Over several decades ago, the meaning of critical thinking have changed somehow with coming in of behaviors oriented psychologist ceasing domination from cognitive psychologist. Chance (2001) defines critical thinking as the ability to organize and generate ideas, analyze facts, compare and draw inference as well as evaluating arguments and problems. It is a way of reasoning which demand a lot of support from one’s beliefs and unwillingness to be persuaded unless there is a forthcoming support. Today according to Munz (2000), the information age has continued to focus on critical thinking as an important element of their life.
To think critically is important because it impact on our behavior, action and beliefs. Critical thinking has a role in behavioral psychology in that it is used by psychologist to establish methodologies for shaping individual behaviors towards an ultimate outcome (Munz, 2000). According to Bloom and his colleagues (1956), knowing comprises of six successive stages which are arranged in a hierarchy; knowledge, comprehension, application, synthesis and evaluation. Philosophers such as Richard Paul remind us that to start thinking critically is a process of thinking to standard. Gambrill (1999) observes that scientific researches employ critical thinking to examine common myths and beliefs and shelve unnecessary and false beliefs. In psychology for example there is common belief that early forms of trauma eventually lead to problems later in life. Scientific method of research which is the foundation of modern psychotherapy however proves that although it may be true to some people it is incorrect for everyone depending with the resilience capacity of various individuals (Rutter, 1994).
It is imperative to base conclusions on scientific data because scientific method also referred to as critical rationalism, utilizes critical thinking skills while investigating the accuracy of various assumption about the world we live in. Scientific methods usually test statements, conclusions and findings before they are accepted or rejected (Gambrill, 1999).
List of References
Bloom, B., et al (1956). Taxonomy of educational purposes: The arrangement of educational
Goals. New York: Longmans Green.
Chance, P. (2001). Thinking in the classroom: A survey of curriculum. New York: Teachers
College press.
Gambrill, E. (1999). Evidence-based practice: An option to authority practice source:
The Journal of modern Human Services, 80(4), 341–350
Munz, P. (2000). Our knowledge of the growth of knowledge. London: Routledge Press
Rutter, M. (1994). Stress research: Stress, risk, and resilience in children and adolescents.
Cambridge, UK: Cambridge University Press