to pull on every thread – yes, even the ones that seem totally implausible.
As Christopher Dwyer, Ph.D. writes in a piece for Psychology Today , “Even if an idea appears foolish, sometimes its consideration can lead to an intelligent, critically considered conclusion.” He goes on to compare the critical thinking process to brainstorming . Sometimes the “bad” ideas are what lay the foundation for the good ones.
Open-mindedness is challenging because it requires more effort and mental bandwidth than sticking with your own perceptions. Approaching problems or situations with true impartiality often means:
In a team meeting, your boss mentioned that your company newsletter signups have been decreasing and she wants to figure out why.
At first, you feel offended and defensive – it feels like she’s blaming you for the dip in subscribers. You recognize and rationalize that emotion before thinking about potential causes. You have a hunch about what’s happening, but you will explore all possibilities and contributions from your team members.
Observation is, of course, your ability to notice and process the details all around you (even the subtle or seemingly inconsequential ones). Critical thinking demands that you’re flexible and willing to go beyond surface-level information, and solid observation skills help you do that.
Your observations help you pick up on clues from a variety of sources and experiences, all of which help you draw a final conclusion. After all, sometimes it’s the most minuscule realization that leads you to the strongest conclusion.
Over the next week or so, you keep a close eye on your company’s website and newsletter analytics to see if numbers are in fact declining or if your boss’s concerns were just a fluke.
Critical thinking hinges on objectivity. And, to be objective, you need to base your judgments on the facts – which you collect through research. You’ll lean on your research skills to gather as much information as possible that’s relevant to your problem or situation.
Keep in mind that this isn’t just about the quantity of information – quality matters too. You want to find data and details from a variety of trusted sources to drill past the surface and build a deeper understanding of what’s happening.
You dig into your email and website analytics to identify trends in bounce rates, time on page, conversions, and more. You also review recent newsletters and email promotions to understand what customers have received, look through current customer feedback, and connect with your customer support team to learn what they’re hearing in their conversations with customers.
The critical thinking process is sort of like a treasure hunt – you’ll find some nuggets that are fundamental for your final conclusion and some that might be interesting but aren’t pertinent to the problem at hand.
That’s why you need analytical skills. They’re what help you separate the wheat from the chaff, prioritize information, identify trends or themes, and draw conclusions based on the most relevant and influential facts.
It’s easy to confuse analytical thinking with critical thinking itself, and it’s true there is a lot of overlap between the two. But analytical thinking is just a piece of critical thinking. It focuses strictly on the facts and data, while critical thinking incorporates other factors like emotions, opinions, and experiences.
As you analyze your research, you notice that one specific webpage has contributed to a significant decline in newsletter signups. While all of the other sources have stayed fairly steady with regard to conversions, that one has sharply decreased.
You decide to move on from your other hypotheses about newsletter quality and dig deeper into the analytics.
One of the traps of critical thinking is that it’s easy to feel like you’re never done. There’s always more information you could collect and more rabbit holes you could fall down.
But at some point, you need to accept that you’ve done your due diligence and make a decision about how to move forward. That’s where inference comes in. It’s your ability to look at the evidence and facts available to you and draw an informed conclusion based on those.
When you’re so focused on staying objective and pursuing all possibilities, inference can feel like the antithesis of critical thinking. But ultimately, it’s your inference skills that allow you to move out of the thinking process and onto the action steps.
You dig deeper into the analytics for the page that hasn’t been converting and notice that the sharp drop-off happened around the same time you switched email providers.
After looking more into the backend, you realize that the signup form on that page isn’t correctly connected to your newsletter platform. It seems like anybody who has signed up on that page hasn’t been fed to your email list.
If and when you identify a solution or answer, you can’t keep it close to the vest. You’ll need to use your communication skills to share your findings with the relevant stakeholders – like your boss, team members, or anybody who needs to be involved in the next steps.
Your analysis skills will come in handy here too, as they’ll help you determine what information other people need to know so you can avoid bogging them down with unnecessary details.
In your next team meeting, you pull up the analytics and show your team the sharp drop-off as well as the missing connection between that page and your email platform. You ask the web team to reinstall and double-check that connection and you also ask a member of the marketing team to draft an apology email to the subscribers who were missed.
Critical thinking and problem-solving are two more terms that are frequently confused. After all, when you think critically, you’re often doing so with the objective of solving a problem.
The best way to understand how problem-solving and critical thinking differ is to think of problem-solving as much more narrow. You’re focused on finding a solution.
In contrast, you can use critical thinking for a variety of use cases beyond solving a problem – like answering questions or identifying opportunities for improvement. Even so, within the critical thinking process, you’ll flex your problem-solving skills when it comes time to take action.
Once the fix is implemented, you monitor the analytics to see if subscribers continue to increase. If not (or if they increase at a slower rate than you anticipated), you’ll roll out some other tests like changing the CTA language or the placement of the subscribe form on the page.
Think critically about critical thinking and you’ll quickly realize that it’s not as instinctive as you’d like it to be. Fortunately, your critical thinking skills are learned competencies and not inherent gifts – and that means you can improve them. Here’s how:
The ability to think critically is important, but it doesn’t come naturally to most of us. It’s just easier to stick with biases, assumptions, and surface-level information.
But that route often leads you to rash judgments, shaky conclusions, and disappointing decisions. So here’s a conclusion we can draw without any more noodling: Even if it is more demanding on your mental resources, critical thinking is well worth the effort.
Academic tools.
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.
2.2 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 .
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.
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:
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.
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)
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.
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 .
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:
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:
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.
How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up topics and thinkers related to this entry at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.
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Making a hire. Debugging a website glitch. Deciding how to tell your boss they have a stain on their shirt.
All of these tasks, and more, require critical thinking skills. And whether you think you have them or not, they’re critical (see what we did there?) for your career—here’s why.
Critical thinking “requires us to give a second thought to our own interpretations” as we’re making a decision or trying to understand a given situation, Constance Dierickx , a clinical psychologist and decision-making coach for CEOs and executives, told The Muse.
There are three steps to critical thinking, according to Lily Drabkin, a graduate student specializing in organizational psychology who facilitates a class called “Developing Critical Thinkers” at Columbia University:
Critical thinking is beneficial for building relationships, starting or pivoting your career, or even just doing your everyday job. It’s also a highly-sought-after skill in job seekers. “You want someone who has good critical thinking skills because they're not going to be an attention sponge,” Muse career coach Yolanda Owens said. “They're going to be able to figure things out and…be more resourceful.”
Here are two other ways it’s helpful to be good at critical thinking:
Owens pointed out that good critical thinkers always seek to understand the “why.” “When they can do that, they're better problem solvers,” she said. “It really helps people analyze situations and viewpoints.”
Critical thinking can also prevent you from having knee-jerk reactions that backfire in the long run, Dierickx said. “Decisions based on critical thinking are more likely to be ones that we feel confident about,” Drabkin added.
Dierickx said when we use critical thinking, we have more proof to back up our statements or decisions, making it easier to influence and earn the respect of others.
“You build up a reputation as somebody who's a reliable thinker,” Dierickx said. “It makes you stand out because in most organizations, a lot of people say the same things.”
The following habits are worth incorporating into your daily routine—that is, if you want to impress your colleagues and avoid falling into a spiral of poor choices.
Good critical thinkers, Owens said, aren’t afraid to ask others when they’re unsure about something. This allows them to have as much information in front of them as possible before making a decision. It also ensures they’re never so confident in their assumptions that they ignore better options.
Dierickx advised baking time for reflection into your day, particularly after an emotional situation is resolved or a big project is completed. Consider:
It can be helpful, too, to loop in someone you trust or admire for feedback on how you handled it and what they would have done differently.
Owens and Dierickx agreed that people who are open minded have more success when it comes to critical thinking. “My biggest pet peeve is when people say, ‘Well, we've always done it that way.’ Don't become that person,” Owens said. “There's always an alternate way to do something, and understanding that your way is not always the only way or the right way to do something.”
Dierickx advised being “willing to let go of what you believed was true yesterday in the face of new evidence.”
“We need to be certain and uncertain,” she added. “You can't be so certain that you never question. That's not critical thinking. That's blind ignorance.”
You’ll never learn to think critically if you’re only faced with perspectives that mimic your own. So make the effort to surround yourself with people of different backgrounds, expertise, interests, and viewpoints and actively seek out their advice, feedback, and ideas on a regular basis.
“Learning from peers is one of the most important ways that adults learn something, which is great actually for critical thinking, because critical thinking skills are often learned in conversation,” Drabkin said.
“Even if there might be somebody whose views you disagree with, it's still helpful to hear them out,” she added.
When you’ve developed a diverse network of friends, colleagues, and mentors, it’s important that you’re really engaged with what they’re saying to you so you can leverage those insights for your own critical thinking.
Here’s our guide to becoming an active listener , or someone who listens with intent and strategy (and most definitely doesn’t scroll on their phone while chatting with others).
Just as it’s important to interact with different types of people to get better at critical thinking, Dierickx said, it’s also important to take in new information outside your profession or area of expertise.
She suggested setting aside time in your schedule to read scholarly articles or books on topics you’re not as familiar with or even ideas you disagree with.
Similarly, she said, it can be helpful to take on new hobbies or study up on activities that are unfamiliar.
Critical thinking can come into play when you put yourself outside your comfort zone, and there’s no better way to do that than to tackle something new and different in your job.
