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Critical Thinking

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* CRITICAL THINKING REQUIREMENTS * * * Firstly, recognise that thinking critically does not mean simple criticism. It means not simply accepting information at face value in a non-critical or non-evaluating way. * The essence of critical thinking centres not on answering questions but on questioning answers, so it involves questioning, probing, analysing, evaluating. In his novel "Sophie's World", the Norwegian writer Jostein Gaarder notes that: "The most subversive people are those who ask questions". * Remember that prominence does not equate to importance. A newspaper may have made its lead story the rumour of a break-up between Britney Spears and her latest boyfriend, but that does not necessarily make it the most important news item that day. Conversely, in 1914 that tiny story about the assassination of an obscure nobleman in some backwater called Sarajevo proved to have rather more repercussions than most readers first appreciated. Try an experiment: one day, buy five or six national newspapers, compare their coverage of the same stories on the same day, and note the different prominence - and the different slant - given to the same stories. * To understand a news item, try to give some context to the current event. For instance, if it is reported that a group of Sunnis today attacked a meeting of Shiites in Iraq, three things are needed to make full sense of the report. First, explanation: what is the difference between Sunnis and Shiites and what proportion of the population do they constitute? Second, history: what is the origin of the division of Sunnis and Shiites in the country and how has the power relationship altered in past years? Third, anticipation: what does the attack mean for future developments such as the formation of a government or the conduct of an election? * Check the source. Who wrote the article or scripted the programme? How knowledgeable is the source? Does the source have a particular interest or 'angle' or prejudice? Is the source known to you by reputation or previous work? In the case of a web site in particular, it may be difficult to establish the source. * Use different sources. If there is a dispute over the ecological impact of oil exploration, check out the views of the 'green' pressure group and the oil company and other, more independent, sources such as scientists and commentators. If there is a government statement on health expenditure, check out the views of health authorities, doctors and nurses, and independent commentators. * Always prefer prime sources. A personal, eyewitness account is to be preferred to the statement from the politician who was told by a journalist who read it on a news wire which obtained it from a company spokesman who was briefed by a senior manager on the basis of an eyewitness report from a colleague. A newspaper quote from a report may be accurate but, when you obtain and study the report itself, you might find that the quote was selective or unrepresentative of the work as a whole. These days it is often easy to track down the original report on the web by searching on the name of the originating organisation. * Check the date. Generally speaking, the more recent the material, the more accurate it is likely to be and the more useful it is. This is especially the case in changing situations. For instance, something about Russia written after the fall of communism may well have been able to use sources not available in previous decades. In a war situation, even a few days or hours may make a significant difference to the information and perspective available. On the web, material is frequently undated and one needs to be aware that it could be outdated. * Check the publisher or promoter or funder. Many newspapers, magazines and television stations have a definite political orientation and can be expected to push a particular 'line' or interpretation. A Government source may be regarded as particularly authoritative or dangerously partial, depending on the circumstances. A report on the effect of smoking on cancer rates might be regarded with some caution if the underlying research is found to be funded by tobacco companies. * Seek out assumptions. Most statements or assertions are based on certain assumptions. Sometimes these assumptions are explicit but are not easy to find. For instance, a political opinion poll may well assume that voters in all constituencies and supporters of all political parties are equally likely to vote. This assumption may well be in the small print of the report if one looks hard enough. Sometimes assumptions may be implicit and therefore harder to discern. For instance, a political opinion poll may assume that everyone polled is telling the truth about their likely voting intentions. This sort of assumption is unlikely to be spelled out anywhere in a report. * Question assumptions. For instance, are voters in all constituencies and supporters of all political parties equally likely to vote? Maybe voters in affluent constituencies or supporters of political parties in opposition are more likely to vote. Or does everyone polled tell the truth about their likely voting intentions? Maybe supporters of racist parties are reluctant to be honest about their true voting intentions. * Be very doubtful about information based exclusively on memories. For most people, memory is a very malleable thing. We can so easily 'remember' things in the wrong order that they actually happened, confuse a 'memory' with a subsequent trigger such as a conversation or photograph, or even - especially when traumatic situations are involved - 'remember' things that never happened. Even when the memory of an event is accurate in time and place, our recollections of important details - the people involved, what they said, what they did - can be notoriouously unreliable. This is why in court trials prosecutors and defendants will always be looking for other evidence to support personal recollections. * Be especially sceptical about surveys and polls. Who is funding the project; how the questions are chosen, worded and posed; how those questioned are selected and the context in which the questions are put to them; how the statistical analysis is carried out and the statistics are interpreted; how the findings are presented and reported (or misreported) - all these factors can have a massive influence. * Be exceptionally critical of information in circular e-mails. If this information looks shocking or surprising, it's because it is often untrue or only a version of the truth, although most of those forwarding the material do so in good faith believing that the material is accurate and even that they are helping friends (as with warnings of dangers). You can check the accuracy and provenance of many such e-mails on sites like Snopes [click here] or Hoax-Slayer [click here] - just type into the search box the title or a key phrase. * Be enormously doubtious of information on social media. Web sites like Facebook and Twitter are incredibly popular and have the capacity to spread information virally across the globe in a matter of minutes. Although citizen journalism has a role to play, too often the information can be notoriously unreliable, especially where public order matters - such as an explosion or a murder - are concerned. The reasons are obvious: the comments are made in the heat of the moment without thought or reflection; the text is of minimal length, allowing no opportunity for context or qualification; and there is no editorial process as there is for radio, television or newspapers. * Look out for exceptions. There is a popular saying that: "It's the exception that proves the rule." In fact, in scientific terms, it is the exception that disproves the rule. So, for instance, for many centuries it was assumed that there could not be a black swan and therefore that 'All swans are white'. However, in the 17th century, the discovery of black swans in Australia forced a change in that thinking. The identification of exceptions or black swans requires us to rethink the current orthodoxy. According to the 'black swan theory' promulgated by the author Nassim Nicholas Taleb, almost all high impact changes in history come from exceptional and therefore unexpected events [for further explanation click here]. * Look out for trends. There are many different ways of measuring most variables whether it is economic growth, crime rates, or hospital waiting lists so the absolute figures may not be that