Attributes of a Critical Thinker and Their Application in University Learning

Without developing your critical thinking self, your learning at university will not be fully successful. In this essay, I will define what critical thinking is and what it involves by defining and discussing the many attributes. Lastly I will discuss why this is so fundamentally important to successful learning at university.

“The definition of critical thinking…. is ‘reasonable, reflective thinking that is focused on what to believe or do” (Marshall and Rowland 2006)

The purpose of critical thinking is to achieve understanding, evaluate different viewpoints, and to find solutions to problems. While critical thinking is something we engage in our daily life, the word 'critical ' is commonly thought to have a quite negative meaning. At university 'critical ' has a much broader meaning and being critical involves making a balanced assessment and looking at things from different perspectives. Critical thinking is central to university culture, it thrives on students and scholars proposing ideas and defending them through debate and argument.

The critical thinker considers conflicting points of view before coming to a conclusion. Strong critical thinkers realize the world is uncertain and for many problems there is not necessarily a clear solution. They are also aware of the limits of their own knowledge and understanding, and are willing to allow their ideas and assumptions to be put to the test.

There are many attributes that critical thinkers must possess. Reflection, debate and open mindedness are among the more important critical thinking skills.

• Reflection:

Reflection is an integral skill to critical thinks, it encourages the thinker to review lessons learned and integrate those lessons into their existing knowledge and belief systems or worldview. Reflective thinking is most important in prompting learning during complex problem-solving situations because it provides students with an opportunity to step back and think about how they actually solve problems and how a particular set of problem solving strategies is appropriated for achieving their goal.

• Debate:

The ability to debate or argue is also an integral skill to possess during university studies. While studying online or via correspondence the student is limited in the opportunity to debate or argue their ideas or point of view with their peers.

Without the opportunity to debate your thesis, you will deny yourself the input of other perspectives you may not have considered or the input of other sources of information that may influence your decision-making. Therefore the development of the ability to debate ones own thesis is an integral skill in the learning process.

• Open mindedness:

Open mindedness is the ability to consider new information, ideas and concepts. If you are not open minded you are not susceptible to influence or persuasion from your current views and knowledge. Open mindedness is a necessary skill if you are to take advantage of other leaning tools like reflection or debate.

• Decisive:

To be decisive is to consider relevant information and determine your own conclusion.
Unlike other attributes, which are involved in the process, in critical thinking making a decision results in an outcome.

• Assumptions:

Making assumptions is the act of taking something to be true for the sake of an argument, without this skill a debate may never end. However, as a result of the critical thinking process your view of previous assumptions may be altered.

• Rationality:

Being rational is the ability to think critically and having sound judgement. Making judgments involves distinguishing between fact and opinion or evaluating the validity of information sources or the validity of theories and their application. These judgments need to be well grounded in research and all possible viewpoints need to be taken in to consideration.

• Emotion:

Emotion is mental feeling as distinguished from knowledge and from will. It may seem odd that emotions form part of the critical thinking process but as we question our previously accepted values and ideas many emotions such as, anxiety or fear become apparent. We will also feel positive emotions when discover new ideas.

• Persistence:

The ability to follow a line of reasoning and continue on a particular coarse in spite of opposition. Persistence in the form of self-discipline is an important attribute to possess as a student. Online learning offers little in the way of external motivators. Without learning this skill, students would give in to their need for freedom would become academically less productive.

• Interpersonal sensitivity:

Willing to respect the opinions of others and the reasons behind them, you may not agree or they may sway your thinking.

• Personal World View:

Your personal world view is a system of beliefs and values shaped by many factors such as, gender, age, race and even geographic location and which can constantly change. Because you world view may change it is important to think critically about your beliefs and values. For example if it is your belief that God created life on earth then this belief would hinder your ability to think critically about the concept of evolution. Therefore we can see how your world view can directly affect your success in university learning.

These attributes are all part of the process of critical thinking and each brings with it a new dimension to our learning but why is it so important to be able to think critically when learning? As Warren (1995) reflects unless she had explicitly communicated the specific argument to her class the students were unable to assess and formulate an argument of their own, they lacked the necessary skills of critical thinking to do so. Without critical thinking students will be confused about the underlying purpose of readings, lectures, tutorials and assignments and what is expected from them at university. It is here in this example we start to grasp how fundamentally important critical thinking is at university and being able to fully learn a concept. Because critical thinking is the main way academics add knowledge to a field.

“A university education that focuses on critical thinking is designed to encourage you to identify and question your world view with its values and assumptions and contradictions, to be open to other view, to develop a position on topics under discussion and to construct cogent arguments in both your writing and your discussions.” (Marshall and Rowland, 2006)

In conclusion Critical thinking is self-guided and self-disciplined process, which attempts to reason in a fair-minded way. It entails effective communication along with problem solving abilities and the ability to remain open-minded. The critical thinking self can ask appropriate questions, gather the relevant information, effectively and creatively assess this information, reason logically from this information, and come to conclusion and this whole process is a fundamental element of successful learning. The aim of critical thinking in university learning is to expand knowledge whether it be to add to your own or to the knowledge base of a particular discipline or field.

References

http://unilearning.uow.edu.au/critical/1a-2.html

Warren, Karen. 1995. The critical self. Perth: Murdoch University.

Brookfield, Stephen D. 1989. Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. San Francisco: Jossey Bass.

Marshall, Lorraine and Rowland, Frances. 2006. A Guide to Learning Independently. Frenchs Forest: Pearson Longman

Simpson, J and Weiner, E. 1989. The Oxford English Dictionary Second Edition. Clarendon Press. Oxford.

References: http://unilearning.uow.edu.au/critical/1a-2.html Warren, Karen. 1995. The critical self. Perth: Murdoch University. Brookfield, Stephen D. 1989. Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. San Francisco: Jossey Bass. Marshall, Lorraine and Rowland, Frances. 2006. A Guide to Learning Independently. Frenchs Forest: Pearson Longman Simpson, J and Weiner, E. 1989. The Oxford English Dictionary Second Edition. Clarendon Press. Oxford.