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Michael N. Phan
single definition of the term. The term critical thinking was first coin by the American
philosopher John Dewey (1910; 1933) under the label of “reflective thinking.” He described
reflective thinking as “active, persistent, and careful consideration of any belief of supposed
form of knowledge in the light of the grounds that support it, and the further conclusions to
which it tends” (Fields, 2006; Dewey, 1933, p. 9). According to Dewey, critical or reflective
new data, that will develop the suggestion, and will either, as we
The definition presented by Dewey led to a development of his ideas over the next few
decades where though the basic idea remained the same, it branched into more refined
definitions of the term. According to Brown and Gillis (1999), stated “Reflective thinking is
seen as closely related to experience by many authors” (p. 172). They stated that “the key to
learning is not the experienced itself but the reflection related to experience.” Furthermore,
Boud, Keogh, and Water (1985) “see reflection as the total response of the learner.” What he
or she “thinks, feels, does, and concludes at the time and immediately after” (p. 18). Atkins
Ability to think critically -3-
and Murphy (1993), stated that immense of talent is required for reflective thinking, which
individual’s ability to analyze honestly their interactions and with experiences, particularly
feelings and thoughts” (Brown & Gillis, 1999, p. 173; Boud et al., 1985; Atkins & Murphy,
1993).
Again the development from Dewey, Brown and Gillis, Boud, Keogh, and Water,
Atkins and Murphy’s definitions were the definition follow-up by Ennis in his 1962 article in
which he calls “Critical Thinking: The Correct Assessing of Statements.” This definition tends
to exclude creative thinking from critical thinking. In 1987, a much broader definition that
Ennis’ provided replaced a previous narrow one that creative thinking is, “reasonable,
reflective thinking that is focused on deciding what to believe or do” (p. 45). The later
definitions presented by researchers lean more towards employing Ennis’ broader definitive
version by which critical thinking is comprised of both skills and dispositions (Ennis, 1985;
Kadir, 2007). Where skills or abilities are the cognitive aspect of critical thinking, dispositions
or attitudes form the more affective aspect (Jones, Merritt, & Palmer, 1999). In a later
definition, Elder and Paul (1996) described “critical thinking as self-improvement in thinking
through standards that assess thinking.” They further described critical thinking as “the art of
taking charge of your own mind” (Ennis, 1985; Kadir, 2007; Elder & Paul 1996; Jones et al.,
1999).
Watkins stated that as the definitions of critical thinking found their footing in the
realm of desirable cognitive development, there was seen a gradual consensus between
parents, educators, and administrators that to enhance the aptitude to reason analytically had
government reports and academic studies to lament the inability of countless student to think
critically and as a means of resolving the issue and hence current curriculum development
material for “all levels and across the curriculum” are urbanized with the prime aim of
developing critical thinking skills (Shu & Yang Wen Chaun, 2004; Unrae, 1997; Wolf, 1997).
that the level of cognitive development, logic and emotionality must also play a key role in
assessing the critical thinking skills of a person. Although the person whom is more
academically challenged such as those in graduate educational programs have more refined
critical thinking skills on a broader scale, it should not imply that the less academically
challenged do not possess any critical thinking skills at all. For this reason Elder and Paul
(2004) further extended their own definition, “it is important to understand that to think
critically is a matter of degree. No one is without any critical skills, and no one has them so
fully that there are no areas in his or her life and thought in which uncritical though is
dominant.”
By keeping this thought in mind, it would not be wrong to say that the difference in
the definition of critical thinking have evolved not only according to research in cognitive
development over the passage of time, but also according to the refinement in the critical
thinking process of the theorists, who have presented newer and more modern versions of the
Michael Scriven and Richard Paul, which hints at a sleeker and more intrinsically
intellectualized mode of thinking where they call critical thinking, “the intellectually
experience, reflection, reasoning, or communication, as a guide to belief and action” (p. 34).
