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Critical Thinking

Developing the right mindset and skills.

By the Mind Tools Content Team

We make hundreds of decisions every day and, whether we realize it or not, we're all critical thinkers.

We use critical thinking each time we weigh up our options, prioritize our responsibilities, or think about the likely effects of our actions. It's a crucial skill that helps us to cut out misinformation and make wise decisions. The trouble is, we're not always very good at it!

In this article, we'll explore the key skills that you need to develop your critical thinking skills, and how to adopt a critical thinking mindset, so that you can make well-informed decisions.

What Is Critical Thinking?

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 valued asset in the workplace. People who score highly in critical thinking assessments are also rated by their managers as having good problem-solving skills, creativity, strong decision-making skills, and good overall performance. [1]

Key Critical Thinking Skills

Critical thinkers possess a set of key characteristics which help them to question information and their own thinking. Focus on the following areas to develop your critical thinking skills:

Being willing and able to explore alternative approaches and experimental ideas is crucial. Can you think through "what if" scenarios, create plausible options, and test out your theories? If not, you'll tend to write off ideas and options too soon, so you may miss the best answer to your situation.

To nurture your curiosity, stay up to date with facts and trends. You'll overlook important information if you allow yourself to become "blinkered," so always be open to new information.

But don't stop there! Look for opposing views or evidence to challenge your information, and seek clarification when things are unclear. This will help you to reassess your beliefs and make a well-informed decision later. Read our article, Opening Closed Minds , for more ways to stay receptive.

Logical Thinking

You must be skilled at reasoning and extending logic to come up with plausible options or outcomes.

It's also important to emphasize logic over emotion. Emotion can be motivating but it can also lead you to take hasty and unwise action, so control your emotions and be cautious in your judgments. Know when a conclusion is "fact" and when it is not. "Could-be-true" conclusions are based on assumptions and must be tested further. Read our article, Logical Fallacies , for help with this.

Use creative problem solving to balance cold logic. By thinking outside of the box you can identify new possible outcomes by using pieces of information that you already have.

Self-Awareness

Many of the decisions we make in life are subtly informed by our values and beliefs. These influences are called cognitive biases and it can be difficult to identify them in ourselves because they're often subconscious.

Practicing self-awareness will allow you to reflect on the beliefs you have and the choices you make. You'll then be better equipped to challenge your own thinking and make improved, unbiased decisions.

One particularly useful tool for critical thinking is the Ladder of Inference . It allows you to test and validate your thinking process, rather than jumping to poorly supported conclusions.

Developing a Critical Thinking Mindset

Combine the above skills with the right mindset so that you can make better decisions and adopt more effective courses of action. You can develop your critical thinking mindset by following this process:

Gather Information

First, collect data, opinions and facts on the issue that you need to solve. Draw on what you already know, and turn to new sources of information to help inform your understanding. Consider what gaps there are in your knowledge and seek to fill them. And look for information that challenges your assumptions and beliefs.

Be sure to verify the authority and authenticity of your sources. Not everything you read is true! Use this checklist to ensure that your information is valid:

• Are your information sources trustworthy ? (For example, well-respected authors, trusted colleagues or peers, recognized industry publications, websites, blogs, etc.)
• Is the information you have gathered up to date ?
• Has the information received any direct criticism ?
• Does the information have any errors or inaccuracies ?
• Is there any evidence to support or corroborate the information you have gathered?
• Is the information you have gathered subjective or biased in any way? (For example, is it based on opinion, rather than fact? Is any of the information you have gathered designed to promote a particular service or organization?)

If any information appears to be irrelevant or invalid, don't include it in your decision making. But don't omit information just because you disagree with it, or your final decision will be flawed and bias.

Now observe the information you have gathered, and interpret it. What are the key findings and main takeaways? What does the evidence point to? Start to build one or two possible arguments based on what you have found.

You'll need to look for the details within the mass of information, so use your powers of observation to identify any patterns or similarities. You can then analyze and extend these trends to make sensible predictions about the future.

To help you to sift through the multiple ideas and theories, it can be useful to group and order items according to their characteristics. From here, you can compare and contrast the different items. And once you've determined how similar or different things are from one another, Paired Comparison Analysis can help you to analyze them.

The final step involves challenging the information and rationalizing its arguments.

Apply the laws of reason (induction, deduction, analogy) to judge an argument and determine its merits. To do this, it's essential that you can determine the significance and validity of an argument to put it in the correct perspective. Take a look at our article, Rational Thinking , for more information about how to do this.

Once you have considered all of the arguments and options rationally, you can finally make an informed decision.

Afterward, take time to reflect on what you have learned and what you found challenging. Step back from the detail of your decision or problem, and look at the bigger picture. Record what you've learned from your observations and experience.

Critical thinking involves rigorously and skilfully using information, experience, observation, and reasoning to guide your decisions, actions and beliefs. It's a useful skill in the workplace and in life.

You'll need to be curious and creative to explore alternative possibilities, but rational to apply logic, and self-aware to identify when your beliefs could affect your decisions or actions.

You can demonstrate a high level of critical thinking by validating your information, analyzing its meaning, and finally evaluating the argument.

Critical Thinking Infographic

See Critical Thinking represented in our infographic: An Elementary Guide to Critical Thinking .

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

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
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes 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 academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

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.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze 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.

Nonacademic examples

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:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

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:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
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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:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

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:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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Critical Thinking and Decision-Making  - What is Critical Thinking?

Critical thinking and decision-making  -, what is critical thinking, critical thinking and decision-making what is critical thinking.

Critical Thinking and Decision-Making: What is Critical Thinking?

Lesson 1: what is critical thinking, what is critical thinking.

Critical thinking is a term that gets thrown around a lot. You've probably heard it used often throughout the years whether it was in school, at work, or in everyday conversation. But when you stop to think about it, what exactly is critical thinking and how do you do it ?

Watch the video below to learn more about critical thinking.

Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions . It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better.

This may sound like a pretty broad definition, and that's because critical thinking is a broad skill that can be applied to so many different situations. You can use it to prepare for a job interview, manage your time better, make decisions about purchasing things, and so much more.

The process

As humans, we are constantly thinking . It's something we can't turn off. But not all of it is critical thinking. No one thinks critically 100% of the time... that would be pretty exhausting! Instead, it's an intentional process , something that we consciously use when we're presented with difficult problems or important decisions.

Improving your critical thinking

In order to become a better critical thinker, it's important to ask questions when you're presented with a problem or decision, before jumping to any conclusions. You can start with simple ones like What do I currently know? and How do I know this? These can help to give you a better idea of what you're working with and, in some cases, simplify more complex issues.  

Real-world applications

Let's take a look at how we can use critical thinking to evaluate online information . Say a friend of yours posts a news article on social media and you're drawn to its headline. If you were to use your everyday automatic thinking, you might accept it as fact and move on. But if you were thinking critically, you would first analyze the available information and ask some questions :

• What's the source of this article?
• Is the headline potentially misleading?
• What are my friend's general beliefs?
• Do their beliefs inform why they might have shared this?

After analyzing all of this information, you can draw a conclusion about whether or not you think the article is trustworthy.

Critical thinking has a wide range of real-world applications . It can help you to make better decisions, become more hireable, and generally better understand the world around you.

/en/problem-solving-and-decision-making/why-is-it-so-hard-to-make-decisions/content/

A Crash Course in Critical Thinking

What you need to know—and read—about one of the essential skills needed today..

Posted April 8, 2024 | Reviewed by Michelle Quirk

• In research for "A More Beautiful Question," I did a deep dive into the current crisis in critical thinking.
• Many people may think of themselves as critical thinkers, but they actually are not.
• Here is a series of questions you can ask yourself to try to ensure that you are thinking critically.

Conspiracy theories. Inability to distinguish facts from falsehoods. Widespread confusion about who and what to believe.

These are some of the hallmarks of the current crisis in critical thinking—which just might be the issue of our times. Because if people aren’t willing or able to think critically as they choose potential leaders, they’re apt to choose bad ones. And if they can’t judge whether the information they’re receiving is sound, they may follow faulty advice while ignoring recommendations that are science-based and solid (and perhaps life-saving).

Moreover, as a society, if we can’t think critically about the many serious challenges we face, it becomes more difficult to agree on what those challenges are—much less solve them.

On a personal level, critical thinking can enable you to make better everyday decisions. It can help you make sense of an increasingly complex and confusing world.

In the new expanded edition of my book A More Beautiful Question ( AMBQ ), I took a deep dive into critical thinking. Here are a few key things I learned.

First off, before you can get better at critical thinking, you should understand what it is. It’s not just about being a skeptic. When thinking critically, we are thoughtfully reasoning, evaluating, and making decisions based on evidence and logic. And—perhaps most important—while doing this, a critical thinker always strives to be open-minded and fair-minded . That’s not easy: It demands that you constantly question your assumptions and biases and that you always remain open to considering opposing views.

In today’s polarized environment, many people think of themselves as critical thinkers simply because they ask skeptical questions—often directed at, say, certain government policies or ideas espoused by those on the “other side” of the political divide. The problem is, they may not be asking these questions with an open mind or a willingness to fairly consider opposing views.

When people do this, they’re engaging in “weak-sense critical thinking”—a term popularized by the late Richard Paul, a co-founder of The Foundation for Critical Thinking . “Weak-sense critical thinking” means applying the tools and practices of critical thinking—questioning, investigating, evaluating—but with the sole purpose of confirming one’s own bias or serving an agenda.

In AMBQ , I lay out a series of questions you can ask yourself to try to ensure that you’re thinking critically. Here are some of the questions to consider:

• Why do I believe what I believe?
• Are my views based on evidence?
• Have I fairly and thoughtfully considered differing viewpoints?
• Am I truly open to changing my mind?

Of course, becoming a better critical thinker is not as simple as just asking yourself a few questions. Critical thinking is a habit of mind that must be developed and strengthened over time. In effect, you must train yourself to think in a manner that is more effortful, aware, grounded, and balanced.

For those interested in giving themselves a crash course in critical thinking—something I did myself, as I was working on my book—I thought it might be helpful to share a list of some of the books that have shaped my own thinking on this subject. As a self-interested author, I naturally would suggest that you start with the new 10th-anniversary edition of A More Beautiful Question , but beyond that, here are the top eight critical-thinking books I’d recommend.

The Demon-Haunted World: Science as a Candle in the Dark , by Carl Sagan

This book simply must top the list, because the late scientist and author Carl Sagan continues to be such a bright shining light in the critical thinking universe. Chapter 12 includes the details on Sagan’s famous “baloney detection kit,” a collection of lessons and tips on how to deal with bogus arguments and logical fallacies.

Clear Thinking: Turning Ordinary Moments Into Extraordinary Results , by Shane Parrish

The creator of the Farnham Street website and host of the “Knowledge Project” podcast explains how to contend with biases and unconscious reactions so you can make better everyday decisions. It contains insights from many of the brilliant thinkers Shane has studied.

Good Thinking: Why Flawed Logic Puts Us All at Risk and How Critical Thinking Can Save the World , by David Robert Grimes

A brilliant, comprehensive 2021 book on critical thinking that, to my mind, hasn’t received nearly enough attention . The scientist Grimes dissects bad thinking, shows why it persists, and offers the tools to defeat it.

Think Again: The Power of Knowing What You Don't Know , by Adam Grant

Intellectual humility—being willing to admit that you might be wrong—is what this book is primarily about. But Adam, the renowned Wharton psychology professor and bestselling author, takes the reader on a mind-opening journey with colorful stories and characters.

Think Like a Detective: A Kid's Guide to Critical Thinking , by David Pakman

The popular YouTuber and podcast host Pakman—normally known for talking politics —has written a terrific primer on critical thinking for children. The illustrated book presents critical thinking as a “superpower” that enables kids to unlock mysteries and dig for truth. (I also recommend Pakman’s second kids’ book called Think Like a Scientist .)

Rationality: What It Is, Why It Seems Scarce, Why It Matters , by Steven Pinker

The Harvard psychology professor Pinker tackles conspiracy theories head-on but also explores concepts involving risk/reward, probability and randomness, and correlation/causation. And if that strikes you as daunting, be assured that Pinker makes it lively and accessible.

How Minds Change: The Surprising Science of Belief, Opinion and Persuasion , by David McRaney

David is a science writer who hosts the popular podcast “You Are Not So Smart” (and his ideas are featured in A More Beautiful Question ). His well-written book looks at ways you can actually get through to people who see the world very differently than you (hint: bludgeoning them with facts definitely won’t work).

