creative critical thinking is

The Peak Performance Center

The pursuit of performance excellence, critical thinking vs. creative thinking.

Creative thinking is a way of looking at problems or situations from a fresh perspective to conceive of something new or original.

Critical thinking is the logical, sequential disciplined process of rationalizing, analyzing, evaluating, and interpreting information to make informed judgments and/or decisions.

Critical Thinking vs. Creative Thinking – Key Differences

• Creative thinking tries to create something new, while critical thinking seeks to assess worth or validity of something that already exists.
• Creative thinking is generative, while critical thinking is analytical.
• Creative thinking is divergent, while critical thinking is convergent.
• Creative thinking is focused on possibilities, while critical thinking is focused on probability.
• Creative thinking is accomplished by disregarding accepted principles, while critical thinking is accomplished by applying accepted principles.

About Creative Thinking

Creative thinking is a process utilized to generate lists of new, varied and unique ideas or possibilities. Creative thinking brings a fresh perspective and sometimes unconventional solution to solve a problem or address a challenge.  When you are thinking creatively, you are focused on exploring ideas, generating possibilities, and/or developing various theories.

Creative thinking can be performed both by an unstructured process such as brainstorming, or by a structured process such as lateral thinking.

Brainstorming is the process for generating unique ideas and solutions through spontaneous and freewheeling group discussion. Participants are encouraged to think aloud and suggest as many ideas as they can, no matter how outlandish it may seem.

Lateral thinking uses a systematic process that leads to logical conclusions. However, it involves changing a standard thinking sequence and arriving at a solution from completely different angles.

No matter what process you chose, the ultimate goal is to generate ideas that are unique, useful and worthy of further elaboration. Often times, critical thinking is performed after creative thinking has generated various possibilities. Critical thinking is used to vet those ideas to determine if they are practical.

Creative Thinking Skills

• Open-mindedness
• Flexibility
• Imagination
• Adaptability
• Risk-taking
• Originality
• Elaboration
• Brainstorming

About Critical Thinking

Critical thinking is the process of actively analyzing, interpreting, synthesizing, evaluating information gathered from observation, experience, or communication. It is thinking in a clear, logical, reasoned, and reflective manner to make informed judgments and/or decisions.

Critical thinking involves the ability to:

• remain objective

In general, critical thinking is used to make logical well-formed decisions after analyzing and evaluating information and/or an array of ideas.

On a daily basis, it can be used for a variety of reasons including:

• to form an argument
• to articulate and justify a position or point of view
• to reduce possibilities to convergent toward a single answer
• to vet creative ideas to determine if they are practical
• to judge an assumption
• to solve a problem
• to reach a conclusion

Critical Thinking Skills

• Interpreting
• Integrating
• Contrasting
• Classifying
• Forecasting
• Hypothesizing

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Creative Thinking vs. Critical Thinking

What's the difference.

Creative thinking and critical thinking are two distinct but equally important cognitive processes. Creative thinking involves generating new ideas, concepts, and solutions by exploring various possibilities and thinking outside the box. It encourages imagination, originality, and innovation. On the other hand, critical thinking involves analyzing, evaluating, and questioning ideas, arguments, and information to make informed decisions and judgments. It emphasizes logical reasoning, evidence-based thinking, and the ability to identify biases and fallacies. While creative thinking focuses on generating ideas, critical thinking focuses on evaluating and refining those ideas. Both thinking processes are essential for problem-solving, decision-making, and personal growth.

Further Detail

Introduction.

Creative thinking and critical thinking are two distinct cognitive processes that play crucial roles in problem-solving, decision-making, and innovation. While they share some similarities, they also have distinct attributes that set them apart. In this article, we will explore the characteristics of creative thinking and critical thinking, highlighting their differences and showcasing how they complement each other in various contexts.

Creative Thinking

Creative thinking is a cognitive process that involves generating new ideas, concepts, or solutions by exploring possibilities, making connections, and thinking outside the box. It is characterized by originality, flexibility, and fluency of thought. Creative thinkers often challenge conventional wisdom, embrace ambiguity, and are open to taking risks. They are adept at finding alternative perspectives and exploring multiple solutions to problems.

One of the key attributes of creative thinking is the ability to think divergently. This means being able to generate a wide range of ideas or possibilities, often through brainstorming or free association. Creative thinkers are not limited by constraints and are willing to explore unconventional or unorthodox approaches to problem-solving.

Another important aspect of creative thinking is the ability to make connections between seemingly unrelated concepts or ideas. This skill, known as associative thinking, allows creative thinkers to draw upon a diverse range of knowledge and experiences to generate innovative solutions. They can see patterns, analogies, and relationships that others may overlook.

Furthermore, creative thinking involves the willingness to take risks and embrace failure as a learning opportunity. Creative thinkers understand that not all ideas will be successful, but they are not deterred by setbacks. They view failures as stepping stones towards finding the right solution and are persistent in their pursuit of innovative ideas.

In summary, creative thinking is characterized by divergent thinking, associative thinking, risk-taking, and persistence. It encourages the exploration of new ideas and unconventional approaches to problem-solving.

Critical Thinking

Critical thinking, on the other hand, is a cognitive process that involves analyzing, evaluating, and interpreting information to form reasoned judgments or decisions. It is characterized by logical, systematic, and objective thinking. Critical thinkers are skilled at identifying biases, assumptions, and fallacies in arguments, and they strive to make well-informed and rational decisions based on evidence.

One of the key attributes of critical thinking is the ability to think analytically. Critical thinkers break down complex problems or situations into smaller components, examine the relationships between them, and evaluate the evidence or information available. They are adept at identifying logical inconsistencies or flaws in reasoning, which helps them make sound judgments.

Another important aspect of critical thinking is the ability to evaluate information objectively. Critical thinkers are skeptical and question the validity and reliability of sources. They seek evidence, consider alternative viewpoints, and weigh the strengths and weaknesses of different arguments before forming their own opinions. This attribute is particularly valuable in today's information-rich society, where misinformation and biased narratives are prevalent.

Furthermore, critical thinking involves the ability to think systematically. Critical thinkers follow a logical and structured approach to problem-solving, ensuring that all relevant factors are considered. They are skilled at identifying assumptions, clarifying concepts, and drawing logical conclusions based on the available evidence. This systematic approach helps minimize errors and biases in decision-making.

In summary, critical thinking is characterized by analytical thinking, objective evaluation, skepticism, and systematic reasoning. It emphasizes the importance of evidence-based decision-making and helps individuals navigate complex and information-rich environments.

Complementary Attributes

While creative thinking and critical thinking have distinct attributes, they are not mutually exclusive. In fact, they often complement each other and can be seen as two sides of the same coin.

Creative thinking can benefit from critical thinking by providing a framework for evaluating and refining ideas. Critical thinking helps creative thinkers assess the feasibility, viability, and desirability of their innovative ideas. It allows them to identify potential flaws, consider alternative perspectives, and make informed decisions about which ideas to pursue further.

On the other hand, critical thinking can benefit from creative thinking by expanding the range of possibilities and solutions. Creative thinking encourages critical thinkers to explore unconventional approaches, challenge assumptions, and consider alternative viewpoints. It helps them break free from rigid thinking patterns and discover innovative solutions to complex problems.

Moreover, both creative thinking and critical thinking require open-mindedness and a willingness to embrace ambiguity. They both involve a certain level of discomfort and uncertainty, as individuals venture into uncharted territories of thought. By combining creative and critical thinking, individuals can develop a well-rounded cognitive toolkit that enables them to tackle a wide range of challenges.

Creative thinking and critical thinking are two distinct cognitive processes that bring unique attributes to problem-solving, decision-making, and innovation. Creative thinking emphasizes divergent thinking, associative thinking, risk-taking, and persistence, while critical thinking emphasizes analytical thinking, objective evaluation, skepticism, and systematic reasoning.

While they have their differences, creative thinking and critical thinking are not mutually exclusive. They complement each other and can be seen as two sides of the same coin. Creative thinking benefits from critical thinking by providing a framework for evaluation and refinement, while critical thinking benefits from creative thinking by expanding the range of possibilities and solutions.

By cultivating both creative and critical thinking skills, individuals can enhance their ability to navigate complex problems, make well-informed decisions, and drive innovation in various domains. These cognitive processes are not only valuable in academic and professional settings but also in everyday life, where the ability to think creatively and critically can lead to personal growth and success.

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What Is The Difference Between Critical Thinking And Creative Thinking

Annie Walls

In today's fast-paced world, problem-solving and decision-making have become essential skills in both personal and professional life. We face constant challenges, ranging from simple ones such as managing our daily schedule to complex ones such as strategic planning for a business. Two major thinking approaches that have gained significant attention in recent times are critical thinking and creative thinking. Although these two thinking styles are often viewed as opposites, they are both needed to solve problems effectively. In this article, we'll explore the key differences between critical thinking and creative thinking, their components, and the advantages of balancing both styles.

Understanding Critical Thinking

As individuals, we encounter a vast amount of information every day, and it is essential to be able to analyze and evaluate that information to make informed decisions. Critical thinking is a valuable skill that enables individuals to think logically and systematically, while also questioning assumptions and biases.

Definition of Critical Thinking

At its core, critical thinking involves analyzing information and ideas by breaking them down into smaller components to evaluate their accuracy, validity, relevance, and completeness. This process allows individuals to question assumptions, evidence, and arguments made by others and use logical reasoning to make sound decisions.

Furthermore, critical thinking involves identifying biases, stereotypes, and fallacies and preventing them from influencing our judgment. It is a systematic process that entails evaluating multiple sources of information and perspectives, weighing up evidence, and forming an informed opinion based on available facts.

Components of Critical Thinking

Critical thinking comprises several components that play a crucial role in the thinking process. According to experts, the key components of critical thinking include:

• Interpretation - understanding the meaning and significance of information. This component involves analyzing and interpreting data, identifying patterns and trends, and drawing conclusions based on the available evidence.
• Analysis - breaking down complex information into smaller parts to examine their relationships and distinctions. This component involves identifying the underlying assumptions and arguments, evaluating the evidence presented, and identifying any potential biases or fallacies.
• Evaluation - assessing the strength and validity of arguments and evidence presented. This component involves evaluating the credibility of sources, weighing up the evidence presented, and identifying any gaps in the argument.
• Inference - making logical conclusions based on available information and evidence. This component involves drawing conclusions based on the available evidence and identifying any potential implications or consequences.
• Explanation - presenting a clear and concise rationale for the conclusions drawn. This component involves communicating the results of the analysis and evaluation in a clear and concise manner.
• Self-regulation - monitoring one's own thinking process to overcome biases and errors. This component involves being aware of one's own biases and assumptions and actively seeking out new information to challenge those assumptions.