That isn’t to say that you should raise your hand to lead an important project without understanding what it requires or flagging to your boss where your knowledge gaps are. But you should be open to being the dumbest person in the room or having your skill set and confidence questioned by other people and new ideas.
Employers value critical thinkers because they’re often autonomous, innovative, and enjoyable to work with, so it’s key to incorporate examples of your critical thinking in action at several points in your job search process.
Job search wisdom states your resume bullets and cover letter should focus on your accomplishments instead of your duties. Owens added this is a great way to imply you’re a good critical thinker on paper.
She suggested including not just ways that you moved the needle or added value but “how you made those types of decisions, or what it was that influenced you to do things the way that you've done them.”
Critical thinking skills are frequently assessed by employers through behavioral questions , skills tests, and case studies. Owens said when approaching any job assessment, think out loud—“not just necessarily telling them your answer, but helping them understand how you got to the answer.”
And don’t be afraid to ask follow-up questions before providing a response. “Ask for some context as to why they're asking you that question so you can understand the type of example you need to give them in order to frame your answers,” Owens said. “And that's all part of critical thinking—knowing what questions to ask or knowing that you have to ask a question in order to be able to come up with a solution.”
Drabkin noted that part of critical thinking is seeing beyond what’s in front of you. In an interview, this could mean looking for and pointing out gaps in a job or team where you could be a unique asset. “Finding that and demonstrating that will show your interviewer and show the company that you have these critical thinking skills because you're able to analyze the role in a way that maybe they haven't,” she said.
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critical thinking , in educational theory, mode of cognition using deliberative reasoning and impartial scrutiny of information to arrive at a possible solution to a problem. From the perspective of educators, critical thinking encompasses both a set of logical skills that can be taught and a disposition toward reflective open inquiry that can be cultivated . The term critical thinking was coined by American philosopher and educator John Dewey in the book How We Think (1910) and was adopted by the progressive education movement as a core instructional goal that offered a dynamic modern alternative to traditional educational methods such as rote memorization.
Critical thinking is characterized by a broad set of related skills usually including the abilities to
Theorists have noted that such skills are only valuable insofar as a person is inclined to use them. Consequently, they emphasize that certain habits of mind are necessary components of critical thinking. This disposition may include curiosity, open-mindedness, self-awareness, empathy , and persistence.
Although there is a generally accepted set of qualities that are associated with critical thinking, scholarly writing about the term has highlighted disagreements over its exact definition and whether and how it differs from related concepts such as problem solving . In addition, some theorists have insisted that critical thinking be regarded and valued as a process and not as a goal-oriented skill set to be used to solve problems. Critical-thinking theory has also been accused of reflecting patriarchal assumptions about knowledge and ways of knowing that are inherently biased against women.
Dewey, who also used the term reflective thinking , connected critical thinking to a tradition of rational inquiry associated with modern science. From the turn of the 20th century, he and others working in the overlapping fields of psychology , philosophy , and educational theory sought to rigorously apply the scientific method to understand and define the process of thinking. They conceived critical thinking to be related to the scientific method but more open, flexible, and self-correcting; instead of a recipe or a series of steps, critical thinking would be a wider set of skills, patterns, and strategies that allow someone to reason through an intellectual topic, constantly reassessing assumptions and potential explanations in order to arrive at a sound judgment and understanding.
In the progressive education movement in the United States , critical thinking was seen as a crucial component of raising citizens in a democratic society. Instead of imparting a particular series of lessons or teaching only canonical subject matter, theorists thought that teachers should train students in how to think. As critical thinkers, such students would be equipped to be productive and engaged citizens who could cooperate and rationally overcome differences inherent in a pluralistic society.
Beginning in the 1970s and ’80s, critical thinking as a key outcome of school and university curriculum leapt to the forefront of U.S. education policy. In an atmosphere of renewed Cold War competition and amid reports of declining U.S. test scores, there were growing fears that the quality of education in the United States was falling and that students were unprepared. In response, a concerted effort was made to systematically define curriculum goals and implement standardized testing regimens , and critical-thinking skills were frequently included as a crucially important outcome of a successful education. A notable event in this movement was the release of the 1980 report of the Rockefeller Commission on the Humanities that called for the U.S. Department of Education to include critical thinking on its list of “basic skills.” Three years later the California State University system implemented a policy that required every undergraduate student to complete a course in critical thinking.
Critical thinking continued to be put forward as a central goal of education in the early 21st century. Its ubiquity in the language of education policy and in such guidelines as the Common Core State Standards in the United States generated some criticism that the concept itself was both overused and ill-defined. In addition, an argument was made by teachers, theorists, and others that educators were not being adequately trained to teach critical thinking.
Work from home (WFH) has created many problems for people such as long working hours, neck and back pain, and…
Work from home (WFH) has created many problems for people such as long working hours, neck and back pain, and even having multiple cups of coffee every day. Now that organizations are prioritizing fully remote or blended working models, such scenarios are impossible to ignore.
An extremely unhealthy habit that is a product of working at home is the high consumption of coffee. Studies suggest that several coffee aficionados use the beverage as a substitute for breakfast. Drinking coffee may seem harmless but search the internet and you will find a long list of its disadvantages—from restlessness and insomnia to weight gain, anxiety and risk of heart attacks in young adults. But then you will find as many links listing the advantages of drinking coffee (if it’s within a certain limit).
Does that sound confusing? Which source should you trust then? By thinking critically, you can come to a conclusion that is logical.
This is just one of the examples of critical thinking in everyday life and its importance. We face many more small and big critical thinking examples in real life.
If you think it may not always be possible to apply critical thinking, you can follow the Ladder of Inference framework from Harappa Education’s Thinking Critically course. It is a four-step approach to understand how you can process information. The course covers several examples of critical thinking to explain it in detail.
Critical thinking examples in the workplace.
Here are some common examples of critical thinking that will help you understand why it’s an essential skill in professional life:
As a team leader, the job of encouraging your team to work towards solving a problem falls on your shoulders. But every individual in a team may come up with different inputs and points of view.
You must logically analyze team members’ inputs. And then offer constructive criticism while sharing your own opinion on the situation. This is one of the common critical thinking examples in the workplace.
Imagine that your chief operating officer creates a new target for the organization. Now it’s your right and responsibility to use critical thinking skills examples and evaluate your contribution to reach the target.
Knowing how your contribution is important will help you discover ways to improve your performance. The result will show the impact your work has made, whether it’s solving a critical bug or coming up with a creative way to approach possible clients. Studying a few critical thinking skills examples will help you analyze your situation better.
This is among the most common critical thinker examples you can find and follow in every organization.
It’s evident from these examples of critical thinking that it’s a valuable skill every employee should strengthen. From efficient decision-making to navigating conflicts, thinking critically help you evaluate situations better instead of jumping to hasty and half-baked conclusions.
Choosing a Career Path
Should I go for a full-time college or enroll in an online course? Which stream do I choose? Should I try to get a job in a private organization, work as a consultant, or move towards opening a start-up? We all face such dilemmas in our lives at some point or the other. But every option comes with its pros and cons and, therefore, it’s important to choose carefully.
Such critical thinking examples in everyday life highlight the importance of this process. Choosing the right career path certainly takes time. So as a critical thinker, you weigh the pros and cons of every option.
Also, consider the professional, financial and social context in the form of some critical thinking examples in real life. Know your interest and skill set. Answer questions such as “What is important for me?” and “Why is this important for me?”
Don’t go ahead right after making a choice. If you look at some critical thinker examples, you will understand the impact your chosen path will have in the next one, five and 10 years. Accordingly, you may like to rethink your career path. To be able to do this, some critical thinking will be required.
There are other examples of critical thinking in everyday life as well. There are hundreds of fake news items that we come across every day on the internet or social media. How do we find the truth among so much noise? Critical thinking can come to your aid.
We come across these and many more critical thinking skills examples in the digital world. With the exchange of information increasing by the minute, the need for critical thinking skills is only increasing.
Who published the article?
What are their sources of information?
What are their intentions?
Are they representing themselves or someone else?
Don’t you think if most social media users ask themselves these questions, social media wars will reduce?
Critical thinker examples and applications can be found inside as well as outside classrooms and meeting rooms. So start working on your critical thinking skills now. Join Harappa Education’s Thinking Critically course, which explains the essential techniques with the help of a few great critical thinker examples. Empower yourself to make qualified decisions.
Explore topics such as Critical Thinking , How to Improve Critical Thinking & Ladder of Inference from our Harappa Diaries blog section and develop your strategic thinking skills .
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Your team is dealing with a sudden decrease in sales, and you’re not sure why.
When this happens, do you quickly make random changes and hope they work? Or do you pause, bring your team together , and analyze the problem using critical thinking?
In the pages ahead, we’ll share examples of critical thinking in the workplace to show how critical thinking can help you build a successful team and business.
Ready to make critical thinking a part of your office culture?
Let’s dive in!
Critical thinking is the systematic approach of being a sharp-minded analyst. It involves asking questions, verifying facts, and using your intellect to make decisions and solve problems.
The process of thinking critically is built upon a foundation of six major steps:
First, you gather “knowledge” by learning about something and understanding it. After that, you put what you’ve learned into action, known as “application.” When you start looking closely at the details, you do the “analysis.”
After analyzing, you put all those details together to create something new, which we call “synthesis.” Finally, you take action based on all your thinking, and that’s the “creation” or “action” step.
Even if the tasks are repetitive, or even if employees are required to follow strict rules, critical thinking is still important. It helps to deal with unexpected challenges and improve processes.
