Glossary of Critical Thinking Terms

A Guide to Critical Thinking Terms and Concepts

accurate: Free from errors, mistakes, or distortion. Correct connotes little more than absence of error; accurate implies a positive exercise of one to obtain conformity with fact or truth; exact stresses perfect conformity to fact, truth, or some standard; precise suggests minute accuracy of detail. Accuracy is an important goal in critical thinking, though it is almost always a matter of degree. It is also important to recognize that making mistakes is an essential part of learning and that it is far better that students make their own mistakes, than that they parrot the thinking of the text or teacher. It should also be recognized that some distortion usually results whenever we think within a point of view or frame of reference. Students should think with this awareness in mind, with some sense of the limitations of their own, the text's, the teacher's, the subject's perspective. See perfections of thought.

ambiguous: A sentence having two or more possible meanings. Sensitivity to ambiguity and vagueness in writing and speech is essential to good thinking. A continual effort to be clear and precise in language usage is fundamental to education. Ambiguity is a problem more of sentences than of individual words. Furthermore, not every sentence that can be construed in more than one way is problematic and deserving of analysis. Many sentences are clearly intended one way; any other construal is obviously absurd and not meant. For example, "Make me a sandwich." is never seriously intended to request metamorphic change. It is a poor example for teaching genuine insight into critical thinking. For an example of a problematic ambiguity, consider the statement, "Welfare is corrupt." Among the possible meanings of this sentence are the following: Those who administer welfare programs take bribes to administer welfare policy unfairly; Welfare policies are written in such a way that much of the money goes to people who don't deserve it rather than to those who do; A government that gives money to people who haven't earned it corrupts both the giver and the recipient. If two people are arguing about whether or not welfare is corrupt, but interpret the claim differently, they can make little or no progress; they aren't arguing about the same point. Evidence and considerations relevant to one interpretation may be irrelevant to others.

analyze: To break up a whole into its parts, to examine in detail so as to determine the nature of, to look more deeply into an issue or situation. All learning presupposes some analysis of what we are learning, if only by categorizing or labeling things in one way rather than another. Students should continually be asked to analyze their ideas, claims, experiences, interpretations, judgments, and theories and those they hear and read. See elements of thought.

argue: There are two meanings of this word that need to be distinguished: 1) to argue in the sense of to fight or to emotionally disagree; and 2) to give reasons for or against a proposal or proposition. In emphasizing critical thinking, we continually try to get our students to move from the first sense of the word to the second; that is, we try to get them to see the importance of giving reasons to support their views without getting their egos involved in what they are saying. This is a fundamental problem in human life. To argue in the critical thinking sense is to use logic and reason, and to bring forth facts to support or refute a point. It is done in a spirit of cooperation and good will.

argument: A reason or reasons offered for or against something, the offering of such reasons. This term refers to a discussion in which there is disagreement and suggests the use of logic and the bringing forth of facts to support or refute a point. See argue.

to assume: To take for granted or to presuppose. Critical thinkers can and do make their assumptions explicit, assess them, and correct them. Assumptions can vary from the mundane to the problematic: I heard a scratch at the door. I got up to let the cat in. I assumed that only the cat makes that noise, and that he makes it only when he wants to be let in. Someone speaks gruffly to me. I feel guilty and hurt. I assume he is angry at me, that he is only angry at me when I do something bad, and that if he's angry at me, he dislikes me. Notice that people often equate making assumptions with making false assumptions. When people say, "Don't assume", this is what they mean. In fact, we cannot avoid making assumptions and some are justifiable. (For instance, we have assumed that people who buy this book can read English.) Rather than saying "Never assume", we say, "Be aware of and careful about the assumptions you make, and be ready to examine and critique them." See assumption, elements of thought.

assumption: A statement accepted or supposed as true without proof or demonstration; an unstated premise or belief. All human thought and experience is based on assumptions. Our thought must begin with something we take to be true in a particular context. We are typically unaware of what we assume and therefore rarely question our assumptions. Much of what is wrong with human thought can be found in the uncritical or unexamined assumptions that underlie it. For example, we often experience the world in such a way as to assume that we are observing things just as they are, as though we were seeing the world without the filter of a point of view. People we disagree with, of course, we recognize as having a point of view. One of the key dispositions of critical thinking is the on-going sense that as humans we always think within a perspective, that we virtually never experience things totally and absolutistically. There is a connection, therefore, between thinking so as to be aware of our assumptions and being intellectually humble.

authority:

1) The power or supposed right to give commands, enforce obedience, take action, or make final decisions.

