What is Critical Thinking

Critical thinking is a combination of skills including skepticism (questioning everything) evidence-based reasoning and not emotional response, self-awareness about assumptions and biases, and open-mindedness about alternative explanations.

A process of purposeful, self-regulatory judgment that gives reasoned consideration to evidence, contexts, conceptualizations, methods and criteria.

The ability to analyze, evaluate, and synthesize information objectively, enabling individuals to make informed decisions and solve complex problems.

Reasoned and disciplined thought based on the synthesis of information in order to form a judgment.

The ability to analyze, evaluate, and synthesize information, fostering informed decision-making and problem-solving skills in diverse situations.

In academic contexts, this phrase usually refers to complex intellectual reasoning that questions assumptions and seeks to assess evidence and examine claims made by others. More simply, it can also refer to logical thinking based on facts and evidence.

Is often perceived as an applied skill through which an individual can logically (or through well-reasoned skills), make sense of and analyze information, in the process of solving a given problem or making a decision.

Is the process of being able to objectively analyse and evaluate a specific subject area or issue.

Involves a mental process of analyzing or evaluating information in an attempt to attain higher level of understanding.person or learner is what has been learnt.

Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings.

A process of acquiring information, analyzing the information, producing a new thought or belief about the information, implementing the new thought, and then reflecting on the thought or process of learning.

The mental process involved in studying, interpreting, analyzing, and evaluating information to reach a conclusion.

The intellectual rational process in which the objective analysis, conceptualizing and evaluation of an issue formulate a decision.

A cognitive process by which the learner analyzes, compares, and evaluates principles, rules, ideas, and concepts within a specified problem space and environment.

This is the type of thinking that involves breaking free from the pre-established systems, conventions, and truth systems, and that questions the information received to detect false or obsolete paradigms. Along with knowledge and technique, creative thinking is essential in order to break down the barriers of routine when defining objectives and plans.

The ability to identify, analyze and evaluate arguments in one’s own and others work and to develop well reasoned arguments

Actively analyzing information gathered through observation, experience, or reflection.

The ability to engage in reflective thinking. In digital media world, it is fundamental that someone can develop a refined sense of judgement towards the contents and tools available. Behaviours we adopt when using, for instance, social media should be a target of (self-) criticism.

The ability to acquire knowledge or understanding through a self-reflective process of thinking.

Ability to think deep and independently.

The highest level of reflective thinking that includes a technical understanding, practical application, and the ability to identify a personal contribution and bias towards a teaching practice.

A type of transversal skill or competence in the decision-making process. Not every situation can be described in black and white…there is always a gray area where this competence is needed to observe, analyze, reflect, discern, and arrive to a solution of any problem with an open and flexible mind.

Critical thinking is a normative concept which determines the quality of thinking in a given circumstances. It involves a set of intellectual tools to be well mobilized in the context of problem solving, decision making and in the context of interacting with others. This set of intellectual tools includes abilities to argue and analyze arguments, judge the credibility of a source information, make inferences (reaching conclusions based on sound evidence and reasons) and decide on an action, as well as dispositions which define critical spirit (that which motivates critical thinkers to use critical thinking abilities in their own thinking and in that of others). Additionally, thinking critically enables the person to consciously and deliberately seek and use knowledge and criteria that relates effectively to the issue or question under consideration. Critical thinking is the ability to consider a range of information derived from many different sources, to process this information in a creative and logical manner, challenging it, analysing it and arriving at considered conclusions which can be defended and justified. Its opposites are prejudice and the risk to judgement.

Being able to apply reason and logic to infer judgement.

The ability to analyze, assess, evaluate information from various sources, to make informed judgements and decisions.

Engagement in situational analysis, using evidence, logic, and thoughtful application of relevant elements.

High-order cognitive ability to detach from mainstream consensus to argue individually and ask questions beyond mere appearances.

The ability to think rationally and clearly; using one’s ability to reason and problem-solve.

the process of uncovering and researching assumptions that frame what counts as legitimate knowledge, largely by exploring multiple perspectives.

The ability to interpret and make judgments about the relevance and quality of information.

The ability to identify the main elements and assumptions of an argument and the relationships between them and draw conclusions based on the information that is available, evaluating evidence, and self-correcting, among others. It is seen as a self-regulated process that comes from developing skills such as interpretation, analysis, evaluation, and explanation, going beyond technical skills. It can, therefore, be considered a metacognitive process ( Saxton et al., 2012 ; Facione, 1990 ).

A complex way of thinking that comprises cognitive skills and affective dispositions, and that allows individuals to solve problems amidst a full comprehension of the conditions under which it takes place.

Ability to question the way knowledge is produced and distributed, to analyze reality with criteria and acquire tools for making conscious and informed decisions.

Interactive process that highlights the importance of independent thinking and helps students find their voices.