Let’s delve into 13 real examples to see how critical thinking works in practice.
Are you unsure which choice is the best? Critical thinking helps you look at the good and bad sides of each option. This ensures that you make decisions based on facts and not just guesses.
Product development : For example, a product development team is deciding whether to launch a new product . They must evaluate the pros and cons of various features, production methods, and marketing strategies to make an informed decision. Obviously, the more complete their evaluation is, the better decisions they can make.
In the face of complex problems, critical thinkers are able to make the problem easier to solve. How? They create a step-by-step process to address each component separately.
Product deliveries and customer support . Imagine you work in a customer service department, and there has been a sudden increase in customer complaints about delayed deliveries. You need to figure out the root causes and come up with a solution.
So, you break down the problem into pieces – the shipping process, warehouse operations, delivery routes, customer communication, and product availability. This helps you find out the major causes, which are:
So, when you focus on smaller parts, you can understand and address each aspect better. As a result, you can find practical solutions to the larger issue of delayed deliveries.
In today’s world, information is power. Using it wisely can help you and your team succeed. And critical thinkers know where to find the right information and how to check if it’s reliable.
Market research : Let’s say a marketing team is conducting market research to launch a new product. They must find, assess, and use market data to understand customer needs, competitor tactics, and market trends. Only with this information at hand can they create an effective marketing plan.
Are you great at noticing small things? But can you also see how they fit into the larger picture? Critical thinking helps you do both. It’s like zooming in and out with a camera. Why is it essential? It helps you see the full story and avoid tunnel vision.
Strategic planning . For instance, during strategic planning, executives must pay attention to the details of the company’s financial data, market changes, and internal potential. At the same time, they must consider the bigger picture of long-term goals and growth strategies.
Ever made a choice without thinking it through? Critical thinkers gather all the facts before they decide. It ensures your decisions are smart and well-informed.
Data analysis . For example, data analysts have to examine large datasets to discover trends and patterns. They use critical thinking to understand the significance of these findings, get useful insights, and provide recommendations for improvement.
Too many workplaces suffer from unfair and biased decisions. Make sure yours isn’t on this list. Critical thinkers are self-aware and can spot their own biases. Obviously, this allows them to make more objective decisions.
Conflict resolution . Suppose a manager needs to mediate a conflict between two team members. Critical thinking is essential to understand the underlying causes, evaluate the validity of each person’s opinion, and find a fair solution.
Hiring decisions . Here’s another example. When hiring new employees, HR professionals need to critically assess candidates’ qualifications, experience, and cultural fit. At the same time, they have to “silence” their own assumptions to make unbiased hiring decisions.
Critical thinking examples in the workplace clearly show how teams can improve their processes.
Customer service . Imagine a company that sells gadgets. When customers have problems, the customer service team reads their feedback. For example, if many people struggle to use a gadget, they think about why that’s happening. Maybe the instructions aren’t clear, or the gadget is too tricky to set up.
So, they work together to make things better. They make a new, easier guide and improve the gadget’s instructions. As a result, fewer customers complain, and everyone is happier with the products and service.
Discovering problems in your company isn’t always obvious. Sometimes, you need to find what’s not working well to help your team do better. That’s where critical thinking comes in.
Training and development . HR professionals, for instance, critically analyze skill gaps within the organization to design training programs. Without deep analysis, they can’t address specific needs and upskill their employees .
In a workplace, everyone needs to join meetings by saying what they think and listening to everyone else. Effective participation, in fact, depends on critical thinking because it’s the best shortcut to reach collective decisions.
Team meetings . In a brainstorming session, you and your colleagues are like puzzle pieces, each with a unique idea. To succeed, you listen to each other’s thoughts, mix and match those ideas, and together, you create the perfect picture – the best plan for your project.
Effective problem-solving typically involves critical thinking, with team members offering valuable insights and solutions based on their analysis of the situation.
Innovative SaaS product development . Let’s say a cross-functional team faces a challenging innovation problem. So, they use critical thinking to brainstorm creative solutions and evaluate the feasibility of each idea. Afterwards, they select the most promising one for further development.
Understanding critical thinking examples is essential in another aspect, too. In fact, critical thinking allows companies to prepare for what’s coming, reducing unexpected problems.
Financial forecasting . For example, finance professionals critically assess financial data, economic indicators, and market trends to make accurate forecasts. This data helps to make financial decisions, such as budget planning or investment strategies.
Without effective risk management , you’ll constantly face issues when it’s too late to tackle them. But when your team has smart thinkers who can spot problems and figure out how they might affect you, you’ll have no need to worry.
Compliance review . Compliance officers review company policies and practices to ensure they align with relevant laws and regulations. They want to make sure everything we do follows the law. If they find anything that could get us into trouble, they’ll suggest changes to keep us on the right side of the law.
Who else wants to minimize damage and protect their business? During a crisis, leaders need to think critically to assess the situation, make rapid decisions, and allocate resources effectively.
Security breach in a big IT company . Suppose you’ve just discovered a major security breach. This is a crisis because sensitive customer data might be at risk, and it could damage your company’s reputation.
To manage this crisis, you need to think critically. First, you must assess the situation. You investigate how the breach happened, what data might be compromised, and how it could affect your customers and your business. Next, you have to make decisions. You might decide to shut down the affected systems to prevent further damage. By taking quick, well-planned actions, you can minimize the damage and protect your business.
According to Payscale’s survey, 60% of managers believe that critical thinking is the top soft skill that new graduates lack. Why should you care? Well, among these graduates, there’s a good chance that one could eventually become a part of your team down the road.
So, how do you create a workplace where critical thinking is encouraged and cultivated? Let’s find out.
First things first, make sure your employees know why critical thinking is important. If they don’t know how critical it is, it’s time to tell them. Explain why it’s essential for their growth and the company’s success.
Do your employees ask questions freely? Encourage them to! A workplace where questions are welcomed is a breeding ground for critical thinking. And remember, don’t shut down questions with a “That’s not important.” Every question counts.
Encourage your team to keep growing. Learning new stuff helps them become better thinkers. So, don’t let them settle for “I already know enough.” Provide your team with inspiring examples of critical thinking in the workplace. Let them get inspired and reach new heights.
Rethink your management methods, if you hand your employees everything on a silver platter. Instead, challenge them with tasks that make them think. It might be tough, but don’t worry. A little struggle can be a good thing.
Do you only like ideas that match your own? Well, that’s a no-no. Encourage different ideas, even if they sound strange. Sometimes, the craziest ideas lead to the best solutions.
Mistakes happen. So, instead of pointing fingers, ask your employees what they learned from the mistake. Don’t let them just say, “It’s not my fault.”
Are you a critical thinker yourself? Show your employees how it’s done. Lead by example. Don’t just say, “Do as I say!”
As we’ve seen, examples of critical thinking in the workplace are numerous. Critical thinking shows itself in various scenarios, from evaluating pros and cons to breaking down complex problems and recognizing biases.
The good news is that critical thinking isn’t something you’re born with but a skill you can nurture and strengthen. It’s a journey of growth, and managers are key players in this adventure. They can create a space where critical thinking thrives by encouraging continuous learning.
Remember, teams that cultivate critical thinking will be pioneers of adaptation and innovation. They’ll be well-prepared to meet the challenges of tomorrow’s workplace with confidence and competence.
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Foundation for Critical Thinking Press, 2008)
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Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.
Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.
Some even may view it as a backbone of modern thought.
However, it's a skill, and skills must be trained and encouraged to be used at its full potential.
People turn up to various approaches in improving their critical thinking, like:
Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:
Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?
Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.
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Learn what transferable skills are, why they matter, and how they could help you land your next job.
When you're ready for a change career , it's a good idea to think about your transferable skills. Also called portable skills, transferable skills refer to your knowledge, experiences, and abilities that you take with you from one job to another, even when you're switching roles or industries. The ability to communicate ideas clearly to others, solve unexpected problems, or work well in a team are all examples of transferable skills.
While technical skills allow you to accomplish specific technical tasks, such as coding with Python or creating wireframes for UX design , transferable skills are more holistic and contribute to your overall effectiveness in professional settings. As a result, transferable skills are highly prized by employers, as they show your versatility and ability to adapt to the evolving business landscape.
Keep reading to explore six transferable skills, with examples, how to identify your own, and how to highlight your transferable skills to potential employers as you search for your next career.
Here are six common transferable skills, with examples of how they might show up in different roles. Use this list to help identify your own transferrable skills.
Critical thinking is the ability to evaluate, synthesize, and analyze information in an objective manner in order to produce an original insight or judgement. Good critical thinkers will often prompt themselves and others to think more deeply about an issue. In a business setting, this can look like ensuring that a product, idea, or policy is thoroughly conceptualized before executing it.
Examples of critical thinking include:
A teacher who crafts a curriculum to fit the unique needs of their students
An employee who routinely questions the popular opinion in meetings to ensure that decisions are sound
A data scientist who asks original questions of datasets
A union representative who asks important questions of employers to ensure the safety and wellbeing of factory workers
Problem solving is the ability to find solutions to complex or difficult issues. Skilled problem solvers are likely good at identifying the underlying reasons a problem exists and then executing a plan to resolve it.
Problem solving can come in many forms, including:
A cashier who quickly devises a way to take orders when the point-of-sale (POS) system shuts down
An accountant who creates a more efficient filing system
An intern in a political campaign who constructs a database to improve voter outreach
Adaptability is the ability to quickly adjust to new situations. A person who is adaptable is not only comfortable entering unfamiliar environments and facing new challenges, but also often succeeds in such situations.
