Critical Thinking
What is Critical Thinking?
Definition
“Critical thinking is the intellectually disciplined process of actively and skill-fully conceptualising, applying, analysing, synthesising, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.”, as defined by the National Council of Excellence in Critical Thinking, 1987
To put it simply, it is the ability to process a piece of information or fact by asking the right questions, verifying the sources, challenging our own beliefs, and using the information we have gathered to think logically and objectively. It also means NOT accepting a claim blindly because it was made by a news channel or people around you believe in it.
The need for Critical thinking
In this current age of social media and private news channels, it is becoming increasingly important to have the skill of critical thinking. Navigating through all the information that we get through different channels like WhatsApp, word of mouth, or the media can be overwhelming and tiring. Assessing and analysing information needs effort and that may seem a bit daunting, but when we decide to work on topics like climate change or take the lead in the form of teaching or influencing others, it is crucial that we apply critical thinking in our work.
https://www.reuters.com/fact-check/antarctic-ice-data-cherry-picked-make-false-global-warming-claim-2024-04-05/
The above link is to an article that was recently covered by Reuters, and is a good example of how highlighting just a few facts from a whole gamut of data is used to deny climate change. The article talks about how this person on Twitter (X) cherrypicked data from a study done on Antarctic ice cover and shared it on a social media platform. He highlighted only a few points from the study claiming that the ice cover in the Antarctic is increasing and so climate change is a hoax. And that there is no global warming.
However, Reuters reached out to scientists and asked for clarification. The scientists, including the institution that did the study, said that the data shared on Twitter was wrong and misleading as it only highlighted a few facts instead of understanding that there are many factors that are taken into consideration when studying climate change.
From this example, we can see it’s very easy to believe something that’s shared on social media especially when the name of a reputed institute or organisation is attached. It is also very easy to manipulate people, and with the advent of AI now, it’s becoming easier to create fake data and news. This is where critical thinking could be useful in helping us identify truth from false or fake news.
Components of Critical Thinking
Let’s understand the different components of critical thinking using an example.
Eg. - Imagine you have come across an article where forest department officials have claimed that the forest cover in india is actually increasing. The conservationists and scientists that are claiming that it’s reducing is not true.
1. Identify the fact or issue we want to analyse. It could be a claim on social media or a newspaper article. Have clarity and understanding about what is it that we want to find out.
In the case of the example above, be clear on why we are choosing this article to think critically? Do we have our own doubts about the claim?
2. Gather information - Collect relevant data by directly talking to the stakeholders, asking the right questions, use credible sources to get verified information. Read from both or all sides of any issue.
In our example, maybe you could talk to the locals from different generations to learn about the forest cover in your area. Ask them what they have observed over the years. List down the sources from where the article has received it’s data. Who’s perspective is the article representing? Have they also interviewed any conservationists/ scientists?
3. Analyse the data - Break down the information into smaller parts to understand it’s meaning and identify if there are any patterns. Identify the underlying assumptions / biases / beliefs (our own and societal), and the logic behind these assumptions.
What is the evidence that the forest cover is increasing? What are the reasons they have listed for their claim of increase in the forest cover? What logical reasons have they given to claim that the conservationists and scientists are lying?
4. Data Interpretation - Understanding the meaning of the information gathered including it’s consequences.
What is the article trying to say? Does the article have any supporting data to show how the forest cover has increased? For example, have they published any photos or maps?
5. Draw Conclusions - Based on the evidence provided what is the conclusion of the claim.
Is your research showing you contradicting data? Has the forest cover truly increased or is it just altered data to represent one set of stakeholders? Was the voice of the article one-sided?
6. Evaluation - Ask the right questions with respect to the source and its credibility. Try and distinguish the difference between facts and opinions. Facts are usually backed up by some credible sources. Opinions on the other hand can be personal.
Have they taken the data from a credible institute? What has been the past reputation of the institutes or other sources?
7. Reflection - Check for your own biases and beliefs and how it might affect your views.
Understand why you are skeptical about this news? Do you have any personal experience that says differently about the claim?
8. Alternate Perspectives - Keep an open-mind and look at all the alternative views about the claim.
Have there been any other studies published with respect to the forest cover including supporting or critiquing data?
9. Problem Solving - Based on your assessment propose a solution or a better understanding of the topic at hand. For example decide to only trust credible and well researched sources.
Incorporating Critical Thinking in our daily lives will need effort on our part. Given below are some questions we can keep in mind to practice Critical Thinking;
Who
Who are the stakeholders in this?
Who does this benefit?
Who gets affected by it?
Who is saying it?
What
What is the source of this information?
What information is missing from this? Or what limitations exist in our understanding of this issue?
What are some hidden assumptions in the argument?
What could be another perspective/ alternative / counter argument to this?
What purpose is it solving?
Where
Where can i get an alternative solution to this?
Where is this bias / belief coming from?
Where can i get more information on it?
Where can i find relevant sources?
Why
Why is this a problem/ challenge?
Why is/ has this been the case?
Why is this important?
Why are people influenced by this?
Why should people know about this?
How
How do we find out the truth about this?
How do different stakeholders perceive this issue?
How does it affect our view if alternative perspectives were considered?
How can this benefit/ affect our future?
Activities:
In order to inculcate the practice of critical thinking in students, facilitators/educators can conduct the Six Thinking Hats method. In this interactive activity, we take one claim/ solution/ issue and look at it using different perspectives. Each of the six hats represents a perspective or a style of thinking.
The facilitator reads the claim/ issue out loud. Then, one by one, we ask students to start putting on the different coloured hats. For example, when the facilitator asks the students to put on a yellow hat, the students look at only the positives in the claim. They focus only on the good and beneficial things. After all the positives are highlighted, the facilitator/educator may ask the students to take off their yellow hat and put on a white hat, which focuses only on facts. No positives or negatives.
This method aims to help participants think from different perspectives rather than holding on to one viewpoint. Given below are the different coloured hats and the styles of thinking they represent.
The White Hat
Focuses on data. It looks for information known or needed. We state facts, just plain facts.
The Yellow Hat
Symbolizes positives and optimism. With this hat we explore the positives and look for value, benefits, and the opportunities it offers us.
The Black Hat
This hat makes you think about the risks, difficulties, and problems – probably the most powerful Hat; highlights the negatives, spots difficulties where things might go wrong, why something may not work. This hat helps with identifying the problems and the intent to overcome them.
The Red Hat
Signifies feelings, hunches, and intuition. When using this hat you can express emotions and feelings and share fears, likes, dislikes, loves, and hates.
The Green Hat
This hat focuses on creativity, different possibilities, alternatives, and new ideas. It’s an opportunity to express new concepts and new perceptions.
The Blue Hat
Is used to control the thinking process. Whenever we feel that the participants are diverting from a specific hat, we ask them to put on the blue hat. It is used to ensure the Six Thinking Hats® guidelines are observed.
Please note that we don’t need actual hats for this. When the facilitator asks for a specific hat, what she/he means is to focus on that particular style of thinking and not get distracted by other perspectives.
Case studies
A good way to practice Critical Thinking is to do a case study using the different components.
Potential topics for the case study
- Impacts of Climate Change on Environment Or Take any environmental topic from your neighbourhood and do a critical thinking case study