Examples of Critical Thinking in Action

Critical thinking is widely used in various domains of life, including education, healthcare, law enforcement, and business. Here are a few examples of how critical thinking is applied in practice:

• A doctor making a diagnosis based on a set of symptoms observed - A doctor uses critical thinking to analyze the symptoms presented by a patient, evaluate potential causes, and make a diagnosis based on the available evidence.
• A lawyer evaluating evidence presented in a court hearing to support their case - A lawyer uses critical thinking to evaluate the credibility of witnesses, weigh up the evidence presented, and construct a compelling argument to support their case.
• A teacher designing a lesson plan that engages students in critical thinking skills - A teacher uses critical thinking to design a lesson plan that encourages students to analyze and evaluate information, draw conclusions based on the available evidence, and communicate their findings effectively.
• A business executive analyzing market trends and customer preferences to make informed decisions - A business executive uses critical thinking to analyze market trends, evaluate customer preferences, and make informed decisions based on the available evidence.

In conclusion, critical thinking is a vital skill that enables individuals to analyze and evaluate information, draw logical conclusions, and make informed decisions. By developing critical thinking skills, individuals can overcome biases and assumptions, evaluate evidence objectively, and communicate their findings effectively.

Understanding Creative Thinking

Creativity is a fascinating and complex phenomenon that has captivated the attention of scholars, artists, and entrepreneurs for centuries. It is a multifaceted construct that involves a wide range of cognitive, affective, and behavioral processes. At its core, creativity is about generating novel and valuable ideas that have the potential to transform the world.

Definition of Creative Thinking

Creative thinking is the process of generating new ideas, possibilities, or solutions that are original, useful, and novel. It involves breaking away from traditional or conventional patterns of thinking and exploring alternative perspectives. Creative thinking is characterized by fluidity, flexibility, and originality. It is a free-flowing mindset that allows individuals to connect dissimilar ideas and develop innovative concepts that solve problems or meet needs. Creative thinking is central to innovation, invention, and entrepreneurship.

When we engage in creative thinking, we are tapping into our imagination and exploring the unknown. We are willing to take risks, challenge assumptions, and embrace ambiguity. Creative thinking is not just about coming up with wild and crazy ideas; it is about generating ideas that are both feasible and valuable.

Components of Creative Thinking

Creative thinking comprises several interrelated components, including:

• Fluency: This refers to the ability to generate a large number of ideas with ease. The more ideas we generate, the more likely we are to come up with something truly innovative.
• Flexibility: This involves considering different possibilities and perspectives. We need to be open-minded and willing to explore diverse options in order to generate truly creative ideas.
• Originality: This refers to the ability to produce unconventional and unique ideas. We need to break away from conventional thinking and explore new and uncharted territories.
• Elaboration: This involves refining and developing ideas with details and depth. We need to flesh out our ideas and explore their potential in order to turn them into reality.
• Imagery: This refers to the ability to visualize and manipulate images or metaphors to generate ideas. We can use our imagination to create mental images that inspire us and spark our creativity.
• Association: This involves connecting seemingly unrelated ideas to form new concepts. We need to be able to see the connections between different ideas and concepts in order to generate truly innovative ideas.

Examples of Creative Thinking in Action

Creative thinking is applied in various fields, such as art, design, science, and technology. Here are some examples of how creative thinking is used:

• An artist creating a new genre of art: By blending traditional and modern techniques, an artist can create a new style of art that is both unique and captivating.
• A software developer designing a user-friendly interface: By combining cutting-edge technology with user-centered design principles, a software developer can create an interface that is both intuitive and efficient.
• A chef creating a unique dish: By combining diverse ingredients and experimenting with new flavors and textures, a chef can create a dish that is both delicious and memorable.
• A scientist inventing a new process: By exploring new methods and technologies, a scientist can invent a new process that has the potential to revolutionize an industry or even change the world.

Overall, creative thinking is a powerful tool that can help us solve problems, innovate, and make a positive impact on the world. By embracing our creativity and exploring new possibilities, we can unlock our full potential and achieve great things.

Key Differences Between Critical and Creative Thinking

Critical thinking and creative thinking are two distinct modes of thinking that have different purposes, processes, and outcomes. While critical thinking is focused on evaluating and analyzing information, creative thinking is aimed at generating new and innovative ideas and solutions to problems. Let's explore the differences in more detail.

Purpose and Goals

Critical thinking is primarily aimed at evaluating, analyzing, and critiquing information critically. It involves questioning assumptions, evaluating evidence, and identifying biases and fallacies in arguments. The goal of critical thinking is to arrive at well-reasoned and informed judgments or decisions based on the available evidence.

On the other hand, creative thinking is focused on generating new and innovative ideas and solutions to problems. It involves exploring possibilities, making connections, and thinking outside the box. The goal of creative thinking is to come up with novel and useful ideas that can lead to innovation and change.

Process and Approach

Critical thinking requires a systematic and rigorous process of analysis and evaluation based on available evidence and data. It involves breaking down complex information into its component parts, examining each part critically, and evaluating the evidence and arguments presented. Critical thinking requires a structured approach that involves identifying and analyzing arguments, evaluating evidence, and drawing conclusions based on the available information.

Creative thinking, on the other hand, involves a free-flowing process of divergent thinking that encourages unconventional ideas and connections. It involves exploring different perspectives, generating multiple ideas, and making unexpected connections between seemingly unrelated concepts. Creative thinking requires a more open and exploratory approach that involves brainstorming, visualizing, and associating ideas.

Skills and Abilities Involved

Critical thinking is associated with skills such as analysis, inference, evaluation, and reasoning. It requires the ability to identify and evaluate evidence, recognize biases and assumptions, and draw well-reasoned conclusions based on the available information. Critical thinking also involves the ability to communicate effectively, both orally and in writing.

Creative thinking requires skills such as imagination, brainstorming, visualization, and association. It involves the ability to generate new and original ideas, make connections between seemingly unrelated concepts, and explore different perspectives. Creative thinking also requires the ability to communicate ideas effectively, both orally and in writing.

In conclusion, critical thinking and creative thinking are two distinct modes of thinking that have different purposes, processes, and outcomes. While critical thinking is focused on evaluating and analyzing information, creative thinking is aimed at generating new and innovative ideas and solutions to problems. Both modes of thinking are important for success in today's complex and rapidly changing world.

The Importance of Balancing Critical and Creative Thinking

Benefits of combining both types of thinking.

The integration of critical and creative thinking leads to better problem solving, decision making, and innovation by combining analysis and creativity. The following are some benefits of balancing these thinking styles:

• Increase in productivity and efficiency
• Improved communication and teamwork skills
• Better problem-solving and decision-making abilities
• Enhancement of individual and organizational creativity and innovation

Strategies for Developing a Balanced Thinking Approach

Developing a balanced thinking approach requires a conscious effort to integrate critical and creative thinking strategies. Some practical ways of achieving this are:

• Practicing active listening and asking thoughtful questions to clarify and evaluate information
• Encouraging brainstorming sessions that involve diverse perspectives and ideas
• Challenging personal assumptions and biases and adopting a growth mindset
• Using visualization techniques to generate creative solutions to problems

Real-World Applications of Balanced Thinking

The application of a balanced thinking approach leads to better decision-making processes and outcomes. Here are some real-world examples:

• A company using a combination of critical analysis and creativity to develop new products and marketing strategies.
• An individual using critical thinking skills to analyze career opportunities and creative thinking skills to identify alternative paths.
• A teacher using critical analysis to evaluate student's work and creative thinking to design engaging lessons that foster innovation and growth.

To sum up, critical thinking and creative thinking are two essential thinking skills needed for successful problem solving and decision making. While critical thinking involves the systematic evaluation of information and arguments, creative thinking is focused on generating novel and innovative ideas and solutions. Balancing these thinking styles results in enhanced productivity, better communication, and more creative and effective problem-solving. By combining critical and creative thinking strategies, individuals can achieve a balanced thinking approach that leads to better decision-making processes and outcomes.

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Part Two: You are the President and CEO of You

Thinking Critically and Creatively

Dr. andrew robert baker.

Critical and creative thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. They are some of the most important skills I have ever developed. I use them everyday and continue to work to improve them both.

The ability to think critically about a matter—to analyze a question, situation, or problem down to its most basic parts—is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking.

The academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze a myriad of issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions—What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information? It is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners, and researchers. Developing my critical thinking skills over a twenty year period as a student in higher education enabled me to complete a quantitative dissertation, including analyzing research and completing statistical analysis, and earning my Ph.D. in 2014.

While critical thinking analyzes information and roots out the true nature and facets of problems, it is creative thinking that drives progress forward when it comes to solving these problems. Exceptional creative thinkers are people that invent new solutions to existing problems that do not rely on past or current solutions. They are the ones who invent solution C when everyone else is still arguing between A and B. Creative thinking skills involve using strategies to clear the mind so that our thoughts and ideas can transcend the current limitations of a problem and allow us to see beyond barriers that prevent new solutions from being found.

Brainstorming is the simplest example of intentional creative thinking that most people have tried at least once. With the quick generation of many ideas at once we can block-out our brain’s natural tendency to limit our solution-generating abilities so we can access and combine many possible solutions/thoughts and invent new ones. It is sort of like sprinting through a race’s finish line only to find there is new track on the other side and we can keep going, if we choose. As with critical thinking, higher education both demands creative thinking from us and is the perfect place to practice and develop the skill. Everything from word problems in a math class, to opinion or persuasive speeches and papers, call upon our creative thinking skills to generate new solutions and perspectives in response to our professor’s demands. Creative thinking skills ask questions such as—What if? Why not? What else is out there? Can I combine perspectives/solutions? What is something no one else has brought-up? What is being forgotten/ignored? What about ______? It is the opening of doors and options that follows problem-identification.

Consider an assignment that required you to compare two different authors on the topic of education and select and defend one as better. Now add to this scenario that your professor clearly prefers one author over the other. While critical thinking can get you as far as identifying the similarities and differences between these authors and evaluating their merits, it is creative thinking that you must use if you wish to challenge your professor’s opinion and invent new perspectives on the authors that have not previously been considered.

So, what can we do to develop our critical and creative thinking skills? Although many students may dislike it, group work is an excellent way to develop our thinking skills. Many times I have heard from students their disdain for working in groups based on scheduling, varied levels of commitment to the group or project, and personality conflicts too, of course. True—it’s not always easy, but that is why it is so effective. When we work collaboratively on a project or problem we bring many brains to bear on a subject. These different brains will naturally develop varied ways of solving or explaining problems and examining information. To the observant individual we see that this places us in a constant state of back and forth critical/creative thinking modes.

For example, in group work we are simultaneously analyzing information and generating solutions on our own, while challenging other’s analyses/ideas and responding to challenges to our own analyses/ideas. This is part of why students tend to avoid group work—it challenges us as thinkers and forces us to analyze others while defending ourselves, which is not something we are used to or comfortable with as most of our educational experiences involve solo work. Your professors know this—that’s why we assign it—to help you grow as students, learners, and thinkers!

