examples of assumptions in critical thinking

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Search catalog, critical thinking and academic research: assumptions.

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Question Assumptions

An assumption is an unexamined belief: what we think without realizing we think it. Our inferences (also called conclusions) are often based on assumptions that we haven't thought about critically. A critical thinker, however, is attentive to these assumptions because they are sometimes incorrect or misguided. Just because we assume something is true doesn't mean it is.

Think carefully about your assumptions when finding and analyzing information but also think carefully about the assumptions of others. Whether you're looking at a website or a scholarly article, you should always consider the author's assumptions. Are the author's conclusions based on assumptions that she or he hasn't thought about logically?

Critical Questions

• What am I taking for granted?
• Am I assuming something I shouldn't?
• How can I determine whether this assumption is accurate?
• What is this author assuming?
• How can I determine if this author's assumptions are accurate?

Consider the following situations, then respond to these questions:

• Do you agree or disagree with the inference/conclusion? Why or why not?
• What assumption(s) may have led to the inference/conclusion?
• What are some alternative ways of thinking about this situation?

Situation #1

Bill needs six scholarly articles for his paper on the psychological effects of domestic violence. He searches Google for "psychological effects of domestic violence," looks through the first few hits, and finds six sources, including some articles on the websites of legitimate organizations. A few of these articles include bibliographies.

• Bill's Inference/Conclusion: I'm going to stop researching because I have my six sources.

Situation #2

Christie is researching representations of gender in popular music. She decides to search Google and, within a few minutes, locates more sources that she could possibly incorporate into her final paper.

• Christie's Inference/Conclusion: I can just use Google for my research.

Situation #3

Jennifer has decided to write her literary analysis paper on drug use in David Foster Wallace's novel, Infinite Jest (1996). She tries a few Google searches for Infinite Jest, drugs, and drug use, but she has trouble finding scholarly sources. She gives up on Google and moves on to EBSCO Academic Search Premier, one of the databases she heard about in a library instruction class. She runs a search for Infinite Jest and drug use, but she still can't find much.

• Jennifer's Inference/Conclusion: I need to change my topic.
• << Previous: Inferences
• Next: Implications >>
• Last Updated: Jul 10, 2023 11:50 AM
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• Critical thinking (CT) is evaluative.  An evaluation is a statement that compares what is the case to a standard about how things should be. CT requires people to make lots of judgments about good and bad, right and wrong, what we should or shouldn’t do. The standard of evaluation used in critical thinking for reasoning is reliability. Good reasoning is reliable, and bad reasoning is unreliable.
• In CT, reasoning implies evaluation, both individual (“You should recycle your aluminum!”) and collective (“We should abolish the death penalty!”). Each statement can be supported by reasons, and the reasons can be evaluated as better or worse.
• In CT, truth is treated as absolute — not partial, changing, or relative to different points of view.
• The ultimate “should” in critical thinking is this: you should not contradict yourself. There are other “should” statements, but they are all based on this idea that self-contradiction is bad. Contradictory statements, by definition, cannot all be true, and based on #3 above that means they can’t be partly true, or true to some people but not others. A statement that is self-contradictory is absolutely, eternally, necessarily and inevitably not true.

If you don’t agree with one or more of the above assumptions, expect some trouble even understanding what is going on when trying to use critical thinking.  The assumptions listed above are offered not to convince you to accept any of these assumptions or to “prove” them in the formal (CT) sense, but just to offer a bit more about what is assumed in this field.

There is also one more assumption to consider, that is people shouldn’t judge other people’s opinions.

Critical thinking requires energetically judging other people’s opinions (along with our own!) – not in isolation, but in relation to each other. That is, CT requires asking if the reason given to support or back up an opinion is a good one. If no good reason can be found to support an opinion, that opinion is treated as unsupported or unproved. Generally, opinions are better if proved, and not as good if unproved.  By extension, there is a preference for reflective opinions arrived at through slow thinking over opinions of the moment which are formed in fast thinking.

Many people put the majority of their critical thinking energy into judging the thinking of those they disagree with. Our hope is that you will have come to understand that thinking carefully about your own beliefs is worth more of your time, and that you will have come to appreciate the vital importance of people who do not share your same ideas to your process of slow thinking.

Critical Thinking in Academic Research Copyright © 2022 by Cindy Gruwell and Robin Ewing is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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What is Critical Thinking?

What About Assumptions?

Assumptions are beliefs or ideas that are  believed to be true without proof or evidence and are used to support reasoning. This lack of verification can create bias when thinking critically. Like any human activity, the practice of critical thinking requires several basic assumptions to make sense. For people who don’t share these assumptions, the whole process can be experienced as confusing or nonsensical. Here is a partial list of assumptions that sometimes cause trouble for people new to critical thinking.

• In CT, reasoning implies evaluation, both individual (“You should recycle your aluminum!”) and collective (“We should abolish the death penalty!”). Each statement can be supported by reasons, and the reasons can be evaluated as better or worse. Although this should not be confused with opinions or facts .
• In CT, “Truth is what is so  about something, the reality of the matter, as distinguished from what people wish  were so, believe  to be so, or assert to be so” (Ruggiero, 2015, p. 25)
• When using critical thinking you should not contradict yourself. Contradictory statements , by definition, cannot all be true, and based on #3 above that means they can’t be partly true, or true to some people but not others.
• Critical thinking requires judging other people’s opinions (along with our own!) – not in isolation, but in relation to each other.

Many people put the majority of their critical thinking energy into judging the thinking of those they disagree with (fast thinking). Our hope is that you will have come to understand that thinking carefully about your own beliefs is worth more of your time, and that you will have come to appreciate the vital importance of people who do not share your same ideas to your process of slow thinking.

Check Your Knowledge: Assumptions

Read the following statements and then determine the assumption.

The U.S. is overreacting to the growth of AI. Technology is meant to be utilized to its fullest.

“Eating healthy is important. Doctors and physical fitness advisors tell you about the advantages of health foods. Then why are these foods so expensive? Companies that sell these foods are raising prices for simple things such as fruits and vegetables….People want to be healthy but it seems that corporate America really doesn’t want to make that prospect cheap. You should avoid wasting money just to eat healthy; go buy cheap frozen vegetables at the grocery store.” (Browne & Keeley, 2018, p.56)

Taking an act or statement for granted (Merriam-Webster Online)

Judgements about good or bad, right or wrong

Evaluations for better or worse

A view or judgement

Something known or proven true

False statement

Critical Thinking in Academic Research - Second Edition Copyright © 2022 by Cindy Gruwell and Robin Ewing is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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41+ Critical Thinking Examples (Definition + Practices)

Critical thinking is an essential skill in our information-overloaded world, where figuring out what is fact and fiction has become increasingly challenging.

But why is critical thinking essential? Put, critical thinking empowers us to make better decisions, challenge and validate our beliefs and assumptions, and understand and interact with the world more effectively and meaningfully.

Critical thinking is like using your brain's "superpowers" to make smart choices. Whether it's picking the right insurance, deciding what to do in a job, or discussing topics in school, thinking deeply helps a lot. In the next parts, we'll share real-life examples of when this superpower comes in handy and give you some fun exercises to practice it.

Critical Thinking Process Outline

Critical thinking means thinking clearly and fairly without letting personal feelings get in the way. It's like being a detective, trying to solve a mystery by using clues and thinking hard about them.

It isn't always easy to think critically, as it can take a pretty smart person to see some of the questions that aren't being answered in a certain situation. But, we can train our brains to think more like puzzle solvers, which can help develop our critical thinking skills.

Here's what it looks like step by step:

Spotting the Problem: It's like discovering a puzzle to solve. You see that there's something you need to figure out or decide.

Collecting Clues: Now, you need to gather information. Maybe you read about it, watch a video, talk to people, or do some research. It's like getting all the pieces to solve your puzzle.

Breaking It Down: This is where you look at all your clues and try to see how they fit together. You're asking questions like: Why did this happen? What could happen next?

Checking Your Clues: You want to make sure your information is good. This means seeing if what you found out is true and if you can trust where it came from.

Making a Guess: After looking at all your clues, you think about what they mean and come up with an answer. This answer is like your best guess based on what you know.

Explaining Your Thoughts: Now, you tell others how you solved the puzzle. You explain how you thought about it and how you answered. 

Checking Your Work: This is like looking back and seeing if you missed anything. Did you make any mistakes? Did you let any personal feelings get in the way? This step helps make sure your thinking is clear and fair.

And remember, you might sometimes need to go back and redo some steps if you discover something new. If you realize you missed an important clue, you might have to go back and collect more information.

Critical Thinking Methods

Just like doing push-ups or running helps our bodies get stronger, there are special exercises that help our brains think better. These brain workouts push us to think harder, look at things closely, and ask many questions.

It's not always about finding the "right" answer. Instead, it's about the journey of thinking and asking "why" or "how." Doing these exercises often helps us become better thinkers and makes us curious to know more about the world.

Now, let's look at some brain workouts to help us think better:

1. "What If" Scenarios

Imagine crazy things happening, like, "What if there was no internet for a month? What would we do?" These games help us think of new and different ideas.

Pick a hot topic. Argue one side of it and then try arguing the opposite. This makes us see different viewpoints and think deeply about a topic.

3. Analyze Visual Data

Check out charts or pictures with lots of numbers and info but no explanations. What story are they telling? This helps us get better at understanding information just by looking at it.

4. Mind Mapping

Write an idea in the center and then draw lines to related ideas. It's like making a map of your thoughts. This helps us see how everything is connected.

There's lots of mind-mapping software , but it's also nice to do this by hand.

5. Weekly Diary

Every week, write about what happened, the choices you made, and what you learned. Writing helps us think about our actions and how we can do better.

6. Evaluating Information Sources

Collect stories or articles about one topic from newspapers or blogs. Which ones are trustworthy? Which ones might be a little biased? This teaches us to be smart about where we get our info.

There are many resources to help you determine if information sources are factual or not.

7. Socratic Questioning

This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic. You can do this by yourself or chat with a friend.

Start with a Big Question:

"What does 'success' mean?"

