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Critical Thinking – What Is It?

Critical thinking is a term that has become the latest buzzword. Looking at the American Heritage Dictionary’s definition of “thinking, thinking” – one finds a broad and in-depth definition – which includes the definition of “critical thinking”. Why then have we coined the term “critical thinking” as if it had a new meaning and those who are unaware of what critical thinking is – well, they just aren’t as smart or astute as those who use the term “critical thinking”.

In my ‘thinking’ and my understanding of the word ‘thinking’, thinking means using discipline to focus on a particular subject; deal effectively and actively; skillfully conceptualize, apply understanding, analyze, synthesize and/or evaluate all information gathered; consider the source; observe, experience, reflect, reason, communicate. In its most exemplary construction, “thought” is based on intellectual values ​​that transcend the divisions of matter: clarity, accuracy, precision, coherence, relevance, solid evidence, good reasons, depth, breadth and fairness are incorporated into the process of “reflection”.

To fully complete the process of “thinking” about any subject involves examining all the precepts, notions and even structures or elements of thought implicit in any reasoning: objective, problem or issue in dispute; assumptions, concepts; empirical basis; reasoning leading to conclusions; implications and consequences; objections from other points of view; and frame of reference. By using thinking to the fullest – i.e. “critical thinking” – one reacts to varying topics, problems and goals – incorporating everything in an interlocking fashion, including: scientific thinking, mathematical, historical thought, anthropological thought, economic thought, moral thought, ethical thought and philosophical thought.

Human thought begins as soon as the brain is formed – in utero. The connection between sound/music and prenatal memory/learning has been revealed in parental observations, formal experiences, clinical records, and first-person reports. Chamberlain (1998), using Howard Gardner’s concept of multiple intelligences, presented evidence for musical intelligence before birth. Peter Hepper (1991) found that prenates exposed to soap opera music during pregnancy responded with focused and passionate attention to that music after birth – evidence of long-term memory. Upon hearing the music after birth, these newborns had a significant decrease in heart rate and movement, and moved into a more alert state. Shetler (1989) reported that 33% of fetal subjects in his study demonstrated contrasting reactions to variations in tempo between faster and slower music selections.

Thinking has two components: 1) a framework of information and beliefs generating and processing skills, and 2) the habit, based on intellectual engagement, of using those skills to guide behavior. It is opposed to: 1) the mere acquisition and retention of information, because it implies a particular way in which information is sought and processed; 2) the simple possession of skills, because it implies the continuous use of these; and 3) the mere use of these skills (“as practice”) without acceptance of their results.

Thought varies according to the motivation behind it and habits or indoctrination since childhood. When grounded in selfish motives, it often manifests in the skillful manipulation of ideas in the service of one’s own benefit or that of one’s group. As such, it is usually intellectually flawed, however pragmatically successful it may be. When grounded in fairness of mind and intellectual integrity, it is generally of a higher intellectual order, though subject to the charge of “idealism” by those accustomed to its selfish use.

Thought is unique to each individual; everyone is prone to episodes of unruly or irrational thinking. The quality of thought is therefore generally a matter of degree and depends, among other things, on the quality and depth of experience in a given domain of thought or in relation to a particular class of questions. Nobody is a completely deep thinker, but only to a certain extent, with various ideas and blind spots, subject to various tendencies towards self-delusion. For this reason, developing thinking skills and dispositions is a lifelong endeavor.

Although primitive thinking begins in utero – it is not until a child begins to speak that it is generally accepted that the person has cognition – this tragically limits the child’s experience of confirming the ability to think. and to reason. Unfortunately, as soon as the child begins to verbalize their ability to think deeply, they are told things like, “Children are to be seen, not heard” – although this phase has to some extent become obsolete, but the message is always conveyed in many ways–‘Because, I said so.’ ‘Don’t answer.’ This last ban on “deep thinking” is often followed by a slap/slap for being sassy or disrespectful. My mother’s favorite phrase to “shut me up” when she didn’t want to hear what I knew or wanted her to look at was, “Now, Dorothy, don’t get carried away. Thus, superficial thinking is established.

We then come into adulthood by formulating our thinking so as not to offend or be reprimanded for saying something unacceptable to the person(s) involved. It is therefore not surprising that the main obstacle to exercising the full spectrum of “thinking” or “critical thinking” is the fear of appearing stupid by asking questions in order to fully complete the

thorough “thinking” process.

Those who have not experienced or been deterred by these parental prohibitions create various ways to compensate for the superficial conditioned communication style of others – such as: invention phases and buzzwords – brainstorming , critical thinking, think tank, etc. While these invented phases/buzzwords serve the purpose – it’s simply a new name for a birthright, which has been unwittingly usurped.

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