the paul elder framework for critical thinking has three components inherent in improving

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• Paul-Elder Critical Thinking Framework

Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components:

• The elements of thought (reasoning)
• The  intellectual standards that should be applied to the elements of reasoning
• The intellectual traits associated with a cultivated critical thinker that result from the consistent and disciplined application of the intellectual standards to the elements of thought

According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking.

Elements of Thought (reasoning)

The "parts" or elements of thinking are as follows:

• All reasoning has a purpose
• All reasoning is an attempt to figure something out, to settle some question, to solve some problem
• All reasoning is based on assumptions
• All reasoning is done from some point of view
• All reasoning is based on data, information and evidence
• All reasoning is expressed through, and shaped by, concepts and ideas
• All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data
• All reasoning leads somewhere or has implications and consequences

Universal Intellectual Standards

The intellectual standards that are to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include:

Intellectual Traits

Consistent application of the standards of thinking to the elements of thinking result in the development of intellectual traits of:

• Intellectual Humility
• Intellectual Courage
• Intellectual Empathy
• Intellectual Autonomy
• Intellectual Integrity
• Intellectual Perseverance
• Confidence in Reason
• Fair-mindedness

Characteristics of a Well-Cultivated Critical Thinker

Habitual utilization of the intellectual traits produce a well-cultivated critical thinker who is able to:

• Raise vital questions and problems, formulating them clearly and precisely
• Gather and assess relevant information, using abstract ideas to interpret it effectively
• Come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
• Think open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
• Communicate effectively with others in figuring out solutions to complex problems

Paul, R. and Elder, L. (2010). The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach: Foundation for Critical Thinking Press.

• SACS & QEP
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• What is Critical Thinking?
• Why Focus on Critical Thinking?
• Culminating Undergraduate Experience
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How to Apply Paul-Elder Critical Thinking Framework

The critical  thinking  framework provides an efficient method for designers, design students, and researchers to evaluate arguments and ideas through rational reasoning. As a result, we eliminate biases, distractions, and similar factors that negatively affect our decisions and judgments. We can use critical thinking to escape our current mindsets to reach innovative outcomes.

The  critical thinking framework  is based on three main stages; observe the problem to build rational knowledge, ask questions to analyze and evaluate data, and find answers to the questions that can be formulated into a solution. These stages are translated into six steps ( 6 Steps for Effective Critical Thinking ):

• Knowledge – Define the main topic that needs to be covered
• Comprehension – Understand the issue through researching the topic
• Application – Analyze the data and link between the collected data
• Analysis – Solve the problem, or the issue investigated
• Synthesis – Turn the solution into an implementable action plan
• Evaluate – test and evaluate the solution

Based on the above, the essential part of the critical thinking framework represents building clear, coherent reasoning for the problem, which will help ensure that the topic is addressed in the critical thinking stages.

Related articles:

• Guide for Critical Thinking for Designers
• 6 Steps for Effective Critical Thinking
• The Six Hats of Critical Thinking and How to Use Them

The Paul-Elder Critical Thinking Framework

In 2001, Paul and Elder introduced the critical thinking framework that helps students to master their thinking dimensions through identifying the thinking parts and evaluating the usage of these parts. The framework aims to improve our reasoning by identifying its different elements through three main elements; elements of reasoning, intellectual standards, and intellectual traits.

Elements of Reasoning

Whenever we have a topic or argument to discuss, we tend to use a number of thinking models to understand the topic at hand (i.e.  Using Inductive Reasoning in User Experience Research ). These parts are known as the elements of thought or reasoning. Our minds may use these parts over the course to think about the idea:

Purpose  – This part of our thinking includes defining the topic’s goal or objective. For example, the goal may involve solving a problem or achieving a target. Attempt  – This part includes the attempts that previously addressed the topic or attempts to solve a problem. Assumption  – Before solving a problem, we don’t have much information about the topic. Therefore, we build assumptions to act as the base of our research about the issue. We usually start with inductive inferences. Then, we use the research data to validate these assumptions. For example, we assume that all apples are red and start to research the different types of trees to know that some apples are green and some are red. The point of View  includes the personal perspective we take while thinking about the topic. For instance, we can think about the product from the consumer perspective rather than the business perspective. Data, Information, and Evidence  – Here, we cover the data and information related to the topic. Also, here we have all the supportive evidence. Concepts and Ideas  – We have all the principles, models, and theories related to the topic. For example, this part may include all the views associated with applying a specific solution. Inferences and Interpretations  – The last part includes the concluded solutions based on the previous factors. The conclusion may consist of the suggested solution to a specific problem. Implications and Consequences  – All the reasons must lead to consequences resulting from implementing the results of the reasoning process.

Intellectual Standards

The above reasoning parts require a good quality benchmark to achieve its goals and ensure the accuracy of results. The intellectual standards are nine factors that can evaluate the equality of the reason parts mentioned above. These standards include clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness. Based on these standards, we can ask ourselves questions to evaluate the parts above. The below table provides examples of the questions that we can ask to assess the equality of our ideas.

The below two videos include Dr. Richard Paul’s lectures about the standards of thought and critical thinking.

Intellectual Traits

As a result of the application for the above reasoning parts and validating them using intellectual standards, The below characteristics are expected to evolve, known as the intellectual traits:

Intellectual Humility

This trait develops one’s ability to perceive the known limitation and the circumstances that may cause biases and self-deceptively. It depends on recognizing that one claims what one’s knows.

Intellectual Courage

Courage represents developing a consciousness to address ideas fairly regardless of its point of View or our negative emotions about it. Also, it helps us develop our ability to evaluate ideas regardless of our presumptions and perceptions about them.

Intellectual Empathy

Empathy is related to developing the ability to put ourselves in others’ shoes to understand them. Also, it forms how we can see the parts of reasoning of the others, such as the viewpoints, assumptions, and ideas.

Intellectual Integrity

This part is related to developing the ability to integrate with other intellectual reasoning and avoid the confusion of our reasoning. Unlike empathy, integrity focuses on the ability to others’ reasoning for the topic and integrate with it.

Intellectual Perseverance

Perseverance develops the need to have a proper insight about the situation regardless of the barriers faced against it, such as difficulties, frustration, and obstacles. This helps us to build rational reasoning despite what is standing against it.

Confidence in Reason

By applying the reasoning parts and encouraging people to develop their reasons, they build confidence in their reason and rational thinking.

Fair-mindedness

This trait develops the ability to start with a fair look at all the reasoning and traits of all the viewpoints, putting aside one’s feelings, raises, and interests.

The critical thinking framework can help us address topics and problems more rationally, contributing to building a clear understanding of topics. This can be achieved through having clear reasoning about the addressed topics. The Paul-Eder Critical Thinking Framework was introduced in 2001 to improve the critical thinking process by understanding the parts of the reasons and providing a method to evaluate it. You can learn more about the framework through the  Miniature Guide to Critical Thinking  published by the Foundation of Critical Thinking.

Understanding the thinking elements and how to evaluate our reasoning related to each part, we can improve our thoughts through time. Additionally, seven main advantages (intellectual traits) can be achieved.

Paul-Elder’s critical thinking framework identifies the thinking parts through eight elements of reasoning (purpose, attempt, assumption, point of view, data, concepts and ideas, and inference and interpretation). Nine benchmarks are used to evaluate the application of the above elements (clarity, accuracy, precision, relevance, depth, breadth, logic, significance and fairness).

What are the critical thinking framework  elements?

Define the main topic that needs to be covered

 Understand the issue through researching the topic

Analyze the data and link between the collected data

Solve the problem, or the issue investigated

Turn the solution into an implementable action plan

Test and evaluate the solution

The application of the Paul-Elder Critical Thinking Framework is based on identifying eight elements of reasoning: Purpose, Attempt, Assumption, Point of View, Data and Evidence, Concepts and Ideas, Inferences and Interpretations and Implications and Consequences.  