Examples of adaptability include:
A worker in a warehouse who is equally comfortable packing products, taking inventory, making deliveries, and negotiating shift schedules
A dispatcher who quickly responds to driver requests and offers alternative routes while switching between multiple applications
A recently hired employee at a company who quickly gets up to speed on an important project
Teamwork is the ability to work well with others and put the good of the project ahead of personal interest. A person who is good at teamwork is capable of supporting teammates, motivating others, and both giving and receiving constructive feedback.
Some examples of teamwork include:
A waiter who works under pressure with a team of bussers, cooks, and dishwashers, while tactfully maneuvering a range of personalities and interfacing with customers
A builder who must work with many others to ensure the timely completion of a home
A stagehand who must work with a team to ensure that a stage is quickly set during an opera performance
A copywriter who must simultaneously produce original material for a client and also adjust to client feedback
Attention to detail is the ability to assure the quality of the finer aspects of a project. An individual who exhibits a refined attention to detail is able to focus on the minute—though crucial—aspects of a project or product that many others may overlook.
Some examples of attention to detail at work include:
A worker in a ceramics factory who assures the quality of each tile by checking them for imperfections in glaze, size, shape, and material
A bookkeeper who makes a habit of going through a company’s accounts line-by-line to ensure that all financial records are in order
An editor who reads through written content to correct any errors in spelling, grammar, or phrasing
A programmer who reads through lines of codes to fix any mistakes
A garment worker who checks that the stitching on newly manufactured coats are correct
Management is the ability to effectively handle other people and processes, such as time or plans. An effective manager of other people might be adept at supervising, directing, and scheduling. At the same time, they are likely skilled at understanding how each team member fits into the larger picture of the organization or project they are undertaking.
Here a few examples of management from the real world:
A stage manager for a theatrical production who must ensure everything runs smoothly during a live performance
A parent who must plan, schedule, and juggle numerous responsibilities for a family
A shift leader who must ensure their team understands what they are doing and stays on task
A club president who regularly runs club meetings, facilitates discussions, and plans activities
A grocery store owner who must schedule employees and regularly order produce from suppliers
Whether you are looking for a job opportunity or are considering a career change, you are likely wondering what transferable skills you already possess. In this section you will find a list of transferable skills alongside an exercise to help you identify some of yours.
The first step to identifying your transferable skills is to understand what some of the most common transferable skills actually are. The list below offers a wide variety of transferable skills:
Attention to detail | Data analysis | Ability to think quickly | Supervising | Critical thinking |
Punctuality | Budgeting | Communication | Teaching | Leadership |
Collaboration | Classifying | Facilitating group discussions | Dependability | Problem solving |
Cooperation | Evaluating | Providing feedback | Flexibility | Teamwork |
Instructing others | Record keeping | Counseling | Diligence | Adaptability |
Decision making | Researching | Empathy | Quick learner | Defining needs |
Management | Synthesizing | Developing rapport | Patience | Imagining alternatives |
Public speaking | Coordinating | Interviewing | Persistence | Conflict resolution |
Organization | Delegating | Listening | Responsible | Salesmanship |
Negotiation | Planning | Mentoring | Results-oriented | Enlisting help |
Now that you have an understanding of some of the most common transferable skills, it’s time to identify some of your own:
1. Identify 10 skills from the above list that you most exhibit.
2. Write down all the ways you have used each skill in both your professional and personal life. Try to be as comprehensive as possible, making sure to include all the ways you embody the skill. (If you need some examples look at the section above).
3. Pare down your list to the five skills that have been most impactful for you in your professional or personal life.
4. Jot down key achievements for each skill on your short list.
5. Rank your five skills from most impactful to least impactful . The purpose here is not to judge your skills but instead to have a clear sense of what skills have served you well so far.
Congratulations! You now have a list of your most impactful transferable skills. When you apply for jobs, look for opportunities where you can convey your transferable skills either on your resume or during your job interview.
Tip: One way to identify valuable transferable skills in your desired area of employment is to read through job postings and identify the skills they highlight. Once you have made a list of the desired skills, use the above exercise to identify the ways you have used those skills in your personal and professional life.
For more inspiration, consider asking a friend, family member, or coworker what they think your best skills are. Sometimes, the people closest to us can see our strengths better than we can.
Read more: What are Job Skills and Why Do They Matter?
Transferable skills are what many often refer to as the “ soft skills ,” a term that intentionally contrasts with “hard” technical skills . As a result, many get the mistaken impression that transferable skills are less important than technical skills. This belief couldn’t be further from the truth. In fact, employees with strong transferable skills have been found to greatly increase workplace productivity and overall profits.
A 2017 study found that garment workers trained in skills like communication, time management, problem solving, financial and legal literacy, and decision making were considerably more productive than workers who received no training. Ultimately, researchers found that the garment factory reaped a 250 percent return on investment as a result of workplace skills training [ 1 ].
In the near future, transferable skills will become even more important to employers as automation replaces previous jobs with adept machines. For example, a 2018 report by McKinsey & Company found that the need for transferable skills will increase markedly in the next decade, while the need for repetitive and manual tasks will decrease [ 2 ].
Skill | Change in total hours worked (2030 vs. 2016) |
---|---|
Physical and manual skills | -14 percent |
Basic cognitive skills | -15 percent |
Higher cognitive skills | +8 percent |
Social and emotional skills | +24 percent |
Technological skills | +55 percent |
Although transferable skills have proven to be effective in the workplace and needed for the future, McKinsey & Company noted that human resource professionals found it difficult to identify potential employees with in-demand transferable skills. The top three “missing skills” according to HR professionals are as follows:
Problem solving, critical thinking, innovation, and creativity
Ability to deal with complexity and ambiguity
Communication
The message is clear: neither employees nor employers should underestimate the value of transferable skills. Transferable skills can increase workplace productivity, are becoming increasingly valuable in the job market, and offer an opportunity for job seekers to stand out from the applicant pool.
Now that you have a thorough understanding of what transferable skills are, why they are valuable to employers, and how you already use them in your life, it is time to highlight them on your resume. Whether it is your first resume or simply your most recent, you might benefit from taking a course on resume and cover letter writing.
If you’d like to expand your technical skills, consider a Professional Certificate to help you get job ready for a high-demand field like data analysis, project management, UX design, social media marketing, or IT support.
Whatever you do next, though, just remember that you likely already have a wide range of skills that will be as valuable in your next workplace as they are in your daily life today.
MIT Sloan. " Soft Skills Training Brings Substantial Return on Investment , https://mitsloan.mit.edu/ideas-made-to-matter/soft-skills-training-brings-substantial-returns-investment." Accessed January 23, 2024.
McKinsey & Company. " Skill shift: Automation and the future of the workforce , https://www.mckinsey.com/featured-insights/future-of-work/skill-shift-automation-and-the-future-of-the-workforce." Accessed January 23, 2024.
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Published: February 13, 2023
Interview Questions and Answers
Actionable advice from real experts:
Biron Clark
Former Recruiter
Contributor
Dr. Kyle Elliott
Career Coach
Hayley Jukes
Editor-in-Chief
Biron Clark , Former Recruiter
Kyle Elliott , Career Coach
Hayley Jukes , Editor
As a recruiter , I know employers like to hire people who can solve problems and work well under pressure.
A job rarely goes 100% according to plan, so hiring managers are more likely to hire you if you seem like you can handle unexpected challenges while staying calm and logical.
But how do they measure this?
Hiring managers will ask you interview questions about your problem-solving skills, and they might also look for examples of problem-solving on your resume and cover letter.
In this article, I’m going to share a list of problem-solving examples and sample interview answers to questions like, “Give an example of a time you used logic to solve a problem?” and “Describe a time when you had to solve a problem without managerial input. How did you handle it, and what was the result?”
Problem-solving is the ability to identify a problem, prioritize based on gravity and urgency, analyze the root cause, gather relevant information, develop and evaluate viable solutions, decide on the most effective and logical solution, and plan and execute implementation.
Problem-solving encompasses other skills that can be showcased in an interview response and your resume. Problem-solving skills examples include:
Problem-solving is essential in the workplace because it directly impacts productivity and efficiency. Whenever you encounter a problem, tackling it head-on prevents minor issues from escalating into bigger ones that could disrupt the entire workflow.
Beyond maintaining smooth operations, your ability to solve problems fosters innovation. It encourages you to think creatively, finding better ways to achieve goals, which keeps the business competitive and pushes the boundaries of what you can achieve.
Effective problem-solving also contributes to a healthier work environment; it reduces stress by providing clear strategies for overcoming obstacles and builds confidence within teams.
When you answer interview questions about problem-solving scenarios, or if you decide to demonstrate your problem-solving skills in a cover letter (which is a good idea any time the job description mentions problem-solving as a necessary skill), I recommend using the STAR method.
STAR stands for:
It’s a simple way of walking the listener or reader through the story in a way that will make sense to them.
Start by briefly describing the general situation and the task at hand. After this, describe the course of action you chose and why. Ideally, show that you evaluated all the information you could given the time you had, and made a decision based on logic and fact. Finally, describe the positive result you achieved.
Note: Our sample answers below are structured following the STAR formula. Be sure to check them out!
EXPERT ADVICE
Dr. Kyle Elliott , MPA, CHES Tech & Interview Career Coach caffeinatedkyle.com
Before answering any interview question, it’s important to understand why the interviewer is asking the question in the first place.