This definition takes critical thinking to a level where concepts of logic, reasoning, analysis,
problem solving, decision making and evaluation are formally applied to achieve a higher
The modern day definitions of critical thinking supported by the majority of scholars
considered that is relating to issues that “rest uneasily between a normative core and an
empirical surround.” The idea that critical thinking is related to the level of personal logic
and emotional and intellectual developing is additionally asserted when he or she said that to
think critically or well is not only to satisfy norms, tacit or expressed, but also to do as people
do. Dominic Massaro in her review of Weinstein’s book “Re-Thinking Reason: New
other the demands made upon thinkers as exemplified by human practices—practices that
have to some extent been codified and theorized about by both philosophers and psychologists
(Weinstein, 1997).
This thought is evident when critical thinking is seen as the movement behind modern
educational reform where it advocates the incorporation of the sound practices of reasoning
into the school curriculum in order to foster, in the words of Harvey Seigel, “students’ ability
to be appropriately moved by reason” (Seigel, 1999). Ennis’ definition can also be applied
on critical thinking within this specific context whereby he views critical thinking to be a
“reasonable and reflective thinking that is fostered on what to believe or do” (Kadir, 2007).
According to the specificities of this definition, critically thinking requires the identification
Ability to think critically -6-
of the norms and functional thinking along with an understanding of how these norms can be
Goldberger, and Tarule (1986), of “Women’s Ways of Knowing” criticizes critical thinking for
laying stress on the need for detachment. Belenky et al, finds it inappropriate where “the
separate knower holds herself aloof from the subject she is trying to analyze,” (p. 36) and
midwife to each other’s thoughts, drawing out each other’s ideas, entering into them, even
arguing passionately, and building together a truth none could have constructed alone” (p. 41).
John Peck is another example of a researcher who considers the attempt to teach “general
thinking skills” especially those taught through informal logic techniques as “literal nonsense
since thinking is always about some particular thing or subject” (p. 102).
limiting by its view of “critical thinking as a reasoned judgment by an individual at any given
moment” (p. 119) because she believes that this misrepresents the role of the individual
thought. Laura Duhan Kaplan believes that the current critical thinking textbooks are
ineffective as they tend to “teach conformity rather than political autonomy” (p. 204) and
considers them to be plagued by a limited sense of available choices. Hence, a wide range of
differing definitions of critical thinking which have risen when the ability to think critically
started being considered in conjunction with mental logic, emotions and social background of
Brown and Gillis (1999), surmise this effect of intelligence on critical thinking very
they state that reflective thinking is an important part of developing the complex
understanding of ones’ personal professional philosophy. The individuals who lack the ability
to reflect or employ a previously articulated philosophy as guidelines for critical thought are
liable to be forced into reactive and haphazard patterns of behavior when they are faced with
professional dilemmas. They write, many beliefs and biases of students need to be exposed
and assumptions challenged on the way to developing a philosophy. Research shows that prior
beliefs rarely are change by providing only factual information (Grant & Secada, 1990;
Kaufman, 1996). The emotions of the students must be captured to open the way for
reflective thinking, which in turn may lead to attitude change (Brown & Gillis, 1999; Grant &
The effect of personal cognitive ability, logic and emotionality on the ability to think
can be assessed much better if one applies these factors on one’s own critical thinking
abilities. For instance, if faced with a question that requires a well thought and solid personal
opinion, he or she is better to read a little on the subject before his or her can assess the
situation and offer his or her own point of views. In this situation reading about the subject
before hand would be the cognitive ability, logic and emotionality while the personal opinion
that results from this background would be his or her critical thinking ability. In comparison,
the person whom read on the subject, in other words, with a more advanced cognitive ability,
will also be the ones who can think more in depth on the topic and offer a deeper critical
viewpoint. To surmise, though the ability to think critically is inherent all people, it is the
application of his or her individual ability, logic and emotionality on this cognitive processes
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