helpful. However, if a consistent method of measurement is used (that is, over time one is comparing like with like), then trends may well be apparent, so that one can see a rise or a fall or a cycle. * Make temporal comparisons. If a company announces that it has increased revenues by 10% in the last two years, look at the rate of growth in revenues in the two previous years. This will indicate whether recent performance is impressive or merely continuation of a trend. If a company announces a 5% growth in the last quarter compared to the previous quarter, look at performance in the previous equivalent quarter because many products and services have fluctuating demand over a 12-month cycle (for instance, we use more energy in the winter and take more holidays in the summer). * Make geographical comparisons. If the government claims that it is now spending 10% of Gross Domestic Product on the health service, compare that with the percentage expenditure in other industrialised countries. If you live in a European Union country, there are often comparative statistics or policies in the other 25 Member States. If you live in the USA, there are often comparative statistics or policies in the other 49 states. * Always look for evidence. The Scottish philosopher David Hume noted that "A wise man proportions his belief to the evidence". Many Americans believe that the attack on the World Trade Center was engineered by Saddam Hussein, while many Arabs believe that it was planned by the Israeli secret service. They can't both be right, but they could both be wrong. What is the evidence? It has been widely reported that millions of Americans believe that they have been abducted by aliens and, in many cases, subjected to sexual experiments. They may be right, but again what is the evidence? Are there witnesses or photographs? Are there body marks on the 'victims' or do they have souvenirs from the spaceships? * Beware of confirmation bias. We are inclined to take more notice of, and give more weight to, evidence that appears to confirm our current opinion or judgement. Conversely we tend to neglect or reject evidence which challenges our current position or stance. Try to weigh the evidence impartially and follow the evidecne wherever it takes you. It is so tempting to seize on evidence that confirms one's original view or the prevailing orthodoxy and to dismiss evidence that challenges it, but one needs to be open-minded about all the evidence and equally rigorous about establishing its authenticity. * Be ready to change your mind if the evidence changes. The famous British economist John Maynard Keynes once said: "When the facts change, I change my mind - what do you do, sir?". Before the Allied invasion of Kuwait, the US Congress heard testimony about Iraqi troops removing newly-born babies from incubators in a Kuwaiti hospital. Following the invasion, this story was challenged and never substantiated. Before the US invasion of Iraq, many people thought that Iraq possessed weapons of mass destruction based on the then available evidence and the interpretation of it by the intelligence services. Following the invasion and extensive searches, the evidence changed, but many were reluctant to change their minds. * Always consider alternative explanations. Those who believe that they have been abducted by aliens might have dreamt or fantasised it. The report of a body found in the park could mean a murder or a suicide or a heart attack or old age. The fall in crime levels could be the result of more police, better detection procedures, social changes or simply new methods of reporting. * Beware of making assumptions. Someone once said that: "Never assume, as assume makes an ass out of u and me". So, just because a particular source is usually accurate doesn't necessarily make it accurate this time. Just because the facts can be explained by one particular scenario doesn't mean than another scenario isn't possible and maybe even more likely. * Don't jump to conclusions. As Harold Acton pointed out: "Some people take no mental exercise apart from jumping to conclusions". Although the currently available facts may suggest a particular conclusion, other conclusions may be possible. Further facts may support an alternative conclusion and even invalidate the original conclusion. Even when this is not the case, it is always helpful to have further, supporting evidence to support the original conclusion. * Remember Occam's Razor [the maxim is named after William of Occam, the philosopher who was probably born at Ockham in Surrey]. When two or more explanations are possible on the basis of the same facts, always prefer the simplest possible explanation, unless there are very good reasons for favouring a more complex - and therefore more unlikely - one. For example, the pyramids in Egypt could have been designed and constructed by the Egyptians living at the time of the pharoahs or they could have been built according to plans brought to earth by aliens. Both explanations would explain the observable phenomena, but Occam's Razor suggests that we should adopt the explanation that requires the fewest assumptions since there is simply no need to make extra assumptions unless there is good evidence to support them. Or, as the scientist Albert Einstein put it: "Everything should be made as simple as possible, but not simpler". * Look for cause and effect. Correlation does not necessarily mean causation - that is, because two variables often occur together does not necessarily mean that one variable actually causes the other. To take a trivial and obvious example, when I get up from bed, the sun comes up - but there is obviously no causality. Yet some tribes used to believe that particular rituals were essential to ensure the rising of the sun. On the other hand, when I go to bed, I feel refreshed - and there clearly is a relationship. More sleep generally means more vitality and this positive correlation underlines that there is a causal connection here. Sometimes relationships are not obvious: in the movie "The Truman Show", when the Jim Carey character gets up from bed, the 'sun' does come up in a causal manner because the Ed Harris character ensures that it does. * Don't rest on authority. The scientist Albert Einstein once remarked: "Foolish faith in authority is the worst enemy of truth". There is a popular saying that: "Great minds think alike" - but in fact the greatest minds (such as that of Einstein) frequently think very differently from their contemporaries and peers. Remember that another popular saying is: "Fools seldom differ". In the early 1990s, I gave a presentation to a group of Russians using slides in Russian. At one point, I realised that I had been speaking to the wrong slide for the last five minutes. When I asked my audience why no one had told me this, I was advised that in Communist Russia no one challenged the teacher! Just because the management or the government states something does not necessarily mean that it is true. This is especially the case where there is a vested interest, so asbestos and cigarette manufacturers both claimed authoritatively for many years that their products were not damaging to health. Study the evidence and make an independent judgement based on the balance of the available evidence. * Closely related to this, don't necessarily rest on the received wisdom. Galileo was excommunicated for challenging the Church's view that the sun, the planets and the stars revolved around the earth - but he was right. Today even the most fundamental rule of modern physics - Einstein's insistence that the speed of light is a constant - is being challenged (by a scientist called João Magueijo). Many management styles and political policies are the received wisdom for a time, but frequently deserve to be challenged. The important thing is to marshal the evidence and subject it to review and analysis. * Be challenging of the seemingly seductive comment "It works". There are two problems here: agreeing a definition of what 'works' means and establishing a cause and effect relationship between action and outcome. If I perform a traditional Indian rain dance in my back garden, it may rain in an hour, a day or a month. Over what period are we going to assume the dance may have had an influence? Then, can we reasonably infer a causality here? It may be that my neighbour was performing a different, more effective rain dance in her garden; it may be that the rain clouds had been seeded by a specially charted aircraft to ensure good weather for a sports event tomorrow; it may be that I am in India