When it comes to questions about your complex problem-solving experiences, for example, the interviewer likely wants to know about your leadership acumen, collaboration abilities, and communication skills, not the problem itself.
Therefore, your answer should be focused on highlighting how you excelled in each of these areas, not diving into the weeds of the problem itself, which is a common mistake less-experienced interviewees often make.
As a recruiter, one of the top tips I can give you when responding to the prompt “Tell us about a problem you solved,” is to tailor your answer to the specific skills and qualifications outlined in the job description.
Once you’ve pinpointed the skills and key competencies the employer is seeking, craft your response to highlight experiences where you successfully utilized or developed those particular abilities.
For instance, if the job requires strong leadership skills, focus on a problem-solving scenario where you took charge and effectively guided a team toward resolution.
By aligning your answer with the desired skills outlined in the job description, you demonstrate your suitability for the role and show the employer that you understand their needs.
Amanda Augustine expands on this by saying:
“Showcase the specific skills you used to solve the problem. Did it require critical thinking, analytical abilities, or strong collaboration? Highlight the relevant skills the employer is seeking.”
Now, let’s look at some sample interview answers to, “Give me an example of a time you used logic to solve a problem,” or “Tell me about a time you solved a problem,” since you’re likely to hear different versions of this interview question in all sorts of industries.
The example interview responses are structured using the STAR method and are categorized into the top 5 key problem-solving skills recruiters look for in a candidate.
Situation: In my previous role as a data analyst , our team encountered a significant drop in website traffic.
Task: I was tasked with identifying the root cause of the decrease.
Action: I conducted a thorough analysis of website metrics, including traffic sources, user demographics, and page performance. Through my analysis, I discovered a technical issue with our website’s loading speed, causing users to bounce.
Result: By optimizing server response time, compressing images, and minimizing redirects, we saw a 20% increase in traffic within two weeks.
Situation: During a project deadline crunch, our team encountered a major technical issue that threatened to derail our progress.
Task: My task was to assess the situation and devise a solution quickly.
Action: I immediately convened a meeting with the team to brainstorm potential solutions. Instead of panicking, I encouraged everyone to think outside the box and consider unconventional approaches. We analyzed the problem from different angles and weighed the pros and cons of each solution.
Result: By devising a workaround solution, we were able to meet the project deadline, avoiding potential delays that could have cost the company $100,000 in penalties for missing contractual obligations.
Situation: As a project manager , I was faced with a dilemma when two key team members had conflicting opinions on the project direction.
Task: My task was to make a decisive choice that would align with the project goals and maintain team cohesion.
Action: I scheduled a meeting with both team members to understand their perspectives in detail. I listened actively, asked probing questions, and encouraged open dialogue. After carefully weighing the pros and cons of each approach, I made a decision that incorporated elements from both viewpoints.
Result: The decision I made not only resolved the immediate conflict but also led to a stronger sense of collaboration within the team. By valuing input from all team members and making a well-informed decision, we were able to achieve our project objectives efficiently.
Situation: During a cross-functional project, miscommunication between departments was causing delays and misunderstandings.
Task: My task was to improve communication channels and foster better teamwork among team members.
Action: I initiated regular cross-departmental meetings to ensure that everyone was on the same page regarding project goals and timelines. I also implemented a centralized communication platform where team members could share updates, ask questions, and collaborate more effectively.
Result: Streamlining workflows and improving communication channels led to a 30% reduction in project completion time, saving the company $25,000 in operational costs.
Situation: During a challenging sales quarter, I encountered numerous rejections and setbacks while trying to close a major client deal.
Task: My task was to persistently pursue the client and overcome obstacles to secure the deal.
Action: I maintained regular communication with the client, addressing their concerns and demonstrating the value proposition of our product. Despite facing multiple rejections, I remained persistent and resilient, adjusting my approach based on feedback and market dynamics.
Result: After months of perseverance, I successfully closed the deal with the client. By closing the major client deal, I exceeded quarterly sales targets by 25%, resulting in a revenue increase of $250,000 for the company.
Throughout your career, being able to showcase and effectively communicate your problem-solving skills gives you more leverage in achieving better jobs and earning more money .
So to improve your problem-solving skills, I recommend always analyzing a problem and situation before acting.
When discussing problem-solving with employers, you never want to sound like you rush or make impulsive decisions. They want to see fact-based or data-based decisions when you solve problems.
Don’t just say you’re good at solving problems. Show it with specifics. How much did you boost efficiency? Did you save the company money? Adding numbers can really make your achievements stand out.
To get better at solving problems, analyze the outcomes of past solutions you came up with. You can recognize what works and what doesn’t.
Think about how you can improve researching and analyzing a situation, how you can get better at communicating, and deciding on the right people in the organization to talk to and “pull in” to help you if needed, etc.
Finally, practice staying calm even in stressful situations. Take a few minutes to walk outside if needed. Step away from your phone and computer to clear your head. A work problem is rarely so urgent that you cannot take five minutes to think (with the possible exception of safety problems), and you’ll get better outcomes if you solve problems by acting logically instead of rushing to react in a panic.
You can use all of the ideas above to describe your problem-solving skills when asked interview questions about the topic. If you say that you do the things above, employers will be impressed when they assess your problem-solving ability.
About the Author
Biron Clark is a former executive recruiter who has worked individually with hundreds of job seekers, reviewed thousands of resumes and LinkedIn profiles, and recruited for top venture-backed startups and Fortune 500 companies. He has been advising job seekers since 2012 to think differently in their job search and land high-paying, competitive positions. Follow on Twitter and LinkedIn .
Read more articles by Biron Clark
About the Contributor
Kyle Elliott , career coach and mental health advocate, transforms his side hustle into a notable practice, aiding Silicon Valley professionals in maximizing potential. Follow Kyle on LinkedIn .
About the Editor
Hayley Jukes is the Editor-in-Chief at CareerSidekick with five years of experience creating engaging articles, books, and transcripts for diverse platforms and audiences.
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Logical thinking skills like critical-thinking, research, and creative thinking are valuable assets in the workplace. These skills are sought after by many employers, who want employees that take into account facts and data before deciding on an important course of action. This is because such solutions will ensure the organization’s processes can continue to operate efficiently.
So, if you’re a job seeker or employee looking to explore and brush up on your logical thinking skills, you’re in luck. This article will cover examples of logical thinking skills in the workplace, as well as what you can do to showcase those skills on your resume and in interviews.
Key Takeaways:
Logical thinking is problem solving based on reasoning that follows a strictly structured progression of analysis.
Critical thinking, research, creativity, mathematics, reading, active listening, and organization are all important logical thinking skills in the workplace.
Logical thinking provides objectivity for decision making that multiple people can accept.
Deduction follows valid premises to reach a logical conclusion.
It can be very helpful to demonstrate logical thinking skills at a job interview.
10 examples of logical thinking skills, examples of logical thinking in the workplace, what is deductive reasoning, logical thinking in a job interview, logical thinking skills faq, final thoughts.
Logical thinking is the ability to reason out an issue after observing and analyzing it from all angles . You can then form a conclusion that makes the most sense. It also includes the ability to take note of reactions and feedback to aid in the formation of the conclusion.
Logical thinking skills enable you to present your justification for the actions you take, the strategies you use, and the decisions you make. You can easily stand in front of your clients, peers, and supervisors and defend your product, service, and course of action if the necessity arises.
Logical thinking is an excellent way of solving complex problems. You can break the problem into smaller parts; solve them individually in a sequence, then present the complete solution. However, it is not infallible.
So, when a problem in the workplace feels overwhelming, you may want to think about it logically first.
Logical thinking skills are a skill set that enables you to reason logically when solving problems. They enable you to provide well-reasoned answers to any issues that arise. They also empower you to make decisions that most people will consider rational.
Critical-thinking skills. If you are a critical thinker, then you can analyze and evaluate a problem before making judgments. You need to improve your critical thinking process to become a logical thinker.
Your critical thinking skills will improve your ability to solve problems. You will be the go-to employee concerning crises. People can rely on you to be reasonable whenever an issue arises instead of letting biases rule you.
Research skills. If you are a good researcher , then you can search and locate data that can be useful when presenting information on your preferred subject.
The more relevant information you have about a particular subject, the more accurate your conclusions are likely to be. The sources you use must be reputable and relevant.
For this reason, your ability to ferret out information will affect how well you can reason logically.
Creative thinking skills. If you are a creative thinker , then you can find innovative solutions to problems.
You are the kind of person that can think outside the box when brainstorming ideas and potential solutions. Your thinking is not rigid. Instead, you tend to look at issues in ways other people have not thought of before.
While logical thinking is based on data and facts, that doesn’t mean it is rigid. You can creatively find ways of sourcing that data or experimenting so that you can form logical conclusions. Your strategic thinking skills will also help enable you to analyze reactions or collect feedback .
Mathematical skills. If you are skilled in mathematics , then you can work well with numbers and represent mathematical ideas using visual symbols. Your brain must be able to compute information.
Business is a numbers game. That means you must have some knowledge of mathematics. You must be able to perform basic mathematical tasks involving addition, subtractions, divisions, multiplications, etc.
So, to become a logical thinker, you must be comfortable working with numbers. You will encounter them in many business-related complex problems. And your ability to understand them will determine whether you can reach an accurate logical conclusion that helps your organization.
Reading skills. If you are a good reader , then you can make sense of the letters and symbols that you see. Your ability to read will determine your competency concerning your logical thinking and reasoning skills.