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As an academic and author, I've had the privilege of shaping the design landscape. I teach design at the University of Leeds and am the Programme Leader for the MA Design, focusing on design thinking, design for health, and behavioural design. I've developed and taught several innovative programmes at Wrexham Glyndwr University, Northumbria University, and The American University in Cairo. I'm also a published book author and the proud founder of Designorate.com, a platform that has been instrumental in fostering design innovation. My expertise in design has been recognised by prestigious organizations. I'm a fellow of the Higher Education Academy (HEA), the Design Research Society (FDRS), and an Adobe Education Leader. Over the course of 20 years, I've had the privilege of working with esteemed clients such as the UN, World Bank, Adobe, and Schneider, contributing to their design strategies. For more than 12 years, I collaborated closely with the Adobe team, playing a key role in the development of many Adobe applications.

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Thank you for this helpful distillation, as well as including the videos.

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Critical Thinking: Concepts and Tools by Richard Paul & Linda Elder The Miniature Guide to The Foundation for Critical Thinking www.criticalthinking.org 707-878-9100 [email protected]

For more information, see: The Miniature Guide to The Foundation for Critical Thinking www.criticalthinking.org 707-878-9100 [email protected] Visual Map of Paul-Elder Critical Thinking Model: https://louisville.edu/ideastoaction/about/criticalthinking/framework

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As a philosophy professor, one of my central goals is to teach students to think critically. However, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. Here, I reflect on several conceptions of critical thinking, subjecting them to critical scrutiny. I also distinguish critical thinking from other forms of mental processes with which it is often conflated. Next, I present my own conception of critical thinking, wherein it fundamentally consists in acquiring, developing, and exercising the ability to grasp inferential connections holding between statements. Finally, given this account of critical thinking, and given recent studies in cognitive science, I suggest the most effective means for teaching students to think critically.

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This study was intended to investigate the effectiveness of teaching critical thinking on students' writing performance and their critical thinking dispositions. To this end, 140 students were selected. 73 students were assigned to the experimental group and 67 were assigned to the control group. The experimental group received instruction in critical thinking strategies whereas the control group did not. The instruments used in this study were the researcher-developed essay test, the Ennis-Weir critical thinking essay test, and the California Critical Thinking Dispositions Inventory (CCTDI). A 2-group pretest/posttest quasi-experimental design was utilized to determine the outcome measures. Data were analyzed using descriptive statistics and independent-samples t-test. Statistically significant differences were observed in the experimental and the control groups in the total scores of the three instruments. The results indicated an improvement in students' writing performance and their dispositions toward using critical thinking strategies. Nonetheless, some dispositional aspects such as truth-seeking, cognitive maturity, and open-mindedness did not differ significantly after the intervention.

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ABSTRACT In today’s complex world, where human beings need to solve problems, make decisions, or decide in a reasonable and reflective way what to believe or what to do, critical thinking is found to be useful. Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. It entails effective communication and problem solving abilities that can help citizens make sense of their world and participate in a democratic dialogue. To prepare such citizens with higher order thinking skills should be foremost priority of any education system. Therefore ,it is the responsibility of teachers to foster critical thinking skills of their students and switch over to constructivist methods so that students can construct their knowledge and apply it to solve real life problems. This paper is a modest attempt by author to suggest some useful practices in classroom to develop critical thinking skills.

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Introduction to the Paul-Elder Model of Critical Thinking

Dr. sara rich .

Before choosing your own pseudoscience adventure to think critically through, let’s take a moment to explain our methodology. Namely, we have used the Paul-Elder Model of Critical Thinking to work through each question at issue and to arrive at a well-reasoned conclusion. This process has been made transparent for our readers: each section of each chapter represents one step of the Paul-Elder Model, which leads up to the written research component where all those steps are put together into a coherent argument. Each unit concludes with some critical thinking exercises pertaining to that particular pseudoscience, inspired by Gerald Nosich’s Learning to Think Things Through . This will help readers to further think and apply their learning to the pseudoscience of interest.