2) A person with much knowledge and expertise in a field, hence reliable. Critical thinkers recognize that ultimate authority rests with reason and evidence, since it is only on the assumption that purported experts have the backing of reason and evidence that they rightfully gain authority. Much instruction discourages critical thinking by encouraging students to believe that whatever the text or teacher says is true. As a result, students do not learn how to assess authority. See knowledge.

bias: A mental leaning or inclination. We must clearly distinguish two different senses of the word ’’bias’’. One is neutral, the other negative. In the neutral sense we are referring simply to the fact that, because of one's point of view, one notices some things rather than others, emphasizes some points rather than others, and thinks in one direction rather than others. This is not in itself a criticism because thinking within a point of view is unavoidable. In the negative sense, we are implying blindness or irrational resistance to weaknesses within one's own point of view or to the strength or insight within a point of view one opposes. Fairminded critical thinkers try to be aware of their bias (in sense one) and try hard to avoid bias (in sense two). Many people confuse these two senses. Many confuse bias with emotion or with evaluation, perceiving any expression of emotion or any use of evaluative words to be biased (sense two). Evaluative words that can be justified by reason and evidence are not biased in the negative sense. See criteria, evaluation, judgment, opinion......

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{"id":"247","title":"","author":"","content":" accurate: Free from errors, mistakes, or distortion. Correct connotes little more than absence of error; accurate implies a positive exercise of one to obtain conformity with fact or truth; exact stresses perfect conformity to fact, truth, or some standard; precise suggests minute accuracy of detail. Accuracy is an important goal in critical thinking, though it is almost always a matter of degree. It is also important to recognize that making mistakes is an essential part of learning and that it is far better that students make their own mistakes, than that they parrot the thinking of the text or teacher. It should also be recognized that some distortion usually results whenever we think within a point of view or frame of reference. Students should think with this awareness in mind, with some sense of the limitations of their own, the text's, the teacher's, the subject's perspective. See perfections of thought.\r\nambiguous: A sentence having two or more possible meanings. Sensitivity to ambiguity and vagueness in writing and speech is essential to good thinking. A continual effort to be clear and precise in language usage is fundamental to education. Ambiguity is a problem more of sentences than of individual words. Furthermore, not every sentence that can be construed in more than one way is problematic and deserving of analysis. Many sentences are clearly intended one way; any other construal is obviously absurd and not meant. For example, \"Make me a sandwich.\" is never seriously intended to request metamorphic change. It is a poor example for teaching genuine insight into critical thinking. For an example of a problematic ambiguity, consider the statement, \"Welfare is corrupt.\" Among the possible meanings of this sentence are the following: Those who administer welfare programs take bribes to administer welfare policy unfairly; Welfare policies are written in such a way that much of the money goes to people who don't deserve it rather than to those who do; A government that gives money to people who haven't earned it corrupts both the giver and the recipient. If two people are arguing about whether or not welfare is corrupt, but interpret the claim differently, they can make little or no progress; they aren't arguing about the same point. Evidence and considerations relevant to one interpretation may be irrelevant to others.\r\nanalyze: To break up a whole into its parts, to examine in detail so as to determine the nature of, to look more deeply into an issue or situation. All learning presupposes some analysis of what we are learning, if only by categorizing or labeling things in one way rather than another. Students should continually be asked to analyze their ideas, claims, experiences, interpretations, judgments, and theories and those they hear and read. See elements of thought.\r\nargue: There are two meanings of this word that need to be distinguished: 1) to argue in the sense of to fight or to emotionally disagree; and 2) to give reasons for or against a proposal or proposition. In emphasizing critical thinking, we continually try to get our students to move from the first sense of the word to the second; that is, we try to get them to see the importance of giving reasons to support their views without getting their egos involved in what they are saying. This is a fundamental problem in human life. To argue in the critical thinking sense is to use logic and reason, and to bring forth facts to support or refute a point. It is done in a spirit of cooperation and good will.