Foundations of Academic Success: Words of Wisdom Copyright © 2015 by Thomas Priester is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Creativity and Critical Thinking

• First Online: 31 January 2022

Cite this chapter

• Peter Ellerton 6 &
• Robert Kelly 7  

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The twenty-first century has seen a rapid growth of curriculum initiatives that consider the development of cross-curriculum competencies as a core issue, and significant for every discipline area. Both because of such cross-curriculum developments and because of the nature of STEM itself, the integration of the particular core competencies of ‘creativity’ and ‘critical thinking’ across the STEM disciplines has also grown rapidly in educational importance. Creativity and critical thinking in education are best viewed from the perspectives of both learner development and teacher expertise, with the attributes specific to each concept appropriately seen as increasing in sophistication or complexity over time. A broad examination of each of the two concepts and their interrelatedness, and the consequent implications for educational practice concerned with developing them, creates a lens through which to view the application of creativity and critical thinking across the complexity and diversity of the STEM disciplines and their integrated forms.

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Ellerton, P., Kelly, R. (2021). Creativity and Critical Thinking. In: Berry, A., Buntting, C., Corrigan, D., Gunstone, R., Jones, A. (eds) Education in the 21st Century. Springer, Cham. https://doi.org/10.1007/978-3-030-85300-6_2

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19 Creative Thinking Skills (and How to Use Them!)

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In a fast-moving world, being able to find new perspectives and create innovation is an increasingly valuable skill . Creative thinkers are often at the forefront of driving change, solving problems, and developing new ideas. Not only that, but those who bring creative thinking to how they work are often happier, more productive, and resilient too!

So you might be asking yourself, how can I develop my creative thinking skills and think more creatively at work?  Whether you want to supercharge your interpersonal skills, advance your career or be happier and more satisfied in the work you do, it pays to learn to think more creatively.

For many people, creative thinking is the key that unlocks solutions, promotes diverse thinking, and leads to better relationships and job satisfaction. So how can you get started with creative thinking?  As passionate believers in the value of creative thinking, we’re here to help and truly think unleashing your creativity can be key to your personal development!

In this post we’ll define what creative thinking is, highlight the benefits, explore 19 key creative thinking skills and give you some examples of how to apply them in the workplace . Let’s dig in!

What is creative thinking?

Why is creative thinking important, what are the benefits of creative thinking.

• What are creative thinking skills?  
• Examples of creative thinking skills (and how to use them)
• How to use creative thinking skills at work?

How to improve your creative thinking skills? 

Creative thinking is the ability to approach a problem or challenge from a new perspective, alternative angle, or with an atypical mindset. This might mean thinking outside of the box, taking techniques from one discipline and applying them to another, or simply creating space for new ideas and alternative solutions to present themselves through dialogue, experimentation, or reflection.

Bear in mind that the number of different creative approaches is as vast as the number of creative thinkers – if an approach helps you see things differently and approaching a challenge creatively, follow that impulse.

While there are some proven methods and guidelines that can help you be a better creative thinker, remember that everyone can be creative and finding what works for you is what is important, not the terminology or specific framework.

One misapprehension about creative thinking is that you have to be skilled at more traditional creative skills like drawing or writing. This isn’t true. What’s important is that you are open to exploring alternative solutions while employing fresh techniques and creative approaches to what you’re working on. 

You don’t need to be a great artist or even work in a traditionally creative field – we believe everyone is capable of creative thinking and that it enriches your personal and professional lives when you learn to be more creative.

Another misconception about creative thinking is that it applies only to the ideation or technically creative parts of the process. All aspects of our lives and interactions with people and challenges can benefit from creative thinking – from the ability to see things differently.

At work, thinking creatively might mean finding better ways to communicate, improve your working practices, or developing and implementing fresh solutions too.

Creative thinking is important because it drives new ideas, encourages learning, and creates a safe space for experimentation and risk-taking.

As organizations and people grow, they often develop tried and tested ways of operating. While it’s important to have solid working practices and processes, unswerving dedication to the norm can lead to stagnation and a lack of innovation and growth. 

Creative thinking is important because it drives new ideas, encourages learning and creates a safe space for experimentation and risk-taking. Simply put, creativity and creative thinking are part of what helps businesses and individuals succeed and grow .

Whether your team or business thinks of itself as a creative one, you can’t afford to miss out on the benefits of creative thinking if you want to grow , deliver change, and help your team bring their best selves to work. 

Using creative thinking skills at work creates b enefits not only in the ways we solve problems but also in how we approach everything from communication to self-fulfillment, task management, and growth . Bringing a culture of creative thinking into a workshop or group is often the job of a talented facilitator but whatever your role, there are benefits to thinking more creatively. Let’s explore some of the benefits of thinking creatively at work and in your everyday life!

Build empathy

• Bust assumptions  
• Become a better problem solver  

Find ways to move quickly and effectively

• Increase happiness

Discover new talents and promote learning

• Boost resilience and deal with adversity

Boost your CV and employability 

Empathy and creative thinking go hand-in-hand. By practicing creative thinking skills and regularly looking for new ideas and points of view, you can actively become better at understanding your colleagues, customers, and even your family and friends. One of the major barriers to having productive and meaningful relationships is an unwillingness to see things from a perspective other than your own or failing to understand how another person is feeling. 

By developing this skill, you can engage more meaningfully and honestly with people, ideas, and perspectives in all aspects of life. What’s more, because of the benefits that creative thinking can bring, you’ll actively want to see things from new perspectives and be more empathic : something that’s fundamental to creating real change.

Bust assumptions 

Assumptions can be harmful in both our personal and professional lives. Whether it’s making assumptions about why someone is behaving the way they are in a workshop or what features will make your customers happiest, holding onto incorrect or inadequately formed assumptions can be problematic . It can create difficulty and tension in relationships and what’s more, it can lead to the development or introduction of solutions that are simply unfit for purpose.

Using creative thinking skills to challenge assumptions, build clarity, and see things from new perspectives can be transformative. If an assumption someone else makes feels incorrect, think about why and try to find out more. If someone challenges an assumption you hold, be open and listen.

Become a better problem solver

An example of not being a creative thinker is sticking to a tried and tested approach and sticking to the norm in every situation without considering whether trying something new might not lead to better results.

When looking to solve a problem or create innovative solutions, going outside of what you know and being open to new ideas is not only exciting, but it can create more impactful solutions too. You might even try using problem-solving techniques alongside some of the creative thinking skills below to find the absolute best solutions!

Some processes and working practices can be slow, especially in large organizations with many moving parts – but do they all have to be? Thinking creatively can help you find lean, actionable solutions that you can put into practice quickly and test ahead of bigger changes .

Experimentation and a willingness to take risks are vital to growth and change, and creative thinking helps create a climate conducive to finding and trying quick, effective solutions. 

Increase happiness and satisfaction

Finding fresh, appropriate solutions to problems can be incredibly satisfying and is a fast-track to finding happiness both in and out of work. Bringing your whole self to a situation and being enabled to think outside of the box is a great way to feel valued and engaged with what you are doing.

Feeling frustrated with how a situation or process at work is going? Try developing and employing your creative thinking skills alongside your colleagues to find a better, happier way to collaborate! Feel unfulfilled or that not all of your skills and interests are being utilized? Consider how you might creatively deploy the skills or talents that make you happy and scratch that itch.

As children, we are encouraged to see things differently and try new things as part of our learning and growing process. There’s no reason we shouldn’t do this as adults too! Trying new things and learning to think creatively can help you find new skills, talents, and things you didn’t even know you were good at.

Staying curious and following what interests you with an open mind is a prime example of what a small change in thinking can achieve. Remember that creative thinking is a gateway to learning and by actively developing your creative toolset, you can grow and discover more in all walks of life – a surefire path to personal development.

Get better at dealing with adversity

It’s easy to get frustrated when problems seem to come thick and fast and existing solutions or methods don’t work. Adversity is something all of us will face at some point in our personal and professional lives but there are ways you can become more able to handle problems when they arise .

A strong suite of creative thinking skills is an important aspect of how we can build resilience and be more flexible when adapting or creating change. By exploring alternative ways of thinking, you’ll be better prepared to face adversity more openly and find alternative ways to resolve challenges in whatever context they emerge.

Creative thinkers are valuable employees at organizations of any size. Whether it’s championing innovation, creating change in policy, or finding better ways to collaborate, people who can effectively solve problems and leverage their creative thinking skills are better positioned for success at work.

Consider how you might plug your skills gap and boost your CV by developing your creative skillset and you won’t just be more successful – you’ll be happier and more engaged at work too! 

Whatever your background or role, you are capable of thinking creatively and bringing creativity into your life.

What are creative thinking skills? 

Creative thinking skills are the methods or approaches you might use when trying to solve a problem differently and explore a fresh perspective. While some of these skills might come naturally to you, others might need a more considered, purposeful approach.

For example, you might be a natural visual thinker who is great at presenting and interpreting visual information but you might not be so good at freely experimenting or creating space for reflection. In this case, you might try some brainstorming exercises to loosen up your experimentation muscles or create scheduled time for reflection in your working routine.

While creative professions like artists, writers, or designers may see more obvious uses for creative thinking skills, all professions can benefit from developing and deploying creative thinking . If you find yourself having difficulty at work or in need of inspiration or motivation, finding space to build on your creative skillset is a way to not only move forward but have fun while doing so.

If you think you’re not creative or have no creative thinking skills, we’re here to tell you that whatever your background or role, you are capable of thinking creatively and bringing creativity into your life : you might just need a little push or to reframe how you think about creativity!

Save time planning your next creative workshop

Examples of creative thinking skills (and how to use them) 

Creative thinking skills come in all shapes and sizes, ranging from things like abstract thinking and storytelling to finding ways to radically plan projects or recognize organizational patterns .

In this section, we’ll explore each of the example creative skills below and talk about how you might use them in your personal and professional practice. We’ll also point out some things to watch out for where appropriate so you can make the most out of your new creative skills and avoid potential setbacks.

We’ll also include a method from the SessionLab library that will help you practice and explore each skill, whether alone or with others .

Feel free to read and explore the creative thinking skill which feels most interesting or applicable to you and come back and experiment with others in the future!  

Some example creative thinking skills include:

Experimentation

Open-mindedness, lateral thinking.

• Pattern recognition   

Deep and active listening

Challenging norms, lean organization, simplification, radical planning.

• Collaborative thinking

Data collection

• Interpretation and analysis

Interdisciplinary thinking

Frameworks and rulesets, micro and macro thinking, visual thinking, abstract thinking, storytelling.

Note that this list is not exhaustive, and there are many more ways of thinking creatively – try to see these creative skills as a jumping-off point for seeing things differently and exploring creative thinking at work . 