An on-going learning process that examines power structures and relationships.

Critical thinking is a rational reasoning process including identifying and validating the understanding and arguments focusing on certain issues or topics; it serves as the fundamental essential of strategic leadership for effectively and efficiently selecting, digesting and analysing, applying and evaluating the data/information obtained, as well as reflecting on the consequences of events.

Critical thinking is the ability to analyze and evaluate thinking (others or your own) with a view toward improving that thinking. According to Moore and Parker (2007) AU58: The in-text citation "Moore and Parker (2007)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , above all else, thinking critically means screening your ideas to see if they really make sense.

The process of actively and successfully conceiving, applying, analyzing, synthesizing, and/or evaluating knowledge as a basis for belief and action is known as critical thinking. It requires intellectual discipline.

The objective analysis and evaluation of an issue in order to form a judgement.

The ability to user higher cognitive ability and reasoning to rationally think, decide upon, or act. It requires the ability to gather facts from the environment (for example through observation), and the ability to analyze and evaluate perceived facts to decide upon an appropriate action.

The process of analyzing, applying, synthesizing, and evaluating information in order to form judgements.

A thought process based on scientific rationality and consists of cognitive processes such as: analysis, synthesis, deduction, induction, comparison, generalization, concretization, abstraction, idealization, analogy, logical operations of deductive and inductive inferences, argumentation and evaluation. Critical thinking includes a set of personality dispositions, features and attitudes which along with the cognitive skills affect possibilities of reasonable and purposeful actions.

A hotly-debated term in discussions of learning, it most typically refers to how learners use reflection in making meaning and achieving more complex understandings of content of any kind.

A higher order of thinking that involves analysis and synthesis of information to create questions or new ideas.

it is ability to categorize, select, compare and contrast different facts and opinions to form a judgment.

It is one of 21st century skills which is a way of thinking including combining, analyzing, commenting and evaluating information.

A set of skills that supports independent learning, key elements of which are the ability to evaluate and question information using previous knowledge of logic and the ability to identify trustworthy sources of information.

The student must listen carefully, understand thoroughly, analyze logically, criticize objectively, and propose originally.

Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture.

Systematic, rational evaluation of beliefs, theories, events and behaviors ( Vaughn, 2013 ); redefined in this chapter as the faculty of systematic, rational evaluation that we practice in social relationships, and which is allied with the faculty of character (i.e., virtues) that we practice in social relationships.

Engaging with the society around us in order to promote a social transformation by thinking affirmatively, that is using critique in a constructive way.

A set of skills that allows individuals to discriminate between essential and non-essential information and establish relationships between seemingly unconnected phenomena or ideas in the process of knowledge construction, all of which leads to deep understanding and learning.

The intentional, logical thought process intended to respond to and improve patient outcomes.

Critical thinking is the capability of an individual to think precisely and reasonably, understanding the logical connection between ideas.

Engaging with multiple forms of thinking to analyze, deduce, or reflect on a problem.

Critical thinking is a structured way of analyzing an issue both logically and intuitively in order to arrive at an actionable decision in business or life.

A higher-order thinking skill, one uses critical thinking to objectively analyze information and make a judgement on the validity of the given information while drawing reasonable conclusions that are not explicitly provided in the material.

Michael Scriven and Richard Paul defined Critical Thinking at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987. According to these Scriven and Paul: Critical thinking is 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

For the language arts teacher, critical thinking refers to the quality of in-depth, multifaceted and complex examination of how teachers think about their teaching, in order to reconstruct that thinking and reshape it into something better that influences decision making and instructional practice.

Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture.

An objective evaluation and analysis of issues with a motive to form better judgements.

In the context of this study, critical thinking is operationalized as a higher order thinking (HOT) annotation that is critical in nature, or a HOT annotation that has a negative tenor.

The ability to analyze, evaluate, and interpret information in a thoughtful and logical manner. It involves questioning assumptions, considering multiple perspectives, and making reasoned judgments, enabling individuals to solve complex problems and make informed decisions.

Cognitive activities in which students are tasked to go “beyond the information given” instead of simply repeating it, including such processes as analysis, synthesis, and evaluation.

Is the process of actively and skillfully analyzing, evaluating, and synthesizing information to form well-reasoned judgments and make informed decisions.

Multidimensional constructs of analysis, evaluation, and reflection.

Evaluating scenarios or situations to make sound decisions or judgements based on knowledge.

“ Critical thinking is using reasoned argument to look at fact, story or statement to check if there is an alternative fact, story, or statement” ( Goodman, 2006 ).

The ability to arrive at reasoned and supportable conclusions using sound research techniques, including inference, analysis, and interpretation.

Critical thinking is defined as providing children with opportunities to exercise their higher level thinking processes by asking open-ended and engaging questions. Examples of open-ended questions include those that do not have “yes” or “no” replies. Rather, these questions typically entail several sentence responses.