Dive Deeper with More Questions:

"Why do you think of success that way?" "Do TV shows, friends, or family make you think that?" "Does everyone think about success the same way?"

"Can someone be a winner even if they aren't rich or famous?" "Can someone feel like they didn't succeed, even if everyone else thinks they did?"

Look for Real-life Examples:

"Who is someone you think is successful? Why?" "Was there a time you felt like a winner? What happened?"

Think About Other People's Views:

"How might a person from another country think about success?" "Does the idea of success change as we grow up or as our life changes?"

Think About What It Means:

"How does your idea of success shape what you want in life?" "Are there problems with only wanting to be rich or famous?"

Look Back and Think:

"After talking about this, did your idea of success change? How?" "Did you learn something new about what success means?"

8. Six Thinking Hats 

Edward de Bono came up with a cool way to solve problems by thinking in six different ways, like wearing different colored hats. You can do this independently, but it might be more effective in a group so everyone can have a different hat color. Each color has its way of thinking:

White Hat (Facts): Just the facts! Ask, "What do we know? What do we need to find out?"

Red Hat (Feelings): Talk about feelings. Ask, "How do I feel about this?"

Black Hat (Careful Thinking): Be cautious. Ask, "What could go wrong?"

Yellow Hat (Positive Thinking): Look on the bright side. Ask, "What's good about this?"

Green Hat (Creative Thinking): Think of new ideas. Ask, "What's another way to look at this?"

Blue Hat (Planning): Organize the talk. Ask, "What should we do next?"

When using this method with a group:

• Explain all the hats.
• Decide which hat to wear first.
• Make sure everyone switches hats at the same time.
• Finish with the Blue Hat to plan the next steps.

9. SWOT Analysis

SWOT Analysis is like a game plan for businesses to know where they stand and where they should go. "SWOT" stands for Strengths, Weaknesses, Opportunities, and Threats.

There are a lot of SWOT templates out there for how to do this visually, but you can also think it through. It doesn't just apply to businesses but can be a good way to decide if a project you're working on is working.

Strengths: What's working well? Ask, "What are we good at?"

Weaknesses: Where can we do better? Ask, "Where can we improve?"

Opportunities: What good things might come our way? Ask, "What chances can we grab?"

Threats: What challenges might we face? Ask, "What might make things tough for us?"

Steps to do a SWOT Analysis:

• Goal: Decide what you want to find out.
• Research: Learn about your business and the world around it.
• Brainstorm: Get a group and think together. Talk about strengths, weaknesses, opportunities, and threats.
• Pick the Most Important Points: Some things might be more urgent or important than others.
• Make a Plan: Decide what to do based on your SWOT list.
• Check Again Later: Things change, so look at your SWOT again after a while to update it.

Now that you have a few tools for thinking critically, let’s get into some specific examples.

Everyday Examples

Life is a series of decisions. From the moment we wake up, we're faced with choices – some trivial, like choosing a breakfast cereal, and some more significant, like buying a home or confronting an ethical dilemma at work. While it might seem that these decisions are disparate, they all benefit from the application of critical thinking.

10. Deciding to buy something

Imagine you want a new phone. Don't just buy it because the ad looks cool. Think about what you need in a phone. Look up different phones and see what people say about them. Choose the one that's the best deal for what you want.

11. Deciding what is true

There's a lot of news everywhere. Don't believe everything right away. Think about why someone might be telling you this. Check if what you're reading or watching is true. Make up your mind after you've looked into it.

12. Deciding when you’re wrong

Sometimes, friends can have disagreements. Don't just get mad right away. Try to see where they're coming from. Talk about what's going on. Find a way to fix the problem that's fair for everyone.

13. Deciding what to eat

There's always a new diet or exercise that's popular. Don't just follow it because it's trendy. Find out if it's good for you. Ask someone who knows, like a doctor. Make choices that make you feel good and stay healthy.

14. Deciding what to do today

Everyone is busy with school, chores, and hobbies. Make a list of things you need to do. Decide which ones are most important. Plan your day so you can get things done and still have fun.

15. Making Tough Choices

Sometimes, it's hard to know what's right. Think about how each choice will affect you and others. Talk to people you trust about it. Choose what feels right in your heart and is fair to others.

16. Planning for the Future

Big decisions, like where to go to school, can be tricky. Think about what you want in the future. Look at the good and bad of each choice. Talk to people who know about it. Pick what feels best for your dreams and goals.

Job Examples

17. solving problems.

Workers brainstorm ways to fix a machine quickly without making things worse when a machine breaks at a factory.

18. Decision Making

A store manager decides which products to order more of based on what's selling best.

19. Setting Goals

A team leader helps their team decide what tasks are most important to finish this month and which can wait.

20. Evaluating Ideas

At a team meeting, everyone shares ideas for a new project. The group discusses each idea's pros and cons before picking one.

21. Handling Conflict

Two workers disagree on how to do a job. Instead of arguing, they talk calmly, listen to each other, and find a solution they both like.

22. Improving Processes

A cashier thinks of a faster way to ring up items so customers don't have to wait as long.

23. Asking Questions

Before starting a big task, an employee asks for clear instructions and checks if they have the necessary tools.

24. Checking Facts

Before presenting a report, someone double-checks all their information to make sure there are no mistakes.

25. Planning for the Future

A business owner thinks about what might happen in the next few years, like new competitors or changes in what customers want, and makes plans based on those thoughts.

26. Understanding Perspectives

A team is designing a new toy. They think about what kids and parents would both like instead of just what they think is fun.

School Examples

27. researching a topic.

For a history project, a student looks up different sources to understand an event from multiple viewpoints.

28. Debating an Issue

In a class discussion, students pick sides on a topic, like school uniforms, and share reasons to support their views.

29. Evaluating Sources

While writing an essay, a student checks if the information from a website is trustworthy or might be biased.

30. Problem Solving in Math

When stuck on a tricky math problem, a student tries different methods to find the answer instead of giving up.

31. Analyzing Literature

In English class, students discuss why a character in a book made certain choices and what those decisions reveal about them.

32. Testing a Hypothesis

For a science experiment, students guess what will happen and then conduct tests to see if they're right or wrong.

33. Giving Peer Feedback

After reading a classmate's essay, a student offers suggestions for improving it.

34. Questioning Assumptions

In a geography lesson, students consider why certain countries are called "developed" and what that label means.

35. Designing a Study

For a psychology project, students plan an experiment to understand how people's memories work and think of ways to ensure accurate results.

36. Interpreting Data

In a science class, students look at charts and graphs from a study, then discuss what the information tells them and if there are any patterns.

Critical Thinking Puzzles

Not all scenarios will have a single correct answer that can be figured out by thinking critically. Sometimes we have to think critically about ethical choices or moral behaviors. 

Here are some mind games and scenarios you can solve using critical thinking. You can see the solution(s) at the end of the post.

37. The Farmer, Fox, Chicken, and Grain Problem

A farmer is at a riverbank with a fox, a chicken, and a grain bag. He needs to get all three items across the river. However, his boat can only carry himself and one of the three items at a time. 

Here's the challenge:

• If the fox is left alone with the chicken, the fox will eat the chicken.
• If the chicken is left alone with the grain, the chicken will eat the grain.

How can the farmer get all three items across the river without any item being eaten? 

38. The Rope, Jar, and Pebbles Problem

You are in a room with two long ropes hanging from the ceiling. Each rope is just out of arm's reach from the other, so you can't hold onto one rope and reach the other simultaneously. 

Your task is to tie the two rope ends together, but you can't move the position where they hang from the ceiling.

You are given a jar full of pebbles. How do you complete the task?

39. The Two Guards Problem

Imagine there are two doors. One door leads to certain doom, and the other leads to freedom. You don't know which is which.

In front of each door stands a guard. One guard always tells the truth. The other guard always lies. You don't know which guard is which.

You can ask only one question to one of the guards. What question should you ask to find the door that leads to freedom?

40. The Hourglass Problem

You have two hourglasses. One measures 7 minutes when turned over, and the other measures 4 minutes. Using just these hourglasses, how can you time exactly 9 minutes?

41. The Lifeboat Dilemma

Imagine you're on a ship that's sinking. You get on a lifeboat, but it's already too full and might flip over. 

Nearby in the water, five people are struggling: a scientist close to finding a cure for a sickness, an old couple who've been together for a long time, a mom with three kids waiting at home, and a tired teenager who helped save others but is now in danger. 

You can only save one person without making the boat flip. Who would you choose?

42. The Tech Dilemma

You work at a tech company and help make a computer program to help small businesses. You're almost ready to share it with everyone, but you find out there might be a small chance it has a problem that could show users' private info. 

If you decide to fix it, you must wait two more months before sharing it. But your bosses want you to share it now. What would you do?

43. The History Mystery

Dr. Amelia is a history expert. She's studying where a group of people traveled long ago. She reads old letters and documents to learn about it. But she finds some letters that tell a different story than what most people believe. 

If she says this new story is true, it could change what people learn in school and what they think about history. What should she do?

The Role of Bias in Critical Thinking

Have you ever decided you don’t like someone before you even know them? Or maybe someone shared an idea with you that you immediately loved without even knowing all the details. 

This experience is called bias, which occurs when you like or dislike something or someone without a good reason or knowing why. It can also take shape in certain reactions to situations, like a habit or instinct. 

Bias comes from our own experiences, what friends or family tell us, or even things we are born believing. Sometimes, bias can help us stay safe, but other times it stops us from seeing the truth.

Not all bias is bad. Bias can be a mechanism for assessing our potential safety in a new situation. If we are biased to think that anything long, thin, and curled up is a snake, we might assume the rope is something to be afraid of before we know it is just a rope.

While bias might serve us in some situations (like jumping out of the way of an actual snake before we have time to process that we need to be jumping out of the way), it often harms our ability to think critically.

How Bias Gets in the Way of Good Thinking

Selective Perception: We only notice things that match our ideas and ignore the rest. 

It's like only picking red candies from a mixed bowl because you think they taste the best, but they taste the same as every other candy in the bowl. It could also be when we see all the signs that our partner is cheating on us but choose to ignore them because we are happy the way we are (or at least, we think we are).

