Find Three Credible Sources That Discuss Critical Thinking ✓ Solved

Find three credible sources that discuss critical thinking.

Find three credible sources that discuss critical thinking. One source should be from the assigned and/or optional readings (Topic 1 study materials), and the other two should be found through your own research from within the library. Read the three sources and consider how they define critical thinking. In words, define critical thinking and expand on what skills are needed to work through the critical thinking process and/or how critical thinking is enhanced. The sources you found may influence your definition, but your own ideas should be evident. Process: a) Read definitions; b) Comprehend the information; c) Create a synthesized definition. Paraphrasing is preferred; include in-text citations for paraphrase or quotes. Keep direct quotes to 0-3. Include a reference page documenting the three sources and any additional resources. Cite all sources in-text and on the reference page. Prepare according to APA Style Guide.

Paper For Above Instructions

Introduction

Critical thinking is a foundational academic and professional competency that enables individuals to reason clearly, evaluate evidence, and make informed decisions. After reviewing canonical definitions and contemporary empirical syntheses, a synthesized definition and an outline of skills and strategies for enhancing critical thinking are provided below. Key references used in this synthesis include Facione’s consensus statement (1990) from Topic 1 materials, along with library-found works by Halpern (2014) and Abrami et al. (2008), among others.

Synthesized Definition of Critical Thinking

Critical thinking is a purposeful, reflective, and self-regulatory process of evaluating information, arguments, and assumptions to form reasoned judgments and decisions (Facione, 1990). It integrates cognitive skills—such as interpretation, analysis, inference, explanation, and evaluation—with intellectual dispositions like open-mindedness, intellectual humility, and perseverance (Paul & Elder, 2006; Halpern, 2014). Critical thinking is both skill-based and dispositional: it requires cognitive procedures to process content and enduring habits of mind that orient a person to question, seek evidence, and revise beliefs when warranted (Ennis, 1985; Kuhn, 1999).

Core Cognitive Skills

The core skills central to critical thinking align with widely used frameworks and can be grouped as follows:

• Interpretation: Identifying meanings and clarifying what information or arguments claim (Facione, 1990).
• Analysis: Breaking complex information into parts and examining relationships among claims, evidence, and assumptions (Paul & Elder, 2006).
• Evaluation: Assessing the credibility of sources, the strength of evidence, and the soundness of reasoning (Halpern, 2014).
• Inference: Drawing logical conclusions and distinguishing between strong and weak inferences (Facione, 1990).
• Explanation and Communication: Articulating reasoning transparently and providing justification for conclusions (Brookfield, 2012).
• Self-regulation and Metacognition: Monitoring one’s thinking for bias, errors, and gaps, and adjusting strategies accordingly (Flavell, 1979; Ennis, 1985).

Intellectual Dispositions and Attitudes

Skills alone are not sufficient. Dispositions—stable tendencies to use critical-thinking skills—are crucial. Effective critical thinkers are curious, open to alternative viewpoints, willing to suspend judgment pending evidence, and committed to intellectual integrity (Paul & Elder, 2006; Ennis, 1985). Without these dispositions, skillful reasoning may not be applied consistently in real-world contexts (Kuhn, 1999).

How Critical Thinking Is Enhanced

Research shows multiple pathways to enhance critical thinking. A systematic review by Abrami et al. (2008) found instructional interventions—explicit strategy instruction, practice with feedback, collaborative learning, and problem-based learning—produce meaningful gains in critical-thinking outcomes. Below are evidence-based approaches for enhancement:

• Explicit Instruction in Skills and Standards: Teaching the cognitive operations (analysis, inference, evaluation) and intellectual standards (clarity, accuracy, relevance) improves transfer when instruction includes modeling and guided practice (Paul & Elder, 2006; Abrami et al., 2008).
• Metacognitive Training: Exercises that promote awareness of one’s own thinking (self-questioning, planning, monitoring, and reflection) strengthen self-regulation and transfer to novel problems (Flavell, 1979; Halpern, 2014).
• Argued-Based and Dialogic Activities: Structured debates, argument mapping, and peer critique foster evaluation and explanation skills while encouraging intellectual humility and openness (Brookfield, 2012; Lipman, 1988).
• Feedback and Formative Assessment: Timely, specific feedback on reasoning quality helps learners calibrate judgments and refine strategies (Abrami et al., 2008).
• Content-Rich, Contextualized Practice: Embedding critical-thinking tasks within realistic disciplinary contexts supports meaningful application and transfer (Halpern, 2014; Kuhn, 1999).

Application: A Practical Framework for Learning

In practice, educators and learners can adopt a cyclical framework: (1) Teach and model a discrete skill (e.g., evaluating evidence); (2) Provide scaffolded practice with real-world examples and peer discussion; (3) Offer feedback that targets reasoning and disposition; and (4) Encourage reflection and metacognitive monitoring to consolidate gains. This sequence aligns with findings from intervention research and cognitive theory (Abrami et al., 2008; Flavell, 1979).

Conclusion

Critical thinking is a multidimensional competence comprising cognitive skills, intellectual dispositions, and metacognitive processes. A synthesized definition emphasizes purposeful, reflective judgment that integrates analysis, inference, evaluation, and self-regulation. Empirical evidence supports explicit instruction, metacognitive practice, dialogic engagement, and timely feedback as effective means to enhance critical thinking across domains. To cultivate critical thinkers, educational designs must combine skill instruction with opportunities to practice in context while fostering the dispositions that prompt learners to apply those skills consistently (Facione, 1990; Paul & Elder, 2006; Abrami et al., 2008).

References

• Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134.
• Brookfield, S. D. (2012). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. Jossey-Bass.
• Ennis, R. H. (1985). A logical basis for measuring critical thinking skills and dispositions. Educational Leadership, 43(2), 44–48.
• Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. American Philosophical Association.
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.
• Halpern, D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking (5th ed.). Psychology Press.
• Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16–25.
• Lipman, M. (1988). Thinking in Education. Cambridge University Press.
• Paul, R., & Elder, L. (2006). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking.
• Willingham, D. T. (2007). Critical thinking: Why is it so hard to teach? American Educator, 31(2), 8–19.