Let’s get started!

A core creative skill is the ability to experiment and try new things, whether that’s in your personal practice, in a closed environment, or even in the field. It can be easy to fall short of implementing new ideas or following through with creative projects because critical judgment or overthinking gets in the way . A good experimenter is a self-starter who makes informed decisions to kickstart projects and test hypotheses. 

Think of a painter who throws paint at a canvas and introduces new materials without overthinking or being self-critical. While not everything they try will be perfect, that’s the point – not every experiment needs to be successful in order to teach you something useful. By experimenting, you can try things that might prove useful or will lead you towards new solutions and better ideas. Remember that the act of experimentation is generative and often fun so be sure to give it a try!

One thing to watch out for is being sure to effectively capture the results of your experiments and to continue developing and iterating on the results. Experimentation is a great place to start, but remember that it is part of a larger process. Without effective documentation, you might not trace what delivered the best results and be unable to reproduce the outcomes. Experimentation is a great example of why creative freedom should be paired with a strong process in order to be at its best. 

Four-Step Sketch   #design sprint   #innovation   #idea generation   #remote-friendly   The four-step sketch is an exercise that helps people to create well-formed concepts through a structured process that includes: Review key information Start design work on paper,  Consider multiple variations , Create a detailed solution . This exercise is preceded by a set of other activities allowing the group to clarify the challenge they want to solve. See how the Four Step Sketch exercise fits into a Design Sprint

Four-Step Sketch is a great method for promoting experimentation. By following a process that enables quick brainstorming before development, you can help build an experimental mindset that also generates results.

Open-mindedness is a critical element of creativity and one of the best creative thinking skills you can try to build if you’re new to the practice. Being open-minded means being receptive to new ideas, different ways of thinking, and perspectives which are not your own. It means not closing down conversations or ideas prematurely and trying to actively explore what is presented to you.

Imagine that a colleague comes up with an idea that is so far out of the status quo it seems off-the-wall and bizarre. Being open-minded means actively engaging with what is presented and to refrain from forming judgments before first understanding where your colleague is coming from .

Your colleagues’ initial idea might not be perfect, but being open-minded and truly attempting to understand their perspective means you can create dialogue, foster creativity, and move forward as a team. 

Being open-minded doesn’t mean accepting every new idea and agreeing wholesale with every different opinion. While you should always try to be open and receptive to new ideas and other perspectives, you should also critically appraise and engage with them as part of a larger creative process. Don’t be so open-minded you have no strong opinions of your own!

Heard, Seen, Respected (HSR)   #issue analysis   #empathy   #communication   #liberating structures   #remote-friendly   You can foster the empathetic capacity of participants to “walk in the shoes” of others. Many situations do not have immediate answers or clear resolutions. Recognizing these situations and responding with empathy can improve the “cultural climate” and build trust among group members. HSR helps individuals learn to respond in ways that do not overpromise or overcontrol. It helps members of a group notice unwanted patterns and work together on shifting to more productive interactions. Participants experience the practice of more compassion and the benefits it engenders.

Open-mindedness is particularly useful when it comes to meaningfully communicating with others. Whether its developing the ability to walk in the shoes of someone else or building empathy and listening skills, Heard, Seen, Respected is a great method to try when learning to be more open-minded.

Lateral thinking is a prime example of how we can creatively solve real-world problems in a measurable and easy-to-understand manner. Deploying lateral thinking means using reasoning or non-traditional logic to find an indirect or out-of-the-box approach to solving a problem. 

A simple example might be a challenge like: we need to increase revenue. Traditional thinking might mean considering hiring new salespeople to try and get more direct sales. A lateral approach might mean engaging more with current customers to reduce churn, working with external partners to get new leads, working to get sponsorship, piloting an affiliate scheme or any number of new ways to solve the existing problem.

Broadly speaking, lateral thinking often means stepping back and considering solutions or approaches outside of the immediately obvious.

One potential danger with lateral thinking is spending time to create new solutions to problems that don’t need them. Not every problem needs to be solved laterally and the best solution might actually be the most straightforward. Be sure to tap into existing knowledge and appraise a problem before trying something radical to avoid wasted time or frustration!  

The Creativity Dice   #creativity   #problem solving   #thiagi   #issue analysis   Too much linear thinking is hazardous to creative problem solving. To be creative, you should approach the problem (or the opportunity) from different points of view. You should leave a thought hanging in mid-air and move to another. This skipping around prevents premature closure and lets your brain incubate one line of thought while you consciously pursue another.

Developing your lateral thinking skills comes more naturally to some than others. The Creativity Dice is a great method for getting out of linear thinking habits and moving into different ways of thinking.

Pattern recognition 

Pattern recognition is the ability to recognise existing or emerging patterns and make connections based on the patterns you have discerned . While pattern recognition goes back to our prehistoric roots, being able to spot patterns outside of the ordinary and consider what may not be immediately obvious is a vital creative thinking skill for today. 

Consider how meetings between some members of a team might often end in conflict. While it might first seem that these two people just can’t get along, it might actually be that certain emotional triggers are being tripped or the format of the conversation isn’t working. Looking beyond your initial impressions and from a new perspective might let you find a repeating pattern that isn’t immediately obvious.

When trying to spot patterns, try to be mindful of existing biases so you avoid bending what is happening to fit a pattern you might be expecting. Be sure to interpret all data fairly and honestly, even if you believe a pattern is already forming. 

Affinity Map   #idea generation   #gamestorming   Most of us are familiar with brainstorming—a method by which a group generates as many ideas around a topic as possible in a limited amount of time. Brainstorming works to get a high quantity of information on the table. But it begs the follow-up question of how to gather meaning from all the data. Using a simple Affinity Diagram technique can help us discover embedded patterns (and sometimes break old patterns) of thinking by sorting and clustering language-based information into relationships. It can also give us a sense of where most people’s thinking is focused

Pattern recognition is a skill that benefits from thoughtful practice. Try starting with a deliberate pattern-finding process like Affinity Map to build the ability to see patterns where they might not first be obvious.

While it might not seem like it at first, being a good listener is a creative thinking skill. It asks that a person not only try to understand what is being said but also to engage with the why and how of the conversation in order to reframe prior thinking and see things from a new perspective.

Deep listening or active listening is not only hearing the words that someone is saying but actively seeking to interpret their intent, understand their position, and create a positive space for further conversation. Not only does this create a deeper conversation for both parties, but this act of engagement and understanding leads to more creative and dynamic results too. 

Think of a workplace grievance that one person might have against another. Without actively listening and trying to understand the core issues from the perspective of everyone involved, you might not only fail to solve the issue but actually make staff feel less heard and valued too.

By employing this creative thinking skill in such a conversation you can see things more clearly and find a way to creatively satisfy the needs of everyone involved. 

Active Listening   #hyperisland   #skills   #active listening   #remote-friendly   This activity supports participants to reflect on a question and generate their own solutions using simple principles of active listening and peer coaching. It’s an excellent introduction to active listening but can also be used with groups that are already familiar with it. Participants work in groups of three and take turns being: “the subject”, the listener, and the observer.

Trying to be more present in conversations is a great place to begin building your deep listening and active listening skills . Want to supercharge the process as a group? Try a role-play activity like Active Listening to more thoughtfully see and reflect on how important this skill can be.

Not all established working practices are the best way of doing things. People who practice this creative thinking skill are likely to question the status quo in search of something new which can deliver meaningful change. While any challenge to the established order needs to be conducted respectfully and thoughtfully, thinking of how to go beyond the norm is how innovation occurs and where creative thinkers excel.

When trying to practice this skill, be prepared to question existing methods and frameworks and ask if there might be a better way outside of the limits of the current system. 

As with lateral thinking, it’s important to recognize that not everything is a problem that needs to be solved and so you may need to be selective in which norms should be challenged – otherwise, you may never make it out of the front door!

Additionally, challenging the established order often means questioning the work someone else has already done. While this is a necessary part of growth, it should always be done constructively and respectfully.  

W³ – What, So What, Now What?   #issue analysis   #innovation   #liberating structures   You can help groups reflect on a shared experience in a way that builds understanding and spurs coordinated action while avoiding unproductive conflict. It is possible for every voice to be heard while simultaneously sifting for insights and shaping new direction. Progressing in stages makes this practical—from collecting facts about What Happened to making sense of these facts with So What and finally to what actions logically follow with Now What . The shared progression eliminates most of the misunderstandings that otherwise fuel disagreements about what to do. Voila!

Challenging norms without a considered approach can be ineffective and potentially frustrating. Taking the time to build shared understanding and push in the same direction with What, So What, Now What? is a great way to explore how your existing process is or isn’t working and challenge norms productively.

Creative thinking doesn’t mean being disorganized or chaotic just because you have an abundance of ideas. In order to facilitate creative thinking, it’s important to stay organized and approach the process with the right framework, mindset, and space. As a creative thinking skill, lean organization means considering what you absolutely need to do in order to make things happen, versus what you don’t.

Think of how a large, multi-discipline team might go about organizing themselves for a big project. While it’s vital everyone is aligned and kept up to date, a traditional system of scheduled meetings might not be the most productive. Lean organization means considering the needs of the team, the project and thinking creatively about what you need to stay organized, and keeping unnecessary admin to a minimum.

Thinking creatively about organization is something all leaders should practice but any project can benefit from thinking through the process by which it will be accomplished. 

MoSCoW   #define intentions   #create   #design   #action   #remote-friendly   MoSCoW is a method that allows the team to prioritize the different features that they will work on. Features are then categorized into “Must have”, “Should have”, “Could have”, or “Would like but won‘t get”. To be used at the beginning of a timeslot (for example during Sprint planning) and when planning is needed.

Lean organization often means being honest and realistic about what is absolutely necessary versus nice to have. MoSCoW is an effective agile framework for planning work and also reframing your approach to organizing time, tasks and more!

Simplifying, presenting or decoding any information is a vital skill when working with others. In a creative thinking context, simplification is the act of seeing what is important about a task or piece of data and stripping away the extraneous parts to see things more clearly.

Some problems can feel unassailable because of their complexity or scale – simplification allows you to reconsider a problem in simple terms and reframe it in a way that means you can approach it productively. 

An example of using this creative thinking skill at work might be when presenting the results of a project to the rest of your organization. People working on other teams and in different disciplines could become disengaged if exposed to too many complex moving parts or it might simply be a waste of time to discuss every detail.

By simplifying a project into more succinct terms, you not only can help your group connect with the material swiftly but also boil a project down to its most important elements . This is a great way to creatively re-energize a project and identify where you can make an impact immediately. 