in the monsoon season and it usually rains at this time of day at this time of year anyway. * Be challenging of the seemingly convincing comment "There is no alternative". There is always an alternative - even if it is simply doing nothing and waiting to see what happens. In fact, usually there is more than one alternative - in which case technically you do not have alternatives but choices (because the word 'alternative' comes from the Latin word 'alter' which means the other). The other choices might be more expensive or less effective but they should be considered before deciding on the 'best' choice which should be presented in that manner and not as the only choice. * Beware of peer group pressure or groupthink. In the 1950s, the social scientist Solomon Asch conducted a famous series of experiments which demonstrated the degree to which an individual's judgement and opinions can be influenced by the majority group [for information on the Asch conformity experiments click here]. This is the case even when the individual knows that his view is factually incorrect or his action is morally wrong. You can be seduced by this kind of pressure - consciously or unconsciuously - at any time, but especially if you are a member of a close-knit group of people where there is a strong sense of loyalty to the group, deference to an authority figure within the group, and a demonised view of those outside the group. Many believe that a version of groupthink among the advisers to President George W Bush led to the deeply flawed decision to invade Iraq in 2003. The Independent Evaluation Office (IEO) of the International Monetary Fund (IMF) identified groupthink as a major factor in its official report on why the IMF did not forsee the coming international financial crisis of 2007-2008. Remember the story of the little boy who was the only one brave enought to point out that the emperor had no clothes? It is amazing how very senior and very intelligent people can collectively delude themselves about something - for instance, that a particular policy is working when so much evidence shows that it is not (the war on drugs?). * Beware of anecdotes. People sometimes talk of "anecdotal evidence", but really this is an oxymoron. An anecdote is not evidence - at best, it is one person's experience and, at worst, it is simply unsubstantiated rumour. One of your friends may have had a poor holiday in India which might be interesting but is unlikely to be conclusive of what others might expect. India is a massive country, it has millions of visitors a year, your friend's experience might have been years ago or be more to do with the travel company than the country. Check the information on India on independent travel guides and surveys before making a more informed and balanced judgement. * On the other hand, trust your instincts. If something doesn't 'feel' right, even if it is in a newspaper or a television programme, check it out. Strange though it may seem, the media can make mistakes and corrections rarely achieve the prominence of the original story. * Be aware that, when observing a situation, the observer can sometimes change the situation. A classic example of this has come to be known as 'the Hawthorne effect', named after the location of a factory in the USA where some studies were conducted in the 1920s. The researchers were trying to establish what change in working conditions would lead to an increase in productivity. To the astonishment of the researchers, they found that every change in conditions - and even a return to the original conditions - resulted in an increase in production. They concluded that this was because the workers were being motivated by the interest shown in them by the researchers [for information on the Hawthorne effect click here]. A similar situation occurs in experiments to test the efficacy of drugs or medical treatments and, in this case, it is known as 'the placebo response'. A placebo is a 'pill' made of sugar or a 'tonic' containing nothing medicinal which is used with a control group of patients to compare with another group taking the drug or treatment that is beng tested. What researchers have found is that frequently a placebo has a positive effect because the person taking it believes it to be efficacious. * Look for 'meaningful' statements. Often politicians and businessmen make statements which are virtually meaningless, such as "I think that, if we tried harder, we could possibly do somewhat better" or "Some improvements in performance might be expected in the fullness of time". Much more meaningful sentences - and ones therefore to be preferred - would be something like "We will reduce recorded crimes of violence by 10% before the next General Election" or "If we increase our capital expenditure by 5% annually for the next three years, we should achieve a 25% increase in revenues by the end of the decade". * Deconstruct the elements of a work. In the case of a paper or speech, look at the arguments, the evidence, the structure, and the presentation. In the case of a novel, consider the plot, the characterisation and the language. In the case of a film, think about the script, the acting, the direction, the cinematography and the music. * Consider a SWOT analysis. SWOT analysis is a strategic planning method used to evaluate the Strengths, Weaknesses, Opportunities and Threats involved in a project or situation. It can be a relatively quick and comprehensive - and sometimes fun - way to assess something. It encourages you to see different 'sides' of an organisation or a situation. * Go for SMART objectives. These are objectives which are Specific, Measurable, Achievable, Relevant and Timed. It's amazing how often even governments and corporations - as well as individuals - pursue ends that do not meet these basic requirements. * Have at least a basic understanding of statistics. A figure without a context is often meaningless. For instance, it might be reported that this weekend there were 10 deaths on Britain's roads. What does this mean? To obtain some context, it would be useful to know the number of deaths for each weekend in the last month, year or decade and more helpfully calculate the average figure for each of those periods. Sometimes, however, the average can be a misleading measure. For example, if there was a major motorway smash-up last weekend or a petrol shortage last month or a particularly severe winter this year, the average for a particular period may be distorted or skewed by an exceptional figure or two. In these circumstances, it is good to know the difference between mean, median and mode. The mean is the arithmetic average of a range of figures; the median is the middle figure in a range of data arranged by value; and the mode is the figure which occurs most frequently in a set of data. Sometimes the median or mode may be a better indicator than the mean by reducing the impact of 'extreme' instances. * Consider the distribution of data points. Sometimes the average of a set of data points is unhelpful whether one uses mean, median or mode. For instance, if you are going to work in another country for a couple of months, knowledge of the average rainfull or sunshine for the year is useless to you; you need to know how the amount of rain and sunshine varies from month to month throughout a typical year. Often the distribution of data reveals an illuminating pattern. For instance, in the human population, many physical characteristics like height and weight and some mental attributes like intelligence when plotted on a graph show a bell-shaped distribution which is known as a normal or binomial distibution [for further explanation click here]. A different kind of pattern is often found in the world of engineering and business where roughly 20% of one variable explains around 80% of another variable - for instance, 80% of downtime in a production process might be caused by 20% of the types of incident, so it makes sense for management to concentrate on those 20% and not spread time over all types of incident. This distribution is often called the Pareto curve or the Pareto principle because it is named after an Italian economist [for further explanation click here]. * 'Translate' statistics. So, convert a percentage into an absolute figure. A claim to have increased customers by 100% might simply mean an increase from two to four. Conversely, a 2.5% increase in a nation's economic growth could - in the case, for instance, of the UK or the USA - mean the availability of billions of more pounds or dollars. Similarly, convert absolute numbers into