Step 1: Elements of Reasoning

The first step of the Paul-Elder Model is the Elements of Reasoning (Fig. 1). We start with the question at issue – identifying the key question that you have about a given topic. Why? All answers first require a question. Furthermore, starting with the question at issue also sets up the thinker with a sense of epistemic humility. In other words, with every question asked, there is an implicit recognition of a gap in knowledge. The questioner becomes like Socrates, who recognized all the things that he did not know. There are limits to human knowledge, and no one knows everything. Critical thinkers recognize the gaps in their knowledge and use ambition and curiosity to rectify them with integrity and responsibility.

Once the question at issue is established, the critical thinker should proceed around the wheel of the 8+ Elements of Reasoning (always considering the context that undergirds the problem as a whole and alternatives to each element), until finally arriving at conclusions and interpretations. Arriving at a conclusion or interpretation is arriving at a reasoned answer to the question at issue. To go one step further, the critical thinker may return to implications and consequences in order to understand the real-world effects of the conclusion drawn. Many pseudosciences, including science denialism and the conspiracy theories that inform them, are highly consequential on individual and societal scales.

Step 2: Disciplinary Lenses

To fine-tune this conclusion even further, the critical thinker should use relevant disciplinary lenses to think about the problem the way an expert would (Fig. 2).

To provide another example, if your question is about Atlantis, some relevant disciplinary lenses to think with would be history, geology, and archaeology. Using the disciplinary lenses is like taking on the point of view (one of the elements of reasoning) of unbiased experts in relevant fields of study. It also offers the opportunity think using different types of reasoning: namely inductive (history), deductive (geology), and abductive (archaeology). This practice will help ensure that final conclusions are drawn from all the relevant evidence (primary source documents, geological data, and archaeological excavations), that they are placed in context (historical, geological, and archaeological), and that they demonstrate a complete understanding of the most important related concepts (Platonism, plate tectonics, artifact typologies, etc.).

Step 3: Standards of Critical Thinking

Once the fine-tuned conclusion is reached, it should be self-evaluated using the Standards of Critical Thinking (Fig. 3). These standards can be used to evaluate any empirical claim and the evidence used to support it, but it again requires a certain level of epistemic humility to apply them to your own argument. How well an argument holds up against the standards is a good indicator of how well it has been reasoned.

All relevant empirical claims should also be inspected for weak inductive, deductive, or abductive reasoning. Relevant claims and arguments should also be scrutinized for logical fallacies. Psuedosciences and conspiracy theories are generally brimming with logical fallacies, and learning to identify them can even be a fun pastime for the critical thinker! To learn more about logical fallacies, we recommend the open-access textbooks by Matthew Van Cleave, Introduction to Logic and Critical Thinking , and Andrew Lavin, Thinking Well .

Step 4: SEE-I Method

The SEE-I method is an outline for creating a complete and coherent argument (Fig. 4). The SEE-I method can consist of as few as four sentences, or an entire doctoral dissertation can be organized this way. Effectively, the thesis statement – or concise response to the research question – comes first, followed by further elaboration and explanation (provision of context, definition of key concepts, address of the counterargument, etc.). The next section of the argument consists of examples, each in support of the thesis statement. The final step is to illustrate the thesis statement by using an analogy.

Analogy drives home the purpose of the argument and leaves an unforgettable image in the mind of the audience. Analogies compare two dissimilar things in order to make a point; in this way, analogy is different from metaphor or simile, which often function to beautify or elaborate a concept. Composing strong analogies is difficult for many people because it works at the intersection of critical and creative thinking. But as with all things, with some practice, composing original and powerful analogies to illustrate your point will become second nature, and the quality of your arguments will increase as a result. However, always be wary of the false analogy, a common logical fallacy that bring into comparison two things that only share traits in common on a superficial level. Strong analogies still work even after digging deeper into the connections and commonalities between these two dissimilar things.

