CRITICAL THINKING_THE GREY MATTERS

“Some people without brains do an awful lot of talking, don't you think?”  ―

   L. Frank Baum, The Wonderful Wizard of Oz

"We have become modern, but are we civilized?"

"...I am constrained to warn that we are nurturing generations of children who are allowed not to take responsibility for their actions. We are making too much room for non-thinkers, who take the easy, clever way out, once patronage, in any form, is available...”

His Excellency Professor George Maxwell Richards TC, CMTT, Ph.D,

President of the Republic of Trinidad and Tobago

Fiftieth Anniversary of Independence of Trinidad and Tobago.

I decided to pen my agreement with the sentiments expressed by President Richards. I am prompted to think likewise when I listen the quality of discourse (or lack of it) on issues of national interest, when broadcast journalists and "talk show" hosts draw hasty conclusions without the slightest effort of research and base dialogue is aired during prime time. This is where I call on students of tertiary education to take responsibility and be a positive example, think before speaking, verify before posting!

Critical thinking is a function of independent thought – what students are expected to achieve at the end of a (usually higher) level in education, it is also a process involved in any research activity. Each course outline provides a list of Programme Curriculum Competencies which can be used as key performance indicators to measure the extent to which learning objectives are being achieved: Knowledge, Effective Communication, Analytical Ability, Technological Expertise, Collaboration, Creativity, Professionalism, Diversity, Social and Global Responsibility and Entrepreneurship.

I refer specifically to: 

• Knowledge- A clear understanding of the principles and concepts of related theories and models of the particular discipline and the relationship to other disciplines through study, education and experience; 
• Effective Communication - The ability to accurately transfer thoughts and meaning through interpersonal skills using appropriate registers; 
• Analytical Ability - The ability to systematically gather relevant data and make appropriate deductions, inferences and connections with a view to judiciously solve problems.

I am certain that it isn't coincidental that these three competencies are listed foremost, they may be considered as pillars upon with the other competencies may be built. Critical Thinking may be viewed as the mortar that binds each building block, each competency. Therefore without critical thinking, the foundation of any argument is weak, often loaded with subjectivity, fallacies and biases. Critical thinking is the process by which concepts, facts and ideas are analysed, internalized and comprehended. While the extent and process of critical thinking varies depending on the field of study or project, almost all educational programs require students to utilize critical thinking skills. 

Thinking critically is a process that must be learned and continuously evaluated for its effectiveness in a given situation. Critical thinking is a field of study in itself. The technique consists of six elements: knowledge, comprehension, application, analysis, synthesis and evaluation, each element is important. The key to critical thinking is to develop an impersonal approach which looks at arguments and facts and which lays aside personal views and feelings. This is because academic discourse is based according to key principles which are described as follows: Northedge (2005):

• Debate: arguing different points of view.
• Scholarship: awareness of what else has been written, and citing it correctly.
• Argument: developing points in a logical sequence which leads to a conclusion.
• Criticism: looking at strengths and weaknesses.
• Analysis: taking the argument apart, as described above.
• Evidence: ensuring that the argument is backed by valid evidence.
• Objectivity: the writing should be detached and unemotional and without direct appeal to the reader.
• Precision: anything that does not assist the argument should be omitted.

It is important that as students and academic professionals we do not take what we hear or read at face value, let us use our faculties to weigh up the evidence, always consider the implications and conclusions of what we read, say and write!

http://www.caribbeanelections.com/knowledge/speeches/tt_speeches/tt_independence_addresses.asp

Developing critical thinking. (2012). Retrieved from http://www.emeraldgrouppublishing.com/learning/study_skills/skills/critical_thinking.htm