percentages. A politician might claim that expenditure on the health service has increased by £500M which seems like a massive figure to someone earning £500 a week but, when expressed as a percentage of total expenditure on health, is seen to be proportionately a mere blip in expenditure patterns. Again conversely, it could be that paying a relatively small cash sum monthly into a pension scheme results in a 25% increase in payments in 20 years time. Another useful way to 'translate' data - especially when there is a lot of it - is to turn it into a visual representation of the information. There are many ways to do this but the most common are the bar chart, the pie chart, and the graph. * Make appropriate use of statistics particularly where subjective judgements are likely to dominate. A classic example is the notion of risk where most people have incredibly subjective perceptions. Obviously crossing a road is risky, because you might be hit by a car. But staying at home is risky too - you might fall down the stairs or electrocute yourself with the toaster or be attacked by an abusive husband. Obviously, travelling by aircraft is risky because occasionally there are crashes and the number involved is usually so large that it is reported in the media. However, driving a car is probably riskier and riding a motorbike even riskier but, since these accidents and deaths are happening everywhere all the time, you don't hear about most of them. Everything in life has an element of risk - what is necessary is to quantify that risk in terms which make it comparable with other risks and then take rational decisions based on reasonable probabilities of particular outcomes. This may seem a complicated manner of deciding whether to take the train or fly, but it is a technique which can be used in many other situations where emotions can blind sensible decisions, such as deciding whether to use hormone replacement therapy or where to allocate scarce resources in health care. * Be especially cautious of statistics where probability is concerned. Most people with no training in statistical techniques find it very difficult to make an accurate assessment of probability. For instance, consider the tossing of a coin where the result might be heads (H) or tails (T). Which of these three outcomes is the most likely: HHHHH, TTTTT, HTHTH? The answer is that each of these three options has the same probability because a coin has no memory and each toss of the coin has a 50-50 chance of resulting in a head or a tail. Another example would be assessing how many people you would need in a room before it was likely that two of them shared the same birthday. In this scenario, 'likely' means with over 50% probability. In fact, the answer is only 23 - because we are talking about any birthday matching, not one specific birthday. See how one can so easily be misled by probability? * Think about what is not there. When invited to respond to material, most people confine their comments or their thinking to what they can see or hear. Sometimes what is not there is just as important. You might want to ask: Why are certain arguments missing? Why have certain sources not been used? Is this the full picture? A political manifesto will inevitably mention achievements but not failures and will often criticise another party's policy or performance but fail to offer a constructive alternative. A company's annual report will put the most favourable possible 'gloss' on activities and may not mention at all financial difficulties or threats from competitors. In a job application, a missing period of time could mean a sabbatical travelling around the world or it could mean a sentence in prison. * Learn to think outside your cultural frame of reference. Although you may be American, it does not mean that European or Chinese or Indian ways of looking at things are less valid. Although you may be an English speaker, it does not mean that sources in other languages might not provide valuable insights. Although you may be Left of Centre politically, it does not mean that some ideas and arguments from the Right might be not useful. Whoever you are, the history you were taught was very particular to your place and time and you might want to try to look at historical events from the perspective of someone born in a different country or a different time. My mother was born in Italy in 1920 and she was taught that there was nothing smaller than the atom, that all major scientific discoveries were by Italians, that fascism was an efficient way to run the country, and that Italians deserved a slice of Africa. I was born in Britain in 1948 and I was taught that there was nothing smaller than the electron, that most scientific discoveries were made by Scots, that parliamentary democracy was the best political system, and that the British Empire was the greatest in history. * Learn to think 'out of the box'. Albert Einstein once said that: "Problems cannot be solved by thinking within the framework in which they were created". For instance, you are asked to decide whether a new product should be trialed in Manchester, Birmingham or London. But maybe it should be trialed in all three or in three different locations. Maybe it shouldn't be trialed at all, but launched straightaway, because a competitor is about to launch a similar product. Maybe it shouldn't be trialed at all because it is still an inferior product that needs more development. Maybe the whole discussion is irrelevant because the company is about to be taken over by another company which already has such a product in the marketplace. * If you dare, go beyond thinking 'out of the box' to thinking the 'unthinkable'. What does this mean? It means considering variations to the most basic of parameters and entertaining the most radical of possibilities. In the last example - trialing a new product - thinking the unthinkable might mean leaving the company, forming your own and marketing a rival product or it might involve a recognition that you are disillusioned with such products altogether and want to make a career change. Albert Einstein once said that: "If at first an idea doesn't seem crazy, then there is no hope for it". As Yosserian in Joseph Heller's iconic novel "Catch-22" concludes: "Of course it's insane ... That's why it's the only sane thing to do". * Try thinking like your competitor. If you are in a competitive situation - even if it is just a discussion or debate, but much more so if it is a business or a sport (or a war!) - put yourself in the mind of your competitor. If you were him or her, what would you do? If he were to think 'out of the box' or even to think the 'unthinkable', what might he do? How would you respond to that? Should you make such a move first? Even if this process of thought does not lead you to adopt a new strategy, it is a useful discipline that will change the way you look at the situation and how prepared you will be mentally for the unexpected or unlikely. * Test your thinking on others. Brainstorm your ideas before starting a piece of work. Show drafts of work in progress to colleagues or friends. Welcome corrections, suggestions and constructive criticism. Entertain challenge. Embrace change. Encourage diversity. * Practice critical thinking. Alfred Mander asserted in his book "Logic For The Millions": "Thinking is skilled work. It is not true that we are naturally endowed with the ability to think clearly and logically - without learning how or without practising". The British philosopher Bertrand Russell bemoaned that: "Many people would die sooner than think; in fact, they do", while the British writer George Bernard Shaw quipped: "Most people don't take the time to think. I made an international reputation for myself by deciding to think twice a week". * Keep practicising critical thinking. The British politician Barbara Castle once said: "Think, think, think. It will hurt like hell at first, but you'll get used to it". * Don't worry if thinking critically initially confuses you. Life isn't simple and the world is not black and white. As the Greek philosopher Socrates put it: "Confusion is the beginning of wisdom". * Finally, remember that 'thinking critically' ends in 'why?' The word 'why?' is the most powerful tool in your mental toolbox. Keep asking 'why?' Why is this person writing this story in this particular newspaper? Why is this politician making this statement now? Why has the author of this paper quoted this source and not that one? Why has she used a percentage instead of an absolute figure? Why am I asking all these questions?!?