And that skill set will come in handy when you are presented with different sets of work-related statements from which you are meant to conclude. Such statements may be part of your company policy, technical manual, etc.
Active listening skills. Active listening is an important communication skill to have. If you are an active listener, then you can hear, understand what is being said, remember it, and respond to it if necessary.
Not all instructions are written. You may need to listen to someone to get the information you need to solve problems before you write it down. In that case, your active listening skills will determine how well you can remember the information so that you can use it to reason things out logically.
Information ordering skills. If you have information ordering skills, then you can arrange things based on a specified order following the set rules or conditions. These things may include mathematical operations, words, pictures, etc.
Different organizations have different business processes. The workflow in one organization will be not similar to that of another organization even if both belong to the same industry.
Your ability to order information will depend on an organization’s culture . And it will have a major impact on how you can think and reason concerning solutions to your company problems.
If you follow the wrong order, then no matter how good your problem-solving techniques are your conclusions may be wrong for your organization.
Persuasion skills. Logical thinking can be useful when persuading others, especially in the workplace.
For example, lets say one of your co-workers wants to take a project in an impulsive direction, which will increase the budget. However, after you do your research, you realize a budget increase would be impossible.
You can then use your logical thinking skills to explain the situation to your co-worker , including details facts and numbers, which will help dissuade them from making an uninformed decision.
Decision making skills. Decision making skills go hand and hand with logical thinking, as being able to think logically about solutions and research topics will make it far easier to make informed decisions.
After all, no one likes making a decision that feels like a shot in the dark, so knowing crucial information about the options aviable to you, and thinking about them logically, can improve your confidence around decision making.
Confidence skills. Confidence that stems from an emotional and irrational place will always be fragile, but when you have more knowledge available to you through logical thinking, you can be more confident in your confidence skills.
For instance, if an employee asked you to answer an important question, you will have a lot more confidence in your answer if you can think logically about it, as opposed to having an air of uncertainty.
To improve your logic skills, it would be wise to practice how to solve problems based on facts and data. Below are examples of logical thinking in the workplace that will help you understand this kind of reasoning so that you can improve your thinking:
The human resource department in your organization has determined that leadership skills are important for anyone looking to go into a senior management position. So, it decides that it needs proof of leadership before hiring anyone internally. To find the right person for the senior management position , every candidate must undertake a project that involves a team of five. Whoever leads the winning team will get the senior managerial position.
This example shows a logical conclusion that is reached by your organization’s human resource department. In this case, your HR department has utilized logical thinking to determine the best internal candidate for the senior manager position.
It could be summarized as follows:
Statement 1: People with excellent leadership skills that produce winning teams make great senior managers. Statement 2: Candidate A is an excellent leader that has produced a winning team. Conclusion: Candidate A will make an excellent senior manager .
A marketing company researches working women on behalf of one of their clients – a robotics company. They find out that these women feel overwhelmed with responsibilities at home and in the workplace. As a result, they do not have enough time to clean, take care of their children, and stay productive in the workplace. A robotics company uses this research to create a robot cleaner that can be operated remotely . Then they advertise this cleaner specifically to working women with the tag line, “Working women can do it all with a little bit of help.” As a result of this marketing campaign, their revenues double within a year.
This example shows a logical conclusion reached by a robotics company after receiving the results of marketing research on working women. In this case, logical thinking has enabled the company to come up with a new marketing strategy for their cleaning product.
Statement 1: Working women struggle to keep their homes clean. Statement 2: Robot cleaners can take over cleaning duties for women who struggle to keep their homes clean. Conclusion: Robot cleaner can help working women keep their homes clean.
CalcX. Inc. has created a customer survey concerning its new finance software. The goal of the survey is to determine what customers like best about the software. After reading through over 100 customer reviews and ratings, it emerges that 60% of customers love the new user interface because it’s easy to navigate. CalcX. Inc. then decides to improve its marketing strategy. It decides to train every salesperson to talk about the easy navigation feature and how superior it is to the competition. So, every time a client objects to the price, the sales rep could admit that it is expensive, but the excellent user interface makes up for the price. At the end of the year, it emerges that this strategy has improved sales revenues by 10%.
The above example shows how logical thinking has helped CalcX. Sell more software and improve its bottom line.
Statement 1: If the majority of customers like a particular software feature, then sales reps should use it to overcome objections and increase revenues. Statement 2: 60% of the surveyed customers like the user interface of the new software, and; they think it makes navigation easier. Conclusion: The sales reps should market the new software’s user interface and the fact that it is easy to navigate to improve the company’s bottom line.
A political candidate hires a focus group to discuss hot-button issues they feel strongly about. It emerges that the group is torn on sexual reproductive health issues, but most support the issue of internal security . However, nearly everyone is opposed to the lower wages being paid due to the current economic crisis. Based on the results of this research, the candidate decides to focus on improving the economy and security mechanisms in the country. He also decides to let go of the sexual productive health issues because it would potentially cause him to lose some support.
In this case, the political candidate has made logical conclusions on what topics he should use to campaign for his seat with minimal controversies so that he doesn’t lose many votes.
This situation could be summarized as follows:
Statement 1: Most people find sexual reproductive health issues controversial and cannot agree. Statement 2: Most people feel that the internal security of the country is in jeopardy and something should be done about it. Statement 3: Most people want higher wages and an improved economy. Statement 4: Political candidates who want to win must avoid controversy and speak up on things that matter to people. Conclusion: To win, political candidates must focus on higher wages, an improved economy, and the internal security of the country while avoiding sexual reproductive health matters.
Deductive reasoning is an aspect of logical reasoning. It is a top-down reasoning approach that enables you to form a specific logical conclusion based on generalities. Therefore, you can use one or more statements, usually referred to as premises, to conclude something.
For example:
Statement 1: All mothers are women Statement 2: Daisy is a mother. Conclusion: Daisy is a woman.
Based on the above examples, all mothers are classified as women, and since Daisy is a mother, then it’s logical to deduce that she is a woman too.
It’s worth noting though, that deductive reasoning does not always produce an accurate conclusion based on reality.
Statement 1: All caregivers in this room are nurses. Statement 2: This dog, Tom, is a caregiver . Conclusion: This dog, Tom, is a nurse .
From the above example, we have deduced that Tom, the dog, is a nurse simply because the first statement stated that all caregivers are nurses. And yet, in reality, we know that dogs cannot be nurses. They do not have the mental capacity to become engaged in the profession.
For this reason, you must bear in mind that an argument can be validly based on the conditions but it can also be unsound if some statements are based on a fallacy.
Since logical thinking is so important in the workplace, most job interviewers will want to see you demonstrate this skill at the job interview. It is very important to keep in mind your logical thinking skills when you talk about yourself at the interview.
There are many ways in which an interviewer may ask you to demonstrate your logical thinking skills. For example:
You may have to solve an example problem. If the interviewer provides you a problem similar to one you might find at your job, make sure to critically analyze the problem to deduce a solution.
You may be asked about a previous problem or conflict you had to solve. This classic question provides you the opportunity to show your skills in action, so make sure to highlight the objectivity and logic of your problem solving.
Show your logic when talking about yourself. When given the opportunity to talk about yourself, highlight how logic comes into play in your decision making. This could be in how you picked the job position, why you choose your career or education, or what it is about yourself that makes you a great candidate.
Why is it important to think logically?
It’s important to think logically because it allows you to analyze a situation and come up with a logical solution. It allows for you to reason through the important decisions and solve problems with a better understanding of what needs to be done. This is necessary for developing a strong career.
Why is logic important?
Logic is important because it helps develop critical thinking skills. Critical thinking skills are important because they help you analyze and evaluate a problem before you make a decision. It also helps you improve your problem-solving skills to allow you to make better decisions.
How do you improve your logical thinking skills?
When improving your logical thinking skills make sure you spend time on a creative hobby and practice questioning. Creative hobbies can help reduce stress levels, and lower stress leads to having an easier time focusing on tasks and making logical thinking. Creative hobbies can include things like drawing, painting, and writing.
Another way to improve your logical thinking is to start asking questions about things. Asking questions allows for you to discover new things and learn about new topics you may not have thought about before.
What are logical thinking skills you need to succeed at work?
There are many logical thinking skills you need to succeed in the workplace. Our top four picks include:
Observation
Active Listening
Problem-solving
Logical thinking skills are valuable skills to have. You need to develop them so that you can become an asset to any organization that hires you. Be sure to include them in your resume and cover letter .
And if you make it to the interview, also ensure that you highlight these skills. You can do all this by highlighting the career accomplishments that required you to use logical thinking in the workplace.
It’s Your Yale – Consider Critical Thinking Skills to Articulate Your Work Quality
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Roger Raber has been a content writer at Zippia for over a year and has authored several hundred articles. Having retired after 28 years of teaching writing and research at both the high school and college levels, Roger enjoys providing career details that help inform people who are curious about a new job or career. Roger holds a BA in English from Cleveland State University and a MA from Marygrove college.
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What are soft skills examples, why are soft skills important, what soft skills do employers look for, how to improve your soft skills, including soft skills on a resume, what careers are right for you, based on your soft skills quiz, what are soft skills definition and examples.
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Soft skills are non-technical skills that describe how you work and interact with others. Unlike hard skills , they’re not necessarily something you’ll learn in a course, like data analytics or programming skills . Instead, they’re something you often build through experience. Soft skills reflect your communication style, work ethic , and work style.
Build the confidence and practical skills that employers are looking for with Forage’s free job simulations.
