Critical Thinking

 Critical Thinking: A Guide to Sharper Decision-Making

 

The time have changed as the world keeps facing new challenges. Especially due to COVID-19, the generation now and the education system has also become dynamic and keeping up today’s way of studying, writing an exam, doing an assignment and just trying to get a good job can be very tough but there is one skill helps you doing all easily. What, s that? Its Critical thinking.  It is essentially the ability to objectively think, analyse and evaluate an issue or an idea to form an informed opinion.

 It means not just accepting what you hear or read but asking questions and looking for proof (Paul & Elder, 2019). It also means you do not just follow the crowd but rather make up your own informed opinions with solid evidence and arguments to support an idea. It is like being original yet awesome. Critical thinking is very important in schools and workplaces. It helps students learn better and prepares them to be good citizens who can make informed decisions (Abrami et al., 2015).

The main steps in critical thinking include understanding information, breaking down arguments, checking if evidence is reliable, making logical conclusions, explaining your reasoning, and checking your own thinking process (Halpern, 2014).

In today's world, where we get lots of information from many sources, critical thinking helps people figure out what to believe and what to question.

People who think critically are better at solving problems, making decisions, and explaining their ideas to others. It's not just for academics or philosophers – we all use it every day, often without realizing it.

Like in classroom every time students do research, debate their sources, or discuss different points of view, students use critical thinking (Abrami et al., 2015).

 

Only asking your students "What do you think?" is not enough for good teachers; they should  also ask "Why do you think that?" and "What evidence supports your view?" With this method, students learn to support their viewpoints with logical arguments.

Critical thinking continues after graduation. We continuously apply these abilities in our work to solve issues, decide on a strategy for action, and evaluate new information.

Critical thinking is vital for researchers and students to assess sources, plan investigations, and analyze findings impartially. It helps distinguish between correlation and causation, recognize limitations in data, and avoid confirmation bias (Ennis, 2018).

 

In my opinion the best critical thinkers are those in the healthcare industry. A medical professional doesn't only assume about a patient's condition when they visit them. They carefully collect information about symptoms, run multiple tests for diagnoses, and select treatment options based on the best available data. (Papathanasiou et al. (2014). This organized approach has the power to literally save lives.

 

In business world, critically thinking leaders of companies don't just follow the loudest voice in the room or act on their gut feelings. Before making strategic decisions, they examine market data, consider the opinions of different parties involved, and evaluate possible risks (Facione, 2020).

 

Critical thinking improves with practice, just like any other ability. Start by challenging your own assumptions, looking for different perspectives, and asking the question, "What evidence would change my mind?" These habits grow more natural the more you take part in them.
Keep in mind that critical thinking isn't about being negative or doubtful about everything. It's about being thoughtful, thorough, and fair in your evaluation of information. In a world where everyone has opinions but not everyone has good reasons for them, critical thinking gives you the tools to tell the difference.

 

I applied my knowledge of critical thinking while having a difficult session at my workplace. I didn't quit or criticize the 12-year-old girl when she left our session. Instead, I stopped to reflect on what was happening and analysed my own behaviour and emotions. I understood that my frustration came from my quick wish to help her more than showing patience when in the middle of a difficult situation.

 

To find another point of view on what went wrong, I asked advice by speaking with my senior colleague. I was able to identify the real problems:  I had pushed her too hard to speak before she was ready, and I was unable to see when  she truly needed at the right time.

 I questioned my approach and realised that there might be more effective ways to interact with her and reconsidered my plan of action.

Most importantly, I learned and changed by creating new ways to communicate using art and movement instead of just talking. I also understood my own thinking by recognizing that my lack of experience was affecting my judgment. This helped me improve my approach for future sessions with young people.

 

REFERENCES

Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314.

Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165-184.

Facione, P. A. (2020). Critical thinking: What it is and why it counts. Measured Reasons LLC.

Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press.

Papathanasiou, I. V., Kleisiaris, C. F., Fradelos, E. C., Kakou, K., & Kourkouta, L. (2014). Critical thinking: The development of an essential skill for nursing students. Acta Informatica Medica, 22(4), 283-286.

Paul, R., & Elder, L. (2019). The miniature guide to critical thinking: Concepts and tools (8th ed.). Foundation for Critical Thinking.