A Healthy Democracy's Best Hope: Building the Critical Thinking Habit , by M Neil Browne and Chelsea Kulhanek

Neil Browne, author of the seminal Asking the Right Questions: A Guide to Critical Thinking, has been a pioneer in presenting critical thinking as a question-based approach to making sense of the world around us. His newest book, co-authored with Chelsea Kulhanek, breaks down critical thinking into “11 explosive questions”—including the “priors question” (which challenges us to question assumptions), the “evidence question” (focusing on how to evaluate and weigh evidence), and the “humility question” (which reminds us that a critical thinker must be humble enough to consider the possibility of being wrong).

Warren Berger is a longtime journalist and author of A More Beautiful Question .

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

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:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

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Table of contents

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:

• Is free from research bias
• Provides evidence to support its findings
• Considers alternative viewpoints

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.

Academic examples

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.

Nonacademic examples

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:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarise it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it a blog? A newspaper article?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

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:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

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:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

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:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

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Critical Thinking and Evaluating Information

• Introduction
• Words Of Wisdom

What Is Critical Thinking?

Five simple strategies to sharpen your critical thinking, were critical thinking skills used in this video.

• Critical Thinking and Reflective Judgement
• Problem Solving Skills
• Critical Reading
• Critical Writing
• Use the CRAAP Test
• Evaluating Fake News
• Explore Different Viewpoints
• The Peer-Review Process
• Critical ThinkingTutorials
• Books on Critical Thinking
• Explore More With These Links

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Critical thinking is a complex process of deliberation that involves a wide range of skills and attitudes. It includes:

• identifying other people's positions,  arguments and conclusions 
• evaluating the evidence  for alternative points of view
• weighing up the opposing arguments  and evidence fairly
• being able to read between the lines,  seeing behind surfaces and identifying false or unfair assumptions
• recognizing techniques  used to make certain positions more appealing than others, such as false logic and persuasive devices
• reflecting on issues  in a structured way, bringing logic and insight to bear
• drawing conclusions  about whether arguments are valid and justifiable, based on good evidence and sensible assumptions
• presenting a point of view  in a structured, clear, well-reasoned way that convinces others

(Contrell, 2011)

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A well-cultivated critical thinker:

• raises vital questions and problems, formulating them clearly and precisely;
• gathers and assesses relevant information, using abstract ideas to interpret it effectively  come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
• thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
• communicates effectively with others in figuring out solutions to complex problems.

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.  

(Taken from Richard Paul and Linda Elder,  The Miniature Guide to Critical Thinking Concepts and Tools,  Foundation for Critical Thinking Press, 2008)

Source: criticalthinking.org

Is the sky really blue? That might seem obvious. But sometimes things are more nuanced and complicated than you think. Here are five strategies to boost your critical thinking skills. Animated by Ana Stefaniak. Made in partnership with The Open University.

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• What is Critical Thinking?

The ability to think critically calls for a higher-order thinking than simply the ability to recall information.

Definitions of critical thinking, its elements, and its associated activities fill the educational literature of the past forty years. Critical thinking has been described as an ability to question; to acknowledge and test previously held assumptions; to recognize ambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments and decisions; and to clarify, articulate, and justify positions (Hullfish & Smith, 1961; Ennis, 1962; Ruggiero, 1975; Scriven, 1976; Hallet, 1984; Kitchener, 1986; Pascarella & Terenzini, 1991; Mines et al., 1990; Halpern, 1996; Paul & Elder, 2001; Petress, 2004; Holyoak & Morrison, 2005; among others).

After a careful review of the mountainous body of literature defining critical thinking and its elements, UofL has chosen to adopt the language of Michael Scriven and Richard Paul (2003) as a comprehensive, concise operating definition:

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.

Paul and Scriven go on to suggest that critical thinking is based on: "universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue, assumptions, concepts, empirical grounding; reasoning leading to conclusions, implication and consequences, objections from alternative viewpoints, and frame of reference. Critical thinking - in being responsive to variable subject matter, issues, and purposes - is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking."

This conceptualization of critical thinking has been refined and developed further by Richard Paul and Linder Elder into the Paul-Elder framework of critical thinking. Currently, this approach is one of the most widely published and cited frameworks in the critical thinking literature. According to the Paul-Elder framework, critical thinking is the:

• Analysis of thinking by focusing on the parts or structures of thinking ("the Elements of Thought")
• Evaluation of thinking by focusing on the quality ("the Universal Intellectual Standards")
• Improvement of thinking by using what you have learned ("the Intellectual Traits")

Selection of a Critical Thinking Framework

The University of Louisville chose the Paul-Elder model of Critical Thinking as the approach to guide our efforts in developing and enhancing our critical thinking curriculum. The Paul-Elder framework was selected based on criteria adapted from the characteristics of a good model of critical thinking developed at Surry Community College. The Paul-Elder critical thinking framework is comprehensive, uses discipline-neutral terminology, is applicable to all disciplines, defines specific cognitive skills including metacognition, and offers high quality resources.

Why the selection of a single critical thinking framework?

The use of a single critical thinking framework is an important aspect of institution-wide critical thinking initiatives (Paul and Nosich, 1993; Paul, 2004). According to this view, critical thinking instruction should not be relegated to one or two disciplines or departments with discipline specific language and conceptualizations. Rather, critical thinking instruction should be explicitly infused in all courses so that critical thinking skills can be developed and reinforced in student learning across the curriculum. The use of a common approach with a common language allows for a central organizer and for the development of critical thinking skill sets in all courses.

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Three Tools for Teaching Critical Thinking and Problem Solving Skills

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As the world economy shifts away from manufacturing jobs and towards service industry and creative jobs, there’s a consensus among parents, educators, politicians and business leaders that it is crucial students graduate into university or the workforce with the ability to identify and solve complex problems, think critically about information, work effectively in teams and communicate clearly about their thinking.

While many teachers agree with this premise, they don’t often know exactly how to teach these skills explicitly, especially because many of the mandates and required curriculum seem to push in the opposite direction. Process-oriented skills are hard to pin down; teachers can see them in certain students, but developing these competencies in students who aren’t already demonstrating them can be tricky. A few teachers in Ontario, Canada have been experimenting with tools they think could make the difference.

Jason Watt has always had very high expectations for his students, whether they were seven-year-olds in grade two or the young adolescents he now teaches in grade seven at Norseman Junior Middle School. But Watt was frustrated that in order to meet his expectations his students would often have to redo their work six or seven times. He often received writing responses that were a simple sentence and he was struggling to empower his students to push their thinking further. Many of them already had deeply ingrained ideas about what they were and weren’t good at, what they could and couldn’t accomplish.

“I wanted the kids to realize there is no bad answer,” Watt said. “There’s just an appropriate answer or a not-quite there answer.” In a training on “ integrative thinking ” at the University of Toronto’s Rotman School of Management, Watt finally found the tools he needed to develop students’ critical thinking. Several Ontario school boards (the Canadian version of school districts) are now supporting training in the effort.

Originally developed by Rotman’s former dean, Roger Martin , integrative thinking is a broad term to describe looking for solutions through the tensions inherent in different viewpoints. Martin noticed that effective CEOs understood that their own world view was limited, so they sought out opposing viewpoints and came to creative solutions by leveraging seemingly opposing positions. For the past seven years, a spin-off group called the I-Think Initiative has been training teachers in the Toronto area on how integrative thinking can build critical thinking in students from a young age.

LADDER OF INFERENCE 

One of the tools Jason Watt learned about in his training is called the ladder of inference . It’s a model for decision making behavior developed by Harvard professors Chris Argyris and Donald Schön. Essentially, it helps students slow down and realize which data they are taking into account when they make a decision and how the data they choose is informed by their past experiences. Assumptions are often made in a split second decision because the brain is wired to prioritize data that confirms the model a person already holds. The ladder of inference is a way to check those assumptions.

Watt first used the ladder in a very basic way; he showed his grade two students an image of a soccer player lying on the ground, one leg up, holding his head. The image was intentionally a little vague. At first Watt’s students concluded that the man had fallen. But as they worked their way up the ladder of inference they began to notice different aspects of the image and add those to their “data pool.”

“Students started to realize there was a lot more going on in the picture just in terms of data than what they first said,” Watt said. For example, students would say the man was hurt. That’s not a data point, it’s an inference. Watt could tease out from them that they thought the man was hurt because he was on the ground, holding his head and had a pained look on his face. “I started getting much deeper, more thoughtful answers from students,” Watt said.

As students practiced using the ladder of inference in various content areas they also started to use it on their own when dealing with social problems. When there is a disagreement, students now use the ladder of inference to back up and think through the data they chose and the assumptions that stemmed from that data. Watt says now students solve problems on their own or ask a friend to help them make their ladders.

“We’ve learned that there’s nothing wrong with questioning, so the kids have become much more willing and accepting of criticism because it’s not really criticism anymore,” Watt said. He feels the integrative thinking tools have naturally encouraged his students to build a growth mindset about all aspects of life because multiple viewpoints or ways to solve a problem are a core part of why integrative thinking works. Difference is the strength of the model.

Another integrative thinking tool called the pro/pro chart offers some good examples of how students are learning to think flexibly. Most people are familiar with pro/con charts, but in a pro/pro chart the group thinks through the positives of two different ideas. Rather than deciding between two choices, this tool helps students identify the positive traits of different viewpoints, and then create a third option by merging the good qualities of both.

Watt asked his students to brainstorm ideas for the worst restaurant of all time. When they had a good list of terrible ideas, Watt then asked groups of students to each take one idea and explain why it was the best restaurant of all time. One group had initially proposed a restaurant with no seating would be the worst; they reframed that to say if everyone was standing up they would move through the restaurant faster and turn more of a profit. A second group had said a restaurant in the woods would be terrible; they reframed that as dining under the stars.

“They were coming up with these really good ideas out of a terrible idea,” Watt said. “It helps kids see that they are capable and switches those mindsets.” Watt built on the activity, asking the groups to pitch their ideas in a Shark Tank or Dragon’s Den style contest. Students came up with hilarious slogans and designs for their restaurants and what started as a silly, fun activity became a rich interdisciplinary project with written and oral communication, presentation skills, media literacy, and of course, the process skills that enable them.

“The students now are no longer afraid to think,” Watt said. “They’re being more creative thinkers.” He even uses integrative thinking in math instruction, asking students to use the ladder of inference to determine information in a word problem, or asking them to do Pro/Pro charts for different multiplication strategies and then letting them come up with their own third way. His students’ math scores started skyrocketing, and even better, they no longer felt they weren’t “math people.”

PROVOKING SELF REFLECTION

Jennifer Warren became curious about integrative thinking through her daughter who kept coming home from her grade six classroom saying things like, “we had the most interesting discussion today.” That piqued Warren’s interest.

“The way she was talking about her own thinking developing, I was kind of thinking I didn’t think my students were saying the same kind of things,” Warren said. She wanted to be sure she was provoking the same response from her high school English students at Dundas Valley Secondary School in Hamilton. So when her board of education decided to fund the I-Think training she signed up.

The integrative thinking tools gave Warren a solution to a problem she and many other teachers have struggled with for a long time: how to deepen student thinking. Until then, Warren had tried to do this by modeling what deep thinking looks like. She was confident she could help any student become a strong writer. But the integrative thinking training forced her to ask some hard questions about her instruction and prompted her realization that her students were recreating her example, not creating it on their own.

“It completely flipped what mattered to me in an English classroom,” Warren said. She used to be mostly concerned with the product. Now, “instead of defending a stance, I’m so much more interested in having students reflect on their stance and shift and explain why they shifted. That metacognitive piece is more interesting to me now.”

CAUSAL MODELS

Warren starts the first semester by asking students to do a causal model -- another core integrative thinking tool -- of their values. She asks them to pick three to five things they value, anything from profound qualities like independence or kindness, to passions like music or hockey. They then have to dive deeply into why they value those qualities, what caused that? Often this requires them to have conversations with family about values taught to them from a young age.

She then asks them to make visual representations of their causal models and present them to one another. “I like that because they realize people don’t value the same things that they do,” Warren said. Those causal models go up on the wall as a reminder that everyone in the class is different and that the diversity of values, perspectives and opinions makes them better problem solvers.

Warren teaches a course for students who failed the Ontario literacy exam, a graduation requirement. The kids in this class often don’t have a lot of self confidence and are often missing some key literacy skills, like the ability to elaborate on a topic in writing. The ladder of inference has been an incredible tool to help Warren walk students through their thinking, modeling the tool step by step, climbing up or down the ladder as students offer insights from the text.

“It was such a simple and elegant way to allow someone who couldn’t wrap their head around inferring to do it well,” Warren said. She thinks the visual of a ladder helped these struggling students pin their thoughts to different steps and make connections.

She’s also found the tool to be helpful when she has disagreements with students. She’ll use the language of the tools to describe to students what data she’s using to make conclusions about their work ethic, their attendance, their behavior. But she always asks, “What am I missing.”

