Capstone Essay: Critical Thinking Revisited

Abstract

Theorists have struggled to posit a single definition of critical thinking, generating instead a variety of definitions that vary by context. Accepting this variety provides a rich foundation for use in the development of the empowered critical thinker. Emerging Media Psychologist, in particular, faced with analyzing the rapid growth of media influences and their effect on consumer minds are challenged to demonstrate higher-level investigative reasoning skills.  By embodying critical thinking components, students in a media psychology doctoral program can become knowledgeable practitioners skilled in detecting faulty reasoning, biases, and propaganda techniques; analyzing websites; and investigating marketing tools used to shape behavior. Further, according to Brookfield (1986), the process of engaging in higher education and being exposed to individuals whose critical thinking skills are more fully developed than their own will promote critical thinking.

Treatment

Although there has been much debate about how to define critical thinking, common characteristics and criteria have emerged.  The ability to raise important questions is one. Wikipedia (“Critical Thinking,” 2011) defines the critical thinker as inquisitive, posing clear and precise questions. According to Schwarze and Lape (2001), asking questions and engaging in reasonable dialogue that leads to a rational outcome is the basis for critical thought. They labeled this method of rational dialogue thinking Socratically, based on Socrates’ system of query. Similarly, Ruggiero (2004) maintained that the foundation of critical thinking is evaluation. Reflecting this emphasis, his definition of critical thinking focuses on the testing and examining of arguments to determine their worth. Through asking questions, participating in dialogue, and challenging assumptions, individuals can develop their critical thinking abilities.

Another important aspect of learning to be a “competent critical thinker is the ability to self-assess and continually improve one’s thinking” (Celuch & Slama, 1999). There are dozens of biases and blind spots in our thinking. The ideal critical thinker, argues van Gelder (2005), is aware of this and actively monitors her thinking to detect [this] pernicious influence, and deploys compensatory strategies. Becoming a good detector of internal bias is preparation for successfully identifying bias that exists around us. 

The ability to question and to detect bias, both internally and externally, are core components used daily in my professional practice. As I deal with colleagues, clients, and students, I practice putting aside self and ego to acknowledge the unknown. Doing so enables me to raise questions, garner information, and develop a clear understanding of the needs of those I am assisting. Additionally, I discovered that engaging in the weekly forum discussions and creating e-portfolios for this class have led me to develop improved critical thinking skills. As outlined by Wikipedia contributors, I found myself examining, clarifying, discerning, evaluating, and assessing (“Critical thinking,” 2011) my fellow cohorts contributions. Pursuing an advanced degree is enhancing my decision-making and problem solving skills, while generally giving me tools to better manage life and myself.

Critical thinking skills have allowed me to better manage life, in particular, how I use media. Insights provided by Alan November (2007) encourage investigation beyond the surface by using web tools such as easywhois to validate and cross reference information. Learning to evaluate the credibility of authors on websites is crucial, especially since billions of content are being shared daily on the Internet. As scholars pursuing a media degree, using critical thinking skills such as evaluation to assess where information is coming from is important, along with verifying outside sources for reliability, assessing the organization’s mission, and checking the intended purpose and point of view of the author. These tools will also enable us to better detect propaganda techniques and logical fallacies often employed on the Web.

Further, to engage in higher education, we must continually practice our thinking in order to master our minds (Paul & Elder, 2001). Paul and Elder suggest developing one of the “universal intellectual standards (clarity, precision, accuracy, relevance, depth, breadth, logicalness, significance) each week (“Third Strategy, 2001”). During this course, I have experienced improved thinking by putting into effect the four techniques of clarification outlined by Paul & Elder: 1) Stating what you are saying, 2) Elaborating, 3) Giving examples, and 4) Using analogies. These critical thinking methods and others will continue to serve as the foundation for my research and intellectual development during the course of this doctoral program.

Conclusion

Accepting that there is no one way to define critical thinking and acknowledging that definitions will vary by context demonstrates an important essence of critical thinking. It is as diverse as the world in which we live. Activities in this course, over the past weeks, have proven that not everything can be categorized in simple, distinct boxes. An important characteristic of critical thinkers is the ability to tolerate ambiguity and to discern among several shades of gray. Therefore, a diversified approach is needed in our thinking and in how we view those we will serve. In addition, ongoing self-reflection, practice, and active incorporation of critical thinking skills will enhance our development as Media Psychologist.

References

Brookfield, S. (1986). Developing critical thinkers. San Francisco: Jossey-Bass.

Celuch, K. & Slama, M. (1999). Teaching critical thinking skills for the 21st century: An advertising principles case study. Journal of Education for Business, 74 (3), 134-139.

Critical thinking. (n.d.) In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Critical_thinking

Critical Thinking Cartoon. Retrieved March 20, 2011 from http://fs.huntingdon.edu

Critical Thinking Man image. Retrieved March 20, 2011 from rkmediasolutions.com.

November, A.  (2007, October 22).  Who Owns the Websites Your Kids Acess? [video]. Retrieved from http://www.youtube.com/watch?v=QVLS_rlwnwI

Paul, R. & Elder, L. (2001). Critical thinking in everyday life: 9 strategies. The Critical Thinking Community. Retrieved March 20, 2011 from http://www.criticalthinking.org/articles/sts-ct-everyday-life.cfm

Ruggiero, V. R. (2004). Beyond feelings: A guide to critical thinking (7th ed.). Boston: McGraw Hill.

 

Schwarze, S., & Lape, H. (2001). Thinking Socratically: Critical thinking about everyday issues. Upper Saddle River, NJ: Prentice Hall.

Van Gelder, T. (2005). Teaching critical thinking. College Teaching, 53(1), 41-47.