6 Words   #ufmcs   #red teaming   This tool is designed to help critical thinkers focus on a core idea by writing a short phrase summarizing their thoughts into a set number of words that are clear, concise, and accurate. This idea is based on a complete short story written by Ernest Hemingway: “For sale, baby shoes – never worn.” Six Words forces people to synthesize their ideas in a succinct and meaningful way, cutting away fluff and distilling the idea to its bare essence.

One way of practicing simplification is by summarising or condensing thoughts, ideas of stories into a more concise, compressed form . 6 Words is a method for cutting away extraneous material from ideas that engages creative thinking and reframing approachably – great for groups!

Any major project requires some measure of planning in order to succeed, especially when working with others. But are there times where overplanning or traditional working processes feel too slow or frustrating for the project at hand? This is where these creative thinking skills come in handy! Radical planning is a way of approaching project planning from an alternative angle in order to generate fast, effective results.  

When taking this planning approach, you will often shuffle the order of the normal planning process in order to create alternative outcomes and cut out elements you may not need. For example, with the backcasting workshop activity, the approach is to think of desired outcomes up to twenty years in the future and work backward to figure out how we can make small steps today.

You might also try planning with a mindset of what you and your team can each achieve immediately and in a more experimental fashion with an activity like 15% solutions . 

By approaching planning with a creative thinking mindset, you can surface ideas and plans which may not have come up with a more traditional planning process. Another great benefit is to question the normal manner in which your team or organisation approaches planning and can help your team find a method that works best for you!

Backcasting   #define intentions   #create   #design   #action   Backcasting is a method for planning the actions necessary to reach desired future goals. This method is often applied in a workshop format with stakeholders participating. To be used when a future goal (even if it is vague) has been identified.

Collaborative thinking 

Effective collaboration requires us to bring many different skills together, but consciously considering how to be a more effective collaborator is worth mentioning separately. When a creative thinker approaches collaboration, they will try to think of how to use alternative approaches to make the collaborative process more effective while also helping everyone on the team contribute and be heard.

An example is when it comes to getting work done in meetings – if the current process isn’t enabling everyone to collaborate effectively, you might employ creative thinking to try finding an alternative format, consider working asynchronously, or timeboxing parts of your agenda.

The best collaborators also find ways to champion the work of others and create a safe space for everyone to contribute – it might not be enough to assume collaboration will be accomplished when you get people in a room.

Employing this creative thinking skill can make all the difference when it comes to job satisfaction, interpersonal relationships and group outcomes too! Try approaching your collaborative projects more mindfully and see how it changes things for you!

Marshmallow challenge with debriefing   #teamwork   #team   #leadership   #collaboration   In eighteen minutes, teams must build the tallest free-standing structure out of 20 sticks of spaghetti, one yard of tape, one yard of string, and one marshmallow. The marshmallow needs to be on top. The Marshmallow Challenge was developed by Tom Wujec, who has done the activity with hundreds of groups around the world. Visit the Marshmallow Challenge website for more information. This version has an extra debriefing question added with sample questions focusing on roles within the team.

Working together on a task as a team is an effective way of kickstarting collaborative thinking, especially if you approach the task mindfully . The Marshamllow Challenge with debriefing is a proven method for engaging teamwork and by adding reflection time afterward, your group can share and build on what they learned.

Collecting data might seem like a solely analytical skill, but it is another area where creative thinking can lead to productive, unexpected and transformative results. Approaching the data collection process creatively might mean trying new techniques or sources, or simply reconsidering the how and why of your data collection processes.  

Imagine you are running a survey to measure customer happiness. You might try asking traditional survey questions, but find that your response rate is low and furthermore, your approach might be invasive and actively decrease happiness too!

If you were to approach this problem creatively, you might find that using a simplified form, asking for feedback at a different point in the customer journey, or utilizing an alternative measurement scheme delivers the data you are looking for. In many cases, thinking about the questions you are asking from a new point of view is what unlocks a better data collection process.

The key to this creative thinking skill is to try looking at the data collection process from a new, preferably customer-centric perspective while also considering why and how you are collecting data. You will likely find that by asking for input from your customers more creatively, you create space for more creative responses too!

3 Question Mingle   #hyperisland   #team   #get-to-know   An activity to support a group to get to know each other through a set of questions that they create themselves. The activity gets participants moving around and meeting each other one-on-one. It’s useful in the early stages of team development and/or for groups to reconnect with each other after a period of time apart.

3 Question Mingle is a get to know you activity that does double duty in demonstrating the power of approaching data collection creatively. By creating their own questions, a group can really think about what they want to know, how they ask questions, and how the results differ. Be sure to give it a try!

Interpretation and analysis

Interpretation skills can be varied though in a creative thinking context it means being able to successfully analyze an idea, solution, dataset, or conversation and draw effective conclusions. Great interpreters are people with a desire to listen, understand, and dig deeper in order to make their interpretation fully realised.

One of the ways creative thinking can improve interpretation is in helping us challenge assumptions or initial readings of data in order to consider other possible interpretations and perspectives.

Say your product is having a problem with losing lots of new customers shortly after signing up. You do a survey and people say that they leave because the product isn’t useful to them. Your initial interpretation of that data might be that you’re not the right fit for these customers or that the product needs new features.

If you were to apply creative thinking to the interpretation of this data, you might conduct further research and see that the product is fine, but people didn’t find the right features for them and that your onboarding process needs to be improved.

The key here is interpreting the data from various perspectives and then correlating that with other sources to form an accurate and representative interpretation, rather than going with your initial assumption . By following this process, you might also find that the way you are collecting data is flawed (perhaps not asking the right questions) or that more research and data collection is needed.

So long as you are sure to have data points and analysis to back up your findings, it pays to explore alternative interpretations so you can avoid bias and find the most accurate takeaways . 

Fishbone diagram   #frame insights   #create   #design   #issue analysis   Fishbone diagrams show the causes of a specific event.

Effective interpretation and analysis isn’t possible without a thorough exploration of the problem or topic at hand. Fishbone Diagram is a simple method for not only surfacing insights but framing them in a way that allows for proper and multi-perspective analysis.

Einstein is quoted as saying, “We cannot solve our problems with the same thinking we used when we created them.” In this mold, sometimes the best ideas and solutions come from fields and disciplines outside of our own. By considering how someone with a different skillset to your own would solve a problem or deploy solutions, you can often find ideas and techniques you may never have considered. 

Consider being tasked with improving employee happiness. A social media manager with a background in illustration and events management would likely try a very different approach to a sales manager who is used to a culture of incentives and bonuses. If you were trying to develop a new product, think of how a developer would approach deciding on key features versus an academic or a customer success manager? 

The important thing here is to try and use the perspective, skill set , and approach of another field or discipline to first consider and then solve a problem more fully . Where possible, try and include people from other disciplines in the process and try to avoid making assumptions.

As with all creative thinking skills, being open-minded and sourcing the expertise and opinions of others where necessary is vital when creating true innovation.

Mash-Up Innovation   #hyperisland   #innovation   #idea generation   Mash-ups is a collaborative idea generation method in which participants come up with innovative concepts by combining different elements together. In a first step, participants brainstorm around different areas, such as technologies, human needs, and existing services. In a second step, they rapidly combine elements from those areas to create new, fun and innovative concepts. Mash-ups demonstrates how fast and easy it can be to come up with innovative ideas.

Interdisciplinary thinking isn’t just for radical academics. By combining ideas from disparate fields in a fast, fun manner, Mash-Up Innovation is great for building creative thinking skills and generating results in one fell swoop!

All creative thinking skills are about reframing things in a new way of finding alternative approaches. This can often mean abandoning an existing framework and thinking outside of the box. That said , another way of applying creative thinking is by bringing rulesets, constraints, or frameworks to your approach in order to trigger deeper creative work and tap into a problem-solving mindset . 

Consider a simple task like trying to generate more customers. With free reign, there are innumerable ways to accomplish this. But what happens if you create a rule like, we cannot spend any money, or, these must be driven by social media alone. In order to accomplish your goal under these conditions, you must think more creatively and deeply, deploying more concentrated problem-solving skills than if you could try any approach you wanted. 

Alternatively, you might approach a problem with a framework that forces you to think under specific circumstances or with a rigid set of steps. Six thinking hats is a great workshop activity that asks participants to frame and reframe a problem from six different angles. While it might first seem counterintuitive, the use of rules or frameworks can create fertile ground for creative thinking and lead to more realized solutions!

The Six Thinking Hats   #creative thinking   #meeting facilitation   #problem solving   #issue resolution   #idea generation   #conflict resolution   The Six Thinking Hats are used by individuals and groups to separate out conflicting styles of thinking. They enable and encourage a group of people to think constructively together in exploring and implementing change, rather than using argument to fight over who is right and who is wrong.

Not all problems are created equal. Depending on how much it directly affects you, you might see a given problem as being more or less important than your colleagues, leading to a different response and approach to solving the problem. This creative thinking skill is all about being able to switch between seeing the bigger picture while also considering how something might manifest on a smaller scale.

Think of how frustrating it can be when an executive team makes sweeping changes that affect frontline staff in a way they might not have anticipated. Micro and macro thinking means seeing both problems and potential solutions from multiple perspectives and adjusting accordingly. 

Another key aspect of applying this approach is knowing the limits of your own knowledge and involving stakeholders from all levels of an organization to inform your ideation and problem-solving process.

If you’ve never worked in support and don’t regularly talk to your support team, you might not understand how a change to helpdesk software could impact your team and your clients – remember that a big part of any change in perspective is doing the research and talking to who will be affected ! 

Stakeholder Round Robin Brainstorm   #idea generation   #brainstorming   #perspectives   #remote-friendly   #online   A divergent process to generate ideas and understanding from different perspectives.

Learning to practice micro and macro thinking often starts with first listening to and understanding the needs and perspectives of others . Especially those who have varied positions in relation to the problem, solutions, or organization you are working with. Stakeholder Round Robin Brainstorm is an effective method of surfacing insights and perspectives quickly and productively.

Of all the creative thinking skills on this list, visual thinking might be one you are most familiar with. Visual thinking is a method of processing, learning, and presenting information and concepts with visual assets such as images.

Visual thinking is often associated with creative thinking because of the consumption and creation of images at its heart. Don’t let this make you think you have to be able to draw in order to be a visual thinker.

Applying this creative thinking skill means being able to interpret visual information, present concepts in an often simple visual manner, and communicate in a way that is more universally understood.  Drawing stick people is actively encouraged!

Visual approaches to problem-solving can help foster shared understanding and help people be more succinct or creative in their ideas. Remember: if an idea is too complex to be put into pictures, perhaps it needs further refinement .

Imagie-ination   #idea generation   #gamestorming   Images have the ability to spark insights and to create new associations and possible connections. That is why pictures help generate new ideas, which is exactly the point of this exercise.

While you might be able to jump straight into direct applications of visual thinking, it can help to try an exercise where you and a group explore using images simply and engagingly. Imagie-ination helps unlock the power of visual thinking as a team while also helping generate ideas too!