Agreeing with Yourself: This is called “ confirmation bias ” when we only listen to ideas that match our own and seek, interpret, and remember information in a way that confirms what we already think we know or believe. 

An example is when someone wants to know if it is safe to vaccinate their children but already believes that vaccines are not safe, so they only look for information supporting the idea that vaccines are bad.

Thinking We Know It All: Similar to confirmation bias, this is called “overconfidence bias.” Sometimes we think our ideas are the best and don't listen to others. This can stop us from learning.

Have you ever met someone who you consider a “know it”? Probably, they have a lot of overconfidence bias because while they may know many things accurately, they can’t know everything. Still, if they act like they do, they show overconfidence bias.

There's a weird kind of bias similar to this called the Dunning Kruger Effect, and that is when someone is bad at what they do, but they believe and act like they are the best .

Following the Crowd: This is formally called “groupthink”. It's hard to speak up with a different idea if everyone agrees. But this can lead to mistakes.

An example of this we’ve all likely seen is the cool clique in primary school. There is usually one person that is the head of the group, the “coolest kid in school”, and everyone listens to them and does what they want, even if they don’t think it’s a good idea.

How to Overcome Biases

Here are a few ways to learn to think better, free from our biases (or at least aware of them!).

Know Your Biases: Realize that everyone has biases. If we know about them, we can think better.

Listen to Different People: Talking to different kinds of people can give us new ideas.

Ask Why: Always ask yourself why you believe something. Is it true, or is it just a bias?

Understand Others: Try to think about how others feel. It helps you see things in new ways.

Keep Learning: Always be curious and open to new information.

In today's world, everything changes fast, and there's so much information everywhere. This makes critical thinking super important. It helps us distinguish between what's real and what's made up. It also helps us make good choices. But thinking this way can be tough sometimes because of biases. These are like sneaky thoughts that can trick us. The good news is we can learn to see them and think better.

There are cool tools and ways we've talked about, like the "Socratic Questioning" method and the "Six Thinking Hats." These tools help us get better at thinking. These thinking skills can also help us in school, work, and everyday life.

We’ve also looked at specific scenarios where critical thinking would be helpful, such as deciding what diet to follow and checking facts.

Thinking isn't just a skill—it's a special talent we improve over time. Working on it lets us see things more clearly and understand the world better. So, keep practicing and asking questions! It'll make you a smarter thinker and help you see the world differently.

Critical Thinking Puzzles (Solutions)

The farmer, fox, chicken, and grain problem.

• The farmer first takes the chicken across the river and leaves it on the other side.
• He returns to the original side and takes the fox across the river.
• After leaving the fox on the other side, he returns the chicken to the starting side.
• He leaves the chicken on the starting side and takes the grain bag across the river.
• He leaves the grain with the fox on the other side and returns to get the chicken.
• The farmer takes the chicken across, and now all three items -- the fox, the chicken, and the grain -- are safely on the other side of the river.

The Rope, Jar, and Pebbles Problem

• Take one rope and tie the jar of pebbles to its end.
• Swing the rope with the jar in a pendulum motion.
• While the rope is swinging, grab the other rope and wait.
• As the swinging rope comes back within reach due to its pendulum motion, grab it.
• With both ropes within reach, untie the jar and tie the rope ends together.

The Two Guards Problem

The question is, "What would the other guard say is the door to doom?" Then choose the opposite door.

The Hourglass Problem

• Start both hourglasses. 
• When the 4-minute hourglass runs out, turn it over.
• When the 7-minute hourglass runs out, the 4-minute hourglass will have been running for 3 minutes. Turn the 7-minute hourglass over. 
• When the 4-minute hourglass runs out for the second time (a total of 8 minutes have passed), the 7-minute hourglass will run for 1 minute. Turn the 7-minute hourglass again for 1 minute to empty the hourglass (a total of 9 minutes passed).

The Boat and Weights Problem

Take the cat over first and leave it on the other side. Then, return and take the fish across next. When you get there, take the cat back with you. Leave the cat on the starting side and take the cat food across. Lastly, return to get the cat and bring it to the other side.

The Lifeboat Dilemma

There isn’t one correct answer to this problem. Here are some elements to consider:

• Moral Principles: What values guide your decision? Is it the potential greater good for humanity (the scientist)? What is the value of long-standing love and commitment (the elderly couple)? What is the future of young children who depend on their mothers? Or the selfless bravery of the teenager?
• Future Implications: Consider the future consequences of each choice. Saving the scientist might benefit millions in the future, but what moral message does it send about the value of individual lives?
• Emotional vs. Logical Thinking: While it's essential to engage empathy, it's also crucial not to let emotions cloud judgment entirely. For instance, while the teenager's bravery is commendable, does it make him more deserving of a spot on the boat than the others?
• Acknowledging Uncertainty: The scientist claims to be close to a significant breakthrough, but there's no certainty. How does this uncertainty factor into your decision?
• Personal Bias: Recognize and challenge any personal biases, such as biases towards age, profession, or familial status.

The Tech Dilemma

Again, there isn’t one correct answer to this problem. Here are some elements to consider:

• Evaluate the Risk: How severe is the potential vulnerability? Can it be easily exploited, or would it require significant expertise? Even if the circumstances are rare, what would be the consequences if the vulnerability were exploited?
• Stakeholder Considerations: Different stakeholders will have different priorities. Upper management might prioritize financial projections, the marketing team might be concerned about the product's reputation, and customers might prioritize the security of their data. How do you balance these competing interests?
• Short-Term vs. Long-Term Implications: While launching on time could meet immediate financial goals, consider the potential long-term damage to the company's reputation if the vulnerability is exploited. Would the short-term gains be worth the potential long-term costs?
• Ethical Implications : Beyond the financial and reputational aspects, there's an ethical dimension to consider. Is it right to release a product with a known vulnerability, even if the chances of it being exploited are low?
• Seek External Input: Consulting with cybersecurity experts outside your company might be beneficial. They could provide a more objective risk assessment and potential mitigation strategies.
• Communication: How will you communicate the decision, whatever it may be, both internally to your team and upper management and externally to your customers and potential users?

The History Mystery

Dr. Amelia should take the following steps:

• Verify the Letters: Before making any claims, she should check if the letters are actual and not fake. She can do this by seeing when and where they were written and if they match with other things from that time.
• Get a Second Opinion: It's always good to have someone else look at what you've found. Dr. Amelia could show the letters to other history experts and see their thoughts.
• Research More: Maybe there are more documents or letters out there that support this new story. Dr. Amelia should keep looking to see if she can find more evidence.
• Share the Findings: If Dr. Amelia believes the letters are true after all her checks, she should tell others. This can be through books, talks, or articles.
• Stay Open to Feedback: Some people might agree with Dr. Amelia, and others might not. She should listen to everyone and be ready to learn more or change her mind if new information arises.

Ultimately, Dr. Amelia's job is to find out the truth about history and share it. It's okay if this new truth differs from what people used to believe. History is about learning from the past, no matter the story.

Related posts:

• Experimenter Bias (Definition + Examples)
• Hasty Generalization Fallacy (31 Examples + Similar Names)
• Ad Hoc Fallacy (29 Examples + Other Names)
• Confirmation Bias (Examples + Definition)
• Equivocation Fallacy (26 Examples + Description)

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What Is Critical Thinking? | Meaning & Examples

Critical thinking is the process of analyzing information logically and overcoming assumptions, biases, and logical fallacies. Developing critical thinking skills allows us to evaluate information as objectively as possible and reach well-founded conclusions.

Critical thinking example

Thinking critically is a crucial part of academic success, professional development, civic engagement, and personal decision-making.

Table of contents

What is critical thinking, why is critical thinking important, critical thinking strategies.

Critical thinking is the process of evaluating information and arguments in a disciplined and systematic way. It involves questioning assumptions, assessing evidence, and using logical reasoning to form well-reasoned judgments.

Key critical thinking skills:

• Avoiding unfounded assumptions
• Identifying and countering biases
• Recognizing and refuting logical fallacies

These practices enable us to make informed decisions, analyze evidence objectively, consider multiple perspectives, reflect on our own biases, and seek reliable sources.

Critical thinking is enhanced by the deliberate study of biases, logical fallacies, and the different forms of reasoning:

• Deductive reasoning: Drawing specific conclusions from general premises
• Inductive reasoning: Generalizing from specific observations
• Analogical reasoning: Drawing parallels between similar situations
• Abductive reasoning: Inferring the most likely explanation from incomplete evidence

When assessing sources, critical thinking requires evaluating several factors:

• Credibility: Check the author’s qualifications and the publication’s reputation.
• Evidence: Verify that the information is supported by data and references.
• Bias: Identify any potential biases or conflicts of interest.
• Currency: Ensure the information is up-to-date and relevant.
• Purpose: Understand the motivation behind the source and whether it aims to inform, persuade, or sell.

Critical thinking is crucial to decision-making and problem-solving in many domains of life. Social media disinformation and irresponsible uses of AI make it more important than ever to be able to distinguish between credible information and misleading or false content.

Developing critical thinking skills is an essential part of fostering independent thinking, allowing us to:

• Make informed decisions
• Solve complex problems
• Evaluate the logic of arguments

In the process of developing these skills, we become less susceptible to biases, fallacies, and propaganda.

Examples of critical thinking

Critical thinking is an essential part of consuming any form of media, including news, marketing, entertainment, and social media. Media platforms are commonly used to promote biased or manipulative messages, often in a subtle way.

Critical thinking in media example

A news segment claims eating chocolate daily improves cognitive function. After reading more about the research, you find the study had a small sample size and was funded by a chocolate company, indicating bias. This leads you to conclude the claim is unreliable.

Critical thinking is fundamental in logic, math, law, science, and other academic and professional domains. The scientific method is a quintessential example of systematized critical thinking.

Critical thinking in science example

• Formulate a hypothesis.
• Design experiments.
• Analyze data.
• Draw conclusions.
• Revise the hypothesis if necessary.

Academic research requires advanced critical thinking skills.

