Critical Thinking
The practice of critical thinking is a process that grows over time. The skills and theory that accompany the art of thinking critically are obtained with learning, practicing, open-mindedness, and a spirit of inquiry. Students gain knowledge and a basic foundation in their first years of schooling, and as they continue to develop as learners, can begin to analyze and test the knowledge they are presented with. It can be comfortable and easy to accept what a person or author in authority presents; however, there is great danger in only receiving information without doing the proper research and inference on your own.
My critical thinking skills have flourished during my higher education years, and especially the last two years at Western Washington University in the Human Services program. There are many parts and standards to the critical thinking cycle that help frame the process of thought, and in the following discussion I will touch upon a few: purpose, question at issue, information, interpretation and inference, concepts, assumptions, implications and consequences, and point of view. These aspects of critical thinking form a basis for individuals to evaluate evidence, question assumptions, gain a clear position, and examine issues across multiple points of view (Foundation for Critical Thinking, 2007).
During the thinking process, it is important to recognize the purpose behind the research. As questions are posed and evidence gathered, there should be a driving force that asks whether data is relevant to the original purpose (Foundation for Critical Thinking, 2007). For example, in HSP 485, Program Planning and Evaluation, for our program plans, we created logic models that formed the foundation and purpose for our programs (HSP 485 Logic Model & Narrative). After I was able to establish the impact of my program, it was clear what the program would accomplish. If I wanted to add activities or new ideas into the program, I would return to the logic model to see if those ideas were relevant to the long-term vision and impact.
As the critical thinking process continues, the direction of research is guided and shaped by developing a question (Foundation for Critical Thinking, 2007). When the problem or issue is stated as a question, there is space to discover answers and explore new avenues of thought. However, questions can be too broad or vague and not lead research in a clear and precise manner. I was able to grow in this area through HSP 406, Human Services Professionals and Global Systems, in our weekly assignments. After reading articles in a text or chapters in a novel, we had the opportunity to ask questions about concepts of interest and then look up information related to that issue (HSP 406 HW #1). Our questions demonstrated deeper thinking about economic, political, moral, or social issues in the global perspective. I was able to ask questions that would be specific and guide my research, in addition to my true inquisitive desire.
After a strong question is posed, the process of gathering information will guide the next part of the critical thinking journey (Foundation for Critical Thinking, 2007). This step may be tedious; however, it is crucial to gather relevant and accurate data to obtain a diverse outlook on the situation. The breadth and depth of evidence gathered in this stage will open or limit the perspectives through the rest of the critical thinking process. As I learned the importance of gathering a range of perspectives on an issue, my research flourished and opened my eyes to the plethora of possible solutions. In HSP 385, Applied Research Methods, my literature review on the issue of homeless individuals with mental illness integrating back into community, demonstrated multiple solutions to the concern (HSP 385 Literature Review). As I gathered information on the topic, I did find a perspective I felt was the strongest; however, it was important for me to still present other ways of seeing the issue.
As I inferred which solution was strongest, I needed to be aware of my interpretation of the data I had gathered. It is important to make meaning for conclusions, and yet it is wise to identify assumptions that are underlying those inferences (Foundation for Critical Thinking, 2007). For example, as I conducted an organizational assessment with a classmate in HSP 435, Human Services and Management, we needed to be cautious as we interpreted data found from our interviews with key staff members (HSP 435 Organizational Assessment). We made sure to check the validity of the statements we received, and compared the interviews to make sure there were no contradictions within the facts (Foundation for Critical Thinking, 2007).
As interpretations and inferences are gathered from the information, often theories, laws, and principles can help to clarify the concepts that are discovered (Foundation for Critical Thinking, 2007). It can take time to create a hypothesis about an issue and discern how to clarify the concepts studied. In the long run, when the whole breadth of an issue is covered, stronger theories and conclusions can be reached. For example, in HSP 455, Diversity and Social Justice Dynamics, I researched the history of the community of people with disabilities. I was able to gain a breadth of information and create conclusions based on the concepts studied (HSP 455 Research Paper). I found that this community has made many strides within making their voices heard and shaping policy over the last fifty years.
Along with being aware of inferences made, critical thinking involves checking your assumptions (Foundation for Critical Thinking, 2007). Everyone has a bias and interprets the world based on personal experiences and perspectives. It can be tempting to create an assumption about facts and gather information that confirms the bias already held. However, when critical thinking is embraced, assumptions can be challenged and new ideas conveyed. In HSP 385, Applied Research Methods, we had the opportunity to evaluate evidence from various sources to see how accurate and valid the conclusions were. In this Evaluating Evidence assignment, I was able to demonstrate depth of knowledge on the topic chosen and challenge some of the data that was presented as fact (HSP 385 Evaluating Evidence Assignment).