Abstraction or abstract thinking is the art of taking things out of their normal context and presenting them in a radical new light . While most creative thinking skills utilise abstraction in some form, it’s worth noting that actively trying to take an idea from one context and place it in another is a creative approach all on its own.

Think of Pablo Picasso’s cubist portraits – by taking something as common as a human face and bringing abstraction to his process, he created something radically different and innovative. You can create a similar effect by recontextualizing ideas, concepts, and problems and by looking at them from different, perhaps even conflicting points of view.

Abstract thinking is often built on engaging with absurdities, paradoxes, and unexpected connections . As such, it can often be fun, wild and surprising, and is a great way to generate creative ideas even in those who might be resistant to other forms of creative thinking. Lean into the weird!

Forced Analogy   #divergent thinking   #zoom   #virtual   #remote-friendly   People compare something (e.g. themselves, their company, their team) to an object.  

Forced Analogy is a quick, fun activity you can use to promote abstract thinking. Comparing one thing to another seemingly unrelated thing asks for a creative approach to context and metaphor and can really unlock a groups divergent thinking process.

Telling stories or narrativizing a problem can help us not only see things differently but understand where we share common ground with others. Everybody tells stories – whether that’s explaining our employment history, telling colleagues about what happened at the weekend, or when creating user personas and journeys. 

Leverage this inclination to help people not only realize they are creative thinkers by nature but to help them share something of themselves too!

As a creative thinking skill, storytelling is about applying our natural proclivity for stories into new situations or thinking about how to reappraise or present material narratively . Think of the basic storytelling concept like the idea that all stories have a beginning, middle, and end – how might we bring this thinking to a tough challenge, a new product, or when solving a customer complaint?

You might even use storytelling tropes like the hero’s journey when exploring ideas or company conflicts. Whichever way you go, remember that stories are a universal element of culture and you have a rich lineage to dip into if you need a new perspective. 

Telling Our Stories   #hyperisland   #team   #teambuilding   To work effectively together team members need to build relations, show trust, and be open with each other. This method supports those things through a process of structured storytelling. Team members answer questions related to their childhood, young adulthood, and now; then weave them into a story to share with the rest of their team.

Telling Stories in a collaborative space is one of the best ways you can approach creative thinking through narrative . By doing this activity as a team, you can help a group see the benefit of applying storytelling approaches outside of more traditional forms.

How many times have you had a tough problem that you can’t seem to solve so you get frustrated and leave your desk. Then, when you’re on a walk, standing in the supermarket, or falling asleep, a solution seems to arrive out of thin air? Often, you’ll find that creating space to reflect on a problem is an effective way to find a way forward.

The trick with making reflective space work as a larger part of your working practice is knowing when to take time to reflect, building space into your regular schedule, and finding techniques that allow things to surface effectively.

This might mean going for a walk with the intention to be present in noticing the world around you and gaining insights that can help your situation. It might also mean remembering to take time to rest or simply read and give your brain something good to chew on.

I notice, I wonder   #design   #observation   #empathy   #issue analysis   Learn through careful observation. Observation and intuition are critical design tools. This exercise helps you leverage both. Find clues about the context you’re designing for that may be hidden in plain sight.

In a creative thinking context, reflection often means giving an idea time to unfurl and to resist the temptation to force it – by creating space to observe and reflect with I notice, I wonder you might see new ways of thinking emerge naturally.

How to use creative thinking skills at work? 

At SessionLab, we’ve found many of the above creative thinking skills helpful when finding better ways to collaborate , handle workplace challenges or generate new ideas . Here are just a few small examples of things we’ve done that have benefited from thinking creatively as a team.

Using creative thinking to facilitate a site redesign

Using creative thinking to improve team communication, using creative thinking to improve collaboration.

Remember that creative thinking needn’t be explosive or radical to be useful – a simple shift in mindset or perspective can be all you need to create meaningful and impactful change.

When we began working on a site-wide redesign, we had to deploy a large number of creative thinking skills to make the process smooth and effective.

When first determining how to approach the project and scope the work, we reviewed how we had worked together on large projects in the past. While we saw there was room to improve, finding the best way to proceed and make the changes we needed was no easy task.

Challenging the entire process from start to finish with a creative thinking mindset and trying to stay open to alternative methods where possible was what unlocked the process for us. By reconsidering how we were running meetings, sharing feedback, and collaborating, we were able to identify where we were going wrong and then try alternative approaches more freely.

When it came to implementing solutions, we were also sure to  stay open to experimentation while challenging our core assumptions of what would work and wouldn’t. This really helped us refine the working process and tailor it to our particular team and goals.

Another example came with finding a new approach when work stalled on a specific page. For our features page, we began by following the standard approach we had developed – writing the copy and structuring the page first before then following with illustrations and images.

In this case, our existing approach got us to an impasse : it felt difficult for our designer to be creative and find the best way to translate ideas into images if the copy had already been defined and the structure felt too rigid. What we decided to do was to reverse the workflow completely and allow the designer to create design elements before we wrote the copy and implemented too rigid a structure.  

Throughout the project, creative thinking allowed us to challenge whether the existing way we did something was the right one and gave us scope to experiment and be open when finding solutions. Not only did this help us solve the immediate problems as they arose but they helped us come up with a great new design too! 

Creative thinking can come in extremely handy when it comes to communicating. If one form of communication or working process isn’t working, approaching the discussion with a creative thinking mindset can help resolve the immediate issue and create lasting change in how we converse and work together too. 

Like many virtual teams, we faced the challenge of some meetings feeling unproductive . The issues ranged from overrunning, crosstalk, not everyone feeling heard or able to contribute, or getting lost in ancillary discussions that were not productive or necessary. In an online setting, it can be hard to keep everyone on track and for things to run smoothly without accidentally talking over one another or causing frustration. 

When it came to crosstalk, we wanted to avoid the frustration of interruption and disruption but also wanted to ensure people did not feel like they couldn’t contribute . Using the finger rules technique in a remote setting allowed people to easily show when they wanted to speak and what they wanted to discuss without disrupting the flow of the meeting.

We also found that the reason some daily meetings felt unproductive was because the meetings were for the purpose of daily updates and there didn’t always feel like there was a lot to say, thus leading to frustration or unproductive time being spent in these meetings.

In this example, we moved to a weekly format while also ensuring that we continue daily check-ins on Slack. This approach meant that we cut down on unnecessary meetings while still ensuring everyone’s needs were met .

This method is an example of creatively approaching a communication problem by thinking outside of the box and being prepared to challenge core assumptions . While we all wanted to stay informed, it really helped to reconsider the methods for staying informed and whether our current approach was the best way to achieve what we needed. It was also useful to reassess how we approached meeting agendas and goal-setting – follow the link for more on that if you’re having difficulty with unproductive meetings!

Remember that creative thinking needn’t be explosive or radical to be useful – a simple shift in mindset or perspective can be all you need to create meaningful and impactful change .

Remember that looking to others and being inspired by how they did things can be as transformative as trying to reinvent the wheel!

A final example is how we approached collaborating on creating the new design. While all projects at SessionLab feature collaboration between multiple parties, in this case we wanted to create space for everyone on the team to contribute.

We found that when trying to collectively brainstorm in a live, remote session, it became difficult for everyone to contribute and reflect on what was being shared by other members of the team effectively .

Some people had been able to prepare less than others, other people were less aware of all the circumstances of the project, or others were less able to switch gears during their working day. This led to some contributions being missed, a messier working process, and a feeling of being rushed – all of which lead to less effective outcomes than we might have hoped for.

In this case, we thought of how asynchronous work , reflection time, and some small process changes might help solve the problems we were running into. We wanted to be able to respond to what was being shared more effectively while also creating space for everyone to contribute in a way that was most productive for them.

Starting the brainstorming session in personal MURAL boards asynchronously and on our own time meant everyone was able to ideate at the time that was best for them and without any distractions . By then encouraging review and reflection on other people’s boards ahead of the main session, we were able to properly take in ideas and let them develop without feeling hurried.

This approach reduced the amount of time we actively spent working together in a meeting while improving the quality of the work . It helped people engage with the process, reduced potential frustration, and also meant we were more able to respond fully to the suggestions of others. This was a great example of how thinking creatively and learning from others can help create better outcomes and a more streamlined process. 

It’s also worth noting that reflecting on our conversation with Anja Svetina Nabergoj regarding asynchronous learning and finding inspiration there was part of what helped this process along. Remember that looking to others and being inspired by how they did things can be as transformative as trying to reinvent the wheel!

Creative workshops and meetings made easy

Whether you find that creative thinking doesn’t come naturally, if your skills need some attention, or even if you just want to try new ways of working, it can be difficult to know where to begin .

Thinking about the creative thinking skills above and considering which you might be missing or could benefit from purposeful attention is a great place to start, though there are also some concrete ways you can approach the process and improve your creative thinking abilities in a pinch. Let’s see how! 

Be present and aware of how you feel

Create space for new ideas, look to others for inspiration, throw yourself into new things, encourage creative thinking in others.

All skills get better with practice and creative thinking is no exception. Whether it’s active listening, experimentation or any other creative thinking style, it’s okay to not get it right the first time . The very act of being open to new approaches and perspectives is itself a way to improve your creative thinking skill set. However you try to implement creative thinking, know that exploration, iteration, and practice are fundamental parts of the process.

Try starting small and practice your creative thinking skills in your interpersonal relationships and collaborative projects. Take note of how it goes and try building up to larger and larger implementations of your creative thinking approaches. 

A key part of cultivating or improving any new skill is to be fully present and aware when utilizing that skill. Consider how a sculptor needs to be aware of their materials, how they handle the material and place them on the board in order to be truly successful. Being present in the moment is important for any collaborative process, but is an especially vital aspect of creative thinking.

If you find yourself frustrated, excited, engaged, or stuck, make a mental note of how you are feeling and consider how you might do things differently. Staying present and actively engaging with how a situation makes you feel before responding is one of the most effective ways of cultivating and improving your creative thinking – be sure to give it a go! 

As with many aspects of creativity, it’s not always effective to force it. Good ideas and finding new approaches can take time and an important part of the creative thinking process is creating space not only for reflection but to rest and allow things to surface. This might mean building more quiet, mindful time into your routine, reading and finding new inspiration, or simply learning to take a break. 

While this can be difficult to get into the habit of, it does get easier with time. Try blocking out reflective time in your calendar or letting others know that you are taking the time in order to make it stick and avoid interruptions. Reflective space is important and useful, and by treating it as such, you can help ensure it happens and doesn’t get discarded or forgotten about.

One of the biggest barriers to thinking creatively is simply not being open to what is in front of you. Whether it’s rushing to use an existing solution without investigating alternatives, failing to listen or be present when something new is being presented, or sticking with your existing assumptions, a failure to stay open and reserve judgment can kill creative thinking.