Step 5: Counterarguments

Now that the argument is structured, it should again be inspected for weak points. This step requires changing your point of view to that of an audience member hearing your argument. If you were presenting this argument at a professional conference, how might a naysayer in the audience counter your claims? If you were a lawyer presenting this argument in a court of law, what might the opposition point out in your argument to prove their own case? What would a skeptical reader find fault with about your argument? Make note of those weak points and counterarguments and address them.

Step 6: Composing the Final Argument

Combining all the above steps, the final step is writing out the complete argument in the form of a research paper (Fig. 5). All the relevant information and evidence has been gathered and evaluated. The argument has been reasoned through and outlined with the SEE-I model. The standards of critical thinking are upheld in every instance. Counterarguments and weak points have been addressed and rectified as needed. Now it’s time to communicate the answer to your research question and how you followed the evidence to arrive at that conclusion.

Embarking on a research project is like setting out on a journey to a place you’ve never been; you may have some idea of the destination, but the path will almost certainly change courses many times, with unexpected encounters along the way, and where you end up will almost certainly be a little different from the idea you first had in mind. So enjoy the adventure!

Science or Pseudoscience? Theory or Conspiracy Theory? Copyright © by Sara Rich. All Rights Reserved.

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The Paul & Elder Critical Thinking Framework is a common standard use to help us model how we think and how we can use that knowledge to help us make better decisions.

Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001).

The Paul-Elder Critical Thinking Framework has three components:

• Elements of Reasoning
• Intellectual Standards applied to the elements of reasoning
• intellectual traits  associated with a cultivated critical thinker that result from the consistent and disciplined application of intellectual standards to the elements of thought

According to Paul and Elder (1997), there are two essential dimensions of thinking that decision-makers need to master in order to learn how to upgrade their thinking.

• They need to be able to identify the “parts” of their thinking
• They need to be able to assess their use of these parts of thinking

@lantis adds that Communication is important for the ‘parts” to exchange information effectively.

Elements of Thought (reasoning)

The “parts” or elements of thinking are as follows:

• All reasoning has a  purpose
• All reasoning is an attempt to  figure something out, to settle some question, to solve some problem
• All reasoning is based on  assumptions
• All reasoning is done from some  point of view
• All reasoning is based on  data, information, and evidence
• All reasoning is expressed through, and shaped by, l anguage, culture, concepts,  and  ideas
• All reasoning contains  inferences  or  interpretations  by which we draw  conclusions  and give meaning to data
• All reasoning leads somewhere or has  implications  and  consequences

Universal Intellectual Standards

The intellectual standards that are to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997, 2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include:

Clarity Could you elaborate? Could you illustrate what you mean? Could you give me an example? Accuracy How could we check on that? How could we find out if that is true? How could we verify or test that? Precision Could you be more specific? Could you give me more details? Could you be more exact? Relevance How does that relate to the problem? How does that bear on the question? How does that help us with the issue? Depth What factors make this difficult? What are some of the complexities of this question? What are some of the difficulties we need to deal with? Breadth Do we need to look at this from another perspective? Do we need to consider another point of view? Do we need to look at this in other ways? Logic Does all of this make sense together? Does your first paragraph fit in with your last one? Does what you say follow from the evidence? Significance Is this the most important problem to consider? Is this the central idea to focus on? Which of these facts are most important? Fairness Is my thinking justifiable in context? Am I taking into account the thinking of others? Is my purpose fair given the situation? Am I using my concepts in keeping with educated usage, or am I distorting them to get what I want?

Intellectual Traits

Consistent application of the standards of thinking to the elements of thinking result in the development of intellectual traits of:

• Intellectual Humility
• Intellectual Courage
• Intellectual Empathy
• Intellectual Autonomy
• Intellectual Integrity
• Intellectual Perseverance
• Confidence in Reason
• Fair-mindedness

Characteristics of a Well-Cultivated Critical Thinker

Habitual utilization of intellectual traits produces a well-cultivated critical thinker who is able to:

• Raise vital questions and problems, formulating them clearly and precisely
• Gather and assess relevant information, using abstract ideas to interpret it effectively
• Come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
• Think open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
• Communicate effectively with others in figuring out solutions to complex problems

Paul, R. and Elder, L. (2010). The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach: Foundation for Critical Thinking Press.