FURTHER READING * "The Demon-Haunted World: Science As A Candle In The Dark" by Carl Sagan (Random House, 1995) [for review click here] * "Why People Believe Weird Things: Pseudoscience, Superstition, And Other Confusions Of Our Time" by Michael Shermer (W.H. Freeman, 1997) [for review click here] * "Don't Get Fooled Again: The Skeptic's Guide To Life" by Richard Wilson (Icon Books, 2008) [for review click here] * "Bad Science" by Ben Goldacre (Fourth Estate, 2008) [for review click here]…...

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...Critical Thinking and Making Intelligent Decisions Critical thinking, simply put, is the ability to think objectively about an idea, with awareness to biases and other distortions to perception, and come to a logical and intelligent decision. The ability to analyze the thinking process and understand how people think, or how one’s own thought process works, is an important factor for thinking critically. Not only is critical thinking an asset in daily life, but also particularly beneficial to the workplace. Analyzing other people’s perceptions in addition to one’s own perception is of utmost importance to a successful business. The benefits to critical thinking far surpass any information acquired by an individual, for without the ability to think objectively about the information; the information is futile. The emphasis on critical thinking can assist the decision-making process by understanding the way in which people assess problems and analyze solutions to those problems. Critical thinking is about learning how to think rather than what to think (Schaferson, 1991). By recognizing the way one’s own thought process influences decision-making, an individual embraces critical thinking. Acknowledgment of personal biases and other forms of distortions to perception are not only important to the decision-making process but to self-awareness by the decision-maker. Subconscious biases are common among most people, but by having empathy for others and viewing the situation......

