Critical Thinking – Part 2

Hopefully you have had a chance to read Part 1 of this post, in which we discussed common cognitive biases, how to spot and avoid them. This was an important foundation for a larger discussion of critical thinking, which can be defined simply as a way of thinking that involves making logical and well thought out judgments, not simply accepting a conclusion without examining and questioning where the conclusion came from.

For those who like a bit more formal definition, we can offer this statement from the 1987 Annual International Conference on Critical Thinking. “Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.”

Thus, critical thinking is not the mere gathering of information – instead it requires specific ways in which information should be sought and how it should be treated. Nor is it the possession of a given set of processing skills, but requires the ongoing utilization of those skills. And, when the skills are used, the results of that use needs to be accepted even when those results may not be the ones which were sought. The pure goals of critical thinking include teasing out the real truth from falsehood, incomplete information, biased reporting or false data, and then insuring that all information is considered within the full context of the situation, and to address the real factors that are involved in the problems or issues under consideration.

The critical thinker, then, is willing to voice important questions and identify significant problems, and can develop and articulate these with clarity and precision. She is thorough and complete when gathering information, is able to use abstract thinking to interpret information correctly and effectively, and arrives at well thought through conclusions and answers which can be tested and verified. She is willing to consider alternative ways of thinking, staying open-minded and avoiding cognitive biases, and finally communicates clearly and affectively with others.

Here’s a simple story that might illustrate the value of thorough and critical thinking. Mr. Smith called his family physician one night and described stomach pains his wife was experiencing, opining that she might have appendicitis. The doctor suggested that he give his wife a glass of white soda or ginger ale to settle her stomach and see if she didn’t feel better in the morning. Mr. Smith persisted, noting that he had experienced similar pain himself when he had appendicitis, and suggested that the doctor reconsider. The doctor was not accustomed to having his judgment questioned and he repeated his suggestion. Finally, when Smith would not back down he said firmly “Mr. Smith, I KNOW that your wife could not have appendicitis because I took her appendix out nine years ago. I have never heard of anyone having a second appendix!” Smith, after a moment of silence, asked “Have you ever heard of a man having a second wife?”

Critical thinking is most often associated with examining, analyzing and making decisions about scientific theories and research, media information, political statements, or the interpretation of history. It can be just as valuable in assessing personal relationships, financial decisions, community actions and developing interventions in human services. A classic example of the latter is outlined in Eileen Gambrill’s book Critical Thinking in Clinical Practice in which she presents information about a family of four (Mom, Dad, two sons) in the format of a typical social worker assessment. Upon reading of the father’s syphilis (from visiting prostitutes) and alcoholism, the mother’s infidelities and lack of concern for the children, and the boys’ proclivities towards cruelty, truancy and dangerous behavior, one is left to conclude that – as with many disadvantaged families – there is not much hope for successful intervention. The surprise ending is that when the ultimate fate of each of the family is revealed, we find that the younger son became Prime Minister of England in 1940, as indeed the facts noted were accurate descriptions of Winston Churchill’s family.

Here are some of the questions you can ask yourself or others involved in any task in which critical thinking is important:

Why are you choosing this approach? Have you considered alternatives?

What evidence are you using to support your recommendations? Did that evidence come from a credible source? Is it complete?

How can we check this?

What alternatives have been considered? Why were they rejected or abandoned?

Also, look for consistently good habits (again within yourself or others) that demonstrate critical thinking skills may be present. These can include making logical inferences, supporting opinions with sound reasoning, showing evidence of evaluating alternatives, making evidence-based judgments, reflexive thinking, questioning assumptions, showing a methodical path of evaluation, considering ideas that clash with their personal values, being well-informed, and not jumping to conclusions.

In the end, perhaps the best way to identify a critical thinker is to apply this criteria. Are you more interested in BEING right, or in GETTING IT right? If the latter is true, welcome to the critical thinking club!