Introduction
I have often thought critical thinking is simply my opinion, or generating ideas and opinion through mental exercise, i.e. I can do critical thinking without external help or interaction. Yet, it is so different, because as I searched the literature and in studying in this course, I found that critical thinking involves the individual’s ability to use the mind actively to sense the surrounding environment and realize opportunities and potential hazards by generating innovative ideas (Ruggiero, 2009 as cited in Bruning, 2016). Critical thinking needs knowledge, and knowledge is learned and experienced. Precisely, critical thinking is borne out of a comparison and analysis of ideas and thoughts and the knowledge I learned from books. Critical thinking is a complex concept with philosophical, educational, and psychological roots.
Educational psychologists have defined knowledge as factual, objective, must be supported with strong warrants, external verification, and confirmed by others who have interacted with the object as well (Alexander & Dochy, 1995; Murphy, 2007; Murphy & Mason, 2006 all cited in Broughton, 2008). Knowledge requires external validation and is defined as acquired through formal schooling (Alexander & Dochy, 1995 as cited in Broughton, 2008). On the other hand, beliefs require few warrants or may even be justified on warrants that are not accepted by the scientific community (Southerland et al., 2001 as cited in Broughton, 2008). Beliefs are those which a person accepts or hopes to be true (Murphy & Mason, 2006 as cited in Broughton, 2008).
It’s different now that I’ve learned the meaning – and application – of critical thinking according to books, or according to the experts. I find myself unique that I am able to apply this “skill” intelligently in my daily life. In my dealings and interactions with the people around me, with those I love and others I take for granted, I now realize that I have to be rational more than before. These people also find the transformation in me – because I don’t like to be irrational anymore. I don’t try to be emotional, but I cannot control it that my emotions influence my interactions with people. My thoughts, perceptions, and evaluations determine my emotions. According to Ellis (1994 as cited in Koffler, 2005), humans are biologically predisposed to think irrationally or in a way that fosters the development of psychological disturbance. Yet, we don’t like to be irrational, and most of the time, people think and act irrationally, and that includes me.
Critical thinking makes me rational, even if most of the time, I act and respond to my emotions. Let me first expound on how critical thinking started to influence man to think and act rationally. The philosophical importance of critical thinking as an educational outcome has its roots in classical Greek philosophy and the Socratic tradition (Paul, 1990 as cited in Kettler, 2012). The Socratic method of probing questions revealed that few people could rationally justify their claims to knowledge. Socrates often found confused meanings or even self-contradictory beliefs below the surface. Thus, the Greek philosophical tradition introduced the problem of human irrationality. The problem of human irrationality holds that to believe or to assert without reason, judgment, or understanding is prejudiced. The solution to the problem of irrationality is a corollary principle that critical reflection by an individual is a precondition to knowledge (Paul, 1990 as cited in Kettler, 2012). Thus, knowledge in the critical thinking tradition is thought to be constructed out of the rational use of mental processes and reflective examination of beliefs. Unjustified or irrational beliefs cannot be considered knowledge at all. Rather, knowledge is achieved after thoughts and beliefs are rationally and logically scrutinized (Kettler, 2012). This influenced my choice of religion; meaning, my religion is not borne out of irrational thoughts. For me, to be religious is to be rational.
As I’ve said, through critical thinking, the people around me found a transformation in me – because I don’t make decisions so easily now. I have problems in my work and in my studies but I find them challenging, rather than making me stressful. That is the benefit of critical thinking – “the ability to identify problems, to ascertain, judge, and to evaluate the solution to those problems” (Pithers & Soden, 2000 as cited in Thompson, 2009, p. 14). Critical thinking is purposeful, reason, and goal directed and it is useful for solving problems, making inferences, and making decision. Van Gelder (as cited in Thompson, 2009) defines it as “higher-order skill,” which requires that the learner possess lower order skills, i.e. the ability to define, explain and apply knowledge. Facione (1986 as cited in Booher, 2003), a co-author of the California Critical Thinking Skills Test (CCTST), emphasized “the ability to properly construct and evaluate arguments” (p. 1). Critical thinking may provide a link between cognitive intelligence and emotions (Elder, 1996 as cited in Bruning, 2016). Critical thinking ability involves the individual’s use of intellectual and cognitive skills, including reasoning and reflective thought, to generate and assess potential solutions in support of solving problems (Bruning, 2016).
Three inferences
In the same interactions with the people around, I tend to observe how a sibling or an acquaintance reacts. Sometimes, I find somebody frowning and I can infer that she does not like me. In this particular encounter, I apply critical thinking by saying that I could be wrong, because inferences may be accurate or they may be erroneous and inconsistent with objective reality. This thinking is reinforced by the fact that nobody seems to dislike anybody in my home. Thus, frowning is just that, frowning. There are times that we seem to dislike others, even siblings or parents, but it could be an outcome of some particular situations. According to Walen et al. (1992 as cited in Koffler, 2005), incorrect inferential thought processes have been associated with emotional disturbance, and that “several types of cognitive therapies target erroneous inferential thoughts, such as negative automatic thoughts and erroneous assumptions” (p. 10). Thus, it is not only because of particular situations or conditions, but also of erroneous assumptions.