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...Critical Thinking as defined by the National Council for Excellence in Critical Thinking: “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.” (Scriven & Paul, 1987). A generalization of critical thinking is taking a step back and performing the most reasonable action after analyzing every possible solution. Critical Thinking can be broken down into three phases: Discipline- the ability to stop action; Conceptualize- gather information; and Decision- take the appropriate action. Phase one in critical thinking, Discipline, is the ability to stop from making a decisive action without critical forethought. Everyone does not have the discipline to stop and think of the repercussion of his or her immediate action. Phase two is Conceptualization, which is the gathering of information and analyzing all possible solutions. For example during phase two, a person will perform analysis of the immediate situation, observation of the surrounding, and will visualize all viable solutions prior to committing to an action. The final phase is the action phase, taking the appropriate action decided upon. To further elaborate the three phases of critical thinking, I will break down the example in an Internet video, Callahan (2103) states that, “We all have......

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...Critical Thinking Essay Critical thinking is a process where the person involved will truly investigate every aspect of a decision or topic to form a conclusion. “Critical thinking is self-directed, self-discipline, self-monitored and self-corrective thinking.” (Foundation for Critical Thinking, 2013) “Critical thinking also includes the ability to engage in reflective and independent thinking. Some skills that critical thinkers have are understanding the logical connections between ideas, solve problems systematically and identify the relevance and importance of ideas.” (Lau and Chan 2004-2014) It has also been said by The Foundation for Critical Thinking that people who think critically will live rationally, reasonably and emphatically. Critical thinking is a learned skill and is an extremely rare quality for people to have. to master critical thinking skills it takes a lot of training. Some ways to become a better critical thinker would be; reshape your character, do not be so quick to judge, and practicing a problem a day and get in touch with your feelings. Critical thinking skills are necessary for jobs with leadership roles; for example, a teacher. As a teacher, they are expected to make decisions, solve problems and guide others into doing the right thing. Teachers who make informed decisions based on research and beliefs tend to avoid thinking and acting on misinformation. As a teacher, they are also faced with challenges with diversity so they have to......