Critical thinking academic example

• Evaluating the methodology of each study to determine their reliability and validity
• Checking for potential biases, such as funding sources or conflicts of interest
• Comparing the sample sizes and demographics of the studies to understand the context of their findings
• Synthesizing the results, highlighting common trends and discrepancies, and considering the limitations of each study

Critical thinking enhances informed decision-making by equipping us to recognize biases, identify logical fallacies, evaluate evidence, consider alternative perspectives, and learn to identify credible sources.

Key strategies:

• Recognize biases.
• Identify logical fallacies.
• Evaluate sources and evidence.
• Consider alternative perspectives.

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Critical Thinking in Reading and Composition

Glossary of Grammatical and Rhetorical Terms

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• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

Critical thinking is the process of independently analyzing, synthesizing, and evaluating information as a guide to behavior and beliefs.

The American Philosophical Association has defined critical thinking as "the process of purposeful, self-regulatory judgment. The process gives reasoned consideration to evidence , contexts , conceptualizations, methods, and criteria" (1990). Critical thinking is sometimes broadly defined as "thinking about thinking."

Critical thinking skills include the ability to interpret, verify, and reason, all of which involve applying the principles of logic . The process of using critical thinking to guide writing is called critical writing .

Observations

• " Critical Thinking is essential as a tool of inquiry. As such, Critical Thinking is a liberating force in education and a powerful resource in one’s personal and civic life. While not synonymous with good thinking, Critical Thinking is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit." (American Philosophical Association, "Consensus Statement Regarding Critical Thinking," 1990)
• Thought and Language "In order to understand reasoning [...], it is necessary to pay careful attention to the relationship between thought and language . The relationship seems to be straightforward: thought is expressed in and through language. But this claim, while true, is an oversimplification. People often fail to say what they mean. Everyone has had the experience of having their \ misunderstood by others. And we all use words not merely to express our thoughts but also to shape them. Developing our critical thinking skills, therefore, requires an understanding of the ways in which words can (and often fail to) express our thoughts." (William Hughes and Jonathan Lavery, Critical Thinking: An Introduction to the Basic Skills , 4th ed. Broadview, 2004)
• Dispositions That Foster or Impede Critical thinking "Dispositions that foster critical thinking include [a] facility in perceiving irony , ambiguity , and multiplicity of meanings or points of view; the development of open-mindedness, autonomous thought, and reciprocity (Piaget's term for the ability to empathize with other individuals, social groups, nationalities, ideologies, etc.). Dispositions that act as impediments to critical thinking include defense mechanisms (such as absolutism or primary certitude, denial, projection), culturally conditioned assumptions, authoritarianism, egocentrism, and ethnocentrism, rationalization, compartmentalization, stereotyping and prejudice." (Donald Lazere, "Invention, Critical Thinking, and the Analysis of Political Rhetoric." Perspectives on Rhetorical Invention , ed. by Janet M. Atwill and Janice M. Lauer. University of Tennessee Press, 2002)
• Critical Thinking and Composing - "[T]he most intensive and demanding tool for eliciting sustained critical thought is a well-designed writing assignment on a subject matter problem. The underlying premise is that writing is closely linked with thinking and that in presenting students with significant problems to write about—and in creating an environment that demands their best writing—we can promote their general cognitive and intellectual growth. When we make students struggle with their writing, we are making them struggle with thought itself. Emphasizing writing and critical thinking , therefore, generally increases the academic rigor of a course. Often the struggle of writing, linked as it is to the struggle of thinking and to the growth of a person's intellectual powers, awakens students to the real nature of learning." (John C. Bean,  Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom , 2nd ed. Wiley, 2011) - "Finding a fresh approach to a writing assignment means that you must see the subject without the blinders of preconception. When people expect to see a thing in a certain way, it usually appears that way, whether or not that is its true image. Similarly, thinking based on prefabricated ideas produces writing that says nothing new, that offers nothing important to the reader. As a writer, you have a responsibility to go beyond the expected views and present your subject so that the reader sees it with fresh eyes. . . . [C]ritical thinking is a fairly systematic method of defining a problem and synthesizing knowledge about it, thereby creating the perspective you need to develop new ideas. . . . " Classical rhetoricians used a series of three questions to help focus an argument . Today these questions can still help writers understand the topic about which they are writing. An sit? (Is the problem a fact?); Quid sit (What is the definition of the problem?); and Quale sit? (What kind of problem is it?). By asking these questions, writers see their subject from many new angles before they begin to narrow the focus to one particular aspect." (Kristin R. Woolever, About Writing: A Rhetoric for Advanced Writers . Wadsworth, 1991)

Logical Fallacies

Ad Misericordiam

Appeal to Authority

Appeal to Force

Appeal to Humor

Appeal to Ignorance

Appeal to the People

Begging the Question

Circular Argument

Complex Question

Contradictory Premises

Dicto Simpliciter , Equivocation

False Analogy

False Dilemma

Gambler's Fallacy

Hasty Generalization

Name-Calling

Non Sequitur

Poisoning the Well

Red Herring

Slippery Slope

Stacking the Deck

• Stipulative Definitions in English
• What Is a Synopsis and How Do You Write One?
• What is Disjunction in Grammar?
• Definition and Examples of Explication (Analysis)
• online reading
• What Does It Mean to Make a Claim During an Argument?
• Critical Analysis in Composition
• What is Tu Quoque (Logical Fallacy) in Rhetoric?
• The Meaning of Innuendo
• Learn How to Use Extended Definitions in Essays and Speeches
• Rhetorical Analysis Definition and Examples
• What Is a Hasty Generalization?
• Ware, Wear, and Where: How to Choose the Right Word
• Definition and Examples of Paragraphing in Essays
• Historic vs. Historical: How to Choose the Right Word
• Persuasion and Rhetorical Definition

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Distinguishing Between Inferences and Assumptions

