Info: A Critical Thinker - Stage I, I Am At Stage 1-2a

Info 1as A Critical Thinker I Stage I Am At Is In Stage 1 2around T

As a critical thinker, I am currently in the early stages of development, roughly around Stage 1 to Stage 2. I believe I am at this level because I tend to see issues in a dualistic manner, perceiving things as simply right or wrong. For instance, when taking tests, I often view answers as either correct or incorrect without much room for nuance. Additionally, I exhibit binary thinking—making choices between two possibilities, such as deciding whether to play video games or go to bed early after work. I also recognize that I sometimes hold a degree of relativism, valuing my personal opinions and perspectives as potentially significant, even if I am unsure whether they are objectively true. This stage reflects my initial understanding of critical thinking, where clarity and definitive answers dominate my mindset.

In reviewing the characteristics of a good critical thinker, I find that I possess some strengths. Notably, my research and inquiry skills are well-developed; I excel at gathering information and asking questions to clarify issues. For example, during a job interview, I relied heavily on these skills to demonstrate my qualifications and secure the position. Similarly, when asked to prepare a presentation on a specific topic, I utilized my research abilities to find relevant and credible information, which contributed to my success. Another strength I believe I have is creative problem-solving. I can think quickly and effectively during unexpected situations. An example from my past is when I noticed someone attempting to jump off a building in middle school. I responded swiftly by calming him down, asking questions to understand his feelings, and offering helpful advice, which ultimately prevented him from harming himself. This demonstrates my ability to respond effectively under pressure and think outside the box.

However, I recognize areas for improvement. My analytical skills need development, especially in solving problems that I do not immediately understand, such as complex mathematical problems. I often find it challenging to break down and analyze such issues, which hinders my critical thinking process. To improve in this area, I plan to dedicate more time to practicing problem-solving techniques and studying relevant concepts. Additionally, I aim to enhance my open-minded skepticism—being more skeptical of information and questioning the validity of knowledge claims. Currently, I sometimes doubt certain questions or information too readily or, conversely, accept ideas too easily. To improve, I will focus on reading thoroughly and critically, evaluating evidence carefully before forming conclusions.

Throughout this semester, I believe my thinking process has evolved significantly. I have learned that I should avoid rushing to answer questions or jumping to conclusions without a full understanding. Taking time to reflect and analyze helps me grasp subjects more deeply, leading to better academic performance. I acknowledge that my attendance has been strong, which has allowed me to learn a great deal, but my tendency to think quickly sometimes hampers my understanding of complex subjects. Rushing through learning materials often results in lower grades because I do not fully process the information. Therefore, I am committed to slowing down my thought process, asking questions, and critically evaluating my understanding before responding or completing assignments. This approach will help me develop a more nuanced perspective and foster my growth as a critical thinker.

Conclusion and Reflection

In conclusion, my current stage as a critical thinker reflects a foundational understanding characterized by dualistic and binary thinking. While I possess strengths in research, inquiry, and creative problem-solving, I recognize the need to strengthen my analytical skills and develop a more open-minded, skeptical approach to information. The changes in my thinking process this semester—embracing patience, careful analysis, and critical evaluation—have positively impacted my academic performance. I am committed to practicing these skills consistently Moving forward, I aim to integrate more reflective and deliberate thinking strategies into my daily learning to foster continuous growth as a thoughtful, analytical, and skeptical thinker.

References

• Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. Critical Thinking, Education, and Assessment, 9(1), 12-29.
• Facione, P. A. (2015). Think critically. Pearson.
• Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking. Psychology Press.
• Paul, R., & Elder, L. (2014). Critical thinking: Tools for taking charge of your learning and your life. Pearson.
• Lopes, P. N., & Sidanius, J. (2014). Critical thinking and cultural perspectives. Frontiers in Psychology, 5, 607.
• Paul, R., & Elder, L. (2014). Critical thinking concepts & tools. Form réseaux.
• Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The California Academic Press.
• Browne, M. N., & Keeley, S. M. (2014). Asking the right questions: A guide to critical thinking. Pearson.
• Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-25.
• Lipman, M. (2003). Thinking in education. Cambridge University Press.