What is Critical Thinking?

The head of your organization pulled you aside and asked you to review a workplace dispute. She said, “Apply your best critical thinking to figure out what happened and what decision can best remedy this situation.” She wants your analysis in two weeks.

To begin, let’s consider what it means to engage in critical thinking. While the application of critical thinking may vary across disciplines, the steps are universal. Adapted from the writings of Bassham, Irwin, Nardone, and Wallace (2011); Lau (2011); and Lau and Chan (2015), critical thinking involves thinking clearly and systematically, and encompasses

Formulating ideas succinctly and precisely
Identifying the relevance and importance of ideas
Understanding the logical connections between ideas
Identifying, constructing and evaluating arguments, claims, and evidence
Recognizing explicit and implicit assumptions, arguments, and biases
Detecting inconsistencies and common mistakes in reasoning
Formulating clear defensible ideas and conclusions
Evaluating the pros and cons of decisions
Reflecting on one’s own beliefs and values
Applying ethical decision making

The steps involved in critical thinking can be employed universally, in the analysis of all thoughts and actions —whether you are analyzing documents, ideas, assertions, or the quality of decisions/solutions.

Most importantly, critical thinking is purposeful. It is not restricted solely to information gathering, nor is it about being “negative and fault-finding” (Bassham et. al., 2011, p. 1). As Lau and Chan (2015)write, “A critical thinker is able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and to seek relevant sources of information to inform himself” (para 1). While the process of critical thinking may involve exposing untruths and poor reasoning, it also involves engaging in cooperative reasoning for the purposes of shared goals and decision making. We engage in the steps of critical thinking to learn deeply, to improve our ideas, to strengthen arguments and to “enhance work processes and improve social institutions” (Lau & Chan, 2015 para 2).

Critical thinking aligns with and informs ethical reasoning and decision-making. Internet marketing expert Nick Melillo (2010) writes

Critical thinking plays a large role in ethics because it is the process by which we determine for ourselves whether or not something is right or wrong. In a sense, critical thinking is a form of analysis and determination of fact vs. fiction, identifying the unknown, coming to an understanding, etc… By taking the path of a critical thinker, a person develops a mental process of evaluation which helps to determine their ethical standards. (p. 1)

The process of critical thinking helps us weigh and verify information, assess intent, and consider consequences, thereby enabling more effective ethical decision-making.

Hereford (2015) suggests critical thinking requires a particular mindset that includes being able to

Rely on reason instead of emotions
Assess a broad range of perspectives and viewpoints
Consider new evidence, explanations, findings, and alternative interpretations
Reassess information
Suspend personal prejudices and biases
Contemplate all reasonable possibilities
Avoid quick judgments

In this assignment, you’ll take some time to adopt a framework for critical thinking. Then you’ll put the steps of critical thinking into practice by responding to the company-head’s request for a critical analysis of the ongoing dispute.

The Assignment

Step 1: Review the Critical Thinking Rubric, expanded (3).pdf. This rubric is intended to serve as a framework for critical thinking. Use it to structure your thinking for this assignment and for others in your studies at UMUC.

The framework (as delineated in the rubric) is based on FOUR key steps, each of which has several sub-steps.

Identify and clearly explain the main issue or problem under critical consideration.
Gather and analyze information to explore/investigate the issue or problem.
Consider and analyze other possible viewpoints, conclusions or decision/solutions to the issue or problem
Develop well-reasoned ideas, conclusions and/or decisions/solutions, checking them against relevant criteria and benchmarks

Step 2: Read the Case Study- Accident on the Job.pdf, and analyze it using the framework provided by the TGS Critical Thinking Rubric. Use the rubric’s four key steps as the format framework of a short position paper (details in the “Deliverables” section below). Employ the sub-steps within each of the four key steps to further direct your analysis.