“It changes the conversation,” Warren said. It gives her a voice to express her disappointment to students in a way that is transparent and uses the shared language of their critical thinking tools. And because integrative thinking is based on the fact that one’s understanding of something is always incomplete, constantly shifting, there is room for students to be participants in the conversation.

TRUE COLLABORATION

“I’m completely and utterly blown away whenever I use one of these tools with my kids,” said Kristen Slinger, a grade two teacher at Norseman Junior Middle School. Before learning about integrative thinking, Slinger would have said she has been doing collaboration in the classroom for the past ten years. But she’s shifted her definition of collaboration and now sees what she was doing before as merely asking kids to write on the same piece of paper.

“When you use these tools [students] realize that they hit a roadblock when not everyone is participating,” Slinger said. The natural need for every students’ voice in order to solve the problem creates genuine collaboration.

Slinger remembers one boy who came from a Montessori background. He was used to a small school and small classes and was overwhelmed when he joined her class of 20 and the broader school of close to 700 students. Slinger said he was selectively mute until Christmas, an issue she raised with his mother. The news came as a surprise to his mom who said he was very chatty at home. Slinger kept the boy in a consistent group so he could develop trust with a few peers and slowly he realized that they really wanted to hear his opinion.

“It would have taken me probably months longer to get him to that point, but it was that idea that his peers valued what he had to say,” Slinger said. He went from never talking in class to volunteering to be the student who went around to other classes polling students on their favorite lemonade for a project.

Slinger said before she learned about integrative thinking she would get interesting responses from students, but she wouldn’t know how they got to their conclusions. The integrative thinking tools help make student thinking visible. “It’s the thinking that’s been put into the responses and the way it’s been broken down,” Slinger said. When she can see the steps of their thinking she has more ways to push them to go even further.

“I haven’t taken a course in a very long time that has reshaped my entire program,” she said.

GETTING STARTED

“The safest way in was by using fiction stories,” Slinger said of her own attempts to use integrative thinking. “Find that story that maybe has that emotional clincher that may have different endings and then stop there and use the ladder of inference to come up with what they think might happen at the end.”

Jason Watt suggests starting with an activity that’s part of the curriculum every year. That way a teacher new to the practice can compare the kind of thinking students demonstrate when using an integrative thinking tool with their previous lesson plan.

One important element of success is choosing a topic that’s engaging to kids, that has multiple entry points and solutions, and that has a real stakeholder. “One of the biggest mistakes is when you give the tension without the problem to be solved from a particular perspective,” said Nogah Kornberg, Associate Director of the I-Think Initiative at the Rotman School of Management.

For example, a grade one teacher offered her students a challenge from the school’s janitor. In the summer the trash is stored outside and becomes infested with bees. In the winter the trash is stored inside and smells bad. What might be a better solution? Giving students the challenge from the perspective of the stakeholder helps them solve the problem for him. If it is just presented as an A or a B solution, they don’t know who to solve for.

Kornberg was a high school teacher herself before becoming part of the I-Think Initiative. She sees the program as offering two things: critical thinking skills and building better citizens.

“We’re seeing quite young students learning how to play the game of school and this is about how to become good thinkers and good questioners of our thinking,” she said. Getting started on this metacognition piece can’t start too young in her opinion. She also sees the tool as a way to empower young people. “Because it’s rooted in problem solving it’s about saying things are the way they are, but we can make them better and I have a responsibility to make them better.”

Rahim Essabhai wholeheartedly agrees with Kornberg; he’s seen the shift in his students. He teaches a class called Business and Cooperative Education for seniors at John Polanyi Collegiate Institute that asks students to work on one big problem for an outside organization over the course of the school year.

“When I have my kids coming back to visit me and they say that this course has gotten them ready for the next stage more than any course they took in high school, I don’t take that lightly,” Essabhai said. And since students are coming up with interesting solutions to problems real businesses and organizations have, they see that their thinking has value.

And he knows students are using the tools beyond his course as well. In a final reflection for his class, one student described how she constantly found herself having to choose between hanging out with her friends and spending time with her little sister. When she did either she felt bad, so she came up with a third option. Once a month she hosted a gathering for all her friends and their little sisters to spend time together.

“They’re not being a passenger in their own life,” Essabhai said. “Nothing is too messy or too tough.” Growing students who feel that way about tough challenges should be an essential function of education.

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9 Critical Thinking Tools for Better Decision Making

“A great many people think they are thinking when they are merely rearranging their prejudices.” William James

This article is a companion to my previous article about a Decision-Making Framework for Leaders and will refer to some of the concepts in that post. Today, I’m sharing an overview of 9 critical thinking tools you can use as a leader making decisions for your organisation or team. I have written a more in-depth article on each of the tools and you will find links to those articles below.

Table of Contents

What is critical thinking.

Critical thinking is the mode of thinking – about any subject, content, or problem – in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it.

It entails effective communication and problem-solving abilities, as well as a commitment to overcoming our biases.

Or, to put it another way – critical thinking is the art of thinking about our approach to thinking. It’s about gaining knowledge, comprehending it, applying that knowledge, analyzing and synthesizing.

Critical thinking can happen at any part of the decision making process. And the goal is to make sure we think deeply about our thinking and apply that thinking in different ways to come up with options and alternatives.

Think of it as a construct of moving through our thinking instead of just rushing through it.

Critical Thinking Is An Important Part of Decision-Making

It’s important to understand that critical thinking can sit outside of a specific decision-making process. And by the same token, decision making doesn’t always need to include critical thinking.

But for the purposes of this article, I’m addressing critical thinking within the problem and decision-making context.

And I’m sharing 9 critical thinking tools that are helpful for people at every stage of their leadership journey. There are so many tools out there and I’d love to hear from you if you have a favourite one that you’ve found useful.

So, whether you are:

• just beginning to flex your critical thinking and decision-making muscles
• or an experienced leader looking for tools to help you think more deeply about a problem

There is something here for you.

Let’s dive in.

9 Critical Thinking Tools For Leaders

• Decision Tree
• Changing Your Lens
• Active Listening & Socratic Method
• Decision Hygiene Checklist
• Where Accuracy Lives
• Overcoming Analysis Paralysis

Of course, there are many other tools available. But let’s look at how each of these can improve your decision-making and leadership skills .

1. Decision-Making Tree

The decision making tree can be useful before going into a decision-making meeting to determine how collaborative or inclusive you need to be and who should be included in the discussion on a particular issue.

This tree is a simple yes/no workflow in response to some specific questions that can guide you to identify if you need others to help you make a certain decision and if so, who you should include.

To take a deeper dive into the decision-making tree framework read our latest article.

2. Changing Your Lens

Looking at problems through a different lens is about changing your point of view, changing the context, or changing the reality. Let’s go into each of those a little more.

Point of View

Ask yourself these questions as it relates to the problem at hand.

• Can you change your point of view?
• How is the problem defined from the perspective of the CEO, of the frontline staff, of customers, of adjacent groups? The goal is to look at the problem from the perspective of others within your specific organisation, so adjust these as needed.

They will all look at the problem in different ways as well as define it differently, depending upon their point of view. Understanding all of the viewpoints can give you a deeper understanding of all the ramifications of the problem at hand.

We tend to come at the problem from our own functional perspective. If I work in finance, well, it’s going to be a finance problem. If you ask someone who works in IT, they’ll likely look at the same thing and say, “It’s an IT problem.”

Can you change the context in terms of how you define the problem? Find someone from another area and ask them how they would define the problem. Use their perspective to generate that different point of view.

Change Your Reality

Ask yourself, “What if I …

• Removed some of these constraints?
• Had some of these resources?
• Was able to do X instead of Y?

By changing the reality, you may find a different way to define the problem that enables you to pursue different opportunities.

3. Active Listening & Socratic Method

This is pairing active listening with the Socratic method. Active listening is one of the core skills you’ll want to develop to get better at critical thinking. I also touched on active listening / deep listening in my article on difficult conversations .

Because you need to turn down the volume on your own beliefs and biases and listen to someone else. It’s about being present and staying focused.

Listening Skills include:

• Be present and stay focused
• Ask open-ended and probing questions
• Be aware of your biases
• Don’t interrupt or preempt
• Be curious and ask questions (80/20 talk time)
• Recap facts – repeat back what you heard using their language
• Allow the silence
• Move from Cosmetic>Conversational>Active>Deep Listening

When you are trying to find the problem, talk about what success looks like, and think about what the real question is, you have to be aware of your own biases. The things that resonate with you because it’s what you already believe.

Learn to ask questions and listen for insight.

When you’re trying to understand and gather information, it’s very easy to want to jump in to clarify your question when someone’s thinking.

But they’re actually thinking – so you need to sit back and allow it.

When you marry this type of active listening with some key questions that come from Socrates, it can help you understand problems at a deeper level.

To use this, just highlight one or two questions you’ve never used before to clarify, to understand the initial issue, or to bring up some assumptions. You can take just one question from each area to try out and listen for the answer.

As simple as this sounds, this is part of critical thinking. It’s about uncovering what’s actually going on to get to the root cause of a situation.

To take a deeper dive into the socratic method framework and some scenarios in the worplace read our latest article.

4. Decision Hygiene Checklist

When we think about active listening with great questions, we need to make sure that we are learning what someone else thinks without infecting them with what WE think.

That’s where the Decision Hygiene Checklist comes in. When we’re in this gathering and analysing data phase, you need to make sure you keep that analysis in a neutral environment. Don’t signal your conclusions.

You may want to quarantine people from past decisions, as well. Don’t bring up past decisions or outcomes because you want to get the information from them without it being polluted.

When you’re seeking feedback from others, exercise good decision hygiene in the following ways:

• Quarantine others from your opinions and beliefs when asking for feedback.
• Frame your request for feedback in a neutral fashion to keep from signalling your conclusions.
• Quarantine others from outcomes when asking about past decisions.
• Prior to being amid a decision, make a checklist of the fact and relevant information you would need to provide feedback for such a decision.
• Have the people seeking and giving feedback agree to be accountable to provide all the relevant information, ask for anything that’s not been provided, and refuse to give feedback if the person seeking feedback can’t provide relevant information.

When involved in a group setting, exercise these additional forms of decision hygiene:

• Solicit feedback independently, before a group discussion or before members express their views to one another.
• Anonymize the sources of the views and distribute a compilation to group members for review, in advance of group meetings or discussion.

5. Where Accuracy Lives

Remaining on the flavour of understanding that our own beliefs can compete or pollute reality and our decision making, another approach is to think about where accuracy lives.

The Inside View is from your own perspective, experiences, and beliefs. The Outside View is the way others see the world and the situation you’re in. And somewhere in the middle may be the reality.

This tool is quite simple. Start out with your inside view and describe the challenge from your perspective. Write down your understanding, your analysis, and maybe even your conclusions.

Then it’s almost like De Bono’s six hats where you take that hat off and you look at the outside view. Describe the situation from an outside view. Ask yourself if a co-worker had this problem, how would they view it? How might their perspective differ? What kind of solutions could they offer?

And then you marry those two narratives. One thing about the outside view is that you can get statistics around some of the information you’re looking at.

It can be quite helpful to get a base level of what is actually proven and true, statistically, that is not polluted by the inside view.

Once you’ve run through this process, ask yourself:

• Did this actually change my view?
• Can I see the biases that were sitting there?
• And if Yes, why?

To learn more about how to use this framework and how to overcome some of the obstacles you might encounter read our deeper dive here.

6. The 5 Whys: Root Cause Analysis

This is a really simple tool that starts off by defining the problem or the defect and then continuing to ask why until you get to the 5th Why. This is is usually where you’ll start to discover a possible solution.

Here’s a simple example:

• Problem – I ran a red light.
• Well, why did it happen? I was late for an appointment.
• Why did that happen? Well, I woke up late.
• And why did that happen? My alarm didn’t go off on my phone.
• Why did that happen? I didn’t plug it into the charger.
• And why is that happening? It wasn’t plugged in. It’s because I forgot to plug it in.

So there’s the possible solution – I’ve got to set up a recurring alarm at 9pm to remind me to plug my phone in.

This is a tool perfect for junior members on your team, or ones that come to you with a barrage of questions on a problem. Have them take the 5 Whys template and think it through, ask themselves the 5 why’s.

Interested in learning more about how to use the 5 Why’s framework and how to overcome some of the obstacles you might encounter? Read our latest article with case studies.

7. RAID Log

RAID stands for

• Risks – write down the risks that will have an adverse impact on this?
• Assumptions – list out all the associated assumptions
• Issues – What are some of the issues that have already impacted or could impact the project?
• Dependencies – what are the dependencies

The RAID Log is often used when you’ve got multiple decisions about an ongoing project.

Whether you’ll be assessing your thinking by yourself, or with team members or customers, this is a great way to make sure you’re gathering all of the necessary information including the assumptions, any issues and dependencies.