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...Critical Thinking Evangelina Villela GEN200 February 11, 2015 Critical Thinking Critical Thinking is a learned skill developed by broadening your viewpoints through clear thinking. It is the process of evaluating issues to form rational, open-minded conclusions to solve problems better. A psychologist named Benjamin Bloom named six levels of thinking. He called them a taxonomy of educational objectives (Ellis & Toft, 2015). The six levels are Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating are the six levels in the critical thinking process. Emotions from the loss of my daughter have affected me and my decision-making process. As a professional in the United States Army, I had to evaluate this life changing event to determine whether to continue my tenure or retire. I could no longer accept the responsibility of teaching, coaching, and mentoring young Soldiers to become future leaders and better citizens of society. Remembering is the process of recognizing or recalling key terms, facts, or events that you have experienced in the past. This step can be used to grasp an understanding and identifying the central issue of what is being communicated. Upon finding the topic, determining the point is the next step. The issue is the question in which the author asks and answers. Applying this step can help you draw factual information to reach an answer or conclusion in evaluating your ideas, and obtain the knowledge of what is communicated.......

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...Everyone thinks. However much of our thinking is biased, critical, or uninformed. When our thinking is not clear is can have a direct impact in the quality of our lives. However thinking that is not biased, critical or uninformed is developed over time and not something that can be processed overnight. Critical thinking therefore is a type of thinking in which a person improves the quality of their life through careful analyzation and assessment. It requires a high degree of mindfulness. Critical thinking must involve effective communication and the ability to look beyond individual opinions and biases. To be effective in critical thinking there are several steps that must be followed. One must have knowledge of the subject. To have knowledge about the subject this entails knowing the main topic, the thesis and issue. Comprehension is the second step in the critical thinking process. Understanding what you read, hear and see are crucial to thinking objectively. Third is application of the subject. You must know what the key points are and know how those key points can be applied. Once the key points are sorted out you must be able to analyze and breakdown the key points individually. Once analyzation is complete the next step is combing these points and make sure they all make sense as a whole. Lastly is evaluation. This last step is done once you have understood, analyzed and evaluated what has been said or written. In the evaluation you determine if you agree, disagree......

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...Critical Thinking April S. Fitzpatrick University of Phoenix Monica Griffin Abstract Critical thinking is the ability to think the problem over and to make a big decision on what is the force and conclusion implement the decision. There are many ways that management makes the decisions without taking these steps and the wrong decisions which are not made. People should make sure that the person in their controlling positions that makes critical decisions that would affect a person are a good critical thinker. Critical thinking is a type of thinking used to come to a great sound decision in their personal life, job, and college. One example of getting a person to use critical thinking is in their writing skills. The instructors would give their students a paper to write, where the students need to use an idea how to read their paper. Critical thinking helps us to acquire our knowledge and solving our problems. Personal Experience in my Workplace On personal experience I had learned that critical thinking was a performance that my boss controls me. It was about that how to present the team concept, diversity issues and the organization policies to the employees at on of our town halls that only included all the areas of our department. I had to find a way to make this presentation where it was not boring, it got the message across and everyone would understand it. I decided the best way to make the presentation and be able to keep my audience’s attention would be......

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...following: Define critical thinking. Critical thinking is defined as making reasoned judgments that are logical and well thought out. It is a way of thinking in which you don't accept all arguments and conclusions you are exposed to but rather have an attitude involving questioning such arguments and conclusions. Critical thinking can be divided into three core skills: Curiosity- The desire to learn more information. Skepticism- Having a healthy questioning attitude about new information. Humanity- The ability to admit that your ideas or opinions are wrong, when faced with new convincing evidence. * Discuss how the following terms relate to critical thinking: bias, issues, arguments, and relativism * Bias: A bias is based on emotional distortional cognition and decision making due to emotional reasoning. Being bias blocks a person from critically thinking on making decisions. * Issues: A question, when critically thinking a person has to ask a series of questions to come up with the rite solution. * Arguments: Arguments are closely related to critical thinking because arguments is the reasoning behind critical thinking arguments is a key component to critically thinking. * Relativism: Has no absolute truth or validity, having only relative, subjective value according to differences in perception and consideration. * Describe a decision or argument you recently made which was influenced by bias Reviewing Ch. 1 of Critical Thinking, share what......