Assignment Deliverables

Write a short paper (1,000-1,200 words, double spaced, plus a cover page and references) that critically analyses the ideas or position presented in the case reading. The major sections of your paper should include the following:

Introduction
Explanation of the Issue or Problem
Analysis of the Information
Analysis of Alternative Viewpoints, Conclusions or Solutions
Personal or Summarized Conclusions and Proposed Decisions
Conclusion

Follow these guidelines:

Use the TGS Critical Thinking Rubric to guide your analysis: Critical Thinking Rubric, expanded.
Use the TGS Written Communications Rubric to guide your writing: Comm Rubric Expanded Rev 032416.pdf.
Draw in references from at least one reputable outside resource related to the topic to support your conclusions or proposed decisions.
Employ APA Style 6ed for format and citation guidance: APA Citation Examples (UMUC Library); Sample Paper to Show Appropriate APA Style

Remember: Even though I have suggested the major sections for your short paper, you should still follow best practices for structuring the paper.

An effective introduction grabs the reader’s attention and sets the tone and direction for the rest of the paper. In reading an introduction, the reader should have a clear idea of what will follow. Supporting paragraphs move the reader from the general introduction to the more specific aspects of your analysis in the paper.
The body paragraphs show how the information you are providing supports and relates to your thesis. Paragraphs across and within sections need to effectively transition from one to the next.
Each paragraph should include a topic sentence, which contains the main point of the paragraph.
The Conclusion (#6) brings to a close what you have presented in your paper.
You have moved the reader from the general introduction (“The intent of this paper is to critically analyze…) to the specific supporting paragraphs (the details under headings #2-5), and now to the conclusion, which briefly summarizes the issue or intent and restates the main points of your analysis (“detail analysis of the issue of … resulted in conclusions that indicate… and suggest proposed decisions to…”).

Assignment Submission

1. Discuss your outside source choice(s) with your classmates in the Discussion: Critical Thinking in Action

2. Submit your essay to your Assignment Folder by the due date. Label it in this manner: LAST NAME_ Critical Thinking_SP 2016.

NOTE

You’ll want to see the rubric your professor will be using to assess your work: TGS Comm-Crti Rubric- Critical Thinking in Action.pdf

You’ll probably also want to use the WRIT 689 tutors for feedback before you submit this assignment for a grade. If you haven’t already registered for the tutoring services, do so here: Writing Tutoring Registration.

References

Bassham, G., Irwin, W., Nardone, H., & Wallace, J. (2011). Critical thinking: A student’s introduction (4th ed). New York, NY: The McGraw Hill Companies.

Fisher, A. (2011). Critical thinking: An introduction. New York, NY: Cambridge University Press.

Hereford, Z. (2015). How to think critically and problem solve. Retrieved from https://www.essentiallifeskills.net/thinkcritically.html

Lau, J. (2011). An introduction to critical thinking and creativity: Think more, think better. Hoboken, NJ: John Wiley & Sons, Inc.

Lau, J., & Chan, J. (2015). What is critical thinking? Retrieved from https://philosophy.hku.hk/think/critical/ct.php

Melillo, N. (2010). What is the relationship between critical thinking and ethics? Retrieved from https://www.triadsearchmarketing.com/

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The Graduate School – UMUC
CRITICAL THINKING Rubric
SUMMER 2015
Learners demonstrate the ability to apply logical thinking processes to formulate clear, defensible ideas
and to draw ethical conclusions.
Critical Thinking Evaluation Criteria:
1. Identify and clearly explain the main issue or problem under
critical consideration. See: Defining Critical Thinking
1.1

