One of the profound definitions of critical thinking came from Edward Glaser in 1941. He looked at three aspects of critical thinking. According to him, critical thinking is as follows.
First, critical thinking is “an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experiences.
Second, critical thinking is knowledge of the methods of logical inquiry and reasoning. Third, critical thinking is some skill in applying those methods” (Edward, MG, 1942, An Experiment in the Development of Critical Thinking, Teacher’s College, Columbia University).
On the other hand, the National Council for Excellence in Critical Thinking defines Critical thinking as “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness” (A statement by Michael Scriven and Richard Paul for the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987).
Critic of the above definitions
According to Edward, critical thinking entails a continuous effort in studying any belief or acceptable form of knowledge with the evidence that gives it credibility and the further conclusions to which it supports. We can break Edward’s definition and look at it critically.
First, we must acknowledge a problem and look for valid ways of solving it. We can only achieve this by gathering enough supporting data. We must also identify unclassified values and opinions and understand them.
However, we must use language with precision while interpreting and appraising a stand in order to make a logical conclusion among relationships. The conclusion we draw must be able to stand criticism. This will enable us reconstruct elements of beliefs based on accumulated experiences, which must give us accurate representation of life and certain things.
We can take a closer look at the definition by the National Council for Excellence in Critical Thinking and draw an analysis. This definition looks at critical thinking from its components of thought found in all forms of reasoning.
These include problem, evidence, assumptions, concepts, drawing of conclusion through reasoning, suggestions and impacts, criticism, and possible point of reference.
Therefore, critical thinking focuses on different issues and desired results. Critical thinking is a complex affair consisting of different ways of thinking, such as scientific, anthropological, moral, mathematical, philosophical, economic, and historical thinking.
This definition gives the notion that critical thinking consists of two parts. These are “processes of information and opinion creation and producing skills, and the repeated pattern, based on knowledge engagement, of applying those skills to direct behavior”.
We can compare the above components with simply acquiring and retaining information, and a mere fact of having skills, and a simple fact of using the acquired skills. Components of critical thinking seek and treat information in their ways, involve continual use of skills, and acknowledge the outcomes of the processes.
The above definitions offer serious analysis of what critical thinking and its components are. They show logical relationship among different elements of critical thinking.
They also highlight the need for evidences and logical conclusion that can stand criticisms and opposing views. All forms of critical thinking must have scientific bases and empirical data that support the drawn conclusion.
These definitions insist that critical thinking can only occur in environments of problems. This is because people begin to develop means of solving problems when they are in such situations, and in the process, they engage in critical thinking. They show that critical thinking is a continuous process of learning based on skills and experiences of life.
The two definitions warn of manipulating ideas, skills, and mere possession of these skills, information, and knowledge without putting them into practice. Any critical thinking that attempts to manipulate information or skills does not meet the intellectual requirements for critical thinking.
Therefore, critical thinking must have integrity and point of reference, hence, the need for empirical data or evidence. These two definitions present strong arguments for critical thinking, and recognize the fact that it differs from person to person, thus, a life-long process.