Soft skills are interpersonal skills that describe how you work and interact with other people. These skills apply to all kinds of jobs and careers. For example, a professor and an investment manager can both be great communicators and have exceptional leadership skills, although how those skills translate into their professions can look quite different. No matter what field you’re interested in, these skills won’t just come in handy — they’ll be integral to your success at a company.
These skills generally fall into a few different categories:
Communication skills describe how you interact with the people you work with — from your boss to your friendly colleague to an important client. These skills are vital in getting your ideas across in a meeting, sharing status updates on a project, or effectively negotiating with a coworker about how to move forward. Some soft communication skills include:
Practice effective communication skills to collaborate with team members and a client.
Avg. Time: 1-2 hours
Skills you’ll build: Communication, project management, prioritization, cross-functional collaboration
Leadership skills are essential in all types of roles, even if you’re not directly managing someone. Adding these skills to a resume shows your potential employer that you’re confident in taking charge and leading by example. Some soft leadership skills include:
No one works in a silo, even if they’re on a team of one. Teamwork skills are critical in any job to work harmoniously with stakeholders across projects, teams, and departments. These skills aren’t just about getting along, though. It’s also essential to know when to disagree and push back to get the best result. Some soft teamwork skills include:
Companies hire people to help them solve problems and find the best solutions. No matter what role you’re taking on, you’ll need to think creatively, analytically, and logically to understand why problems are happening and how to solve the issue.
Whether it’s understanding why there’s not enough traffic to a website or how to raise students’ test scores, problems in the workplace are everywhere, and companies want new hires to bring fresh and innovative ways to solve them. Problem-solving skills include:
These skills help people identify the root cause of an issue. Critical thinkers analyze, research, identify, and think outside the box to make sense of information. At work, critical thinking helps people solve problems and challenge preconceived notions to help create the best path forward. Some soft critical thinking skills include:
Time management skills ensure employees perform their jobs efficiently and productively. While time management is essential to any role, these skills are critical in hybrid and remote work environments. Employers want to know they can trust employees to get things done even if they’re not physically in an office with them. Some time management skills include:
“We all have soft skills because they are part of who we are,” Sabrina Cortes, resume writer, says. “Top soft skills are teamwork, attention to detail , time management, organization, verbal and written communication, leadership, emotional intelligence, adaptability/flexibility, problem-solving/conflict resolution, and interpersonal skills. … Unfortunately, all too often, these personality traits are overlooked [by applicants]. But they play a role in each job out there.”
Of course, some skills are more applicable to specific jobs than others. Here are some examples of how soft skills can be applied to specific industries:
Customer service | , to speak with clients clearly and concisely |
, to catch errors in code | |
, to help solve a customer’s problem by thinking outside the box | |
, to reach mutually beneficial agreements with teammates and clients | |
, to parse through data and draw conclusions | |
Teaching | , to present to a classroom of students confidently |
to better understand your target audience | |
Sales | to convince potential buyers to invest in what you’re selling |
to brainstorm new product ideas and ensure the product is built efficiently | |
Law | to manage a variety of responsibilities under tight timelines and pressure |
Soft skills are important because they make you a successful employee and a helpful team member — and they’re a crucial part of helping you land a job.
“Employers want to see how well [potential employees] work with people and can think beyond their learning,” Joanne Rosen, Chief Operations Officer at Write Choice Resumes, explains.
Employers look for soft skills because these skills are helpful indicators of how successful a new hire will be. According to a Leadership IQ study, 89% of new hire failures were a result of poor soft skills, not a lack of technical failures. New hires were more likely to fail because they lacked soft skills like coachability, emotional intelligence, and motivation. Only 11% of new hire failures were a result of technical incompetence.
This trend especially rings true for entry-level hires. Because entry-level applicants don’t have advanced technical skills yet, having good soft skills can set you apart from the competition.
>>MORE: Learn what careers are right for you based on your skillset with our career aptitude test .
Not all soft skills are created equal in employers’ eyes. According to a 2023 survey conducted by the National Association of Colleges and Employers (NACE), the top skills employers look for are problem-solving skills and the ability to work in a team.
“In my experience, it’s valuable [for students] to convey these three key soft skills: time management, communications, and customer service,” 5X Certified Resume Writer Virginia Franco says. “They are most relevant to entry-level success across diverse industries and job functions.”
Now you know — soft skills are a major way to stand out in the job search when you’re just starting out. But how do you start to improve yours?
If you’re like me, group projects are the bane of your academic career. Yet they’re a valuable way to build soft skills and experience that you can talk about in interviews. Proactively seek out group settings when working on projects, whether you’re in the classroom or for an extracurricular. Even if the project takes a little longer than it would have on your own, you’ll practice skills like problem-solving, collaboration, communication, and feedback. If you’re lucky, you’ll even build conflict resolution skills !
Soft skills aren’t just what you bring to the working world, but how you respond to it. Start with how you communicate with others. It’s not just about what you’re saying to another person, but how you listen and process what they’re saying back to you.
Instead of just hearing the words someone is saying, make a conscious effort to truly understand their perspective, emotions, and underlying needs. Give them your full attention, maintain eye contact, and provide verbal and non-verbal cues to show that you are engaged in the conversation. By actively listening , you can develop a deeper understanding of others, build trust, and respond in a more thoughtful and empathetic manner.
Finally, the best way to work on your soft skills is to reflect on your progress. Soft skills can be a lot harder to measure than hard skills because they’re often unquantifiable. Instead, you can track your progress by thinking of examples of when you have (or haven’t!) used your soft skills when working on a school project, or in an internship , volunteer opportunity, part-time job, extracurricular, or any other experience you might talk about in an interview. Where are your gaps? Could you have been a more effective communicator? Were you a great negotiator? What can you do differently next time?
Because employers are looking for soft skills in the entry-level hiring process, it’s crucial for you not only to include them, but to know the right ones to include.
One of the best ways to know what skills to include on your resume is to look at the job description. Just as you’d include hard skills based on a job description’s requirements, reading what a company is looking for can help determine what soft skills to include.
>>Forage find: Unlike hard skills, the exact soft skills an employer is looking for might not be as spelled out. Look for clues on what kinds of workers they’re looking for — Team players? Independent? Self-motivated? — to understand what skills to include.
Is the company looking for someone who can handle communicating big ideas with customers and clients? Demonstrate those communication skills. Does it want someone strategic who can tackle big issues? Show that you’re an excellent problem-solver.
Resume experts agree that you don’t necessarily need a dedicated skills section to flaunt your soft skills on a resume.
“Soft skills need to be demonstrated, not listed,” Rosen says. “Example: Rescued at-risk account by communicating with the client about needs and creating innovative customer-facing solutions.”
By using the phrases “communicating” and” “creating innovative, customer-facing solutions,” the candidate shows off their communication skills and problem-solving skills.
>>MORE: How to Write a Resume
You can also use a professional summary to flex these skills.
“I like to mix soft skills with hard skills,” Wendi Weiner , attorney and resume expert, says. “You can include a sentence in your professional summary that speaks to some of your soft skills. Example: ‘Record of leading projects from concept to completion through strong problem solving, team building, and solid time management.’ The hard skill in this sentence is project management, and it’s leveraged by the soft skills of problem-solving, team building, and time management.”
If you do include a skills section on your resume, you can use the same section to list both hard and soft skills . It’s a great way to save on space while sharing a well-rounded picture of your abilities.
Learn how to craft a resume that stands out to hiring managers.
Avg. Time: 5-6 hours
Skills you’ll build: Professional branding, showcasing outcomes of your contributions, illustrating team impact
What careers are right for you based on your skills? Take this quiz to find out. It’s completely free — you’ll just need to sign up to get your results!
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Misinformation is false or inaccurate information—getting the facts wrong. Disinformation is false information which is deliberately intended to mislead—intentionally misstating the facts.
The spread of misinformation and disinformation has affected our ability to improve public health, address climate change, maintain a stable democracy, and more. By providing valuable insight into how and why we are likely to believe misinformation and disinformation, psychological science can inform how we protect ourselves against its ill effects.
Combating misinformation and promoting psychological science literacy
Approved by APA Council of Representatives, February 2024
Using psychological science to understand and fight health misinformation
This report describes the best available psychological science on misinformation, particularly as it relates to health.
It offers eight specific recommendations to help scientists, policymakers, and health professionals respond to the ongoing threats posed by misinformation.
Is it safe to get health advice from influencers?
Eight specific ways to combat misinformation
Factors that make people believe misinformation
How and why does misinformation spread?
True or False? The Science of Perception, Misinformation, and Disinformation
Written for preteens and young teens in lively text accompanied by fun facts, this book explores what psychology tells us about development and persistence of false perceptions and beliefs and the difficulty of correcting them, plus ways to debunk misinformation and think critically and factually about the world around us.
What employers can do to counter election misinformation in the workplace
Using psychological science to fight misinformation: A guide for journalists
Psychology is leading the way on fighting misinformation
This election year, fighting misinformation is messier and more important than ever
Stopping the spread of misinformation
The anatomy of a misinformation attack
Tackling Misinformation Ahead of Election Day
APA and the Civic Alliance collaborated to address the impact of mis- and disinformation on our democracy. APA experts discussed the psychology behind how mis- and disinformation occurs, and why we should care.
Building Back Trust in Science: Community-Centered Solutions
APA collaborated with American Public Health Association, National League of Cities, and Research!America to host a virtual national conversation about the psychology and impact of misinformation on public health.
