Critical Thinking

Critical thinking has been defined in many ways, but is essentially the process of deliberate, systematic and logical thinking on any subject, while considering bias or assumptions that may affect your discussion.  Critical thinking can be defined as, "the art of analysing and evaluating thinking with a view to improving it" (Paul & Elder 2009). 

Critical thinkers test what they are told and what they read.

A critical thinker...

Bloom's Taxonomy of Intellectual Behaviour - or the thinking you need to do at university*

The pyramid below shows the levels of thinking skills expected at university in all disciplines of study.

The top three intellectual behaviours

The top three intellectual behaviours: Analysis, evaluation, and creating; are considered higher levels of thinking and help us to demonstrate our critical thinking.

• Analysis refers to the process of examining the parts of a whole, the causes and results of events, and the differences between phenomena. For example, an economics student may be asked to analyse the causes of the global financial crisis of 2008-2009. To get a high mark, the student would have to do more than describe what happened. He/she would be expected to name the main factors, explain which of these were the most important, and consider how the crisis could have been avoided.
• Evaluation may seem the most difficult, because it involves expressing opinions about the work of other people or expressing a justification for choices or ideas. It must follow from the other types of thinking, because you must understand the theories and ideas of a subject area in order to evaluate them successfully. For example, the engineering student solving a design problem that has many possible solutions. The student would choose the best solution by identifying, comparing and testing the theories and ideas related to the design problem.
• Creating is the process of joining or combining information and ideas from different sources to create something new. To create, you must be familiar with existing knowledge and practices in your field and be able to take parts of them to combine in new ways. Consider education students designing lesson plans based on educational theories and combining techniques from different sources with their own ideas.  Even if no single part of the plan is original, the 'mix' is unique.

Textbooks and study guides often present knowledge as absolute and unchanging. However, at university knowledge is continually discussed and re-evaulated through considering ideas, evidence and consequences. In fact, all disciplines of study-such as economics, arts, education, engineering, medicine, science or law-are constantly under review in academic journals, laboratories and faculties. Researchers discuss each other's work and build on it to develop new insights in their fields. This process of research, evaluation, reflection and feedback is like a conversation, and your university courses are an opportunity for you to join in. You will not only gain knowledge but will also create knowledge.

What are you thinking?

Before you start a course or an assignment, consider these questions:

• What do I already know?
• What do I want to learn about this subject?
• What assumptions, attitudes, values or beliefs do I have that may influence my thinking?

Working out what you do not know is also an important part of critical thinking. You may not yet be an expert on the topic, but you will have unique perspectives and experiences to contribute to the research conversation.

In everyday language, criticise has a negative meaning-pointing out weaknesses or finding fault. However, not all criticism is negative in an academic context. As a student, you may not feel you have the right to 'criticise' the published work of researchers and practitioners. At University, criticism or critique is the practice of examining and evaluating the reasons and evidence for claims on any topic. Critiques usually include strengths as well as limitations. This is a positive activity that updates and builds knowledge.

What is the current thinking on this topic?

When you read in your discipline or listen to a lecture, ask yourself:

• Where do these ideas come from?  
• Does your experience or current knowledge support these ideas?
• Is the information the same or different from claims made by others?
• What criteria can I use to test or verify this information?

Critical thinking is a skill, so develop the following habits to help develop your critical thinking skills:

Check the requirements of your courses

What are the lecturers' expectations of their students? What types of assessment are used? What grading criteria are used? What are the learning outcomes of each course? For more on understanding the task see - Answering assignment questions.

Read strategically

Look at the title, abstract, summary, introduction, and conclusion of your readings to decide whether you need to read all of the text, only some of it, or whether you can skip it altogether. For more on critical reading strategies see - Effective reading.

Make notes as you read

Make notes as you read, using your own words. Always note the source of the text: by whom, where and when it was published. Write down any questions you have, or possible problems with the writer's ideas. For more on note-making see - Notemaking written text.

Work with classmates to discuss ideas

You should always write your own assignments, but you can improve your understanding by discussing ideas and information with your peers and your tutors. For more information see - Group work.

Write regularly about your own ideas

Write regularly about your own ideas, thoughts and feelings on a topic. Writing helps you clarify your thinking in terms of relevance, reasoning, and accuracy. Some professional courses may also require reflective writing assignments, such as built environment, education, engineering, medicine and social work. For more on reflective writing see - Reflective writing.

Find your voice

Express your ideas and do not be afraid to take risks. The best assignments show original thought, even if your ideas differ from the marker's ideas. Remember to support your views with valid reasons and solid evidence. For more on analysing and evaluating texts see - Some general criteria for evaluating texts.

Here is an example paragraph from the body of a student's essay (reproduced with permission). The assignment required the student to visit a museum exhibition and then critically discuss it. [Note that use of personal pronouns was accepted for this assignment] What levels of thinking can we see in the text?

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