8. The 7 So-Whats: Consequences of Actions

All of the previous tools are designed to help you define what the problem is. But it’s also important to think about the consequences of actions.

As you grow as a leader, you’ll need to be comfortable understanding both big thinking and little thinking. Big picture and little details so you are confident in your decisions.

A big part of that is understanding the consequences of your actions and decisions. That’s what the 7 So-Whats tool is about.

The 7 So-Whats is similar to the 5 Whys in that you ask the same question repeatedly to get the answer. Start with your recommendation or possible solution and then ask “So, what will that mean” 7 times.

For example, if you need to hire a new sales rep, the first ‘So, what’ would be something like, “We’ll need to have the right job description and salary package for them, and let the team know they’re coming on.”

And then you work your way through the rest of the ‘So, Whats’ to detail out the results or consequences of the action you’re thinking about.

To read more about the 7 So-Whats read our comprehensive article with case studies.

9. Overcoming Analysis Paralysis

A lot of people get caught up in analysis paralysis. I know I do. Whether it’s thinking about moving house or taking on a new hire, you get all the information but you still feel stuck.

What I find is that it’s usually because we are narrowing our focus too much, especially when it comes to advancement in your career or self-promotion.

So here are some questions to help you push through that analysis paralysis. Ask yourself:

• How would I make this decision if I was focused on opening up opportunities for myself / the situation?
• What would I advise my best friend to do? Or What would my successor do in this situation?
• Your caution may be the result of short-term fears, such as embarrassment, that aren’t important in the long run. Can you create a timeline or deadline to make the decision that will give you some mental distance?

Basically, you want to ask yourself what is holding you back. Is it fear? Fear of disappointment? Or that you don’t have enough information?

Perhaps you think you could get more information, but can you get more information in the time available? If not, then make the decision with what you have.

If you hold back from making your decision, what will the impact be for your stakeholders, your career, and how people view you?

The purpose of this tool is to separate yourself from the situation a little bit so you can look at it more subjectively as if you were advising a friend. And push through the paralysis to make the decision.

9 Critical Thinking Tools For Better Decision-Making

Taking time to think about how you think and using tools like these can be the difference between becoming a good leader and a great one.

Use these nine critical thinking tools to empower you to make better decisions for your business, organisation, and career – and feel confident doing so.

For personalised guidance on how best to use critical thinking skills for your business or organisation, drop us a line . We would be happy to partner with you to create a plan tailored to your needs.

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• Section 2. Thinking Critically

Chapter 17 Sections

• Section 1. An Introduction to the Problem-Solving Process
• Section 3. Defining and Analyzing the Problem
• Section 4. Analyzing Root Causes of Problems: The "But Why?" Technique
• Section 5. Addressing Social Determinants of Health and Development
• Section 6. Generating and Choosing Solutions
• Section 7. Putting Your Solution into Practice
• Main Section

What is critical thinking?

Why is critical thinking important, who can (and should) learn to think critically, how do you help people learn to think critically.

Suppose an elected official makes a speech in which he says, "The government doesn't need to be involved in cleaning up pollution from manufacturing. Business can take care of this more efficiently." What's your reaction?

There are a lot of questions you can be asking here, some of which you may already know the answers to. First, what are the assumptions behind this person's statement? How does he view the job of government, for instance? What's his attitude toward business? Does he believe pollution is a real threat to the environment?

Next, you might want to consider the official's biases. What party does this politician belong to, and what's that party's position on pollution regulation? What state is he from -- one with a lot of industry that contributes to acid rain and other pollution? What's his voting record on environmental issues? Is he receiving contributions from major polluters? Does he live in a place that's seriously affected by pollution? What does he know about the science involved? (What do you know about the science involved?) Does he have any knowledge or expertise in this area at all?

Finally, you might want answers to some questions about the context of the statement. What's the record of private industry over the last 10 years in cleaning up its own pollution without government intervention, for instance? What does pollution look like now, as compared to before the government regulated it? For that matter, when did government regulation start? What effect did it have? Perhaps even more important, who will benefit if these ideas are accepted? Who will lose? What will the result be if things are changed in the direction this politician suggests? Are those results good for the country?

If you ask the kinds of questions suggested here when you see new information, or consider a situation or a problem or an issue, you're using critical thinking. Critical thinking is tremendously important in health, human service, and community work because it allows you to understand the actual issues involved, and to come up with an approach that is likely to address them effectively.

There are many definitions of critical thinking. Some see it as a particular way of handling information. Others look at it as a specific set of skills and abilities. People interested in political and social change see it as challenging and providing alternatives to the generally accepted beliefs and values of the power structure. They're all right to an extent: critical thinking is all of these things, and more.

Critical thinking is the process of examining, analyzing, questioning, and challenging situations, issues, and information of all kinds. We use it when we raise questions about:

• Survey results
• Personal comments
• Media stories
• Our own personal relationships
• Scientific research
• Political statements
• And (especially) conventional wisdom, general assumptions, and the pronouncements of authority

Critical thinking is an important tool in solving community problems and in developing interventions or initiatives in health, human services, and community development.

Elements of critical thinking

There are a number of ways to look at the process of critical thinking. Brookfield presents several, with this one being perhaps the simplest.

• Problem/goal identification : What is the real issue here?
• Diagnosis: Given all the information we have, what's the best way to deal with this issue?
• Exploration: How do we do what we decided on, and who will make it happen?
• Action: Do it!
• Reflection: Did it work? If so, how can it work better? If not, what went wrong, and how can we fix it? What have we learned here that might be valuable in the future?

Reflection leads you to the consideration of another problem or goal, and the cycle begins again.

Critical thinking involves being thrown into the questioning mode by an event or idea that conflicts with your understanding of the world and makes you uncomfortable. If you allow yourself to respond to the discomfort -- that's partially an issue of personal development -- you'll try to figure out where it comes from, and to come up with other ways to understand the situation. Ultimately, if you persist, you'll have a new perspective on the event itself, and will have broken through to a more critical understanding.

Goals of critical thinking

• Truth: to separate what is true from what is false, or partially true, or incomplete, or slanted, or based on false premises, or assumed to be true because "everyone says so."
• Context: to consider the context and history of issues, problems, or situations.
• Assumptions: to understand the assumptions and purposes behind information or situations.
• Alternatives: to create ways of approaching problems, issues, and situations that address the real, rather than assumed or imagined, factors that underlie or directly cause them -- even when those factors turn out to be different from what you expected.

The word "critical" here means approaching everything as if you were a critic -- questioning it, analyzing it, putting it in context, looking at its origins. The aim is to understand it on its deepest level. "Everything" includes yourself: thinking critically includes identifying, admitting, and examining your own assumptions and prejudices, and understanding how they change your reactions to and your interpretation of information. It also means being willing to change your ideas and conclusions -- and actions -- if an objective view shows that they're wrong or ineffective. This last point is important. In health, human service, and community work, the main goal of thinking critically is almost always to settle on an action that will have some desired effect. Critical examination of the situation and the available information could lead to anything from further study to organizing a strike, but it should lead to something. Once you've applied critical thinking to an issue, so that you understand what's likely to work, you have to take action to change the situation.

Without thinking critically, you're only looking at the surface of things. When you come across a politician's statement in the media, do you accept it at face value? Do you accept some people's statements and not others'? The chances are you exercise at least some judgment, based on what you know about the particular person, and whether you generally agree with her or not.

Knowing whether or not you agree with someone is not necessarily the same as critical thinking, however. Your reaction may be based on emotion ("I hate that guy!"), or on the fact that this elected official supports programs that are in your interest, even though they may not be in the best interests of everyone else. What's important about critical thinking is that it helps you to sort out what's accurate and what's not, and to give you a solid, factual base for solving problems or addressing issues.

Specific reasons for the importance of critical thinking:

• It identifies bias. Critical thinking identifies both the bias in what it looks at (its object), and the biases you yourself bring to it. If you can address these honestly, and adjust your thinking accordingly, you'll be able to see the object in light of the way it's slanted, and to understand your own biases in your reaction to it.

A bias is not necessarily bad: it is simply a preferred way of looking at things. You can be racially biased, but you can also be biased toward looking at all humans as one family. You can be biased toward a liberal or conservative political point of view, or toward or against tolerance. Regardless of whether most of us would consider a particular bias good or bad, not seeing it can limit how we resolve a problem or issue.

• It's oriented toward the problem, issue, or situation that you're addressing. Critical thinking focuses on analyzing and understanding its object. It eliminates, to the extent possible, emotional reactions, except where they become part of an approach or solution.

It's just about impossible to eliminate emotions, or to divorce them from your own deeply-held assumptions and beliefs. You can, however, try to understand that they're present, and to analyze your own emotional reactions and those of others in the situation. There are different kinds of emotional reactions. If all the evidence points to something being true, your emotional reaction that it's not true isn't helpful, no matter how badly you want to believe it. On the other hand, if a proposed solution involves harming a particular group of people "for the good of the majority", an emotional reaction that says "we can't let this happen" may be necessary to change the situation so that its benefits can be realized without harm to anyone. Emotions that allow you to deny reality generally produce undesirable results; emotions that encourage you to explore alternatives based on principles of fairness and justice can produce very desirable results.

• It gives you the whole picture. Critical thinking never considers anything in a vacuum. Its object has a history, a source, a context. Thinking critically allows you to bring these into play, thus getting more than just the outline of what you're examining, and making a realistic and effective solution to a problem more likely.
• It brings in other necessary factors. Some of the things that affect the object of critical thought -- previous situations, personal histories, general assumptions about an issue -- may need to be examined themselves. Critical thinking identifies them and questions them as well.

During the mid-90's debate in the United States over welfare reform, much fuss was made over the amount of federal money spent on welfare. Few people realized, however, that the whole entitlement program accounted for less than 2% of the annual federal budget. During the height of the debate, Americans surveyed estimated the amount of their taxes going to welfare at as much as 60%. Had they examined the general assumptions they were using, they might have thought differently about the issue.

• It considers both the simplicity and complexity of its object. A situation or issue may have a seemingly simple explanation or resolution, but it may rest on a complex combination of factors. Thinking critically unravels the relationships among these, and determines what level of complexity needs to be dealt with in order to reach a desired conclusion.
• It gives you the most nearly accurate view of reality. The whole point of critical thinking is to construct the most objective view available. 100% objectivity may not be possible, but the closer you can get, the better.
• Most important, for all the above reasons, it is most likely to help you get the results you want. The closer you are to dealing with things as they really are, the more likely you are to be able to address a problem or issue with some hope of success.

In more general terms, the real value of critical thinking is that it's been at the root of all human progress. The first ancestor of humans who said to himself, "We've always made bone tools, but they break awfully easily. I bet we could make tools out of something else. What if I tried this rock?" was using critical thinking. So were most of the social, artistic, and technological groundbreakers who followed. You'd be hard pressed to find an advance in almost any area of humanity's development that didn't start with someone looking at the way things were and saying "It doesn't have to be that way. What if we looked at it from another angle?"

The answer here is everyone, from children to senior citizens. Even small children can learn about such things as cause and effect -- a specific event having a specific result -- through a combination of their own experimentation and experience and of being introduced to more complex ideas by others.

Accepted wisdom, perhaps dispensed by a teacher or other authority figure, is, however, often the opposite of critical thinking, which relies on questioning. In many schools, for example, critical thinkers are, if not punished, stifled because of their "disruptive " need to question (and thereby challenge authority). Interestingly enough, the more a school costs -- whether it's a well-funded public school in an affluent community, or an expensive private school -- the more apt it is to encourage and teach critical thinking. Such schools see themselves, and are seen by their students' parents, as trainers of leaders...and leaders need to know how to think.

Many adults exercise critical thinking as a matter of course. Many more know how, but for various reasons -- fear, perceived self-interest, deeply held prejudices or unexamined beliefs -- choose not to. Still more, perhaps a majority, are capable of learning to think critically, but haven't been taught or exposed to the experiences that would have allowed them to learn on their own.

It is this last group that is both most in need of, and most receptive to, learning to think critically. It often includes people with relatively low levels of education and income who see themselves as powerless. Once they grasp the concept of critical thought, it can change their whole view of the world. Often, the experience of being involved in a community initiative or intervention provides the spur for that learning.

Critical thinking requires the capacity for abstract thought. This is the ability to think about what's not there -- to foresee future consequences and possibilities, to think about your own thinking, to imagine scenarios that haven't yet existed. Most people are capable of learning to think in this way, if given the encouragement and opportunity.

