Critical Thinking

    A brief elaboration of the above definition, entitled "A Super-Streamlined Conception of Critical Thinking", is below. For exemplification that includes the distinction between critical thinking dispositions and abilities, see "Critical Thinking: A Streamlined Conception" from Teaching Philosophy (1991). For a longer, slightly-revised, unexemplified definition/conception, see The Nature of Critical Thinking. This could serve as a comprehensive outline for a  critical thinking curriculum, or for the general aspects of "critical thinking across the curriculum". It also could serve as the basis for a table of specifications for varylng levels of critical thinking assessment. For considerably more elaboration and exemplification see Ennis' Critical Thinking, published by Prentice Hall, 1996.

A critical thinker:
1. Is open-minded and mindful of alternatives
2. Desires to be, and is, well-informed
3. Judges well the credibility of sources
4. Identifies reasons, assumptions, and conclusions
5. Asks appropriate clarifying questions
6. Judges well the quality of an argument, including its reasons, assumptions, evidence, and their degree of support for the conclusion
7. Can well develop and defend a reasonable position regarding a belief or an action, doing justice to challenges
8. Formulates plausible hypotheses
9. Plans and conducts experiments well
10. Defines terms in a way appropriate for the context
11. Draws conclusions when warranted – but with caution
12. Integrates all of the above aspects of critical thinking

    Although the word 'critical' is sometimes used in a negative sense, this conception of critical thinking is not negative. Also, it does not treat critical thought as persuasion, but critical thought will, we hope, often be persuasive. The future of democracy depends on it.

WEB Research

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The purpose of WEB Research is to understand how adults learn at work and to use that knowledge to improve the effectiveness of any organisation. We provide research & evaluation and change management services and business consultancy.

We improve the productivity, innovation, skills and sustainability of organisations and their people by using intervention methods we have learned and further developed by working with people in organisations.

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Our methods draw on Cultural Historical Activity Theory (CHAT) and Developmental Work Research (DWR). We are active members of the International Society for Cultural and Activity Research (ISCAR) and are world leaders in adapting CHAT and DWR for use in workplaces.  WEB is a New Zealand SME. For clients this ensures that we understand running a small business and we understand New Zealanders.

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