Try to stay open and apply creative thinking without pressure or being overly critical in order to improve those skills and let more creative approaches surface in the future. 

One of the best ways to find new perspectives and alternative ways of thinking is by looking to others. Whether it’s finding inspiration from other creative thinkers via conversation, reading and researching new sources, or simply listening and observing, looking outside of yourself is one of the most effective ways you can jolt your creative thinking. 

Try finding sources outside of your normal circles, whatever the medium. It can be very easy to get into creative bubbles that might unwittingly exclude new forms of thinking. By broadening your social, creative and critical circles , you can be exposed to all kinds of potentially inspiring or creatively engaging ways of thinking and doing.

It’s hard to create space and an opportunity for new ways of thinking if you stick to the same routines and activities. You’ll often find that trying new things and exposing yourself to new hobbies, skills and approaches can be massively engaging and exciting too.

An important aspect of creative thinking is applying the learnings from one discipline or approach to another. If a developer were to throw themselves into learning how to dance, they might learn something they can apply to their role as a developer.

An open and honest desire to explore new experiences in and outside of your working life is a vital ingredient in the creative thinking process. Try saying yes to doing new things wherever you can find them – being alive to possibility and engaging in the world is a great way of supercharging your creativity! 

Creativity is even better when shared. Whether it’s crowdsourcing new ideas, iterating together, or helping others build their creative thinking skills, sharing the experience is often a useful and generative process for all involved.

Try bringing a group together to explore thinking creatively together or run a workshop on developing creative thinking skills in the workplace. Not only will it help your participants with their own creative discovery, but it will also help you develop your own creative skills. 

Over to you

As facilitators and advocates of the power of workshops, we’re passionate about how creative thinking can improve many aspects of a group’s personal and working lives. At its heart, creative thinking is an empathic, generative act, and by bringing those concepts to the fore, we believe everyone can see better outcomes when solving problems, generating ideas or communicating with others. 

We hope we’ve given you some great examples of creative thinking at work and how you might discover and nurture your own creative thinking skills . That said, this list is by no means exhaustive and there are many more ways you might try thinking creatively. Think of this post as a jumping-off point for further exploration and creative development!

Do you have any concepts or approaches you’ve used to become a better creative thinker? Did you find any of the creative thinking methods above particularly helpful? We’d love to hear about your experience in the comments below!

James Smart is Head of Content at SessionLab. He’s also a creative facilitator who has run workshops and designed courses for establishments like the National Centre for Writing, UK. He especially enjoys working with young people and empowering others in their creative practice.

Very nice information. Thanks for posting such an informative blog. Creative thinking is an unconventional thinking that looks at an issue from different perspectives. Innovative thinking is a thinking that converts / commercializes a creative idea into practical application.

The Fosbury Flop is a very good example of a creative idea and trend when we apply “the learnings from one discipline or approach [Engineering] to another [High Jump].”

thanks alot…very informative and thoroug

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Mastering Growth in Life & Business

Critical and Creative Thinking: What is Which and What are the Advantages

Russell Heisler · March 8, 2018 · Leave a Comment

When dealing with problems, there are two ways to approach them. One might find solutions by applying critical thinking, while someone might find it more suitable to use creative thinking. Critical and creative thinking are essential during the learning process, which requires students to resort to different methods. They can use reason and logic when acquiring their knowledge, or be innovative and use imagination when finding solutions.

What is creative thinking?

Creative thinking is a form of innovation which seeks to find new answers and allow new perspectives on a problem. The outcome of this process should be original and unique. Through it, people might find unexpected solutions and increase productivity.

Through creative thinking, one starts by putting up lists of possibilities on a quest for ideas. Any unconventional proposition is welcome as, in the end, the product consists of various theories on the same issue. To come up with ideas, people can use both structured and unstructured methods.

Brainstorming vs. lateral thinking

Brainstorming is the unstructured type of process. It consists of a free discussion, where everyone contributes with ideas and suggestions. Those who are part of a brainstorming process are encouraged to voice all their ideas. Sometimes, they might have some unorthodox propositions, but this is all for the better.

Lateral thinking is the structured alternative to achieving creative thinking. It might seem a little too critical as, in the end, it reaches logical conclusions. However, the thinking process does not follow the classic line, and the ideas produced are attained from many points of view. In fact, the purpose of creative thinking is to supply some ideas which are then filtered through critical thinking.

Skills related to creative thinking

People who use this process have to be open-minded and flexible to outlandish ideas. Also, they need the imagination to produce the original ideas, and the creativity to make them unique. To produce alternatives and make them possible, it’s necessary to elaborate on a basis and even take some risks.

What is critical thinking?

Critical thinking makes use of logic, reason, and analyzing to reach a conclusion. The subjects first have to observe and have a certain experience with the elements of the problem. Then, they closely ponder all possibilities and analyze the reality. The final judgment is empirical and educated.

In critical thinking, people learn how to question everything. They do this by using logic to filter through all the alternatives. For the results to be the best, they also have to remain objective and thoroughly analyze everything that’s given to them.

What to use critical thinking for?

This process is best in debates, when people are trying to build up arguments to support their convictions. Also, some questions require a single answer, but more alternatives are offered. This is the best method of sorting the real one out. As mentioned above, critical and creative thinking are related as the former is used to sift through the variety given by the latter. Cortactors CRM. Best crm for construction companies .

Critical and creative thinking – main differences

Critical and creative thinking both seek to find answers and promote learning, but they use opposing principles and techniques. First of all, creative thinking is all about innovation. It wants to come up with new theories, while critical thinking explores the already existing options and the truth present in them.

Also, creative thinking seeks to generate. The main purpose of critical thinking is to be purely analytical and explore everything that is given. This is offered by the widely accepted principles which are closely followed in critical thinking. In the other variant, they are disregarded and challenged.

In the end, the main purpose of critical thinking is to reach one single answer. Therefore, all the methods are convergent, and carefully remove the options one by one, until the best is left. Creative thinking is clashing, divergent, and encourages diversity.

How do critical and creative thinking work together?

When solving problems, one may opt for one alternative or the other. However, in the context of learning, the two processes are not mutually exclusive. Both are essential for the development of thinking abilities. If students develop both their logic and imagination skills, they will later be able to choose their preferred strategy. Also, they will spontaneously use whatever suits the situation.

Critical and creative thinking in learning

To make kids develop critical and creative thinking, they first have to learn a few investigation techniques. Working in teams teaches them to listen to others’ opinions and thus develop a set of theories. On the other hand, working individually enhances their logical skills, and encourages them to ponder each result.

Critical and creative thinking are good for developing the inquiry skills of the kids. Both of them make the students ask more questions and be more curious about the options they have. Also, they get to compare all the information and be more attentive to where it comes from.

The two processes increase both the creativity and pragmatism of a child

Of course, these techniques increase the creativity of a child. By knowing how to come up with ideas and then judge them, students can then identify common points and find out how they are related. By connecting them, they might even find new solutions, or establish on the best strategy to apply.

These processes are essential for the development of a child into an adult endowed with reason. They teach them how to apply reason and logical concepts, and then reach conclusions. These skills are what it takes to help kids take decisions on their own, as they become capable of analyzing the consequences of their actions.

Drawing to a Close

Critical and creative thinking are two opposed methods to rationalize, which can often complete each other. Although one seeks to generate ideas and the other wants to sort out the existent options, they can both train the brain to be more creative and find solutions quickly. It also develops one’s logical skills, thus improving decision making and the analysis of consequences.

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Critical Thinking

Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms for thinking carefully, and the thinking components on which they focus. Its adoption as an educational goal has been recommended on the basis of respect for students’ autonomy and preparing students for success in life and for democratic citizenship. “Critical thinkers” have the dispositions and abilities that lead them to think critically when appropriate. The abilities can be identified directly; the dispositions indirectly, by considering what factors contribute to or impede exercise of the abilities. Standardized tests have been developed to assess the degree to which a person possesses such dispositions and abilities. Educational intervention has been shown experimentally to improve them, particularly when it includes dialogue, anchored instruction, and mentoring. Controversies have arisen over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.

2.1 Dewey’s Three Main Examples

2.2 dewey’s other examples, 2.3 further examples, 2.4 non-examples, 3. the definition of critical thinking, 4. its value, 5. the process of thinking critically, 6. components of the process, 7. contributory dispositions and abilities, 8.1 initiating dispositions, 8.2 internal dispositions, 9. critical thinking abilities, 10. required knowledge, 11. educational methods, 12.1 the generalizability of critical thinking, 12.2 bias in critical thinking theory and pedagogy, 12.3 relationship of critical thinking to other types of thinking, other internet resources, related entries.

Use of the term ‘critical thinking’ to describe an educational goal goes back to the American philosopher John Dewey (1910), who more commonly called it ‘reflective thinking’. He defined it as

active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends. (Dewey 1910: 6; 1933: 9)

and identified a habit of such consideration with a scientific attitude of mind. His lengthy quotations of Francis Bacon, John Locke, and John Stuart Mill indicate that he was not the first person to propose development of a scientific attitude of mind as an educational goal.

In the 1930s, many of the schools that participated in the Eight-Year Study of the Progressive Education Association (Aikin 1942) adopted critical thinking as an educational goal, for whose achievement the study’s Evaluation Staff developed tests (Smith, Tyler, & Evaluation Staff 1942). Glaser (1941) showed experimentally that it was possible to improve the critical thinking of high school students. Bloom’s influential taxonomy of cognitive educational objectives (Bloom et al. 1956) incorporated critical thinking abilities. Ennis (1962) proposed 12 aspects of critical thinking as a basis for research on the teaching and evaluation of critical thinking ability.

Since 1980, an annual international conference in California on critical thinking and educational reform has attracted tens of thousands of educators from all levels of education and from many parts of the world. Also since 1980, the state university system in California has required all undergraduate students to take a critical thinking course. Since 1983, the Association for Informal Logic and Critical Thinking has sponsored sessions in conjunction with the divisional meetings of the American Philosophical Association (APA). In 1987, the APA’s Committee on Pre-College Philosophy commissioned a consensus statement on critical thinking for purposes of educational assessment and instruction (Facione 1990a). Researchers have developed standardized tests of critical thinking abilities and dispositions; for details, see the Supplement on Assessment . Educational jurisdictions around the world now include critical thinking in guidelines for curriculum and assessment.

For details on this history, see the Supplement on History .

2. Examples and Non-Examples

Before considering the definition of critical thinking, it will be helpful to have in mind some examples of critical thinking, as well as some examples of kinds of thinking that would apparently not count as critical thinking.

Dewey (1910: 68–71; 1933: 91–94) takes as paradigms of reflective thinking three class papers of students in which they describe their thinking. The examples range from the everyday to the scientific.