Emotions typically occur in response to a specific person or event. Rosenberg (1998 as cited in Broughton, 2008) describes emotions as “brief, psychophysiological changes that result from a response to a meaningful situation in one’s environment” (p. 44). Emotional responses are quick, automatic, and can occur unconsciously. Emotions can fade into mood states over time. Emotions can also occupy the foreground of one’s thoughts, overwhelming consciousness.
My second inference occurred in my interaction with other people, again by observation. As I observe classmates or workers, I tend to assess or evaluate them. However, evaluation is different from inference. I tend to evaluate because sometimes I sense that there is something good or bad, and I tend to be rational or irrational about my belief of people (Koffler, 2005). I only observe people looking at me intently, and it could be because of some class assignments that I haven’t shared; or some gossip that spread out like fire. Well, that is inference, which could be wrong.
Emotions are powerful influences on how we think and interpret events. Emotional responses are quick, automatic, and can occur unconsciously (Rosenbegr, 1998 as cited in Broughton, 2008). Mood and emotions are often referred to interchangeably in the literature. One definition of affect is the “simple pleasant or unpleasant tone of a feeling” (Leary, 2000 as cited in Broughton, 2008). Rosenberg (1998 as cited in Broughton, 2008) describes the differences between affective traits and affective states. Rosenberg postulates a hierarchy of affect which consists of three levels: affect, moods, and emotions. Affective traits reflect a predisposition towards emotional responses that tend to remain stable throughout one’s lifetime. Affective traits are embedded within personality traits and influence affective states.
Conclusion
My third inference is about my belief, which can be rational or irrational sometimes. Ellis and Dryden (1997 as cited in Koffler, 2005) define rational beliefs as evaluative cognitions that are preferential or non-absolutist in nature. Walen et al. (1992 as cited in Koffler, 2005) and Dryden (2003 as cited in Koffler, 2005) have identified specific characteristics that constitute a rational belief: it is “flexible and/or non-extreme. In language, a rational belief is verbally expressed as a “desire,” “preference,” “wish,” or a “want.” The internal structure of a rational belief is logically consistent.
In my daily life, I find that rational beliefs are consistent with reality and, therefore, can be supported by empirical evidence. Thinking rationally results in feeling adaptive emotions, such as concern, sadness, and annoyance. A rational belief can be constructive for me and can help me in attaining my goals.
References
Booher, C. (2003). Critical thinking as a predictor of test performance and as an outcome measure in a large undergraduate human development course (Doctoral thesis, The University of Tennessee, Knoxville). Retrieved from http://ezproxy.sothebysinstitute.com:2195/pqdtft/docview/305298246/fulltextPDF/A6615AE11DA647EDPQ/1?accountid=13958
Broughton, S. (2008). The Pluto debate: Influence of emotions on belief, attitude, and knowledge change (Doctoral thesis, University of Utah). Retrieved from http://ezproxy.sothebysinstitute.com:2195/pqdtft/docview/304380735/fulltextPDF/F456692D033B4DF0PQ/6?accountid=13958
Bruning, W. (2016). Relationships between critical thinking, emotional intelligence, and effective leadership practices in veteran-owned small businesses (Doctoral thesis, University of Phoenix). Retrieved from http://ezproxy.sothebysinstitute.com:2195/pqdtft/docview/1807433405/fulltextPDF/F456692D033B4DF0PQ/30?accountid=13958
Kettler, D. (2012). An analysis of critical thinking skills with gifted and general education students: Relationships between cognitive, achievement, and demographic variables (Doctoral thesis, Baylor University). Retrieved from http://ezproxy.sothebysinstitute.com:2195/pqdtft/docview/1080789440/fulltextPDF/A6615AE11DA647EDPQ/3?accountid=13958
Koffler, A. (2005). Perceptions of beliefs in rational emotive theory among college students: A multidimensional scaling analysis (Doctoral thesis, Hofstra University, Hempstead, New York). Retrieved from http://ezproxy.sothebysinstitute.com:2195/pqdtft/docview/305010892/fulltextPDF/F54525C04EA44767PQ/2?accountid=13958
Thompson, J. (2009). To question or not to question: The effects of two teaching approaches on students’ thinking dispositions, critical thinking skills, and course grades in a critical thinking course (Doctoral thesis, Capella University). Retrieved from http://ezproxy.sothebysinstitute.com:2195/pqdtft/docview/305160556/fulltextPDF/A6615AE11DA647EDPQ/4?accountid=13958
