What is Critical Thinking? by Jim Triplett

A frequent question I receive from my students is  "what is critical thinking?"

Critical thinking requires that a person reflect upon his or her experiences and then participate in a systematic examination of other views and facts related to the topic (Brown & Keeley, 2012). A key component within this process is one's willingness to ask questions. This process of asking questions enhances and deepens one's understanding of an issue or a problem. As part of the deeper examination of an issue or problem, one should explore the strengths and weaknesses of his or her views. In addition to understanding the strengths and weaknesses of our views, one should strive to objectively understand the strengths and weaknesses of others' views.   

Students engaged in critical and creative thinking are expected to understand a body and foundation of knowledge, rather than striving to develop specific answers to questions or a fixed set of facts. As technology and culture change, so will the questions being asked and their answers. The key is that one knows how to solve complex problems and create solutions to tough problems and situations using an objective process of evaluation. If people only have answers to specific questions, society is limited in its ability to apply problem solving skills. By developing the tools needed to create relevant and effective solutions, one is armed with the knowledge and skills needed to face the challenges in any industry. 

The video I posted below is very helpful in exploring how the process of critical thinking helps one solve problems. Developing these skills takes time and effort. Brown and Keeley (2012) noted one must also be willing and able to ask and answer questions “at appropriate times” something mentioned in the video as well (p. 3).   With this in mind, consider some of the ways you’ve developed your critical thinking skills since you started school.

This video examines critical thinking and how these traits assist one in developing solutions to problems. 

Browne, M. & Keeley, S. (2012). Asking the right questions: A guide to critical thinking (10th ed.). Upper Saddle River, NJ: Pearson Education.

Jim Triplett is an author, instructional designer, and instructor in the areas of finance, economics, ethics, and critical thinking. Jim holds Masters Degrees in Finance, Organizational Leadership, and Instructional Design Technology, is ABD / PhD in Organization and Management, and is currently completing a doctoral degree, Ed.D, in Educational Leadership with a focus on Educational Technology.

Evaluations by Andy Jobson

It’s that time of year again.  As a department chair, I am tasked with providing an assessment of each member of the English faculty, noting a variety of issues as “excellent,” “proficient,” or “needs improvement.”  It’s a challenging task.  For one thing, I don’t get to spend very much time in their classrooms, as I stay quite busy with my own students and planning.  For another, I recognize that we are all on a spectrum of ability… where does ‘proficient’ become ‘excellent’ (defined as “it would be difficult to do any better”)?  Don’t we always think we can do something better?  I want to praise my teachers, yet I know that I also need to prod them to strive for more.  At our private academy, there is no room for mediocrity.

I also know that if I mark too many items as “needs improvement,” I can crush a younger teacher’s spirit, creating self-doubt.  So finding that balance is tricky—I want to acknowledge the good, praise the great, and point out the not-so-good while encouraging him or her to see that there is hope for improvement.

Reflecting on my teacher evaluations makes me ponder whether I’m too cavalier sometimes in my student assessments.  Teenagers are, if anything, more sensitive than my teachers.  They need praise as well as guidance.  I have found rubrics can be very helpful in this regard, as with appropriate forethought I can identify several areas likely to receive praise as well as focusing on a few new content or skill areas to assess. 

One particular challenge in assessing student work is the short attention span they have for feedback; it’s not unusual for me to write all sorts of comments throughout an essay, only to watch the boys flip to the back and look at their ‘score,’ the grade, and be done.  I may stop putting the final number on the paper and make them read the material I’ve written to find the grade buried somewhere in the notes! 

An educator of 22 years, Andy Jobson has taught government, economics, and U.S. History. Currently teaching English literature at Riverside Military Academy in Gainesville, GA, he’s also been an administrator, a STAR teacher twice, and taught elementary school with Teach for America.