\r\nargument: A reason or reasons offered for or against something, the offering of such reasons. This term refers to a discussion in which there is disagreement and suggests the use of logic and the bringing forth of facts to support or refute a point. See argue.\r\nto assume: To take for granted or to presuppose. Critical thinkers can and do make their assumptions explicit, assess them, and correct them. Assumptions can vary from the mundane to the problematic: I heard a scratch at the door. I got up to let the cat in. I assumed that only the cat makes that noise, and that he makes it only when he wants to be let in. Someone speaks gruffly to me. I feel guilty and hurt. I assume he is angry at me, that he is only angry at me when I do something bad, and that if he's angry at me, he dislikes me. Notice that people often equate making assumptions with making false assumptions. When people say, \"Don't assume\", this is what they mean. In fact, we cannot avoid making assumptions and some are justifiable. (For instance, we have assumed that people who buy this book can read English.) Rather than saying \"Never assume\", we say, \"Be aware of and careful about the assumptions you make, and be ready to examine and critique them.\" See assumption, elements of thought.\r\nassumption: A statement accepted or supposed as true without proof or demonstration; an unstated premise or belief. All human thought and experience is based on assumptions. Our thought must begin with something we take to be true in a particular context. We are typically unaware of what we assume and therefore rarely question our assumptions. Much of what is wrong with human thought can be found in the uncritical or unexamined assumptions that underlie it. For example, we often experience the world in such a way as to assume that we are observing things just as they are, as though we were seeing the world without the filter of a point of view. People we disagree with, of course, we recognize as having a point of view. One of the key dispositions of critical thinking is the on-going sense that as humans we always think within a perspective, that we virtually never experience things totally and absolutistically. There is a connection, therefore, between thinking so as to be aware of our assumptions and being intellectually humble.\r\nauthority: \r\n1) The power or supposed right to give commands, enforce obedience, take action, or make final decisions. \r\n2) A person with much knowledge and expertise in a field, hence reliable. Critical thinkers recognize that ultimate authority rests with reason and evidence, since it is only on the assumption that purported experts have the backing of reason and evidence that they rightfully gain authority. Much instruction discourages critical thinking by encouraging students to believe that whatever the text or teacher says is true. As a result, students do not learn how to assess authority. See knowledge.\r\nbias: A mental leaning or inclination. We must clearly distinguish two different senses of the word ’’bias’’. One is neutral, the other negative. In the neutral sense we are referring simply to the fact that, because of one's point of view, one notices some things rather than others, emphasizes some points rather than others, and thinks in one direction rather than others. This is not in itself a criticism because thinking within a point of view is unavoidable. In the negative sense, we are implying blindness or irrational resistance to weaknesses within one's own point of view or to the strength or insight within a point of view one opposes. Fairminded critical thinkers try to be aware of their bias (in sense one) and try hard to avoid bias (in sense two). Many people confuse these two senses. Many confuse bias with emotion or with evaluation, perceiving any expression of emotion or any use of evaluative words to be biased (sense two). Evaluative words that can be justified by reason and evidence are not biased in the negative sense. See criteria, evaluation, judgment, opinion......\r\n \r\nTo read the full article, join the <a style=\"color: #1155cc;\" href=\"https://community.criticalthinking.org/\" target=\"_blank\">Center for Critical Thinking Community Online</a>; you will find this article in the Libraries there. \r\nThe Center for Critical Thinking Community Online is the world’s leading online community dedicated to teaching and advancing critical thinking. Featuring the world's largest library of critical thinking articles, videos, and books, as well as learning activities, study groups, and a social media component, this interactive learning platform is essential to anyone dedicated to developing as an effective reasoner in the classroom, in the professions, in business and government, and throughout personal life. \r\nJoin the community and learn explicit tools of critical thinking.\r\n \r\n \r\n \r\n \r\n<a href=\"#top\">Back to top</a>\r\n ","public_access":"1","public_downloads":"1","sku":"","files":[],"images":[]}

Glossary of Critical Thinking Terms

A Guide to Critical Thinking Terms and Concepts

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