; you will find this article in the Libraries there. Back to top Critical Thinking Models: A Comprehensive Guide for Effective Decision Making Critical thinking models are valuable frameworks that help individuals develop and enhance their critical thinking skills . These models provide a structured approach to problem-solving and decision-making by encouraging the evaluation of information and arguments in a logical, systematic manner. By understanding and applying these models, one can learn to make well-reasoned judgments and decisions. Key Takeaways Fundamentals of critical thinking. Definition and Importance Core cognitive skills, influence of cognitive biases. To counter the influence of cognitive biases, critical thinkers must be aware of their own assumptions and strive to apply consistent and objective evaluation criteria in their thinking process. The practice of actively recognizing and addressing cognitive biases promotes an unbiased and rational approach to problem-solving and decision-making. The Critical Thinking Process Stages of Critical Thinking Values play a significant role in the critical thinking process. Critical thinkers assess the significance of moral, ethical, or cultural values shaping the issue, argument, or decision at hand. They determine whether these values align with the evidence and logic they have analyzed. Application in Decision Making Critical thinking models, the red model. The RED Model stands for Recognize Assumptions, Evaluate Arguments, and Draw Conclusions. It emphasizes the importance of questioning assumptions, weighing evidence, and reaching logical conclusions. Bloom’s Taxonomy Bloom’s Taxonomy is a hierarchical model that classifies cognitive skills into six levels of complexity. These levels are remembering, understanding, applying, analyzing, evaluating, and creating. By progressing through these levels, individuals can develop higher-order thinking skills. Paul-Elder Model The halpern critical thinking assessment. These four critical thinking models can be used as frameworks to improve and enhance cognitive abilities. By learning and practicing these models, individuals can become better equipped to analyze complex information, evaluate options, and make well-informed decisions. Evaluating Information and Arguments Evidence assessment, logic and fallacies, argument analysis, enhancing critical thinking, strategies for improvement, critical thinking in education. In the field of education, critical thinking is an essential component of effective learning and pedagogy. Integrating critical thinking into the curriculum encourages student autonomy, fosters innovation, and improves student outcomes. Teachers can use various approaches to promote critical thinking, such as: Developing a Critical Thinking Mindset Critical thinking in various contexts, the workplace and beyond. In the workplace context, critical thinkers are able to recognize assumptions, evaluate arguments, and draw conclusions, following models such as the RED model . They can also adapt their thinking to suit various scenarios, allowing them to tackle complex and diverse problems. Creative and Lateral Thinking In conclusion, critical thinking is a multifaceted skill that comprises various thought processes, including creative and lateral thinking. By embracing these skills, individuals can excel in the workplace and in their personal lives, making better decisions and solving problems effectively. Overcoming Challenges Recognizing and addressing bias. By adopting these practices, individuals can minimize the impact of biases and enhance the overall quality of their critical thinking skills. Dealing with Information Overload By implementing these techniques, individuals can effectively manage information overload, enabling them to process and analyze data more effectively, leading to better decision-making. Measuring Critical Thinking Assessment tools and criteria. Furthermore, criteria for assessing critical thinking often include precision, relevance, and the ability to gather and analyze relevant information. Some assessors utilize the Halpern Critical Thinking Assessment , which measures the application of cognitive skills such as deduction, observation, and induction in real-world scenarios. The Role of IQ and Tests Frequently asked questions, what are the main steps involved in the paul-elder critical thinking model. The Paul-Elder Critical Thinking Model is a comprehensive framework for developing critical thinking skills. The main steps include: identifying the purpose, formulating questions, gathering information, identifying assumptions, interpreting information, and evaluating arguments. The model emphasizes clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness throughout the critical thinking process. By following these steps, individuals can efficiently analyze and evaluate complex ideas and issues. Can you list five techniques to enhance critical thinking skills? What is the red model of critical thinking and how is it applied, how do the ‘3 c’s’ of critical thinking contribute to effective problem-solving. The ‘3 C’s’ of critical thinking – Curiosity, Creativity, and Criticism – collectively contribute to effective problem-solving. Curiosity allows individuals to explore various perspectives and ask thought-provoking questions, while Creativity helps develop innovative solutions and unique approaches to challenges. Criticism, or the ability to evaluate and analyze ideas objectively, ensures that the problem-solving process remains grounded in logic and relevance. What characteristics distinguish critical thinking from creative thinking? What are some recommended books to help improve problem-solving and critical thinking skills, you may also like, how to overcome critical thinking barriers, how to develop critical thinking skills, divergent thinking tools: unleashing your creative potential, 5 critical thinking riddles, download this free ebook. Middle Way Society An ethical approach to a better life, by integrating desires and avoiding dogmatic extremes, critical thinking 3: assumptions. All arguments, whether inductive or deductive, begin with assumptions (also known as premises). An argument may be deductively valid (that is, if its assumptions are true then its conclusion must be true) but rendered irrelevant or unhelpful in practice by unacceptable assumptions. For example: If the Pope is a secret Hindu, he can’t really be a Catholic. Therefore, the Pope isn’t really Catholic. This is all entirely valid: if the assumptions are correct, then the conclusion is too. However, the assumption that the Pope is a secret Hindu is, to say the least, implausible. An argument is only as good as its assumptions, and it’s important not to be seduced by the slickness or the complexity of an argument into taking its assumptions for granted. Unfortunately there are a great many philosophy books, for example, that I’m confident are not worth spending time reading because, although their arguments are rigorous, they are based on unacceptable (and to my mind, insufficiently examined) assumptions. Assumption-spotting is perhaps the most crucial practical skill in Critical Thinking. The key issue here is whether what you think may be an assumption is actually necessary to the argument. If you assume that someone is making an assumption that they are not making, then obviously this is unfair. If an assumption is present, then it would have to be true for the conclusion to be true . For example: John is out. His coat is missing from the peg. Here, it is being assumed that John must take his coat when he goes out. It is also being assumed that he only has one coat, and that the coat is not missing because someone has stolen it, or for some other reason. However, if someone were to claim that “John is a man” was an assumption here, this would be incorrect. John does not have to be a man for the conclusion to be correct. John could be an alien or a polar bear and the conclusion would still be  fine. Assumptions can be classified into explicit, implicit , and background types. An explicit assumption is stated in the argument: in the above example, this is “His coat is missing from the peg”. We assume the accuracy of this information in the argument. Implicit assumptions are not stated, but nevertheless must be true for the conclusion to be true. So, in the above example “John must take his coat when he goes out” is an implicit assumption required to reach the conclusion. “John has only one coat” is also an implicit assumption, but of a kind we would call a background assumption . It has to be correct for the conclusion to be correct, but it doesn’t play a direct role in the reasoning. Rather, it is taken for granted. The distinction between foreground and background assumptions is not hard and fast – it will vary with the context. Some more sceptical types will be more inclined to question background assumptions than others! However, it is helpful to recognise that some assumptions are more immediately important in the context than others. “The universe exists” is a background assumption in almost all arguments, but not one we need bother discussing most of the time. Identify the assumptions in these arguments. If possible, distinguish between explicit, implicit and background assumptions. 1. The upper decks of double-decker buses are best avoided. I’ve often found them to be full of rude teenagers playing loud music with no concern for the feelings of other passengers. 2. The 2003 invasion of Iraq was illegal because it was motivated only by a desire for oil. 3. Naomi had better watch out! There’s a polar bear behind her! 4. Since there has been no snow in southern England so far this winter and it’s now the middle Of January, we can conclude that it will be a mild winter throughout the UK. 5. Richard III’s body was found under a car park in Leicester, and he fell nearby in Bosworth Field, so it is only right that he should be re-buried in Leicester. Picture: Pope Benedict XVI by Agencia Brasil (Wikimedia Commons) 30 thoughts on “ Critical Thinking 3: Assumptions ” 1. In this argument, the conclusion that the upper decks of buses be avoided uses the passive mood, delinking the personal experience of the proposer’s discomfiture (an implicit assumption that everyone shares it) from the conclusion’s universal application. 2. In this argument, the conclusion on the legality of war is based on an implicit assumption that wanting oil is against the law. 3. In this argument, the conclusion that Naomi ought to be wary is based on Naomi’s not being able to see what’s behind her, and the highly improbable background assumption that polar bears are commonplace visitors. 4. In this argument, the conclusion contains an explicit assumption that an absence of winter snow in southern England is a reliable indicator of a mild winter weather more widely. This seems a reasonable prognostication, given that background assumptions on the predictability of weather tend to weak. 5. In this argument, a conclusion on burial rights contains explicit assumptions that those rights are determined by the place of death, and where the body is found. 1. I think the first question is an implicit assumption but the argument is implausible, it depends on the time of day for example, the teenagers could be in school. 2. Here an explicit argument is made, the war is illegal, but the conclusion (it is illegal) may be true or not true, other factors may have been in play, regime change for example. 3. Here is a background (general) assumption, I think the assumption is irrelevant, polar bears can be dangerous, but who would allow a person to be close to a bear without taking precautions? 4. This is an explicit assumption, ‘there is no snow therefore it won’t snow’ but the conclusion of the argument is implausible, the vagaries of British weather! 5. This is an explicit assumption, ‘his body was found’ the conclusion or reason to keep his body there is implausible, by being a royal person many other factors are considered. 3. There’s an implicit assumption that, because Naomi has her back to the bear and can’t see it, she doesn’t know it’s there. Maybe she can hear it, smell it, or uses female intuition…..:) There’s a background assumption that Naomi is a human female, but she might be a sabre-toothed tiger or a wooly mammoth. There’s an implicit assumption that ‘behind her’ means in immediate proximity to her; but the polar bear might be many miles behind her. You can tell I’ve acted in pantomime, Norma. “Oh no you’ve not! Oh yes I have…..” Hi Peter, I like your pantomime phrase. Oh yes I must admit it doesn’t take much to make me have a rethink. So, ‘There’s a polar bear behind her’ is an implicit assumption of danger, would the conclusion that she should watch out be true and plausible – probably. I’m really not sure! The argument is couched in language, as I see it, that is deliberately constructed for pantomime effect. It is stuffed with absurdities, it includes several assumptions (explicit, implicit and background ones) that – taken together cause such dissonance that they make on either scratch one’s head, or smile a crooked smile. In a pantomime situation, where one is already sensitised to the absurd, and disinhibited by having one’s thinking derailed, it would raise a laugh. At least, that’s my crackpot theory……. The pantomimic potential of no.3 hadn’t struck me before, but now I think about it, a lot of comedy in pantomimes does arise from the unquestioned assumptions of characters. The same applies to stage magic. There’s a video where the magician James Randi talks about this: http://www.youtube.com/watch?v=2qLwTPq-5uI . Hi Robert, Thank you for the video, it is so true what James Randi says in such an amusing way, we have come to trust that certain actions we make will be safe. In order to function smoothly it seems that we have to be confidently trusting. Thank you Peter, it is fun when our thoughts spin off at a tangent and land in new territory. 1. The implicit assumption here is that the other people would also want to avoid using the upper deck due to the circumstances described in the implicit assumpion. “I’ve often found them to be full of rude teenagers playing loud music with no concern for the feelings of other passengers” . There is another (background ) assumption that people would believe the frequency and accuracy of the explicit assumption. 2. The implicit assumption here is that wars are illegal if only motivated by desire for a natural resource such as oil. A background assumption is that wars should be legal. 3. There are implicit assumptions here that Naomi is a human being, that she is not visually impaired, that the polar bear is alive, not in a cage, dangerous or that Naomi doesn’t have a death wish. 4. The assumption here is that because the winter has been mild up to the middle of January, it will continue to be so. A background assumption is that England has a climate where snow is a likely occurrence in winter. 