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...Abstract This paper explores critical thinking skills and teaching them in an educational setting. Teaching critical thinking is highly debatable. Many feel as though it is not a necessary skill that needs to be learned and others feel as though it is not a skill that can be taught. In this paper I will discuss what critical thinking is and ways it can be taught in an educational setting. Teaching Critical Thinking Skills in Schools For many years critical thinking has been an important issue in education. Following the 1948 Convention of the American Psychological Association, Benjamin Bloom, an American educational psychologist, took control over the development of the goals of the educational process. The goals of the educational process included knowledge, comprehension, application, analysis, synthesis, and evaluation. Ever since, the debate over critical thinking has been a hot one (Schneider, 2002). What is critical thinking? Well throughout the past decade the definition of critical thinking has somewhat changed and there are numerous definitions to define it. According to Paul Chance, “critical thinking is the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems” (Chance, 1986). According to Tama Carrol critical thinking is, “a way of reasoning that demands adequate support for one’s beliefs and an unwillingness to be persuaded unless support is......

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...Critical Thinking Critical Thinking The concept of critical thinking explains a process that involves utilising various interrelated skills to integrate, analyse and carefully evaluate what peoples read and hear from some sources. Therefore, critical thinking requires a determination of whether we should accept, reject or suspend judgement regarding a claim to acting in a certain way (Massey, 2015).This essay analyses steps to critical thinking, how emotions affect decisions making and critical thinking in professional and societal responsibilities. Critical thinking include knowledge, comprehension, application, synthesis and evaluation. In critical thinking, knowledge includes the most fundamental level of information. In this step, the individual identifies what the source of the knowledge says, the topic and issue. The next step is comprehension. The step involves having a comprehensive understanding of the idea. A critical thinker should, have an understanding of what is seen and read. The understanding gained by the critical thinkers is important in order to obtain new knowledge by reflecting on what is known. The ability of the individual to form own interpretation and to express it through writing to give it a new significance measures the level of individuals understanding. The application requires the person to know what they have read, heard from the source. Further individuals should have knowledge of how to apply the same......

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...Critical Thinking and Decision Making Inessa Arutunyan Linda Iacoboni Anisha Lalwani Dan Sarbu MGT/350 November 7, 2011 James Chatterton Critical Thinking and Decision Making Critical thinking is thinking comprised with careful judgment. One gathers facts and evidence then analyzes the data to come to an objective conclusion. Decision-making is the process of arriving at an agreement through careful analysis without bias. When applying the process of critical thinking sound and solid decisions evolve. Several types of thinking can enhance or inhibit critical thinking when one is moving toward a decision. For example, emotional thinking or, sometimes referred to as emotional intelligence. Emotions are "a state of consciousness having to do with the arousal of feelings” (Webster’s New World Dictionary). Feelings can be pleasant or unpleasant that one can react to when in action or thinking. Intelligence is a measure of the amount a person can favorably (or unfavorably) apply sound judgment and reason to a situation while deciding their feelings to the situation (Elder, 1996). Critical thinking is the ability to advance ones thinking toward logic and the capacity to analytically reason. Emotions can cause a defect in critical thinking. Emotions are one’s internal gauge, letting one know how he or she is doing in......

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... Critical Thinking Student’s Name University Affiliation Critical Thinking Analyze your chosen scenario from a critical thinking perspective. In this assignment, we are going to focus on the Unocal in Burma. Unocal is a company that was established in California in 1890 to help in the development of the oil fields in the country. However, the company highly failed in its obligations since, by 1990s, the oil fields in the United States were performing very poorly almost reaching depletion and the company turned its back and started to invest in other oil firms in the United States. This led it to invest in Burma since it was attracted by the cheap labor, availability of natural gas resources, political stability and also the connection that the region offered to other international markets. They managed to start their business in the area of laying down a pipeline wit the government providing them with security. Their business was however associated with violation of human rights, relocating individuals forcefully, forced labor as well as physical torture of the residents. What is the moral responsibility of all participants? The company first of all given the fact that they had been granted the right to conduct business in the country had the moral obligation to be socially responsible. The state provided them with a platform to do their business and make profits and in return, they should have given back to the society through corporate social responsibility...

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...Critical Thinking The term critical thinking refers to the thought processes used to evaluate information and the practice of using such conclusions to guide behavior. The process of critical thinking is associated with accuracy, logic, depth, fairness, credibility, and intellectual clarity. The word “critical” is not used to imply negativity or pessimism. Critical thinking merely means that one must not automatically accept the validity of the information he or she is given. Someone who has strong critical thinking skills has a sense of curiosity and is interested in finding innovative solutions to problems. He or she is willing to examine previously held beliefs, opinions, or assumptions and objectively weigh them against facts—admitting when a lack of understanding or information impairs the decision making process and adjusting conclusions as needed to accommodate the introduction of new information. In this way, a person with strong critical thinking skills can be described as self-directed, self-monitored, and self-disciplined. Critical thinkers analyze situations and suspend judgment until all available data has been gathered and considered. This approach will make you more competitive in the workplace, since the ability to make logical decisions based on an analysis of all available data is an important part of success in the business environment. Throughout your college career in the Malcolm Baldrige School of Business at Post University you will be......

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