Being Critical is Not Thinking Critically

How you can protect yourself from misinformation

Enhancing Speaking Competence by using Paul-Elder Critical Thinking Model

Proceedings of the 7th International Conference on Innovations and Research in Technology and Engineering (ICIRTE-2022), organized by VPPCOE & VA, Mumbai-22, INDIA

22 Pages Posted: 5 May 2022

KLEF- Koneru Lakshmaiah Education Foundation

Lavanya Sivapurapu

KoneruLakshmaiah Education Foundation

Date Written: May 5, 2022

This research study aims at enhancing speaking skills at undergraduate level by using Paul-Elder Critical Thinking Model (PECTM). A pre-test has initially been administered for 40 undergraduate students. The pre-test score has been assessed based on the (IELTS) International English Language Testing System speaking band score. Samples, those who have obtained 2.0 and below band score, are chosen for Intervention Programme (IP) that has been given for 3 months on PECTM. A post-test has been administered after the stipulated duration, and the post-test recordings were analyzed based on the adopted IELTS rubrics. Speaking skills were enhanced when both tests were meticulously analyzed and compared. Qualitative Method has been adopted for the study. This article emphases very strongly that Speaking skills can be enhanced by PECTM. PECTM can be a good teaching tool for language development especially Speaking Skills.

Keywords: Enhance, IELTS, Paul-Elder Critical Thinking Model, Speaking Skills, Undergraduate.

Suggested Citation: Suggested Citation

M Raju (Contact Author)

Klef- koneru lakshmaiah education foundation ( email ).

Assistant Professor, Department of Fine Arts Assistant Professor, Department of Fine Arts Andhra Pradesh India

KoneruLakshmaiah Education Foundation ( email )

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Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001).

The paul-elder critical thinking framework has three components:.

• The  elements of thought  (reasoning)
• The  intellectual standards  that should be applied to the elements of reasoning
• The intellectual traits associated with a cultivated critical thinker that result from the consistent and disciplined application of the intellectual standards to the elements of thought

According to Paul and Elder (1997), there are two essential dimensions of thinking that decision-makers need to master in order to learn how to upgrade their thinking.

• They need to be able to identify the “parts” of their thinking
• They need to be able to assess their use of these parts of thinking

Elements of Thought (reasoning)

The “parts” or elements of thinking are as follows:

• All reasoning has a  purpose
• All reasoning is an attempt to  figure something out, to settle some question, to solve some problem
• All reasoning is based on  assumptions
• All reasoning is done from some  point of view
• All reasoning is based on  data, information, and evidence
• All reasoning is expressed through, and shaped by, l anguage, culture, concepts,  and  ideas
• All reasoning contains  inferences  or  interpretations  by which we draw  conclusions  and give meaning to data
• All reasoning leads somewhere or has  implications  and  consequences

Universal Intellectual Standards

The intellectual standards that are to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997, 2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include:

Intellectual Traits

Consistent application of the standards of thinking to the elements of thinking result in the development of intellectual traits of:

• Intellectual Humility
• Intellectual Courage
• Intellectual Empathy
• Intellectual Autonomy
• Intellectual Integrity
• Intellectual Perseverance
• Confidence in Reason
• Fair-mindedness

Characteristics of a Well-Cultivated Critical Thinker

Habitual utilization of intellectual traits produces a well-cultivated critical thinker who is able to:

• Raise vital questions and problems, formulating them clearly and precisely
• Gather and assess relevant information, using abstract ideas to interpret it effectively
• Come to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
• Think open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
• Communicate effectively with others in figuring out solutions to complex problems

Paul, R. and Elder, L. (2010). The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach: Foundation for Critical Thinking Press.

Being Critical is Not Thinking Critically

How you can protect yourself from misinformation