5. An implicit assumption here is that bodies should be buried near where they have been found. A background assumption is that the body should be buried and not cremated, frozen or put in a museum. Here are my answers: 1. Explicit assumption: the second sentence Implicit assumption: Places with rude teenagers should be avoided 2. Explicit assumption: The invasion was motivated by a desire for oil Implicit assumption: Being motivated by a desire for oil makes an invasion illegal. (This doesn’t necessarily have to be generalised to other natural resources, Barry). In context, Barry’s probably right that there’s a background assumption that wars should be legal: however, it isn’t actually stated that the war was wrong. Norma – whether or not the conclusion is actually true isn’t relevant to what the assumptions are. It’s just about what would hypothetically have to be true for the conclusion to be true. 3. Explicit assumption: There’s a polar bear behind Naomi. Implicit assumption: The polar bear provides a reason for Naomi needing to watch out (i.e. it is dangerous). There are loads of background assumptions here, some of which Barry and Peter spotted: e.g. that the polar bear is alive, close behind, awake, not in a cage etc; also that Naomi doesn’t have a death wish, yes, or that Naomi is not protected by a cage or other barriers. Some of the background assumptions suggested do not have to be the case for the conclusion to be correct. Naomi doesn’t necessarily have to be human : she just has to be vulnerable to polar bears. If she was a rabbit this would still be the case. It doesn’t make any difference whether or not Naomi can see the polar bear if “watch out” just means “be on your guard”. We also don’t have to assume that polar bears are commonplace. 4. Explicit assumptions: The first part of the sentence up to the comma Implicit assumptions: That the mildness of the weather so far will continue for the rest of the winter. That the weather in Southern England is a guide to the whole UK. Barry’s also right about the background assumption. 5. Explicit assumptions: The first two phrases. Implicit assumption: That where the body is found and where it originally died should determine where it is re-buried. A background assumption here is that there are no more important considerations that overrule this criterion. Hi Robert, oh dear, I will keep trying to improve. I am a week behind, but I’ll have a go anyway. 1. There will be a lesser amount of rowdy teenagers on the lower deck of the bus. (I think that this is an implicit argument – possibly background, but I am not sure). 2. A war motivated only by a desire for oil is illegal (I think that this is explicit). 3. Polar bears are dangerous (implicit – changed from explicit). 4. The weather in southern England can be used to make predictions about the weather throughout the UK (Implicit – I think)? 5. Kings should be buried near where they have died. (Implicit). That was tough! Hi Rich, 1. The lesser amount of teenagers on the lower deck is a background assumption – one I failed to note above. 2. The war being illegal is the conclusion of the argument, not an assumption. I’d agree with your other answers. More details in my post above. Just checking to see if my students can respond to the questions here. Anyone is welcome to respond, as long as the responses stay relevant! I won’t promise to spend time responding myself if you have lots of students, but you could always respond yourself, and my suggested answers are already given below. R. Diya Glades Central AICE Thinking Skills 10th 1. “I’ve often found them to be full of rude teenagers playing loud music with no concern for the feelings of other passengers” is the explicit sentence because the assumption is stated in the argument. Implicit assumption is when he said places with rude teenagers should be avoided. 2. Explicit : It the exercise, it stated that the invasion was motivated by a desire for oil. Implicit: Although it is not being stated, what they implied was that being motivated by a desire for oil makes an invasion illegal. 1. This person assumes that the upper decks are full of rude teenagers this assumption is explicit. One thing that is implied that this person does not like teenagers. He assumes they are teens but they could be young adults. His past experiences with the upper deck have been with rude teenagers. 2. The explicit assumption is that the invasion of Iraq was driven by desire for oil. It was implied that the invasion was made by America. He assumes that because Iraq is wealthy in oil that is the only reason for the invasion. Then again who’s says that Iraq is wealthy in oil? AICE Critical Thinking Glades Central 9th grader 2. The explicit assumption is that the invasion of Iraq was driven by a desire for oil. It was implied that the invasion was made by America. He assumes that because Iraq is wealthy in oil that is the only reason for the invasion. Then again who’s says that Iraq is wealthy in oil? 1. The explicit assumption is that the upper decks of the busses are filled with teenagers. An implicit assumption would be that they’re implying that they don’t like teenagers. Has he always experienced the rudeness of teenagers in past experiences? How do they know that they are teenagers? Did he do anything to provoke the “teenagers” and cause them to be rude? 2. The explicit assumption is that the war was caused due to the desire for oil. The implicit assumption is that Iraq was invaded by the U.S. How do we know that it was invaded the United States? How do we know Iraq was invaded only for oil purposes? It could’ve been invaded for other problems (economical, political, international commerce, etc.). The assumption is that the teenagers have no concern for the feelings of other passengers. This is a background assumption because the author is using their personal experience. An alternate assumption, is that the upper decks are less full because of the loud music or people avoided the upper decks because it is not comfortable. 1.The explicit assumption to the question one is that the upper decks of double-decker buses are filled with rude teens. The implicit assumption is that he does not like teenagers because they are all rude. In his past experience he has found rude teenagers playing loud music, with no concern for the feelings of the other passengers. 1.) The explicit assumption is the upper deck of the bus is full of teenagers that are rude and loud. You can assume that this person does not like teenagers. He often found in his past experience that these teenagers had no concern for others feelings because they played loud music and didn’t take others into consideration. How does he know that the top deck is full of teenagers ? What if they were young adults? 2.) The explicit assumption is that the war was caused due to the desire for oil. The implicit assumption is that Iraq was invaded by the U.S. How do we know that it was invaded the United States? How do we know Iraq was invaded only for oil purposes it could’ve been invaded for other problems (economical , political , international commerce, etc.). the assumption is that teenagers have no concern for the feelings of other passengers this is a background assumption because the author is using their personal experience an alternative assumption is that the upper deals are less because of the loud music or people avoided the upper decks because it is not comfortable 1. The explicit assumption is the first sentence stating that other people would want to avoid going the upper deck due to the situation pronounced in the implicit assumption. The second sentence is a background assumption, explaining why the top bunk should be avoided. 2. The explicit assumption is that war is illegal because it was only driven by a desire for a natural resource such as oil. The implicit assumption is that being driven by a desire for oil makes an invasion illegal. E Rivera Aice Critical Thinking 12 1] The first question is an implicit assumption because the person could have been bias to the teenagers, and the teenagers could have been going to a special event, or may they not be teenagers. 2] The second question is implicit assumption because the person never says why it is illegal, but only states that the war was motivated by oil. C.Clark Aice Critical Thinking grade: 9 Glades Central hs 1)The person he/she who rode the bus that specific day could be bias against the teenagers because ,it could have been the bus playing the loud music ,Or even a special event happening at the moment.But that does not say that the teenagers are always on the upper deck.So this will be an implicit assumption. 2)This assumption would be implicit because the person is stating that the invasion of iraq was illegal but its not stating why it was they only say that it was motivated by a desire for oil , but not why it was illegal. GladeCentralAiceCriticalThinkig9ThGrade 1. The first sentence is an explicit assumption and the last part is the background assumption, but there could be three questions asked: first of all, how does he know that the teenagers are rude, how does he know that that they have no concerns or feelings for the other passengers, how does he know that the people playing the loud music are teenagers he is stereotyping them. 2. The explicit assumption is that the war was motivated by a desire for oil. This could also be considered as a background assumption I say this because the war could have been about anything but they are giving you the extra information that will make you dig into the assumption about the war being illegal. I believe that the part where it said that “the 2003 invasion of Iraq was illegal” I believe that that will be a conclusion because when I first read it I was like this could be and explicit assumption then I was reading the other replies and i saw most of them was like it could be a conclusion and i went back and read it and it can really be a conclusion because they are saying that it was illegal that can either be true or false but nobody really knows, they are just assuming that it was motivated by the desire for oil. 1.We can assume that this person had a bad experience on the upper deck of a double-decker bus, assuming that what happened to this person would also happen to every passenger of the upper decks. But this claim is questionable in ways like who else was a passenger of the upper decks? did the teenagers bring their speaker on the bus? and how does this person know that these teens have no respect for the other passengers? making this assumption implicit. 2.Implicit: the assumption that oil was the motive of their invasion could or could have not been true in fact there may be other reasons for such invasion. And as i’ve seen before in other comments it being a illegal may or may not be true. J.Simms Glade Central Aice 9th 1. The implicit assumptions that is stated in this argument portrays the assumption that the writer thinks you should avoid the upper deckers of the the buses because these certain buses are full of disrespectful teeagers. The only problem is who is there to say that the “teenagers” on the bus were actually young adults. 2. The implicit information that was given is that the war was illegal because Iraq’s only intention for the war was to receive oil. My question is what if there was another motive for the war, what if they actually did it to help there country? The first text is implicit and the second text is also implicit the reason being this is because we aren’t certain what the motive actually is. Leave a Reply Cancel reply Your email address will not be published. Required fields are marked * Save my name, email, and website in this browser for the next time I comment. This site uses Akismet to reduce spam. Learn how your comment data is processed . 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Project plans Team goals & objectives Team continuity Meeting agenda View all templates arrow-right icon Collaboration | How to build your critical thinking ski ... How to build your critical thinking skills in 7 steps (with examples) Critical thinking is, well, critical. By developing critical thinking skills, you improve your ability to analyze information and come to the best decision possible. In this article, we cover the basics of critical thinking, as well as the seven steps you can use to implement the full critical thinking process. Critical thinking comes from asking the right questions to come to the best conclusion possible. Strong critical thinkers analyze information from a variety of viewpoints in order to identify the best course of action. Don’t worry if you don’t think you have strong critical thinking skills. In this article, we’ll help you build a foundation for critical thinking so you can absorb, analyze, and make informed decisions.  What is critical thinking?  Critical thinking is the ability to collect and analyze information to come to a conclusion. Being able to think critically is important in virtually every industry and applicable across a wide range of positions. That’s because critical thinking isn’t subject-specific—rather, it’s your ability to parse through information, data, statistics, and other details in order to identify a satisfactory solution.  Definitions of critical thinking Various scholars have provided definitions of critical thinking, each emphasizing different aspects of this complex cognitive process: Michael Scriven , an American philosopher, defines critical thinking as "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." Robert Ennis , professor emeritus at the University of Illinois, describes critical thinking as "reasonable, reflective thinking focused on deciding what to believe or do." Diane Halpern , a cognitive psychologist and former president of the American Psychological Association, defines it as "the use of cognitive skills or strategies that increase the probability of a desirable outcome." Decision-making tools for agile businesses In this ebook, learn how to equip employees to make better decisions—so your business can pivot, adapt, and tackle challenges more effectively than your competition. 8 essential critical thinking skills to develop Critical thinking is essential for success in everyday life, higher education, and professional settings. The handbook "Foundation for Critical Thinking" defines it as a process of conceptualization, analysis, synthesis, and evaluation of information. In no particular order, here are eight key critical thinking abilities that can help you excel in any situation: 1. Analytical thinking Analytical thinking involves evaluating data from multiple sources in order to come to the best conclusions. Analytical thinking allows people to reject cognitive biases and strive to gather and analyze intricate subject matter while solving complex problems. Analytical thinkers who thrive at critical thinking can: Identify patterns and trends in the data Break down complex issues into manageable components Recognize cause-and-effect relationships Evaluate the strength of arguments and evidence Example: A data analyst breaks down complex sales figures to identify trends and patterns that inform the company's marketing strategy. 