Academic Master


What makes up Critical Thinking

Critical thinking is the capability to think noticeably and sensibly, considering the rational associations amongst different concepts.  Critical thinking has always remained the topic of much discussion and beliefs from the time of ancient Greek philosophers such as Socrates and Plato. It has remained to be a topic of conversation in the present age(King & Kitchener, 1994).

Critical thinking can be defined as the capability to be involved in thoughtful and autonomous intelligence. In principle, critical thinking necessitates you to custom your capability to motive. It is about being a dynamic expert rather than an inactive receiver of information(Profetto‐McGrath, 2003).

Critical thinkers thoroughly inquire about concepts and norms rather than complicating them at expression value. They will continuously pursue to control whether the concepts, opinions, and results signify the whole image and are exposed to the conclusion that they do not. Critical thinkers will recognize, examine and solve difficulties methodically rather than by perception or instinct(Abrami et al., 2008).

Elements of Critical Thinking

Identification of evidence and assumptions:

Critical thinker breaks arguments into simple declarations and draw rational suggestions.

Illumination of arguments:

Critical thinkers trace ambiguity and ambiguity in advice and proposals.

Formation of facts: 

Critical thinkers regulate if the evidence is sensible and classify evidence that has been misplaced or not composed.  They regulate if the suggestions are reasonable and exploration for possible opposing facts.

Valuation of Logic:

Critical thinkers regulate if the evidence backs the decision. In logical arguments, the decisions must be correct if the evidence is true.  In inductive advice, the decisions are possible if the evidence is correct(Halpern, 1998).

Final evaluation: 

Critical thinkers consider the indication and advice.  Supportive data, judgment, and proofs raise the load of an argument.  Inconsistencies and absence of indication reduce the load of an argument.  Critical thinkers do not admit proposals if they consider there is more proof besides them or if the argument is uncertain, ignores major information, or has wrong evidence or deprived sense(Richmond, 1993).


Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134.

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449.

King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. Jossey-Bass Higher and Adult Education Series and Jossey-Bass Social and Behavioral Science Series. ERIC.

Profetto‐McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of Advanced Nursing, 43(6), 569–577.

Richmond, B. (1993). Systems thinking: critical thinking skills for the 1990s and beyond. System Dynamics Review, 9(2), 113–133.



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