Critical thinking might be a reflective process where thinkers need to fill the gaps of understanding the assumptions associated with the topic being explored ( Brookfield, 1995 , 2013 ). Furthermore, Brookfield (1987) defined the concept of critical thinking as “a process that might be a result or a reaction to a positive or a negative event or situation in one’s life” (p. 23). Those events for instance, were positive or negative triggers because they stimulated personal emotions that motivated critical and reflective thinking for the thinker. The thinker with negative triggers might develop critical action and analysis with active inquiry in order to resolve the problem, if the thinker had the skills and courage ( Brookfield, 1987 ). Paul and Elder (2006) defined critical thinking as “the art of thinking about thinking while thinking in order to make things better” (p. xxii). Nosich (2009) AU76: The in-text citation "Nosich (2009)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. described critical thinking as “a concept that cannot be achieved by reading alone but by thinking, hearing the lecture and reasoning as one is writing and using standards that will lead to a conclusion” (p. 3).

Is a disciplined, self-directed thinking which exemplifies the perfections of thinking appropriate to a particular mode or domain of thinking.

The capacity of an individual to effectively engage in a process of making decisions or solving problems by analyzing and evaluating evidence, arguments, claims, beliefs, and alternative points of view; synthesizing and making connections between information and arguments; interpreting information; and making inferences using reasoning appropriate to the situation.

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.

The analysis of facts to arrive at a judgment or conclusion. Involves consideration of rational, unbiased evaluation of evidence.

The ability to think clearly and rationally about what to do or what to believe; it includes the ability to engage in reflective and independent thinking.

This term refers to a process that involves clear, reasoned thinking involving critique and analysis. Its details vary amongst those who define it. According to Beyer (1995), critical thinking means making clear, reasoned judgements. During the process of critical thinking, ideas should be reasoned and well thought out/judged.

The ability to understand, apply, analyze, and solve problems; develop new knowledge; and think creatively.

A set of thinking skills, thinking dispositions, and knowledge.

Is one of the most important 21st century skills, and it involves the ability to analyze information, draw conclusions, and make decisions based on evidence and reasoning.

Applying, analyzing, and synthesizing knowledge and information to tasks or problems.

Objective analysis and evaluation of an issue in order to form reasoned judgement.

Active, rational, and skeptical synthesis and analysis of facts, information, arguments, and situations to make judgments and reach effective conclusions.

The ability to choose the appropriate reasoning for a situation, to effectively analyse and evaluate evidence, to synthesise and identify significant questions, and to interpret information, rationalise it and draw informed conclusions.

A situation where students learn by synthesizing, analyzing, and evaluating the learning materials designed to find a solution to a learning problem. It involves mental reflection, turning the topic over and over mentally, or probing the topic being examined as a process of understanding the underlying assumption.

A cognitive process that requires the learner to consider the information and make decisions concerning it's relevance in their response to the problem or issue.

Becoming aware of assumptions informing thoughts and actions.

Construed broadly, critical thinking comprises the mental processes, strategies and representations people use to solve problems, make decisions, and learn new concepts; reasonable, reflective, responsible, and skilful thinking that is focused on deciding what to believe or do. Related dispositions can be seen as attitudes or habits of mind that include open and fair-mindedness, inquisitiveness, flexibility, a propensity to seek reason, a desire to be well-informed, and a respect for and willingness to consider diverse viewpoints.

It is a systematic process that conceptualizes, applies, analyzes, synthesizes and interprets information collected from various sources of information.

Ability to question statements that are often taken as true.

The complex mental process in which the individual distances him/herself from the experience and the social projections of consciousness, trying to reflect on their rational basis, but also their impact on his/her social and personal life.

A purposeful mental activity that takes something apart, via analysis, and evaluates it on the basis of an intellectual standard. In this chapter, that something is an argument and the intellectual standard is logic, the study of arguments.

The ability to consider multiple viewpoints and remain open to diverse sources. Critical thinking also manifests itself as students use sources to build arguments in defense of philosophical, historical, and cultural interpretive positions.

The capacity to analyze, evaluate, and synthesize information and ideas systematically, enabling effective problem-solving and decision-making.

By adopting Freire’s definition of critical thinking, this study sees critical thinking as “transformative” thinking that questions authorities, rather than cognitive thinking employed in problem-solving and assessing accuracy.

This involves high order intellectual skills where one approaches issues through analyzing and evaluating facts, and then synthesizing the issue and applying thought or argument to the matter in order to come up with a solution or conclusion.

The ability to interpret a text critically. The skill of identifying authors’ ideology and intentions.