Learning to think critically is more often than not a long process. Many people have to learn to think abstractly -- itself a long process -- before they can really apply the principles of critical thinking. Even those who already have that ability are often slowed, or even stopped, by the developmental and psychological -- and sometimes the actual -- consequences of what they're being asked to do. Often, it takes a crisis of some sort, or a series of negative experiences to motivate people to be willing to think in a different way. Even then, developing the capacity for critical thinking doesn't necessarily make things better. It can alter family relationships, change attitudes toward work and community issues, and bring discord into a life where none was recognized before. Learning it takes courage. The point of all this is that, although there's a series of what we believe are effective how-to steps laid out in this section, teaching critical thinking is not magic. The reason we keep using the words "develop" and "process" is that critical thinking, if it takes root, develops over time. Don't be frustrated if many people don't seem to get it immediately: they won't.

Helping others learn to think critically can take place in a classroom -- it's essentially what higher education is all about -- but it's probably even more common in other situations. Community interventions of all kinds provide opportunities for learning, both because participants are usually involved over a period of time, and because they are often experiencing difficulties that make it clear to them that their world view isn't adequate to solve the problems they face. Many are ready to change, and welcome the chance to challenge the way things are and learn new ways of thinking.

By the same token, learning to think critically can be a frightening process. It leads you to question ideas that you may have taken for granted all your life, and to challenge authority figures whom you may have held in awe. It may push you to tackle problems you thought were insoluble. It's the intellectual equivalent of bungee jumping: once you've leaped off the bridge, there's no going back, and you have to trust that the cord will hold you.

As a result, facilitating critical thinking -- whether formally or informally -- requires more than just a knowledge of the process. It demands that you be supportive, encouraging, and honest, and that you act as role model, constantly demonstrating the process as you discuss it.

There are really three aspects of helping people develop critical thinking: how to be a facilitator for the process; how to help people develop the "critical stance," the mindset that leads them to apply critical thinking all the time; and how to help people learn to apply critical thinking to dealing with community problems and issues.

How to be a critical thinking facilitator

Stephen Brookfield has developed a 10-point guideline for facilitators of critical thinking that focuses both on the learner and the facilitator herself.

• Affirm learners' self-worth. Critical thinking is an intellectual exercise, but it is also a matter of confidence and courage. Learners need to have the self -esteem to believe that authority figures or established beliefs could be wrong, and to challenge them. Facilitators need to encourage that self-esteem by confirming that learners' opinions matter and are worthy of respect, that they themselves have and deserve a voice.
• Listen attentively to learners. Repeat back their words and ideas, so they know they've been heard. What they say can reveal hidden conflicts and assumptions that can then be questioned.
• Show your support for critical thinking efforts. Reward learners for challenging assumptions, even when they're your own.
• Reflect and mirror learners' ideas and actions. That will help to identify assumptions and biases they may not be aware of.
• Motivate people to think critically, but help them to understand when it's appropriate to voice critical ideas and when it's not. The wrong word to the boss could get a learner fired, for example. It's important that he understand the possible consequences of talking about his conclusions before he does it.
• Regularly evaluate progress with learners. Critical thinking involves reflection as well as action, and part of that reflection should be on the process itself.
• Help learners create networks of support. These can include both other learners and others in the community who are learning to or who already practice and support critical thinking.
• Be a critical teacher. Model the critical thinking process in everything you do (particularly, if you're a teacher, in the way you teach), encourage learners to challenge your assumptions and ideas, and challenge them yourself.
• Make people aware of how they learn critical thinking. Discuss learning and thinking styles, intrinsic and extrinsic motivation, learning methods, the role of previous experience, etc. The more conscious you can make people of their preferred ways of learning, the easier it will be for them to understand how they're approaching ideas and situations and to adjust if necessary.
• Model critical thinking. Approach ideas and situations critically and, to the extent possible, explain your thinking so learners can see the process you've used to arrive at your conclusions.

How to encourage the critical stance

Developing the critical stance -- the generalized ability and disposition to apply critical thinking to whatever you encounter -- is a crucial element in teaching critical thinking. It includes recognizing assumptions -- your own and others' -- applying that recognition to questioning information and situations, and considering their context.

Recognize assumptions. Each of us has a set of assumptions -- ideas or attitudes or "facts" we take for granted -- that underlies our thinking. Only when you're willing to look at these assumptions and realize how they color your conclusions can you examine situations, problems, or issues objectively.

Assumptions are based on a number of factors -- physical, environmental, psychological, and experiential -- that we automatically, and often unconsciously, bring to bear on anything we think about. One of the first steps in encouraging the critical stance is to try to make these factors conscious. Besides direct discussion, role plays, discussions of hypothetical or relatively non-threatening real situations, and self -revelation on the facilitator's part ("Some of my own assumptions are...") can all be ways to help people think about the preconceptions they bring to any situation.

Sources of assumptions are numerous and overlapping, but the most important are:

• Senses. The impact of the senses is so elemental that we sometimes react to it without realizing we're doing so. You may respond to a person based on smells you're barely aware of, for instance.
• Experience. Each of us has a unique set of experiences, and they influence our responses to what we encounter. Ultimately, as critical thinkers, we have to understand both how past experience might limit our thinking in a situation, and how we can use it to see things more clearly.
• Values. Values are deeply held beliefs -- often learned from families, schools, and peers -- about how the world should be. These "givens" may be difficult even to recognize, let alone reject. It further complicates matters that values usually concern the core issues of our lives: personal and sexual relationships, morality, gender and social roles, race, social class, and the organization of society, to name just a few.
• Emotion. Recognizing our emotional reactions is vital to keeping them from influencing our conclusions. Anger at child abusers may get in the way of our understanding the issue clearly, for example. We can't control whether emotions come up, but we can understand how we react to them.
• Self interest. Whether we like it or not, each of us sometimes injects what is best for ourselves into our decisions. We have to be aware when self interest gets in the way of reason, or of looking at the other interests in the situation.
• Culture. The culture we grew up in, the culture we've adopted, the predominant culture in the society -- all have their effects on us, and push us into thinking in particular ways. Understanding how culture acts upon our and others' thinking makes it possible to look at a problem or issue in a different light.
• History. Community history, the history of our organization or initiative, and our own history in dealing with particular problems and issues will all have an impact on the way we think about the current situation.
• Religion. Our own religious backgrounds -- whether we still practice religion or not -- may be more powerful than we realize in influencing our thinking.
• Biases. Very few of us, regardless of what we'd like to believe, are free of racial or ethnic prejudices of some sort, or of political, moral, and other biases that can come into play here.
• Prior knowledge. What we know about a problem or issue, from personal experience, from secondhand accounts, or from theory, shapes our responses to it. We have to be sure, however, that what we "know" is in fact true, and relevant to the issue at hand.
• Conventional wisdom. All of us have a large store of information "everybody knows" that we apply to new situations and problems. Unfortunately, the fact that everybody knows it doesn't make it right. Conventional wisdom is often too conventional: it usually reflects the simplest way of looking at things. We may need to step outside the conventions to look for new solutions.

This is often the case when people complain that "common sense" makes the solution to a problem obvious. Many people believe, for instance, that it is "common sense " that sex education courses for teens encourage them to have sex. The statistics show that, in fact, teens with adequate sexual information tend to be less sexually active than their uninformed counterparts.

Examine information for accuracy, assumptions, biases, or specific interests. Helping learners discuss and come up with the kinds of questions that they need to subject information to is probably the best way to facilitate here. Using current examples -- comparing various newspaper and TV news stories, for instance, to see what different aspects are emphasized, or to see how all ignore the same issues -- can also be a powerful way of demonstrating what needs to be asked. Some basic questions are:

• What's the source of the information? Knowing where information originates can tell you a lot about what it's meant to make you believe.
• Does the source generally produce accurate information?
• What are the source's assumptions about the problem or issue? Does the source have a particular interest or belong to a particular group that will allow you to understand what it believes about the issue the information refers to?
• Does the source have biases or purposes that would lead it to slant information in a particular way, or to lie outright? Politicians and political campaigns often "spin" information so that it seems to favor them and their positions. People in the community may do the same, or may "know" things that don't happen to be true.
• Does anyone in particular stand to benefit or lose if the information is accepted or rejected? To whose advantage is it if the information is taken at face value?
• Is the information complete? Are there important pieces missing? Does it tell you everything you need to know? Is it based on enough data to be accurate?

Making sure you have all the information can make a huge difference. Your information might be that a certain approach to this same issue worked well in a similar community. What you might not know or think to ask, however, is whether there's a reason that the same approach wouldn't work in this community. If you investigated, you might find it had been tried and failed for reasons that would doom it again. You'd need all the information before you could reasonably address the issue.

• Is the information logically consistent? Does it make sense? Do arguments actually prove what they pretend to prove? Learning how to sort out logical and powerful arguments from inconsistent or meaningless ones is perhaps the hardest task for learners. Some helpful strategies here might include mock debates, where participants have to devise arguments for the side they disagree with; analysis of TV news programs, particularly those like "Meet the Press," where political figures defend their positions; and after-the-fact discussions of community or personal situations.

Just about anyone can come up with an example that "proves" a particular point: There's a woman down the block who cheats on welfare, so it's obvious that most welfare recipients cheat. You can't trust members of that ethnic group, because one of them stole my wallet. Neither of these examples "proves" anything, because it's based on only one instance, and there's no logical reason to assume it holds for a larger group. A former president was particularly fond of these kinds of "proofs", and as a result often proposed simplistic solutions to complex social problems. Without information that's logically consistent and at least close to complete, you can't draw conclusions that will help you effectively address an issue.

• Is the information clear? Do you understand what you're seeing?
• Is the information relevant to the current situation? Information may be accurate, complete, logically consistent, powerful...and useless, because it has nothing to do with what you're trying to deal with.

An AIDS prevention initiative, for instance, may find that a particular neighborhood has a large number of gay residents. However, if the HIV-positive rate in the gay community is nearly nonexistent, and the real AIDS problem in town is among IV drug users, the location of the gay community is irrelevant information.

• Most important, is the information true? Outright lies and made-up "facts" are not uncommon in politics, community work, and other situations. Knowing the source and its interests, understanding the situation, and being sensibly skeptical can help to protect learners from acting on false information.

Consider the context of the information, problem, or issue. Examining context, in most instances, is easier to approach than the other elements of the critical stance. It involves more concrete and "objective" information, and, at least in the case of community issues, it is often information that learners already know.

Facilitating techniques might include brainstorming to identify context elements; discussing how context issues affected real situations that learners are familiar with; and asking small groups of learners to make up their own examples. The real task is making sure that they include as many different factors as possible. Some areas to be examined in considering a community issue, for instance, are:

• The nature of the community. A big city is likely to present different solutions to a problem than a small town, and both differ from a suburb or a rural area. Understanding the resources, challenges, and peculiarities of a community is important to addressing its issues.
• The social situation. A community may be divided among several mutually hostile ethnic or political groups, or among groups that simply have different ideas about how things should be done. There may be class, race, or other issues to deal with.
• Individuals. Individuals can strongly influence the workings of a community, often in ways that aren't immediately apparent. People can spread or squelch rumors, create harmony or dissension, lead others toward constructive solutions or toward disorganization and ineffectiveness.
• Cultures. Cultures -- which can be based on ethnic ties, religion, class, or other factors (think of the jocks, preppies, punks, skaters, and other groups in a high school)-- can create alliances or divisions, and heavily influence how different groups see an issue and its implications.
• Physical environment. A trash-filled, crumbling urban neighborhood can breed despair and fear. Changing the face of that neighborhood may do a great deal to change the situation of people who live there as well, giving them hope and pride of ownership, as well as diminishing violence and crime by increasing light and accessibility. The role of the physical environment is one that has to be examined in any community issue.
• History. It's crucial to examine the history of a problem or issue, as well as efforts to deal with it. The perfect solution you just came up with may have already ended in disaster five years ago. The person you depend on to explain the situation may have been prominent on one side of a huge conflict, and her presence may alienate anyone who was on the other. Bad feelings over real or perceived slights or dishonesty can persist for decades, and if you don't know about them, they can suddenly rise up, seemingly out of nowhere. Not only getting the history, but getting it from a number of different perspectives, is necessary to success in dealing with any problem or issue.

A group trying to bring public transportation to a rural area started by arranging a meeting between the select boards of the towns involved and the local regional transit authority. What the group didn't know was that, several years before, a small non -profit transportation company -- the chair of whose board was a revered local figure -- had been put out of business through some shady dealings by the regional transit authority. As a result, the towns refused to deal with the transit authority, even though it was now under completely new -- and ethical -- management.

• The interests involved. If there is a conflict, what are the needs and aims of the various factions? Who stands to gain, and who stands to lose? What are the best interests of the community -- or can you determine that at all?

Facilitating problem solving using critical thinking

Actually using critical thinking to solve problems and address issues is, of course, the reason for learning it. Brookfield suggests one problem-solving sequence that can be used in many situations involving community issues. Once people have learned the critical stance, they can apply its principles using this sequence.

