We often call critical thinking an ability, but I think it is more useful to think of it as a process.
The process is to compare similarities and differences between two things, and then to reach conclusiuons based on the analysis.
Here is a link to a rubric my colleagues and I have used to evaluate critical thinking in written assignments.
Data Content Analysis of Critical Thinking
1) Wherever possible take problems one by one. State the problem as clearly and precisely as you can.
2) Study the problem to make clear the “kind” of problem you are dealing with. Figure out, for example, what sorts of things you are going to have to do to solve it. Distinguish Problems over which you have some control from problems over which you have no control. Set aside the problems over which you have no control, concentrating your efforts on those problems you can potentially solve.
3) Figure out the information you need and actively seek that information.
4) Carefully analyze and interpret the information you collect, drawing what reasonable inferences you can.
5) Figure out your options for action. What can you do in the short term? In the long term? Distinguish problems under your control from problems beyond your control. Recognize explicitly your limitations as far as money, time, and power.
6) Evaluate your options, taking into account their advantages and disadvantages in the situation you are in.
7) Adopt a strategic approach to the problem and follow through on that strategy. This may involve direct action or a carefully thought-through wait-and-see strategy.
8) When you act, monitor the implications of your action as they begin to emerge. Be ready at a moment’s notice to revise your strategy if the situation requires it. Be prepared to shift your strategy or your analysis or statement of the problem, or all three, as more information about the problem becomes available to you.
We can teach critical thinking in HE more easily through creating a positive environment that promotes learning. For most students, when a course focuses on content, it is very difficult for them to apply their critical thinking skills along the way. Instead, for a better application and improvement in critical thinking, students need explicit instruction in how to think critically. Also important are modeling the process for the students, making clear the rules for critical thinking in a particular discipline, giving them many opportunities to practice critical thinking and receiving feedback based on their efforts. Above all, organizing lessons in a way that moves from simple, well-structured problems to complex, ill-structured ones, is very crucial in promoting critical thinking skills among students.
Considero que no debe limitarse a un proceso del pensamiento, es algo más. Debe ser una cualidad de la personalidad. Por eso en nuestras investigaciones l denominmos reflexión critica responsable. Para traajarla hay que enseñar varias cuestiones: buscar argumentos diversos, reflexionaar sobre la consecuencias de los actos y asumirlas, estar comprometido con la hmanidad, considerar los antecedentes de los acontecimientos para poder sacar conclusiones, asumir con sentimientos lo que se reflexiona, etc.
The internet is flooded with sites that claim having knowledge about "critical thinking skills" combined with advice on how to "grab" them !
The young university students are oblivious of many of these sites & this generation does not have the patience to read lengthy articles in depth. Yet critical thinking skills are extremely important to their lives & their future careers.
In my humble opinion, developing the scientific way of thinking is an overriding necessity to acquire these skills. A student will get multitude of information & ideas and is required to understand them plus having the ability to present them to others with precision. These very ideas & information have to be analyzed with an ability to read between the lines. There will be no critical thinking if a person accepts everything said or heard of.
Sometimes, I give students wrong information deliberately. When I see one or more students opposing, I become very pleased thanking the "awake brains" for their expression of objection. This opens a debate in which students are taught to be aware that every human idea or information must not be considered as "divinely absolute".
A teacher is supposed to become proud on seeing his/her students evaluating information & drawing reasonable conclusions by themselves with little help.
Honestly, there are those who are against development of critical thinking because they like to see many people acting like sheep with no ability to dispute or complain or know well what is going around.
Critical thinking is taught according to the application of its skills including fluency, flexibility, originality and sensitivity
What's your definition of critical thinking and how would we be able to measure whether a student used such 'skills' effectively? Without a clear definition, and a robust measurement instrument, the answer to this question, as some of the above replies appear to indicate, becomes simply an expression of personal belief rather than being based on empirical research evidence.
Utilizamos la denominación reflexión crítica responsable, e Insisto en que se añada la palabra responsable, por cuanto ni los conocimientos científicos garantizan el uso ético de los mismos. Muchos resultados científicos pueden ser cuestionados desde el punto de vista ético.
No creo que pueda limitarse solo al pensamiento, aunque este proceso está implicado, pero abarca toda la personalidad. El ciudadano asume actitudes comprometidas con el cambio, reflexionando sobre la esencia que origina el estado actual de la realidad, desde una posición crítica, creativa, responsable. Ella se sustenta en valores como el respeto, la solidaridad, la equidad, la comprensión del otro, de su subjetividad. Por eso consideramos que es un contenido esencial de la formación ciudadana.
How to teach critical thinking effectively?
How to learn critical thinking effectively?
How to practice critical thinking effectively?
Like what Michael W. Marek mentioned about considering thinking critically, not so much as an ability, but to think of it as a process well more of a combination of these two and a third thing. A process where one compares what one thinks is to what actually be... coupled with a singular triad involving: what be, what can be, what better be. With this one may ensures that what one considers doing be in line with doing what better be done as it better be done. It seems to me that most will 'compare' similarities and differences, rather than including more notions. Some may like to think of it as taking two flat views and creating a 3D perspective and then taking multiple perspectives and creating a virtual model that's perspectiveless or includes all perspectives and views accordingly and appropriately. Sometime we better reach conclusions based on the analysis, then again sometimes we better change the analysis based on how the conclusions relate to what be what better be what can be.
https://www.researchgate.net/project/PhD-dissertation-An-evidence-based-approach-to-working-memory-based-training-in-secondary-education-to-improve-reasoning-skills
Chapter Teaching Strategies and Critical Thinking Abilities in Scien...
Article O uso das TIC na promoção do pensamento crítico de Futuros Professores
An interesting article about how to teach critical thinking and decision making in business schools http://laisumedu.org/DESIN_Ibarra/pdf/smith.pdf
A link to interesting ideas about critical thinking
http://www.criticalthinking.org/pages/the-role-of-socratic-questioning-in-thinking-teaching-amp-learning/522
A tool to assess and develop students' critical thinking
https://www.macat.com/critical-thinking-educators
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