When information has been processed, critically analyzed, clarified, and interpreted, implications can be drawn to set a framework for action (Foundation for Critical Thinking, 2007). The cycle of critical thinking is important to spend time in, so information can be logically processed. When data is carefully thought through, there will be implications that naturally follow. For example, in HSP 402, Human Services Professionals and Organizational Systems, we had the chance to carry out the first stage of the Appreciative Inquiry model of organizational change at our internship sites. I interviewed three staff members and was able to draw implications from the data they relayed to me (HSP 402 Appreciative Inquiry in Action). All three of the staff members had many positive accounts with their jobs at The Willows; however, all of the staff alluded to a discouragement in the overall management of the organization. I was able to see their dissatisfaction and make predictions about what the organization may look like in the future.
Finally, as the practice of critical thinking progresses, it is important to identify your point of view and be open to other peoples’ points of view (Foundation for Critical Thinking, 2007). There is always a purpose when discovering information and it is necessary to check how open your perspective is on the issue. When you research with the value of fairness, the process will take on a different sense. In HSP 315, Human Development and Human Services, I was able to write recommendations for case studies on a fictional family. I have a specific point of view of what a healthy family looks like, and it was important to recognize the perspective I hold going into the assignment. Through writing the recommendations, instead of drawing on my own knowledge, I was able to use credible sources to back up my thoughts. In addition to using scholarly theories, in that assignment, we also had to give the challenges of why a family might hesitate to access the services we recommend. That was helpful to look at my suggestions from a different point of view (HSP 315 Case Study #2).
Overall, the discipline of critical thinking is developed and shaped through one’s life. It takes time to find purpose, create a question, gather data, interpret information, clarify concepts, check assumptions, think through implications, and understand one’s point of view. The more time spent on establishing these skills, the deeper and broader one will become as a lifelong learner.
References
Foundation for Critical Thinking. (2007). To analyze thinking we must identify and question its
elemental structures. Retrieved from http://www.criticalthinking.org/ctmodel/logic-
model1.htm
The practice of critical thinking is a process that grows over time. The skills and theory that accompany the art of thinking critically are obtained with learning, practicing, open-mindedness, and a spirit of inquiry. Students gain knowledge and a basic foundation in their first years of schooling, and as they continue to develop as learners, can begin to analyze and test the knowledge they are presented with. It can be comfortable and easy to accept what a person or author in authority presents; however, there is great danger in only receiving information without doing the proper research and inference on your own.
My critical thinking skills have flourished during my higher education years, and especially the last two years at Western Washington University in the Human Services program. There are many parts and standards to the critical thinking cycle that help frame the process of thought, and in the following discussion I will touch upon a few: purpose, question at issue, information, interpretation and inference, concepts, assumptions, implications and consequences, and point of view. These aspects of critical thinking form a basis for individuals to evaluate evidence, question assumptions, gain a clear position, and examine issues across multiple points of view (Foundation for Critical Thinking, 2007).
During the thinking process, it is important to recognize the purpose behind the research. As questions are posed and evidence gathered, there should be a driving force that asks whether data is relevant to the original purpose (Foundation for Critical Thinking, 2007). For example, in HSP 485, Program Planning and Evaluation, for our program plans, we created logic models that formed the foundation and purpose for our programs (HSP 485 Logic Model & Narrative). After I was able to establish the impact of my program, it was clear what the program would accomplish. If I wanted to add activities or new ideas into the program, I would return to the logic model to see if those ideas were relevant to the long-term vision and impact.
As the critical thinking process continues, the direction of research is guided and shaped by developing a question (Foundation for Critical Thinking, 2007). When the problem or issue is stated as a question, there is space to discover answers and explore new avenues of thought. However, questions can be too broad or vague and not lead research in a clear and precise manner. I was able to grow in this area through HSP 406, Human Services Professionals and Global Systems, in our weekly assignments. After reading articles in a text or chapters in a novel, we had the opportunity to ask questions about concepts of interest and then look up information related to that issue (HSP 406 HW #1). Our questions demonstrated deeper thinking about economic, political, moral, or social issues in the global perspective. I was able to ask questions that would be specific and guide my research, in addition to my true inquisitive desire.