Identify the assumptions behind the problem. By asking people to clarify their statements, and by probing for specifics, you can help them look at what is behind their thinking. Some clarifications that you can ask for, accompanied by some of the questions you might ask:

There are actually two sets of assumptions that are important here. One is the set of assumptions that each of us brings to any problem or information, those described above under "How to encourage the critical stance." The other is the set of assumptions about the particular problem -- what the situation is, what the problem consists of, what a solution would look like, and how to achieve that solution. In fact, those two sets of assumptions are inseparable, and both need to be considered. The emphasis in what follows is on the second set of assumptions, that which refers to the problem itself. One of the assumptions of the Tool Box, however, is that you'll deal with both in a real situation.

• The current situation. What exactly do you mean when you say things are bad? What things? How are they bad? What would be happening if they were good?
• The problem itself. Can you describe another situation in which the same problem existed? What was happening then? Can you describe a situation in which things were good, and the problem didn't exist? What was happening then? What are the differences here?
• Potential solutions to the problem. If we were able to solve this problem, what would that look like? What would be happening? Who would be involved?
• Actions that would lead to the solution. How would what you're suggesting lead to a solution? What exactly would happen?

Challenge those assumptions. Once you've clarified the assumptions, everyone needs to question them.

• The current situation. Are you sure that everything is bad? Are there good aspects to the situation? What about it specifically do you think is bad? Could that be interpreted in another way? Who might interpret it differently? Why? Are we even looking at the right aspects of the situation? Are we missing something important?
• The problem itself. What exactly is the problem we're talking about? Are you sure that's really the problem? Could the problem be defined in another (this other) way? What's the actual concern here?
• Potential solutions to the problem. What are the actual results we need here? (If we're trying to reduce the teen pregnancy rate in the community, for instance, are we aiming to provide a particular number of teens with information about birth control? With condoms and other birth control devices? Or are we aiming at an actual reduction in the teen pregnancy rate within a particular period...say, two years?)
• Actions that would lead to the solution. Would what you're proposing actually accomplish what you expect it to? Would it really make a difference even if it did?

Imagine alternatives to what you started with. There are a number of ways you can construct different ways to deal with the problem. Two are:

• Brainstorming. Everyone comes up with every alternative she can think of, no matter how silly it seems at the time. After all the ideas have been recorded, the group goes through them, and sorts out what seems worth pursuing. Sometimes the ideas that seem totally silly at first turn out to be the most valuable, which is why it's important to encourage people to blurt out whatever they think of.
• Starting with the ideal endpoint. Determine what everything would look like if the ideal solution were achieved, then work backward from there to understand what you'd have to do to get there.

In dealing with teen pregnancy again, for instance, the ideal might be a community in which there were no teen pregnancies because all youth clearly understood the physical and emotional consequences of having sex; had adequate sexual information and access to birth control; and felt valued and empowered enough to respect one another and to maintain control over their own bodies. You might determine that that situation would require that there be sex education available through a variety of sources; that condom dispensers should be placed in various public places, and that pharmacies and convenience stores display birth control devices in ways attractive to teens; that every teen needed to have at least one caring adult in his or her life; and that the community valued youth and their contributions. In order for those things to happen, there might need to be a community education process, mechanisms for youth to become more integrated into the community as contributing members, as well as a group of adult volunteers who would act as mentors and friends to youth who had no positive relationships with adults. In order for those things to happen, you'd need to identify teens who had no positive adult role models...etc. If you followed all of this through to its end, you'd have a picture of the ideal solution to the problem and a road map telling you how to get there.

Critique the alternatives. Develop criteria on which you can judge the alternative solutions you've come up with. Some possibilities:

• Effectiveness
• Feasibility
• Consistency with community needs
• Consistency with the values of the group
• Inclusiveness

Once you've selected criteria, another critical thinking exercise is to decide which are most important. In a particular situation, cost might have to be the most important factor. In another, you may be able to weight costs, benefits, and effectiveness together. In others, other criteria may be weighted more heavily.

Finally, apply the criteria to the alternatives you've come up with, and decide which is most likely to achieve the results you want.

Reframe the problem and solution. At this point, learners have come up with a solution. The point of reframing is to look at the problem in the light of all the work they've done. They've perhaps discovered that it was different from what they first thought, or that they needed to view it differently. Reframing solidifies that mindset, and ensures that they approach the problem as they've found it to be in actuality, rather than as they initially saw it.

• The current situation. Start by restating the current situation, as you understand it after critical analysis, in the clearest and most specific terms possible.
• The problem itself. Restate the actual problem as you now understand it.
• Potential solutions to the problem. Explain what changes a solution would bring about, and what things would be like with the problem solved.
• Actions that would lead to the solution. Lay out the alternative you've arrived at.

By and large, people learn critical thinking best when they're approaching real problems that affect their lives in real ways. That's one reason why community interventions and initiatives provide fertile ground for the development of critical thinking.

Critical thinking is a vital skill in health, human service, and community work. It is the process of questioning, examining, and analyzing situations, issues, problems, people (in hiring decisions, for instance) and information of all kinds -- survey results, theories, personal comments, media stories, history, scientific research, political statements, etc.-- from every possible angle. This will give you a view that's as nearly objective as possible, making it more likely that you'll be able to interpret information accurately and resolve problems and issues effectively.

Teaching critical thinking, whether formally or informally, requires a supportive and encouraging presence, and a willingness to both model and be the subject of critical analysis. It entails teaching the critical stance -- how to recognize and analyze your own and others' assumptions, question information, and examine the context of any information, situation, problem, or issue. Finally, it requires helping people to apply the critical stance to a problem and learn how to come up with a solution that is effective because it addresses the real issues involved. Once learners can do that, they're well on their way to successfully addressing the concerns of their communities.

Online Resources

Critical Thinking Across the Curriculum . Internal and external resources on critical thinking from Longview Community College, Lee's Summit, MO.

The Foundation for Critical Thinking .  Articles, references, links, lesson plans, etc. School and college oriented, but lots of good general material.

Mission Critical , an on-line course in critical thinking from an English professor at San Jose (CA) State University.

Print Resources

Brookfield, Stephen D. (1991). Developing Critical Thinkers, Reprint Edition, San Francisco, CA: Jossey-Bass, Inc.

Brookfield, Stephen D. (2012). Teaching for Critical Thinking, San Francisco, CA: John Wiley & Sons, Inc.

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Mental models: 13 thinking tools to boost your problem-solving skills

Imagine you've gone out to dinner with friends. You’ve just sat down at your favorite table at your favorite restaurant, looking forward to the evening ahead.

The waiter brings over your menus and tells you about the specials. It sounds like one of the dishes is really good — you've always wanted to try it, and the way they've described it sounds amazing.

You're mulling it over in your mind while the others order, and then it's your turn — and you just ask for the same meal you always get.

Sound familiar?

Whether it’s your favorite meal or the perfectly worn-in pair of jeans in your closet, this tendency to fall back on what we know rather than risk something unknown is the result of a common thinking tool called a mental model.

Mental models, like the status quo bias in the scenario above, represent how we perceive something to operate in the world based on what we have learned in our lives. We all use them to help us understand complex situations and predict what will happen. If leveraged well, they can be powerful thinking tools.

This article will explore the concept of mental models as thinking tools and uncover 13 mental models you can add to your toolkit of thinking skills.

Mental models as thinking tools

Most of the time, we're not as thoughtful as we think. While many of us consider ourselves capable of critical thinking, researchers say we tend to make snap judgments without using our knowledge.

For example, let’s try an exercise. Take a look at this image:

Did you immediately react based on what you think is about to happen?

Although there isn’t a picture showing what takes place next, most of us made a guess using a tool we weren't even aware of — a mental model. Through our mental model, we could predict a possible outcome (which hopefully didn’t involve any scratches or falls).

Many of our snap judgments and reactions — whether about a photo we see or a problem we encounter — are shaped by the mental models we use to view the world. We begin to develop mental models as soon as we are born and continue to develop them throughout our lives, using them as a thinking tool to make sense of life, solve problems, and make decisions.

We all start out with different sets of mental models — after all, we all have different experiences that shape our early lives. As we gain experiences and knowledge, we add more models to our toolkit and learn to see things in new ways.

Sometimes our mental models work against us. If we limit our thinking to only a few mental models, we can suffer from critical thinking barriers . However, when we actively pursue thoughtful learning and collect many mental models, they can be extremely valuable tools for critical and creative thinking.

Munger's Latticework of Mental Models

Mental models as thinking tools were first made popular by Charlie Munger in his 1995 " The Psychology of Human Misjudgment " speech at Harvard University. Entrepreneurs and thinkers have since embraced mental models to achieve success.

According to Munger's Latticework of Mental Models theory, we can use various thinking tools to see problems from several points of view. Combining mental models increases original thinking, creativity, and problem-solving skills instead of relying on one frame of reference.

As Munger said , "All the wisdom of the world is not to be found in one little academic department ... 80 or 90 important models will carry about 90 percent of the freight in making you a worldly-wise person. And, of those, only a mere handful really carry very heavy freight."

This is why we need to keep learning — to expand our toolbox. The more mental models we have in our toolkit, the easier it is to find one that works for the situation.

A well-stocked toolbox is more effective at solving a problem than a single nail.

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13 valuable tools for your thinking skills toolkit

There are hundreds of mental models and thinking tools available, which can be overwhelming. Most of us are familiar with concepts like the Eisenhower Matrix and brainstorming. However, we can use many other mental models for creative and critical thinking. Here are 13 thinking tools to boost decision-making, problem-solving, and creative thinking skills.

1. First Principles

First principle thinking is a mental model that can be used for problem-solving by breaking things down to the most basic level. This thinking tool is based on the idea that all complex problems can be reduced to more specific, fundamental parts. Using first-principles thinking, you identify the underlying causes of a problem and then find the best solutions that address those root causes.

For instance, it would be impossible to pack up your entire house at once if you were moving. To pack efficiently and safely, you’d need to go room by room, tackling one room at a time.

2. Inversion

Inversion is a technique used to generate ideas of creative solutions to problems by imagining the opposite of them. Inversion is higher-order thinking that requires thinking about the solution you don't want. With inverted thinking, you consider how something might fail and then try to avoid those mistakes. This approach differs from "working backward," another way of doing things that encourages you to begin with the desired end solution in mind.

3. Occam's Razor

Occam's Razor is a mental model that can simplify complex problems and situations by determining which explanation is most likely. This thinking tool is based on the principle that the simplest answer is usually correct. When using Occam's Razor, you should look for the most obvious, straightforward reasoning that fits all facts.

4. Bloom's Taxonomy

Bloom's Taxonomy is a mental model used for categorizing the knowledge levels of learners. The cognitive, affective, and psychomotor learning domains are grouped into three hierarchical levels, with each level encompassing the previous one. In a hierarchical structure, areas of knowledge begin with simple skills and progress to higher-order thinking.

The six levels of Bloom's Taxonomy are:

• Knowledge: Recalling or recognizing facts and information
• Comprehension: Understanding the meaning of information
• Application: Using information in new ways
• Analysis: Breaking down information into smaller parts
• Synthesis: Putting pieces of information together to form a new whole
• Evaluation: Making judgments about the value of information

By applying the actions from each level of this tool, we can analyze situations from different angles and find more comprehensive solutions.

5. Incentives

Incentives are a model that can be used to encourage desired behavior. Based on a cause and effect concept, people will be more likely to act if they are given an incentive to do so. The incentives can be monetary, such as a bonus or commission, or non-monetary, such as recognition or privileges.

6. Fundamental Attribution Error

The fundamental attribution error is characterized by the tendency to focus too much on personal characteristics and not enough on circumstances when judging others. This mental model believes that people's actions reflect who they are without considering their point of view. This can lead to misunderstanding and conflict.

For example, it's easy to get angry and lash out at someone who cuts you off in traffic without considering that maybe they are rushing to the hospital for an emergency. Keeping this model in mind can help us avoid over-simplifying behavior.

7. Law of Diminishing Returns

The Law of Diminishing Returns provides a way to determine when it’s no longer efficient to continue investing in something. This thinking tool is based on the idea that there’s a point at which additional investment in something will result in diminishing returns.

The law of diminishing returns is often used in higher-level business decisions to determine when to stop investing in a project, but it’s also used in other forms of decision-making. Research has found that decision-makers tend to use a "matching" strategy in which they make their choice based on the relative value each option has.

8. Redundancy

The redundancy theory suggests that learners retain less new knowledge if the same information is presented in multiple ways or if it’s unnecessarily elaborate. Studies have shown that using several sources to relay information, such as text, visuals, and audio can create a lack of focus and less learning. Integrating the redundancy model can help teachers and leaders make learning more efficient.