“Critical thinking is the art of analyzing and evaluating thinking with a view to improving it” (Foundation for Critical Thinking, 2013 AU68: The in-text citation "Critical Thinking, 2013" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). New standardized tests aligned to the CCSS such as the Partnership of Assessment of Readiness for College and Careers (PARCC, 2012 AU69: The in-text citation "PARCC, 2012" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) and the Smarter Balanced Assessment Consortium (SBAC, 2013 AU70: The in-text citation "SBAC, 2013" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) are being developed to measure students’ ability to think critically across content areas. This phrase “critical thinking” is reiterated in the Common Core State Standards (CCSS, 2013 AU71: The in-text citation "CCSS, 2013" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) and is employed similarly in this study.

Critical Thinking refers to a four step process that includes: identifying or uncovering assumptions, testing the validity of assumptions, considering different perspectives and making informed decisions ( Brookfield, 1987 , 1995 , 1997 , 2012 ).

It is a key competence in the digital age, which is based on reflection, knowledge, the ability to evaluate evidence and effective communication. It should be trained throughout the education system.

An ability to think rationally, logically, and objectively on facts.

A key aspect of teaching and learning that requires the thinker to utilize more than just the right skills, but to understand the attitude required to recognize when the skill is necessary, as well as the readiness to employ the mental effort required to apply it.

Critical thinking is a combination of skills including skepticism (questioning everything) evidence-based reasoning and not emotional response, self-awareness about assumptions and biases, and open-mindedness about alternative explanations.

Student ability that consists of questioning concepts and statements through a process of reflection.

The ability to process information presented, analyze it and think logically about the information, while predicting an outcome of a decision. The student can then make a well thought out decision concerning what to do or what to believe.

Critical thinking is the ability to think critically about information.

Critical thinking is thought which is directed toward the cessation of doubts and the testing of new knowledge and beliefs. The purpose of critical thinking is to modify or adopt a belief system that will best meet the needs of an individual or group.

Analyzing information to form a conclusion.

The ability to ask effective questions and formulate original solutions, to question new information and continuously analyze the results.

The “Delphi Report,” a research project developed by 46 scholars across various disciplines, defined critical thinking as “purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based” ( Facione, 1990 , p. 2).

Forming opinion based on examination of relevant content information.

The process of being able to objectively analyse and evaluate a specific subject area or issue.

This is an intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and evaluating information gathered from or generated by observation, experience, reflection, reasoning, or communication as a guide to belief and action.

Disciplined thinking that is clear, rational, open-minded, and informed by evidence.

The ability to put up logical, reasonable, and coherent argument based on ones understanding of the issues.

The ability to think clearly and rationally about something or an issue.

The process of mapping out relationships between observations to understand the causality and interconnectedness between events.

Refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings.

The analysis and interpretation of facts to form a sound judgment or opinion.

The ability to analyze, interpret, reflect, summarize, and synthesize information from different perspectives.

The ability to think clearly and rationally by understanding the logical connection between ideas.

The ability of individuals to undertake responsibility of their own thinking by improving appropriate criteria and standards.

A higher-order thinking skill encompassing cognitive, emotional, and contextual practices to evaluate, analyze, and make judgments.

Involves a mental process of analyzing or evaluating information in an attempt to attain higher level of understanding.person or learner is what has been learnt.

the objective analysis and evaluation of an issue in order to form a judgement.

The examination of assumptions underlying current beliefs to evaluate their correctness and legitimacy.

A way of thinking in which an individual successfully navigates through complex problems with competing perspectives by determining relevant information.

Evaluating all aspects of a decision to make an educated decision.

Critical thinking is a reflexive way of thinking, based on analysis and consideration of facts, with great relevance in the digital age.

A student’s ability to evaluate, apply, construct, and use knowledge.

The skill of thinking about your thinking. It requires the mental control for situational assessment and context.

A skill based on an individual's ability to provide informed opinions on the basis of synthesizing new and existing knowledge.

The cognitive process of actively analyzing, synthesizing, and/or evaluating information. This process is a result of an observation or an experience.

It is the process consisting of purposeful, self-regulatory judgment focused on deciding what to believe or do (Kosumoto, 2018 AU42: The in-text citation "Kosumoto, 2018" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

The ability to think about a topic from a variety of angles in order to form an opinion.

Critical thinking involves analyzing information, evaluating arguments, and making reasoned judgments to solve problems and make informed decisions.

The process by which an individual or group of individuals collects, organizes, and evaluates information with the purpose of making judgments that guide beliefs and actions.

The ability to criticize a text or information.

In the context of college curriculum, refers to the course focused on informal analysis of reasoning in law, ethics, politics, and other areas.

The ability to think clearly and rationally, understanding the logical connection between ideas Halpern, D. F. (2016) AU91: The in-text citation "Halpern, D. F. (2016)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. . Thought and knowledge: An introduction to critical thinking.

The ability to think clearly and rationally about what to do or what to believe, and to make the logical connection between ideas.

The skill or ability to analyze and evaluate something and draw reasoned judgments.