After a strong question is posed, the process of gathering information will guide the next part of the critical thinking journey (Foundation for Critical Thinking, 2007). This step may be tedious; however, it is crucial to gather relevant and accurate data to obtain a diverse outlook on the situation. The breadth and depth of evidence gathered in this stage will open or limit the perspectives through the rest of the critical thinking process. As I learned the importance of gathering a range of perspectives on an issue, my research flourished and opened my eyes to the plethora of possible solutions. In HSP 385, Applied Research Methods, my literature review on the issue of homeless individuals with mental illness integrating back into community, demonstrated multiple solutions to the concern (HSP 385 Literature Review). As I gathered information on the topic, I did find a perspective I felt was the strongest; however, it was important for me to still present other ways of seeing the issue.
As I inferred which solution was strongest, I needed to be aware of my interpretation of the data I had gathered. It is important to make meaning for conclusions, and yet it is wise to identify assumptions that are underlying those inferences (Foundation for Critical Thinking, 2007). For example, as I conducted an organizational assessment with a classmate in HSP 435, Human Services and Management, we needed to be cautious as we interpreted data found from our interviews with key staff members (HSP 435 Organizational Assessment). We made sure to check the validity of the statements we received, and compared the interviews to make sure there were no contradictions within the facts (Foundation for Critical Thinking, 2007).
As interpretations and inferences are gathered from the information, often theories, laws, and principles can help to clarify the concepts that are discovered (Foundation for Critical Thinking, 2007). It can take time to create a hypothesis about an issue and discern how to clarify the concepts studied. In the long run, when the whole breadth of an issue is covered, stronger theories and conclusions can be reached. For example, in HSP 455, Diversity and Social Justice Dynamics, I researched the history of the community of people with disabilities. I was able to gain a breadth of information and create conclusions based on the concepts studied (HSP 455 Research Paper). I found that this community has made many strides within making their voices heard and shaping policy over the last fifty years.
Along with being aware of inferences made, critical thinking involves checking your assumptions (Foundation for Critical Thinking, 2007). Everyone has a bias and interprets the world based on personal experiences and perspectives. It can be tempting to create an assumption about facts and gather information that confirms the bias already held. However, when critical thinking is embraced, assumptions can be challenged and new ideas conveyed. In HSP 385, Applied Research Methods, we had the opportunity to evaluate evidence from various sources to see how accurate and valid the conclusions were. In this Evaluating Evidence assignment, I was able to demonstrate depth of knowledge on the topic chosen and challenge some of the data that was presented as fact (HSP 385 Evaluating Evidence Assignment).
When information has been processed, critically analyzed, clarified, and interpreted, implications can be drawn to set a framework for action (Foundation for Critical Thinking, 2007). The cycle of critical thinking is important to spend time in, so information can be logically processed. When data is carefully thought through, there will be implications that naturally follow. For example, in HSP 402, Human Services Professionals and Organizational Systems, we had the chance to carry out the first stage of the Appreciative Inquiry model of organizational change at our internship sites. I interviewed three staff members and was able to draw implications from the data they relayed to me (HSP 402 Appreciative Inquiry in Action). All three of the staff members had many positive accounts with their jobs at The Willows; however, all of the staff alluded to a discouragement in the overall management of the organization. I was able to see their dissatisfaction and make predictions about what the organization may look like in the future.
Finally, as the practice of critical thinking progresses, it is important to identify your point of view and be open to other peoples’ points of view (Foundation for Critical Thinking, 2007). There is always a purpose when discovering information and it is necessary to check how open your perspective is on the issue. When you research with the value of fairness, the process will take on a different sense. In HSP 315, Human Development and Human Services, I was able to write recommendations for case studies on a fictional family. I have a specific point of view of what a healthy family looks like, and it was important to recognize the perspective I hold going into the assignment. Through writing the recommendations, instead of drawing on my own knowledge, I was able to use credible sources to back up my thoughts. In addition to using scholarly theories, in that assignment, we also had to give the challenges of why a family might hesitate to access the services we recommend. That was helpful to look at my suggestions from a different point of view (HSP 315 Case Study #2).
Overall, the discipline of critical thinking is developed and shaped through one’s life. It takes time to find purpose, create a question, gather data, interpret information, clarify concepts, check assumptions, think through implications, and understand one’s point of view. The more time spent on establishing these skills, the deeper and broader one will become as a lifelong learner.
References
Foundation for Critical Thinking. (2007). To analyze thinking we must identify and question its
elemental structures. Retrieved from http://www.criticalthinking.org/ctmodel/logic-
model1.htm