9. Hanlon's Razor

Hanlon's Razor is a mental model that suggests most mistakes are not made maliciously. The purpose of this tool is to remind us not to assume the worst in the actions of others. Hanlon's Razor can help us see the situation from another's point of view and have more empathy, therefore avoiding making wrong assumptions.

For example, friends who aren't answering their mobile phones most likely aren't mad at you. Maybe they're just busy, or perhaps there are various other reasons to explain their delay.

10. Common Knowledge

We usually think of common knowledge as universal facts most people understand. However, the mental model of common knowledge is a little different. Used as a thinking tool, it focuses on pooling together the knowledge we don't share and taking into account the wisdom of others to help us make better decisions. Brainstorming, creating concept maps, and integrating feedback are useful tools we can use to share common knowledge.

11. Survivorship Bias

Survivorship bias refers to the tendency to focus on successful people, businesses, and strategies while overlooking failed ones.

For example, the idea that all 21st-century Hollywood stars got there through hard work may underestimate the amount of networking used to achieve fame. The idea dismisses the millions of other actors who worked just as hard but didn't have the same connections.

This thinking process can lead to decision-making errors because it causes people to overestimate their chances of success. However, when used to frame thinking, understanding the survivorship bias can help us consider other points of view and avoid making incorrect decisions.

12. The Ladder of Inference

The Ladder of Inference is a mental model that helps explain why we make judgments quickly and unconsciously. The ladder illustrates the rapid steps our minds go through to make decisions and take action in any given situation. The seven steps are:

• Observations: The data or information that we carry in through our senses
• Selected Data: The process of our brain choosing which information is important and which to ignore
• Meanings: Making interpretations and judgments based on our experiences, beliefs, and values
• Assumptions: The views or beliefs that we hold that help us interpret the facts
• Conclusions: The decision or opinion that we form based on our assumptions
• Beliefs: The convictions that we have about ourselves and the world around us
• Actions: The way we act or respond based on our thoughts

Using the Ladder of Inference as a thinking tool can help us avoid rash judgments based on assumptions and ensure sound thinking.

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13. 80/20 Rule

The 80/20 Rule is a thinking tool that we can use to understand the relationship between inputs and outputs. This model is based on the idea that 80% of the results come from 20% of the effort. The 80/20 rule can be used to decide how to allocate resources.

Thinking tools are essential for a learner's toolkit

Every lifelong learner should have a toolbox of thinking tools. Mental models are helpful thinking tools that can enhance the creative and critical thinking processes. By having more tools at your disposal, you can approach any situation from various angles, increasing the probability of finding a successful solution.

Remember — building your thinking toolkit is an ongoing process. Keep learning, and you'll soon find that you're making better decisions consistently and solving problems more quickly.

I hope you have enjoyed reading this article. Feel free to share, recommend and connect 🙏

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And follow Able's journey on Twitter: https://twitter.com/meet_able

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Erin E. Rupp

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Critical Thinking Tools

The four pillars of critical thinking are models of practical methods that are the core of developing critical thinking skills. Download Critical Thinking Guide

Collaborative Communities are three supporting methods of collaborative tools for individual and collaborative success. These include:   community building exercises and models, collaborative learning methods and peer-to-peer coaching.

Questioning Methods are used to engage students in curiosity, exploration, discovery and discussions. This includes effective methods for developing questioning skills leading to inquiry based shared inquiry.

Open Source Visual Mapping is for organizing and understanding thinking individually and collaboratively. The maps support recognizing patterns of thinking along with the frame of reference to understand different perspectives.

Thinking Environments is an awareness, understanding and a process focused on the design, interface and impact of the environment including a person’s use of space, materials, and objects.

Collaborative Communities

Community Building Exercises Building community exercises involves developing the whole community together   for understanding one another, learning how to collaborate collectively, developing listening for learning, and other methods for the whole school community collectively learning with one another.

Peer to Peer Coaching Peer to Peer Coaching involves teachers creating their own professional coaching community. It includes regularly observing each other throughout the whole school with a focused protocol to support seeing each other’s professional skills. The goal is learning professionally from one another in quest of the finest craft and pedagogy for student outcomes.

Collaborative Learning Methods Collaborative learning builds relationships among students (and teachers with teachers) that requires positive inter-dependence (a sense of sink or swim together), individual accountability (each of us has to contribute and learn), interpersonal skills (communication, trust, leadership, decision making, and conflict resolution), face-to-face promotive interaction, and processing (reflecting on how well the team is functioning and how to function even better).

Questioning Methods

We ask questions regularly. There are several types of questions:

• evaluative  
• interpretive

Statements and Questions Statements are ‘answers’ that signal a stop in thinking with a final answer. Questions are a driving force in the process of thinking. One asks questions to stimulate thinking. The art of questions like any skill takes practice of the finer points to achieve mastery. We will focus on bringing questioning into the classrooms critical thinking by scaffolding supportive strategies:

Powerful Questions

Collaborative Questions

Socratic Method for Shared Dialogue with Classroom Discussions

Visual Mapping

• Introducing all eight Thinking Maps to learn the tool using pictures, words and other representations for all grade levels.
• Introducing the Frame of Reference for Thinking Maps and other visual tools.
• Learning hand symbols for each of the Thinking Maps.
• Students choosing the Thinking Map that best represents how they are organizing their thinking (student centered ownership).
• Integrating Thinking Maps across all subjects and content.

Critical Thinking Environments

• Beliefs with a classroom of equity that focuses on mindfulness of belonging for all students and adults in a learning environment.
• People including proximity of the teacher with students and how we choreograph the flow.  
• Objects in the classroom including furniture, lighting and all objects that influence in regards to their design and use.
• Materials used including choices and use of natural and recycled things.

The teacher’s decisions with intentionality impact the classroom and school’s environment. They are crucial to the quality outcomes of the children and youth’s learning experiences and how they model with the children, and become a model to how students learn.

Download Critical Thinking Guide

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Supplement to Critical Thinking

How can one assess, for purposes of instruction or research, the degree to which a person possesses the dispositions, skills and knowledge of a critical thinker?

In psychometrics, assessment instruments are judged according to their validity and reliability.

Roughly speaking, an instrument is valid if it measures accurately what it purports to measure, given standard conditions. More precisely, the degree of validity is “the degree to which evidence and theory support the interpretations of test scores for proposed uses of tests” (American Educational Research Association 2014: 11). In other words, a test is not valid or invalid in itself. Rather, validity is a property of an interpretation of a given score on a given test for a specified use. Determining the degree of validity of such an interpretation requires collection and integration of the relevant evidence, which may be based on test content, test takers’ response processes, a test’s internal structure, relationship of test scores to other variables, and consequences of the interpretation (American Educational Research Association 2014: 13–21). Criterion-related evidence consists of correlations between scores on the test and performance on another test of the same construct; its weight depends on how well supported is the assumption that the other test can be used as a criterion. Content-related evidence is evidence that the test covers the full range of abilities that it claims to test. Construct-related evidence is evidence that a correct answer reflects good performance of the kind being measured and an incorrect answer reflects poor performance.

An instrument is reliable if it consistently produces the same result, whether across different forms of the same test (parallel-forms reliability), across different items (internal consistency), across different administrations to the same person (test-retest reliability), or across ratings of the same answer by different people (inter-rater reliability). Internal consistency should be expected only if the instrument purports to measure a single undifferentiated construct, and thus should not be expected of a test that measures a suite of critical thinking dispositions or critical thinking abilities, assuming that some people are better in some of the respects measured than in others (for example, very willing to inquire but rather closed-minded). Otherwise, reliability is a necessary but not a sufficient condition of validity; a standard example of a reliable instrument that is not valid is a bathroom scale that consistently under-reports a person’s weight.

Assessing dispositions is difficult if one uses a multiple-choice format with known adverse consequences of a low score. It is pretty easy to tell what answer to the question “How open-minded are you?” will get the highest score and to give that answer, even if one knows that the answer is incorrect. If an item probes less directly for a critical thinking disposition, for example by asking how often the test taker pays close attention to views with which the test taker disagrees, the answer may differ from reality because of self-deception or simple lack of awareness of one’s personal thinking style, and its interpretation is problematic, even if factor analysis enables one to identify a distinct factor measured by a group of questions that includes this one (Ennis 1996). Nevertheless, Facione, Sánchez, and Facione (1994) used this approach to develop the California Critical Thinking Dispositions Inventory (CCTDI). They began with 225 statements expressive of a disposition towards or away from critical thinking (using the long list of dispositions in Facione 1990a), validated the statements with talk-aloud and conversational strategies in focus groups to determine whether people in the target population understood the items in the way intended, administered a pilot version of the test with 150 items, and eliminated items that failed to discriminate among test takers or were inversely correlated with overall results or added little refinement to overall scores (Facione 2000). They used item analysis and factor analysis to group the measured dispositions into seven broad constructs: open-mindedness, analyticity, cognitive maturity, truth-seeking, systematicity, inquisitiveness, and self-confidence (Facione, Sánchez, and Facione 1994). The resulting test consists of 75 agree-disagree statements and takes 20 minutes to administer. A repeated disturbing finding is that North American students taking the test tend to score low on the truth-seeking sub-scale (on which a low score results from agreeing to such statements as the following: “To get people to agree with me I would give any reason that worked”. “Everyone always argues from their own self-interest, including me”. “If there are four reasons in favor and one against, I’ll go with the four”.) Development of the CCTDI made it possible to test whether good critical thinking abilities and good critical thinking dispositions go together, in which case it might be enough to teach one without the other. Facione (2000) reports that administration of the CCTDI and the California Critical Thinking Skills Test (CCTST) to almost 8,000 post-secondary students in the United States revealed a statistically significant but weak correlation between total scores on the two tests, and also between paired sub-scores from the two tests. The implication is that both abilities and dispositions need to be taught, that one cannot expect improvement in one to bring with it improvement in the other.

A more direct way of assessing critical thinking dispositions would be to see what people do when put in a situation where the dispositions would reveal themselves. Ennis (1996) reports promising initial work with guided open-ended opportunities to give evidence of dispositions, but no standardized test seems to have emerged from this work. There are however standardized aspect-specific tests of critical thinking dispositions. The Critical Problem Solving Scale (Berman et al. 2001: 518) takes as a measure of the disposition to suspend judgment the number of distinct good aspects attributed to an option judged to be the worst among those generated by the test taker. Stanovich, West and Toplak (2011: 800–810) list tests developed by cognitive psychologists of the following dispositions: resistance to miserly information processing, resistance to myside thinking, absence of irrelevant context effects in decision-making, actively open-minded thinking, valuing reason and truth, tendency to seek information, objective reasoning style, tendency to seek consistency, sense of self-efficacy, prudent discounting of the future, self-control skills, and emotional regulation.

It is easier to measure critical thinking skills or abilities than to measure dispositions. The following eight currently available standardized tests purport to measure them: the Watson-Glaser Critical Thinking Appraisal (Watson & Glaser 1980a, 1980b, 1994), the Cornell Critical Thinking Tests Level X and Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), the Ennis-Weir Critical Thinking Essay Test (Ennis & Weir 1985), the California Critical Thinking Skills Test (Facione 1990b, 1992), the Halpern Critical Thinking Assessment (Halpern 2016), the Critical Thinking Assessment Test (Center for Assessment & Improvement of Learning 2017), the Collegiate Learning Assessment (Council for Aid to Education 2017), the HEIghten Critical Thinking Assessment (https://territorium.com/heighten/), and a suite of critical thinking assessments for different groups and purposes offered by Insight Assessment (https://www.insightassessment.com/products). The Critical Thinking Assessment Test (CAT) is unique among them in being designed for use by college faculty to help them improve their development of students’ critical thinking skills (Haynes et al. 2015; Haynes & Stein 2021). Also, for some years the United Kingdom body OCR (Oxford Cambridge and RSA Examinations) awarded AS and A Level certificates in critical thinking on the basis of an examination (OCR 2011). Many of these standardized tests have received scholarly evaluations at the hands of, among others, Ennis (1958), McPeck (1981), Norris and Ennis (1989), Fisher and Scriven (1997), Possin (2008, 2013a, 2013b, 2013c, 2014, 2020) and Hatcher and Possin (2021). Their evaluations provide a useful set of criteria that such tests ideally should meet, as does the description by Ennis (1984) of problems in testing for competence in critical thinking: the soundness of multiple-choice items, the clarity and soundness of instructions to test takers, the information and mental processing used in selecting an answer to a multiple-choice item, the role of background beliefs and ideological commitments in selecting an answer to a multiple-choice item, the tenability of a test’s underlying conception of critical thinking and its component abilities, the set of abilities that the test manual claims are covered by the test, the extent to which the test actually covers these abilities, the appropriateness of the weighting given to various abilities in the scoring system, the accuracy and intellectual honesty of the test manual, the interest of the test to the target population of test takers, the scope for guessing, the scope for choosing a keyed answer by being test-wise, precautions against cheating in the administration of the test, clarity and soundness of materials for training essay graders, inter-rater reliability in grading essays, and clarity and soundness of advance guidance to test takers on what is required in an essay. Rear (2019) has challenged the use of standardized tests of critical thinking as a way to measure educational outcomes, on the grounds that  they (1) fail to take into account disputes about conceptions of critical thinking, (2) are not completely valid or reliable, and (3) fail to evaluate skills used in real academic tasks. He proposes instead assessments based on discipline-specific content.