Summarize the issue or problem with supporting
details to provide full understanding.
Explanation: What, exactly, is the problem or issue you’re meant
to consider? If you can’t state it clearly in your own words, you
don’t really understand it. Make sure you’ve covered the facts
and the background in your summary, and make the key
relationships clear.
1.2 Identify the underlying causes or conditions
contributing to the issue or problem and consider the
context.
Explanation: What factors have contributed to the issue or
problem? Be sure you can explain how the circumstances may be
shaping the issue. Look for assumptions people may be operating
under, including your own assumptions. If any assumptions seem
unsound, challenge them.
1.3 Pose significant questions to be answered prior to
analyzing and addressing the issue or problem.
Explanation: As you think about an issue, you need to pose2
questions to guide your analysis. These questions can vary
widely: what is the significance of the issue? How relevant and
accurate is the information? How accurate and appropriate are
the interpretations or assumptions? What are the implications of
the analysis? How reasonable or ethical are the analysis or the
responses? Obviously, you won’t ask ALL of these questions
every time, and you’re not limited to them – but use them as a
starting point.
2. Gather and analyze information to investigate the issue or
problem. See: The Critical Thinking.org Logical Analysis Model; The
Foundations of Ethical Reasoning
2.1 Scan the environment for information relevant to the
issue or problem.
Explanation: Don’t assume you know everything about the issue
or problem from the get-go. Look around – ask questions, do
some reading, find analogous situations. Gather information from
a variety of sources in order to inform your analysis.
2.2 Assess the reliability of the information gathered.
Explanation: Information needs to be reliable before you can use
it. This reliability comes in five different realms: authority,
credibility, objectivity, quality, and currency. Authority relates to
the author’s expertise in the field; you want to rely on experts
who are actually experts. The credibility of a source concerns its
trustworthiness. Your source material should be objective (based
in fact) rather than subjective (based in opinion). The content
should be high quality, fact-based, well documented, complete
and accurate. Your information also needs to be current; while
some information doesn’t change, the ways people think about it
does. Your sources should be as current and up-to-date as
possible.
2.3 Analyze the information in a logical and organized3
manner to see how concepts are developed and
connected.
Explanation: Once you’ve got a pile of information, you need to
be systematic in the way you examine it. Can the issue be
broken down into individual parts? Once it’s broken down,
examine each part to see how it connects to the others. If you
can see how they relate to each other or to other problems, you
might be able to see how the problem developed. Compare and
contrast related ideas or pieces of information.
2.4 Identify contradictory information and seek to
reconcile contradictions.
Explanation: Does the information you’ve gathered support or
undermine your analysis? Where do the individual bits of
information NOT fit together? Where do they contradict each
other? If information is contradictory, check the trustworthiness
of the sources; perhaps one source is more reliable than the
other. If necessary, do a little further research.
3. Consider and analyze other possible viewpoints, conclusions or
solutions to the issue or problem. See:
3.1 Articulate clearly and fairly the viewpoints of others
and their reasoning to provide adequate understanding.
Explanation: You can’t just rush into an argument or analysis
without considering more than one side of the issue. Your side
MIGHT be the most-correct side, but you need to make sure your
blinders are off before you declare that to be the case. Give “the
other guy” his due, and explain other perspectives fairly. This will
broaden your own understanding, and it will assure your
audience that you’ve considered alternatives.
3.2 Identify significant, potential implications and4
consequences of alternative points of view.
Explanation: Now that you’ve given “the other guy” his say, think
about his point of view. Do these other viewpoints have
implications for the issue at hand? Explain those implications
relative to the previously identified ones.
3.3 Evaluate assumptions underlying other possible
viewpoints, conclusions or solutions.
Explanation: Now that you know what the other viewpoints are,
think about what informs them. Is “the other guy” laboring under
a different set of assumptions? Identify them; evaluate them;
consider how they inform his viewpoint.
4. Develop well-reasoned ideas, conclusions or decisions,
checking them against relevant criteria and benchmarks.
See:
4.1 Articulate inferences that follow logically from the
evidence presented.
Explanation: You need to be able to explain your line of
reasoning clearly, so that the reader/listener/client can follow.
The inferences need to make sense both individually and
together (sometimes each one makes sense, but when they’re all
packaged together they don’t work).
4.2 Assert logical conclusions only when sufficient
evidence supports them, and distinguish between
attainable and unattainable solutions.
Explanation: A conclusion is only logical when enough evidence
supports it; you can’t jump to a conclusion and hope that missing
pieces of evidence don’t matter. It is also important to know the
difference between a solution that is within the realm of
possibility and one that is not. If your conclusion leads you to a
solution that will cost millions of dollars or a change in basic5
human nature, that may not be attainable – but perhaps one that
involves a few thousand dollars or takes into consideration
human limitations would be.
4.3 Incorporate ethical reasoning when formulating ideas,
conclusions or decisions.
Explanation: No decision is a good decision unless it’s ethical,
and there are several different ethical models. (Some ethical
models include the Utilitarian approach, the Rights approach, the
fairness approach, the Common-Good approach, and the Virtue
approach. You’ll want to find the right approach for the issue at
hand. Consider the most appropriate ethical model, and then
apply it to your decision. What are the ethical implications of your
idea, conclusion, or decision? Can you live with these
implications?
OVERALL EVALUATION LEVEL