Introduction to Critical Thinking



Teaching Critical Thinking


Critical Thinking Application

Critical thinking can be defined in any number of ways. Educators tend to have their own definitions which vary based on the academic discipline in which the critical thinking concepts will be applied. Every definition seems to possess the same rudimentary elements, however, including:  reasoning, argumentation, reflection, synthesis, observation, hypothesis, Socratic questioning, logic, and technology, among many others. At the inner core of any critical thinker rests a desire to be truthful by seeking alternative hypotheses, resolutions and other points of view. A critical thinker can reason, make judgments and ask questions, while at the same time presenting positions clearly and honestly and anticipating and addressing counter arguments. Ultimately, the ideal critical thinker is fair minded and concerned with the value and dignity of others. As the methods of application presented in this section  are incorporated in teaching, instructors must take the time to instill this central facet of any critical thinking application, that is,  respect for oneself and other in the pursuit of the truth.

This section of the Think Bank contains resources on critical thinking applications, models, exercises, examples of critical thinking fallacies and a critical thinking assessment rubric. Of greatest value here may be the discipline-specific resources that demonstrate how instructors incorporate critical thinking skills in their academic disciplines.