There are also aspect-specific standardized tests of critical thinking abilities. Stanovich, West and Toplak (2011: 800–810) list tests of probabilistic reasoning, insights into qualitative decision theory, knowledge of scientific reasoning, knowledge of rules of logical consistency and validity, and economic thinking. They also list instruments that probe for irrational thinking, such as superstitious thinking, belief in the superiority of intuition, over-reliance on folk wisdom and folk psychology, belief in “special” expertise, financial misconceptions, overestimation of one’s introspective powers, dysfunctional beliefs, and a notion of self that encourages egocentric processing. They regard these tests along with the previously mentioned tests of critical thinking dispositions as the building blocks for a comprehensive test of rationality, whose development (they write) may be logistically difficult and would require millions of dollars.

A superb example of assessment of an aspect of critical thinking ability is the Test on Appraising Observations (Norris & King 1983, 1985, 1990a, 1990b), which was designed for classroom administration to senior high school students. The test focuses entirely on the ability to appraise observation statements and in particular on the ability to determine in a specified context which of two statements there is more reason to believe. According to the test manual (Norris & King 1985, 1990b), a person’s score on the multiple-choice version of the test, which is the number of items that are answered correctly, can justifiably be given either a criterion-referenced or a norm-referenced interpretation.

On a criterion-referenced interpretation, those who do well on the test have a firm grasp of the principles for appraising observation statements, and those who do poorly have a weak grasp of them. This interpretation can be justified by the content of the test and the way it was developed, which incorporated a method of controlling for background beliefs articulated and defended by Norris (1985). Norris and King synthesized from judicial practice, psychological research and common-sense psychology 31 principles for appraising observation statements, in the form of empirical generalizations about tendencies, such as the principle that observation statements tend to be more believable than inferences based on them (Norris & King 1984). They constructed items in which exactly one of the 31 principles determined which of two statements was more believable. Using a carefully constructed protocol, they interviewed about 100 students who responded to these items in order to determine the thinking that led them to choose the answers they did (Norris & King 1984). In several iterations of the test, they adjusted items so that selection of the correct answer generally reflected good thinking and selection of an incorrect answer reflected poor thinking. Thus they have good evidence that good performance on the test is due to good thinking about observation statements and that poor performance is due to poor thinking about observation statements. Collectively, the 50 items on the final version of the test require application of 29 of the 31 principles for appraising observation statements, with 13 principles tested by one item, 12 by two items, three by three items, and one by four items. Thus there is comprehensive coverage of the principles for appraising observation statements. Fisher and Scriven (1997: 135–136) judge the items to be well worked and sound, with one exception. The test is clearly written at a grade 6 reading level, meaning that poor performance cannot be attributed to difficulties in reading comprehension by the intended adolescent test takers. The stories that frame the items are realistic, and are engaging enough to stimulate test takers’ interest. Thus the most plausible explanation of a given score on the test is that it reflects roughly the degree to which the test taker can apply principles for appraising observations in real situations. In other words, there is good justification of the proposed interpretation that those who do well on the test have a firm grasp of the principles for appraising observation statements and those who do poorly have a weak grasp of them.

To get norms for performance on the test, Norris and King arranged for seven groups of high school students in different types of communities and with different levels of academic ability to take the test. The test manual includes percentiles, means, and standard deviations for each of these seven groups. These norms allow teachers to compare the performance of their class on the test to that of a similar group of students.

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Critical Thinking Skills

Colleen beck otr/l.

• by Colleen Beck OTR/L
• June 15, 2020

Critical thinking is intentional thinking that is involved in the process of completing tasks. In this post, we will dissect critical thinking. This essential executive functioning skill helps us accomplish complex tasks. Let’s talk critical thinking for kids!

What is Critical Thinking

Let’s start with executive function. Executive function encompasses the critical thinking skills of planning, organizing, prioritization, time management, working memory , attention , and other skills. Critical thinking is similar and requires the use of executive functioning. Critical thinking includes observing and analyzing, self-reflection, interpretation of available information, evaluation and inference (based on working memory), problem solving (metacognition), and decision making.

Within the aspects of critically thinking are many thinking and doing processes that allow us to follow through with the completion of tasks.

We’ve discussed previously that executive function does not fully mature until adulthood. It is important to recognize that fact because many times, we expect kids and teenagers to exhibit maturity in their decision-making and meta cognition.

Strategic Thinking and Critical Thinking

Strategic thinking may be commonly known as a business term that describes savvy business decisions to lead a business to success. But, there are similarities between the strategic planning of a business and critical thinking involved in executive functioning tasks. In business, strategic thinking involves using a business plan as well as past successes and failures in order to reach business goals. Strategic thinking requires initiation, planning, prioritization, observation, and self-assessment.

Similarly, critical thinking in order to self-analyze, create goals, initiate tasks, and plan out a task follows along with the same process.

Critical thinking for kids

Critically analyzing given information so we can strategize a plan and follow through with that plan based on what we know sounds a lot like executive functioning, right? We know that executive functioning doesn’t fully develop until early adulthood. But, we ask a lot of our kids when it comes to integrating critical thinking/executive functioning/regulation.

These skills, together, allow us to integrate the areas of strategic thinking that we need to accomplish tasks:

-Regulate emotions and behaviors

-Pay attention during tasks

-Complete tasks with an awareness of working memory

-Initiate tasks when it can be hard to decide on the best “first step”

-Transition between tasks

Some of our kids really struggle with this process on a daily basis! Critical thinking in kids can be a real struggle, but we can help by breaking things down into bite-sized steps.

Critical Thinking Broken Down

When it comes to accomplishing a task, there are two parts that we need to separate. The first is the thinking of the task. The second is the actual doing of the task.

We’ll break down all of the specific pieces of critical thinking by dissecting the task of writing a book report.

Say you know a child who has a book report to write and it’s due on Monday. They’ve known about this project for some time and have read the book (mainly in class), but haven’t actually done any of the actual book report work. They have this weekend to get it completely finished to turn in on Monday morning, while going through the routine of a typical weekend: activities, events, chores, relaxation/down time…(sound like a familiar situation, parents?)

Let’s pull apart the process of knowing there is a book report due on Monday to the completion of that assignment. Talk about executive functioning skills and critical thinking, right??

Think of it this way: When a child has a book report to do, they know they need to do it. It’s been talked about in the classroom for a few days. The assignment might be in the back of their mind. So, when the child has the weekend to complete the book report, they know they need to start thinking about actually sitting down to do it. But, what about the Friday night time with friends? And the Saturday morning sleep-in time? And the baseball practice Saturday afternoon? And the family party that’s planed for Saturday evening? And, and, and? We are all well aware of exactly HOW FAST a weekend can slip away from us in the blink of an eye. There is a lot going on during a typical weekend! So pulling out time to actually break away from the “fun” and initiate a book report?? It’s not easy. It takes some skills: planning, prioritization, and task initiation. Then, they need to consider other things they have on their schedule during that weekend so they can plan ahead. (More Planning Skills)

Next, They need to plan out what they are going to write about. (Planning Skills)

They need to gather all of the materials they need to complete the task, like pencils, paper, and the book. (Organization Skills )

They need to recall important facts from the book and pull out that information. They need to recall how they’ve written a book report in the past or the assignments they’ve done in preparation for this project that will help them. They need to gather their thoughts to know where to even begin on this report and start thinking about a topic or a viewpoint they are taking with this report. (Working Memory)

Finally, they need to think about how they can use those facts and prior experiences to write statements that make sense in their book report. They need to think about what they’ve written in if they might need more information. They need to be self-reflective in their writing. (Metacognition Skills)

All of those tasks involved thinking about actually writing the book report. It didn’t involve the writing portion and accomplishing the task to fruition.

The next part of accomplishing the task of writing a book report involves the “doing”.

The child needs to regulate behaviors and emotions so they can stay on task without having an attitude or tantrum. They need to inhibit the desire to refuse to write the book report because they would rather check their phone or go play video games. (Response Inhibition)

They need to start the process of writing the report by sitting down and getting started on the book report and not get angry or upset by the task at hand. (Emotional Control)

They need to maintain attention during the entire task. (Sustained Attention)

There is a need to be flexible, as well. The student needs to adjust to other tasks that need accomplished during that weekend, and be flexible in their thinking and task completion. (Flexibility)

Finally, they need to actually complete the report to completion while retaining focused on their goal of getting that book report done so it can be turned in on Monday morning. (Goal Oriented Activity)

Critical Thinking Examples

It’s a lot to process, right? That project, when broken down, has some major skill building lessons within the assignment. Here are those specific skills again:

The thinking skills:

• Time Management
• Working Memory
• Metacognition

The doing skills:

• Response Inhibition
• Emotional Control
• Sustained Attention
• Task Initiation
• Flexibility
• Goal-directed Activity

How to improve critical thinking

So, how can we take a major project like a book report and make it an assignment that helps kids build each of these critical thinking skills? By breaking down that assignment into bite sized pieces and working on each area!

Kids with executive functioning skill challenges really struggle with critical thinking. And vice versa. Here are some ways to help  teach kids impulse control  for improved attention, self-regulation, and learning so they can do hard things:

• Goal tracker
• Reduce clutter
• Break big tasks or projects into smaller steps
• Make a schedule (picture-based or list)
• Social stories
• Act out situations beforehand
• Count to three before answering/responding
• Self-rewards
• Reduce time to complete tasks
• Increase time to complete tasks
• Think through and predict social interactions before going into a situation
• Control buddy
• Ask for help
• Habit tracker
• Use a strategy checklist
• Carry a goal list
• Positive thought notebook

All of these strategies are built and monitored in our resource, The Impulse Control Journal .

The Impulse Control Journal has been totally revamped to include 79 pages of tools to address the habits, mindset, routines, and strategies to address impulse control in kids.  More about the Impulse Control Journal:

• 30 Drawing Journal Pages to reflect and pinpoint individual strategies 
• 28 Journal Lists so kids can write quick checklists regarding strengths, qualities, supports, areas of need, and insights 
• 8 Journal worksheets to pinpoint coping skills, feelings, emotions, and strategies that work for the individual
• Daily and Weekly tracking sheets for keeping track of tasks and goals 
• Mindset,Vision, and Habit pages for helping kids make an impact 
• Self-evaluation sheets to self-reflect and identify when inhibition is hard and what choices look like 
• Daily tracker pages so your child can keep track of their day 
• Task lists to monitor chores and daily tasks so it gets done everyday  
• Journal pages to help improve new habits  
• Charts and guides for monitoring impulse control so your child can improve their self-confidence  
• Strategy journal pages to help kids use self-reflection and self-regulation so they can succeed at home and in the classroom  
• Goal sheets for setting goals and working to meet those goals while improving persistence  
• Tools for improving mindset to help kids create a set of coping strategies that work for their needs

This is a HUGE digital resource that you can print to use over and over again.

 Read more about  The Impulse Control Journal HERE .  There are so many strategies to address attention in kids and activities that can help address attention needs. One tactic that can be a big help is analyzing precursors to behaviors related to attention and addressing underlying needs. 

Colleen Beck, OTR/L has been an occupational therapist since 2000, working in school-based, hand therapy, outpatient peds, EI, and SNF. Colleen created The OT Toolbox to inspire therapists, teachers, and parents with easy and fun tools to help children thrive. Read her story about going from an OT making $3/hour (after paying for kids’ childcare) to a full-time OT resource creator for millions of readers. Want to collaborate? Send an email to [email protected].

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Computer Science > Human-Computer Interaction

Title: untangling critical interaction with ai in students written assessment.

Abstract: Artificial Intelligence (AI) has become a ubiquitous part of society, but a key challenge exists in ensuring that humans are equipped with the required critical thinking and AI literacy skills to interact with machines effectively by understanding their capabilities and limitations. These skills are particularly important for learners to develop in the age of generative AI where AI tools can demonstrate complex knowledge and ability previously thought to be uniquely human. To activate effective human-AI partnerships in writing, this paper provides a first step toward conceptualizing the notion of critical learner interaction with AI. Using both theoretical models and empirical data, our preliminary findings suggest a general lack of Deep interaction with AI during the writing process. We believe that the outcomes can lead to better task and tool design in the future for learners to develop deep, critical thinking when interacting with AI.

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