There is no fixed definition of critical thinking. There are scholars who dislike the idea of attempting to find a generic definition at all. Yet some embrace it and also suggest attributes that a critical thinker exhibits; some will stress traits that another authority on the subject might understate the emphases vary. There are respected proponents of critical thinking in universities who present it simply as a means of sorting what is true from what is false looking at it as the art of being right. This is a definition that I see as problematic. While critical thinking is a truth seeking activity, to describe it this way evokes a level of competitiveness at odds with the spirit of enquiry. It also seems to oversimplify it, implying that criticality begins and ends with analytical work, when it also involves reflection (including self-reflection) and needs to be applicable to the workaday world. This book sees criticality as a mental attitude that can be used to guide both specialised and everyday thinking far more than a utilitarian argumentation tool or a simple skill set. While the ability to think critically will certainly improve academic results, thats just the tip of the iceberg.
Swipe to navigate through the chapters of this book
Please log in to get access to this content
To get access to this content you need the following product:
- Macmillan Education UK
- Sequence number