2. Open-mindedness Open-mindedness is the willingness to consider new ideas, arguments, and information without prejudice. This critical thinking skill helps you analyze and process information to come to an unbiased conclusion. Part of the critical thinking process is letting your personal biases go, taking information at face value and coming to a conclusion based on multiple points of view . Open-minded critical thinkers demonstrate: Willingness to consider alternative viewpoints Ability to suspend judgment until sufficient evidence is gathered Receptiveness to constructive criticism and feedback Flexibility in updating beliefs based on new information Example: During a product development meeting, a team leader actively considers unconventional ideas from junior members, leading to an innovative solution. 3. Problem-solving Effective problem solving is a cornerstone of critical thinking. It requires the ability to identify issues, generate possible solutions, evaluate alternatives, and implement the best course of action. This critical thinking skill is particularly valuable in fields like project management and entrepreneurship. Key aspects of problem-solving include: Clearly defining the problem Gathering relevant information Brainstorming potential solutions Evaluating the pros and cons of each option Implementing and monitoring the chosen solution Reflecting on the outcome and adjusting as necessary Example: A high school principal uses problem-solving skills to address declining student engagement by surveying learners, consulting with higher education experts, and implementing a new curriculum that balances academic rigor with practical, real-world applications. 4. Reasoned judgment Reasoned judgment is a key component of higher order thinking that involves making thoughtful decisions based on logical analysis of evidence and thorough consideration of alternatives. This critical thinking skill is important in both academic and professional settings. Key aspects reasoned judgment include: Objectively gathering and analyzing information Evaluating the credibility and relevance of evidence Considering multiple perspectives before drawing conclusions Making decisions based on logical inference and sound reasoning Example: A high school science teacher uses reasoned judgment to design an experiment, carefully observing and analyzing results before drawing conclusions about the hypothesis. 5. Reflective thinking Reflective thinking is the process of analyzing one's own thought processes, actions, and outcomes to gain deeper understanding and improve future performance. Good critical thinking requires analyzing and synthesizing information to form a coherent understanding of a problem. It's an essential critical thinking skill for continuous learning and improvement. Key aspects of reflective thinking include: Critically examining one's own assumptions and cognitive biases Considering diverse viewpoints and perspectives Synthesizing information from various experiences and sources Applying insights to improve future decision-making and actions Continuously evaluating and adjusting one's thinking processes Example: A community organizer reflects on the outcomes of a recent public event, considering what worked well and what could be improved for future initiatives. 6. Communication Strong communication skills help critical thinkers articulate ideas clearly and persuasively. Communication in the workplace is crucial for effective teamwork, leadership, and knowledge dissemination. Key aspects of communication in critical thinking include: Clearly expressing complex ideas Active listening and comprehension Adapting communication styles to different audiences Constructing and delivering persuasive arguments Example: A manager effectively explains a new company policy to her team, addressing their concerns and ensuring everyone understands its implications. 7. Research Critical thinkers with strong research skills gather, evaluate, and synthesize information from various sources of information. This is particularly important in academic settings and in professional fields that require continuous learning. Effective research involves: Identifying reliable and relevant sources of information Evaluating the credibility and bias of sources Synthesizing information from multiple sources Recognizing gaps in existing knowledge Example: A journalist verifies information from multiple credible sources before publishing an article on a controversial topic. 8. Decision-making Effective decision making is the culmination of various critical thinking skills that allow an individual to draw logical conclusions and generalizations. It involves weighing options, considering consequences, and choosing the best course of action. Key aspects of decision-making include: Defining clear criteria for evaluation Gathering and analyzing relevant information Considering short-term and long-term consequences Managing uncertainty and risk Balancing logic and intuition Example: A homeowner weighs the costs, benefits, and long-term implications before deciding to invest in solar panels for their house. How to develop critical thinking skills in 7 steps Critical thinking is a skill that you can build by following these seven steps. The seven steps to critical thinking help you ensure you’re approaching a problem from the right angle, considering every alternative, and coming to an unbiased conclusion. First things first: When to use the 7 step critical thinking process There’s a lot that goes into the full critical thinking process, and not every decision needs to be this thought out. Sometimes, it’s enough to put aside bias and approach a process logically. In other, more complex cases, the best way to identify the ideal outcome is to go through the entire critical thinking process.  The seven-step critical thinking process is useful for complex decisions in areas you are less familiar with. Alternatively, the seven critical thinking steps can help you look at a problem you’re familiar with from a different angle, without any bias.  If you need to make a less complex decision, consider another problem solving strategy instead. Decision matrices are a great way to identify the best option between different choices. Check out our article on 7 steps to creating a decision matrix . 1. Identify the problem or question Before you put those critical thinking skills to work, you first need to identify the problem you’re solving. This step includes taking a look at the problem from a few different perspectives and asking questions like:  What’s happening?  Why is this happening?  What assumptions am I making?  At first glance, how do I think we can solve this problem?  A big part of developing your critical thinking skills is learning how to come to unbiased conclusions. In order to do that, you first need to acknowledge the biases that you currently have. Does someone on your team think they know the answer? Are you making assumptions that aren’t necessarily true? Identifying these details helps you later on in the process.  2. Gather relevant information At this point, you likely have a general idea of the problem—but in order to come up with the best solution, you need to dig deeper.  During the research process, collect information relating to the problem, including data, statistics, historical project information, team input, and more. Make sure you gather information from a variety of sources, especially if those sources go against your personal ideas about what the problem is or how to solve it. Gathering varied information is essential for your ability to apply the critical thinking process. If you don’t get enough information, your ability to make a final decision will be skewed. Remember that critical thinking is about helping you identify the objective best conclusion. You aren’t going with your gut—you’re doing research to find the best option 3. Analyze and evaluate data Just as it’s important to gather a variety of information, it is also important to determine how relevant the different information sources are. After all, just because there is data doesn’t mean it’s relevant.  Once you’ve gathered all of the information, sift through the noise and identify what information is relevant and what information isn’t. Synthesizing all of this information and establishing significance helps you weigh different data sources and come to the best conclusion later on in the critical thinking process.  To determine data relevance, ask yourself: How reliable is this information?  How significant is this information?  Is this information outdated? Is it specialized in a specific field?  4. Consider alternative points of view One of the most useful parts of the critical thinking process is coming to a decision without bias. In order to do so, you need to take a step back from the process and challenge the assumptions you’re making.  We all have bias—and that isn’t necessarily a bad thing. Unconscious biases (also known as cognitive biases) often serve as mental shortcuts to simplify problem solving and aid decision making. But even when biases aren’t inherently bad, you must be aware of your biases in order to put them aside when necessary.  Before coming to a solution, ask yourself: Am I making any assumptions about this information?  Are there additional variables I haven’t considered?  Have I evaluated the information from every perspective?  Are there any viewpoints I missed? 5. Draw logical conclusions Finally, you’re ready to come to a conclusion. To identify the best solution, draw connections between causes and effects. Use the facts you’ve gathered to evaluate the most objective conclusion.  Keep in mind that there may be more than one solution. Often, the problems you’re facing are complex and intricate. The critical thinking process doesn’t necessarily lead to a cut-and-dry solution—instead, the process helps you understand the different variables at play so you can make an informed decision.  6. Develop and communication solutions Communication is a key skill for critical thinkers. It isn’t enough to think for yourself—you also need to share your conclusion with other project stakeholders. If there are multiple solutions, present them all. There may be a case where you implement one solution, then test to see if it works before implementing another solution.  This process of communicating and sharing ideas is key in promoting critical thinking abilities within a team or organization. By encouraging open dialogue and collaborative problem-solving, you create an environment that fosters the development of critical thinking skills in others. 7. Reflect and learn from the process The seven-step critical thinking process yields a result—and you then need to put that solution into place. After you’ve implemented your decision, evaluate whether or not it was effective. Did it solve the initial problem? What lessons—whether positive or negative—can you learn from this experience to improve your critical thinking for next time?  By engaging in this metacognitive reflective thinking process, you're essentially teaching critical thinking skills to yourself, refining your methodology with each iteration. This reflective practice is fundamental in developing a more robust and adaptable approach to problem-solving. Depending on how your team shares information, consider documenting lessons learned in a central source of truth. That way, team members that are making similar or related decisions in the future can understand why you made the decision you made and what the outcome was. Critical thinking examples in the workplace Imagine you work in user experience design (UX). Your team is focused on pricing and packaging and ensuring customers have a clear understanding of the different services your company offers. Here’s how to apply the critical thinking process in the workplace in seven steps:  Step 1: Start by identifying the problem Your current pricing page isn’t performing as well as you want. You’ve heard from customers that your services aren’t clear, and that the page doesn’t answer the questions they have. This page is really important for your company, since it’s where your customers sign up for your service. You and your team have a few theories about why your current page isn’t performing well, but you decide to apply the critical thinking process to ensure you come to the best decision for the page.  Gather information about how the problem started Part of identifying the problem includes understanding how the problem started. The pricing and packaging page is important—so when your team initially designed the page, they certainly put a lot of thought into it. Before you begin researching how to improve the page, ask yourself:  Why did you design the pricing page the way you did?  Which stakeholders need to be involved in the decision making process?  Where are users getting stuck on the page? Are any features currently working? Step 2: Then gather information and research In addition to understanding the history of the pricing and packaging page, it’s important to understand what works well. Part of this research means taking a look at what your competitor’s pricing pages look like.  Ask yourself:  How have our competitors set up their pricing pages? Are there any pricing page best practices?  How does color, positioning, and animation impact navigation?  Are there any standard page layouts customers expect to see?  Step 3: Organize and analyze information You’ve gathered all of the information you need—now you need to organize and analyze it. What trends, if any, are you noticing? Is there any particularly relevant or important information that you have to consider?  Step 4: Consider alternative viewpoints to reduce bias In the case of critical thinking, it’s important to address and set bias aside as much as possible. Ask yourself:  Is there anything I’m missing?  Have I connected with the right stakeholders?  Are there any other viewpoints I should consider?  Step 5: Determine the most logical solution for your team You now have all of the information you need to design the best pricing page. Depending on the complexity of the design, you may want to design a few options to present to a small group of customers or A/B test on the live website. Step 6: Communicate your solution to stakeholders Critical thinking skills can help you in every element of your life, but in the workplace, you must also involve key project stakeholders . Stakeholders help you determine next steps, like whether you’ll A/B test the page first. Depending on the complexity of the issue, consider hosting a meeting or sharing a status report to get everyone on the same page.  