Fighting Misinformation With Psychological Science
Psychological science is playing a key role in the global cooperative effort to combat misinformation and change the course on how we’re tackling critical societal issues.
Explore the latest psychological research on misinformation and disinformation
How long does gamified psychological inoculation protect people against misinformation?
Perceptions of fake news, misinformation, and disinformation amid the COVID-19 pandemic: A qualitative exploration
Quantifying the effects of fake news on behavior: Evidence from a study of COVID-19 misinformation
Countering misinformation and fake news through inoculation and prebunking
Who is susceptible to online health misinformation? A test of four psychosocial hypotheses
It might become true: How prefactual thinking licenses dishonesty
To find a researcher studying misinformation and disinformation, please contact our press office .
Your three most important career skills.
(Original Caption) Princeton, New Jersey: Physicist Albert Einstein (1879-1955), seated in ... [+] book-filled office holding a pipe.
In an age when the world is changing so incredibly fast – and with it, all the elements that comprise it – a regular and increasingly frequent assessment of the skills we need to navigate all this is more than a good idea. It’s mandatory, if we intend to stay competitive, ahead of the game, and relevant.
Trouble is, most of us fall prey to inertia; we get to a certain point in our careers – whether just out of school or into our peak earning years – where we seem to give tacit approval to stagnation, deciding, either consciously or not, that we no longer need to improve, diversify, grow, or advance.
Everyone should be familiar with the two standard skills categorizations: hard skills and soft skills. In the unlikely event there’s someone who isn’t, hard skills are technical and are task oriented, specific, not universally transferable, and usually quantitative; soft skills are people oriented, general, highly transferable, and entirely qualitative.
I propose a third category, which I will get to shortly. But first, so we’re on the same page…
Hard skills:.
Accounting, programming, playing shortstop, landscaping, building maintenance, data analysis, contract and pricing review, actuary.
‘hit man’ mows down ‘godzilla minus one’ as film trends big on netflix, ufc louisville results bonus winners after main event packed with kos, soft skills:.
Communication, ability to work well in a team, leadership, creative thinking and writing, aesthetic design, mediation, adaptability, emotional intelligence.
So far, that part’s easy. However, not only is this new category claiming its own plce – like the continents as they broke from Pangea 200 million years ago – it’s rapidly becoming prepotent.
It’s not that we never needed critical thinking; we always have, but as an independent career coach (27 years and counting) and adjunct professor of leadership and communication on the graduate level (15 years, now retired), I can make two observations. One, critical thinking skills have taken an alarmingly big hit and are not done getting beaten up. I see it and have seen it every day. And the culprit is not the person who lacks them; it’s the general elementary and secondary education systems that aren’t developing them. Two, A.I. has changed everything and is daily widening the gap between critical skills necessary and critical skills available.
Today’s adult can’t tell you the relevance of the Lilliputians and Brobdingnagians, doesn’t know the Pythagorean theorem, has no idea how exchange rates affect trade or which country is America’s largest trading partner (Don’t say China; you’ll be wrong.), hardly picks up a newspaper, gets most of their news on line and can’t discern what’s responsible news and what’s fake, can’t for the life of them understand why in the world anyone would study the liberal arts, and famously (today) gets sucked into political extremism, which is the furthest thing from critical thinking you’ll ever see.
A.I. has changed everything. By accelerating and magnifying absolutely everything we do or will soon do, the case for critical thinking, critical listening, and critical reading becomes more compelling by the day. In fact, I’m currently engaged with a corporate client in a project to review current hiring standards and implement hiring practices that will better identify critical skills and bring them in through their talent acquisition process. No small task.
There is much more to be said about critical thinking, critical listening, and critical reading, which I promise to do. But for now, suffice to say that the first step is to commit the time to do them. The rest will follow.
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There are many resources to help you determine if information sources are factual or not. 7. Socratic Questioning. This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic.
For example, if they are studying a phenomenon that occurs infrequently, they may need to extrapolate from the data they do have in order to form a hypothesis. Here, the scientist is engaged in critical thinking: they use the limited data to come up with a tentative judgment. 3. Moderating a Debate.
Critical thinking is the ability to effectively analyze information and form a judgment. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Evaluate and respond to arguments.
Critical thinking skills examples. There are six main skills you can develop to successfully analyze facts and situations and come up with logical conclusions: 1. Analytical thinking. Being able to properly analyze information is the most important aspect of critical thinking. This implies gathering information and interpreting it, but also ...
The exact definition of critical thinking is still debated among scholars. It has been defined in many different ways including the following: . "purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or ...
Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings. Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful ...
Critical thinking skills are used every day in a myriad of ways and can be applied to situations such as a CEO approaching a group project or a nurse deciding in which order to treat their patients. Examples of common critical thinking skills. Critical thinking skills differ from individual to individual and are utilized in various ways.
Critical thinking is the discipline of rigorously and skillfully using information, experience, observation, and reasoning to guide your decisions, actions, and beliefs. You'll need to actively question every step of your thinking process to do it well. Collecting, analyzing and evaluating information is an important skill in life, and a highly ...
The Critical Thinking Process. You should be aware that none of us think critically all the time. Sometimes we think in almost any way but critically, for example when our self-control is affected by anger, grief or joy or when we are feeling just plain 'bloody minded'.
Critical thinking is important for making judgements about sources of information and forming your own arguments. It emphasises a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions. Critical thinking is important in all disciplines and throughout all stages of the research ...
Critical thinking is the ability to find, understand, and build connections between different ideas. It requires an ability to reason, and also question the information you consume, rather than just passively listen and absorb it. In other words, critical thinking requires a deeper analysis than just surface-level comprehension.
Critical thinking is a kind of thinking in which you question, analyse, interpret , evaluate and make a judgement about what you read, hear, say, or write. The term critical comes from the Greek word kritikos meaning "able to judge or discern". Good critical thinking is about making reliable judgements based on reliable information.
The critical thinking process doesn't necessarily lead to a cut-and-dry solution—instead, the process helps you understand the different variables at play so you can make an informed decision. 6. Present your solution. Communication is a key skill for critical thinkers.
Ask questions and dig deep, rather than accepting information at face value. Keep your own biases and perceptions in check to stay as objective as possible. Rely on your emotional intelligence to fill in the blanks and gain a more well-rounded understanding of a situation. So, critical thinking isn't just being intelligent or analytical.
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 ...
Critical thinking examples Critical thinking is a complex skill that's largely based on several interrelated abilities that complement each other. The ability to naturally and instinctively perform several of these things makes you a critical thinker. Some critical thinking examples are as follows:
The key critical thinking skills are analysis, interpretation, inference, explanation, self-regulation, open-mindedness, and problem-solving. To apply the basic principles of critical thinking, follow these steps: identify the problem, gather data, analyze and evaluate, identify assumptions, establish significance, make a decision, and ...
Critical thinking is the analysis of available facts, evidence, observations, and arguments in order to form a judgement by the application of rational, skeptical, and unbiased analyses and evaluation. The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self-corrective habits of the mind, thus a critical thinker is a person who practices the ...
Critical thinking is beneficial for building relationships, starting or pivoting your career, or even just doing your everyday job. It's also a highly-sought-after skill in job seekers. "You want someone who has good critical thinking skills because they're not going to be an attention sponge," Muse career coach Yolanda Owens said ...
Theorists have noted that such skills are only valuable insofar as a person is inclined to use them. Consequently, they emphasize that certain habits of mind are necessary components of critical thinking. This disposition may include curiosity, open-mindedness, self-awareness, empathy, and persistence. Although there is a generally accepted set of qualities that are associated with critical ...
Examples Of Critical Thinking At The Workplace & In Real Life. Work from home (WFH) has created many problems for people such as long working hours, neck and back pain, and…. Work from home (WFH) has created many problems for people such as long working hours, neck and back pain, and even having multiple cups of coffee every day.
Examples of Critical Thinking in the Workplace. Even if the tasks are repetitive, or even if employees are required to follow strict rules, critical thinking is still important. It helps to deal with unexpected challenges and improve processes. Let's delve into 13 real examples to see how critical thinking works in practice. 1.
Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.
Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process ...
Here are six common transferable skills, with examples of how they might show up in different roles. Use this list to help identify your own transferrable skills. 1. Critical thinking. Critical thinking is the ability to evaluate, synthesize, and analyze information in an objective manner in order to produce an original insight or judgement.
The example interview responses are structured using the STAR method and are categorized into the top 5 key problem-solving skills recruiters look for in a candidate. 1. Analytical Thinking. Situation: In my previous role as a data analyst, our team encountered a significant drop in website traffic.
Critical thinking, research, creativity, mathematics, reading, active listening, and organization are all important logical thinking skills in the workplace. Logical thinking provides objectivity for decision making that multiple people can accept. Deduction follows valid premises to reach a logical conclusion.
These skills help people identify the root cause of an issue. Critical thinkers analyze, research, identify, and think outside the box to make sense of information. At work, critical thinking helps people solve problems and challenge preconceived notions to help create the best path forward. Some soft critical thinking skills include ...
Misinformation is false or inaccurate information—getting the facts wrong. Disinformation is false information which is deliberately intended to mislead—intentionally misstating the facts. The spread of misinformation and disinformation has affected our ability to improve public health, address climate change, maintain a stable democracy ...
Soft skills: Communication, ability to work well in a team, leadership, creative thinking and writing, aesthetic design, mediation, adaptability, emotional intelligence. So far, that part's easy ...