Step 7: Reflect on the results No process is complete without evaluating the results. Once the new page has been live for some time, evaluate whether it did better than the previous page. What worked? What didn’t? This also helps you make better critical decisions later on. Tools and techniques to improve critical thinking skills Understanding how to improve critical thinking skills has become a cornerstone of personal and professional growth in the 21st century. Recognizing the importance of critical thinking, experts across various disciplines have contributed valuable insights and methodologies. Here are some notable contributions from experts and institutions in the field: Mind mapping: A visual approach to critical thinking skills Mind mapping is a visual technique that helps organize and structure information. It's particularly useful for synthesizing complex ideas and identifying connections between different concepts. The benefits of mind mapping include: Enhancing creativity by encouraging non-linear thinking Improving memory and retention of information Facilitating brainstorming and idea generation Providing a clear overview of complex topics To create a mind map: Start with a central idea or concept. Branch out with related sub topics or ideas. Use colors, symbols, and images to enhance visual appeal and memorability. Draw connections between related ideas across different branches. Mind mapping can be particularly effective in project planning , content creation, and studying complex subjects. The Socratic Method: Deepening critical thinking skills The Socratic Method, named after the ancient Greek philosopher Socrates, involves asking probing questions to stimulate critical thinking and illuminate ideas. This technique is widely used in higher education to teach critical thinking. Key aspects of the Socratic Method include: Asking open-ended questions that encourage deeper reflection Challenging assumptions and preconceived notions Exploring the implications and consequences of ideas Fostering intellectual curiosity and continuous inquiry The Socratic Method can be applied in various settings: In education, to encourage students to think deeply about subject matter In business, it is important to challenge team members to consider multiple points of view. In personal development, to examine one's own beliefs and decisions Example: A high school teacher might use the Socratic Method to guide students through a complex ethical dilemma, asking questions like "What principles are at stake here?" and "How might this decision affect different stakeholders?" SWOT analysis: Comprehensive critical thinking skills SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis is a strategic planning tool that can be applied to critical thinking. It helps in evaluating situations from multiple angles, promoting a more thorough understanding of complex issues. The components of SWOT analysis are: Strengths: internal positive attributes or assets Weaknesses: internal negative attributes or limitations Opportunities: External factors that could be beneficial Threats: External factors that could be harmful To conduct a SWOT analysis: Clearly define the subject of analysis (e.g., a project, organization, or decision). Brainstorm and list items for each category. Analyze the interactions between different factors. Use the analysis to inform strategy or decision-making. Example: A startup might use SWOT analysis to evaluate its position before seeking investment, identifying its innovative technology as a strength, limited capital as a weakness, growing market demand as an opportunity, and established competitors as a threat. Critical thinking resources The Foundation for Critical Thinking : Based in California, this organization offers a wide range of resources, including books, articles, and workshops on critical thinking. The National Council for Excellence in Critical Thinking : This council provides guidelines and standards for critical thinking instruction and assessment. University of Louisville : Their Critical Thinking Initiative offers various resources and tools that teach people how to develop critical thinking skills. The New York Times Learning Network provides lesson plans and activities to help develop critical thinking skills through current events and news analysis. Critical thinking frameworks and tools Paul-Elder Critical Thinking Framework : Developed by Dr. Richard Paul and Dr. Linda Elder, this framework provides a comprehensive approach to developing critical thinking skills. Bloom's Taxonomy : While not exclusively for critical thinking, this classification system is widely used in education to promote higher-order thinking skills. The California Critical Thinking Disposition Inventory (CCTDI) : This assessment tool measures the disposition to engage in problems and make decisions using critical thinking. The Ennis-Weir Critical Thinking Essay Test : Developed by Robert Ennis, this test assesses a person's ability to appraise an argument and to formulate a written argument. By incorporating these tools and techniques into regular practice, individuals can learn how to improve critical thinking skills, which leads to more effective problem-solving, decision-making, and overall cognitive performance. The power of critical thinking skills Critical thinking skills take time to build, but with effort and patience you can apply an unbiased, analytical mind to any situation. Critical thinking makes up one of many soft skills that makes you an effective team member, manager, and worker. If you’re looking to hone your skills further, read our article on the 25 project management skills you need to succeed . FAQ: Critical thinking skills What is being a critical thinker? Being a critical thinker means possessing strong critical thinking skills that allow you to analyze information objectively and make reasoned judgments. It involves developing analytical skills and the capacity for critical thought. A critical thinker questions assumptions, considers multiple perspectives, and bases decisions on evidence rather than emotions or biases. What are the 5 C's of critical thinking? The 5 C's of critical thinking are the core skill sets that make you a better critical thinker: Curiosity: Asking questions and seeking new information Creativity: Generating innovative solutions and ideas Clarity: Expressing thoughts and ideas clearly and precisely Consistency: Maintaining logical coherence in arguments and reasoning Commitment: Dedicating oneself to ongoing learning and improvement These skills directly improve critical thinking and strengthen overall cognitive abilities. Understanding and practicing these 5 C's is a fundamental aspect of how to develop critical thinking skills effectively. How do you demonstrate critical thinking? Demonstrating critical thinking involves applying your skill set in various situations. This includes analyzing problems, evaluating information sources, considering multiple perspectives, and using evidence-based reasoning. Many employers highlight these qualities in job descriptions, as they value employees who can apply critical thought to workplace challenges. What is a real-life example of critical thinking? A real-life critical thinking example could be making a major purchase decision, such as buying a car. Here's how you might apply critical thinking skills: Research: Gather information about different car models, prices, and features Analysis: Compare and contrast options based on your needs and budget Evaluation: Assess the reliability of information sources (e.g., consumer reports, user reviews) Questioning: Ask car dealers probing questions about warranties, maintenance costs, and resale value Consideration of alternatives: Explore options like leasing or public transportation Decision-making: Weigh pros and cons to make an informed choice Reflection: After the purchase, evaluate your decision-making process for future improvement This critical thinking example demonstrates how critical thought can be applied to everyday situations. Related resources How to streamline compliance management software with Asana 10 tips to improve nonverbal communication Scaling clinical trial management software with PM solutions 4 ways to establish roles and responsibilities for team success 417 IMAGES PPT PPT Paul-Elder Critical Thinking Framework 25 Critical Thinking Examples (2024) PPT Critical Thinking Worksheet: Facts and Assumptions in 2023 VIDEO The Power of Critical Thinking in Education: Unlocking Your Intellectual Potential Critical Thinking Unleashed: Identifying Assumptions in English Language Critical Thinking Mastery: Transform Your Mindset for Ultimate Personal Growth The Power of Critical Thinking: Debunking Misconceptions Challenging Your Assumptions: Critical Thinking 101 #shorts Critical Thinking COMMENTS Critical Thinking and Academic Research: Assumptions Question Assumptions. An assumption is an unexamined belief: what we think without realizing we think it. Our inferences (also called conclusions) are often based on assumptions that we haven't thought about critically. A critical thinker, however, is attentive to these assumptions because they are sometimes incorrect or misguided. What About Assumptions? Critical thinking (CT) is evaluative. An evaluation is a statement that compares what is the case to a standard about how things should be. CT requires people to make lots of judgments about good and bad, right and wrong, what we should or shouldn't do. The standard of evaluation used in critical thinking for reasoning is reliability. Identify Assumptions: Steps to Question Underlying Beliefs in Decision In research, for example, assumptions can significantly affect the design and interpretation of studies. Challenging Assumptions. Challenging assumptions requires a rigorous and critical approach: Evaluate whether the assumption is based on credible evidence. Question if the assumption is relevant and applicable in all situations. What About Assumptions? Assumptions are beliefs or ideas that are believed to be true without proof or evidence and are used to support reasoning. This lack of verification can create bias when thinking critically. Like any human activity, the practice of critical thinking requires several basic assumptions to make sense. For people who don't share these assumptions ... What Is Critical Thinking? Critical thinking is the ability to effectively analyze information and form a judgment. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Evaluate and respond to arguments. 41+ Critical Thinking Examples (Definition + Practices) There are many resources to help you determine if information sources are factual or not. 7. Socratic Questioning. This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic. Critical Thinking Critical Thinking is the process of using and assessing reasons to evaluate statements, assumptions, and arguments in ordinary situations. The goal of this process is to help us have good beliefs, where "good" means that our beliefs meet certain goals of thought, such as truth, usefulness, or rationality. Critical thinking is widely ... 1.6: What About Assumptions? Here is a partial list of assumptions that sometimes cause trouble for people new to critical thinking. Critical thinking (CT) is evaluative. An evaluation is a statement that compares what is the case to a standard about how things should be. CT requires people to make lots of judgments about good and bad, right and wrong, what we should or ... What Is Critical Thinking? Critical thinking is the process of analyzing information logically and overcoming assumptions, biases, and logical fallacies. Developing critical thinking skills allows us to evaluate information as objectively as possible and reach well-founded conclusions. Critical thinking example. When researching a political candidate you support, you ... Definition and Examples of Critical Thinking Critical thinking is the process of independently analyzing, synthesizing, and evaluating information as a guide to behavior and beliefs. The American Philosophical Association has defined critical thinking as "the process of purposeful, self-regulatory judgment. The process gives reasoned consideration to evidence, contexts, conceptualizations ... Distinguishing Between Inferences and Assumptions Distinguishing Between Inferences and Assumptions. To be skilled in critical thinking is to be able to take one's thinking apart systematically, to analyze each part, assess it for quality and then improve it. The first step in this process is understanding the parts of thinking, or elements of reasoning. These elements are: purpose, question ... 6 Main Types of Critical Thinking Skills (With Examples) Critical thinking skills examples. There are six main skills you can develop to successfully analyze facts and situations and come up with logical conclusions: 1. Analytical thinking. Being able to properly analyze information is the most important aspect of critical thinking. This implies gathering information and interpreting it, but also ... Critical Thinking Models: A Comprehensive Guide for Effective Decision In decision making, critical thinking is a vital skill that allows individuals to make informed choices. It enables them to: Analyze options and their potential consequences. Evaluate the credibility of sources and the quality of information. Identify biases, assumptions, and values that may influence the decision. Paul-Elder Critical Thinking Framework The Paul-Elder framework has three components: According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking. Critical Thinking 3: Assumptions Critical Thinking 3: Assumptions. All arguments, whether inductive or deductive, begin with assumptions (also known as premises). An argument may be deductively valid (that is, if its assumptions are true then its conclusion must be true) but rendered irrelevant or unhelpful in practice by unacceptable assumptions. For example: The Critical Thinking Process: Point-of-View, Assumptions, Evidence The critical thinking process utilizes a fact-based examination of an issue to reach a logical conclusion. This lesson demonstrates the process used to establish the origins of beliefs and ... How to Develop Critical Thinking Skills in 7 Steps with Examples [2024 By encouraging open dialogue and collaborative problem-solving, you create an environment that fosters the development of critical thinking skills in others. 7. Reflect and learn from the process. The seven-step critical thinking process yields a result—and you then need to put that solution into place. Why Examining Your Assumptions Is Critical To Intentional Practice Learners should ask critical questions to deepen their own and other's learning. 3. Causal assumptions are related to how things work, and how you can impact those processes. One of mine is that sharing personal examples (narrative disclosure) encourages openness and vulnerability, as well as presents the teacher as a learner. assignment essay homework paper phd report resume review speech thesis