Transit : “The other day, when I was down town on 16th Street, a clock caught my eye. I saw that the hands pointed to 12:20. This suggested that I had an engagement at 124th Street, at one o’clock. I reasoned that as it had taken me an hour to come down on a surface car, I should probably be twenty minutes late if I returned the same way. I might save twenty minutes by a subway express. But was there a station near? If not, I might lose more than twenty minutes in looking for one. Then I thought of the elevated, and I saw there was such a line within two blocks. But where was the station? If it were several blocks above or below the street I was on, I should lose time instead of gaining it. My mind went back to the subway express as quicker than the elevated; furthermore, I remembered that it went nearer than the elevated to the part of 124th Street I wished to reach, so that time would be saved at the end of the journey. I concluded in favor of the subway, and reached my destination by one o’clock.” (Dewey 1910: 68–69; 1933: 91–92)

Ferryboat : “Projecting nearly horizontally from the upper deck of the ferryboat on which I daily cross the river is a long white pole, having a gilded ball at its tip. It suggested a flagpole when I first saw it; its color, shape, and gilded ball agreed with this idea, and these reasons seemed to justify me in this belief. But soon difficulties presented themselves. The pole was nearly horizontal, an unusual position for a flagpole; in the next place, there was no pulley, ring, or cord by which to attach a flag; finally, there were elsewhere on the boat two vertical staffs from which flags were occasionally flown. It seemed probable that the pole was not there for flag-flying.

“I then tried to imagine all possible purposes of the pole, and to consider for which of these it was best suited: (a) Possibly it was an ornament. But as all the ferryboats and even the tugboats carried poles, this hypothesis was rejected. (b) Possibly it was the terminal of a wireless telegraph. But the same considerations made this improbable. Besides, the more natural place for such a terminal would be the highest part of the boat, on top of the pilot house. (c) Its purpose might be to point out the direction in which the boat is moving.

“In support of this conclusion, I discovered that the pole was lower than the pilot house, so that the steersman could easily see it. Moreover, the tip was enough higher than the base, so that, from the pilot’s position, it must appear to project far out in front of the boat. Moreover, the pilot being near the front of the boat, he would need some such guide as to its direction. Tugboats would also need poles for such a purpose. This hypothesis was so much more probable than the others that I accepted it. I formed the conclusion that the pole was set up for the purpose of showing the pilot the direction in which the boat pointed, to enable him to steer correctly.” (Dewey 1910: 69–70; 1933: 92–93)

Bubbles : “In washing tumblers in hot soapsuds and placing them mouth downward on a plate, bubbles appeared on the outside of the mouth of the tumblers and then went inside. Why? The presence of bubbles suggests air, which I note must come from inside the tumbler. I see that the soapy water on the plate prevents escape of the air save as it may be caught in bubbles. But why should air leave the tumbler? There was no substance entering to force it out. It must have expanded. It expands by increase of heat, or by decrease of pressure, or both. Could the air have become heated after the tumbler was taken from the hot suds? Clearly not the air that was already entangled in the water. If heated air was the cause, cold air must have entered in transferring the tumblers from the suds to the plate. I test to see if this supposition is true by taking several more tumblers out. Some I shake so as to make sure of entrapping cold air in them. Some I take out holding mouth downward in order to prevent cold air from entering. Bubbles appear on the outside of every one of the former and on none of the latter. I must be right in my inference. Air from the outside must have been expanded by the heat of the tumbler, which explains the appearance of the bubbles on the outside. But why do they then go inside? Cold contracts. The tumbler cooled and also the air inside it. Tension was removed, and hence bubbles appeared inside. To be sure of this, I test by placing a cup of ice on the tumbler while the bubbles are still forming outside. They soon reverse” (Dewey 1910: 70–71; 1933: 93–94).

Dewey (1910, 1933) sprinkles his book with other examples of critical thinking. We will refer to the following.

Weather : A man on a walk notices that it has suddenly become cool, thinks that it is probably going to rain, looks up and sees a dark cloud obscuring the sun, and quickens his steps (1910: 6–10; 1933: 9–13).

Disorder : A man finds his rooms on his return to them in disorder with his belongings thrown about, thinks at first of burglary as an explanation, then thinks of mischievous children as being an alternative explanation, then looks to see whether valuables are missing, and discovers that they are (1910: 82–83; 1933: 166–168).

Typhoid : A physician diagnosing a patient whose conspicuous symptoms suggest typhoid avoids drawing a conclusion until more data are gathered by questioning the patient and by making tests (1910: 85–86; 1933: 170).

Blur : A moving blur catches our eye in the distance, we ask ourselves whether it is a cloud of whirling dust or a tree moving its branches or a man signaling to us, we think of other traits that should be found on each of those possibilities, and we look and see if those traits are found (1910: 102, 108; 1933: 121, 133).

Suction pump : In thinking about the suction pump, the scientist first notes that it will draw water only to a maximum height of 33 feet at sea level and to a lesser maximum height at higher elevations, selects for attention the differing atmospheric pressure at these elevations, sets up experiments in which the air is removed from a vessel containing water (when suction no longer works) and in which the weight of air at various levels is calculated, compares the results of reasoning about the height to which a given weight of air will allow a suction pump to raise water with the observed maximum height at different elevations, and finally assimilates the suction pump to such apparently different phenomena as the siphon and the rising of a balloon (1910: 150–153; 1933: 195–198).

Diamond : A passenger in a car driving in a diamond lane reserved for vehicles with at least one passenger notices that the diamond marks on the pavement are far apart in some places and close together in others. Why? The driver suggests that the reason may be that the diamond marks are not needed where there is a solid double line separating the diamond lane from the adjoining lane, but are needed when there is a dotted single line permitting crossing into the diamond lane. Further observation confirms that the diamonds are close together when a dotted line separates the diamond lane from its neighbour, but otherwise far apart.

Rash : A woman suddenly develops a very itchy red rash on her throat and upper chest. She recently noticed a mark on the back of her right hand, but was not sure whether the mark was a rash or a scrape. She lies down in bed and thinks about what might be causing the rash and what to do about it. About two weeks before, she began taking blood pressure medication that contained a sulfa drug, and the pharmacist had warned her, in view of a previous allergic reaction to a medication containing a sulfa drug, to be on the alert for an allergic reaction; however, she had been taking the medication for two weeks with no such effect. The day before, she began using a new cream on her neck and upper chest; against the new cream as the cause was mark on the back of her hand, which had not been exposed to the cream. She began taking probiotics about a month before. She also recently started new eye drops, but she supposed that manufacturers of eye drops would be careful not to include allergy-causing components in the medication. The rash might be a heat rash, since she recently was sweating profusely from her upper body. Since she is about to go away on a short vacation, where she would not have access to her usual physician, she decides to keep taking the probiotics and using the new eye drops but to discontinue the blood pressure medication and to switch back to the old cream for her neck and upper chest. She forms a plan to consult her regular physician on her return about the blood pressure medication.

Candidate : Although Dewey included no examples of thinking directed at appraising the arguments of others, such thinking has come to be considered a kind of critical thinking. We find an example of such thinking in the performance task on the Collegiate Learning Assessment (CLA+), which its sponsoring organization describes as

a performance-based assessment that provides a measure of an institution’s contribution to the development of critical-thinking and written communication skills of its students. (Council for Aid to Education 2017)

A sample task posted on its website requires the test-taker to write a report for public distribution evaluating a fictional candidate’s policy proposals and their supporting arguments, using supplied background documents, with a recommendation on whether to endorse the candidate.

Immediate acceptance of an idea that suggests itself as a solution to a problem (e.g., a possible explanation of an event or phenomenon, an action that seems likely to produce a desired result) is “uncritical thinking, the minimum of reflection” (Dewey 1910: 13). On-going suspension of judgment in the light of doubt about a possible solution is not critical thinking (Dewey 1910: 108). Critique driven by a dogmatically held political or religious ideology is not critical thinking; thus Paulo Freire (1968 [1970]) is using the term (e.g., at 1970: 71, 81, 100, 146) in a more politically freighted sense that includes not only reflection but also revolutionary action against oppression. Derivation of a conclusion from given data using an algorithm is not critical thinking.

What is critical thinking? There are many definitions. Ennis (2016) lists 14 philosophically oriented scholarly definitions and three dictionary definitions. Following Rawls (1971), who distinguished his conception of justice from a utilitarian conception but regarded them as rival conceptions of the same concept, Ennis maintains that the 17 definitions are different conceptions of the same concept. Rawls articulated the shared concept of justice as

a characteristic set of principles for assigning basic rights and duties and for determining… the proper distribution of the benefits and burdens of social cooperation. (Rawls 1971: 5)

Bailin et al. (1999b) claim that, if one considers what sorts of thinking an educator would take not to be critical thinking and what sorts to be critical thinking, one can conclude that educators typically understand critical thinking to have at least three features.

• It is done for the purpose of making up one’s mind about what to believe or do.
• The person engaging in the thinking is trying to fulfill standards of adequacy and accuracy appropriate to the thinking.
• The thinking fulfills the relevant standards to some threshold level.

One could sum up the core concept that involves these three features by saying that critical thinking is careful goal-directed thinking. This core concept seems to apply to all the examples of critical thinking described in the previous section. As for the non-examples, their exclusion depends on construing careful thinking as excluding jumping immediately to conclusions, suspending judgment no matter how strong the evidence, reasoning from an unquestioned ideological or religious perspective, and routinely using an algorithm to answer a question.

If the core of critical thinking is careful goal-directed thinking, conceptions of it can vary according to its presumed scope, its presumed goal, one’s criteria and threshold for being careful, and the thinking component on which one focuses. As to its scope, some conceptions (e.g., Dewey 1910, 1933) restrict it to constructive thinking on the basis of one’s own observations and experiments, others (e.g., Ennis 1962; Fisher & Scriven 1997; Johnson 1992) to appraisal of the products of such thinking. Ennis (1991) and Bailin et al. (1999b) take it to cover both construction and appraisal. As to its goal, some conceptions restrict it to forming a judgment (Dewey 1910, 1933; Lipman 1987; Facione 1990a). Others allow for actions as well as beliefs as the end point of a process of critical thinking (Ennis 1991; Bailin et al. 1999b). As to the criteria and threshold for being careful, definitions vary in the term used to indicate that critical thinking satisfies certain norms: “intellectually disciplined” (Scriven & Paul 1987), “reasonable” (Ennis 1991), “skillful” (Lipman 1987), “skilled” (Fisher & Scriven 1997), “careful” (Bailin & Battersby 2009). Some definitions specify these norms, referring variously to “consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (Dewey 1910, 1933); “the methods of logical inquiry and reasoning” (Glaser 1941); “conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication” (Scriven & Paul 1987); the requirement that “it is sensitive to context, relies on criteria, and is self-correcting” (Lipman 1987); “evidential, conceptual, methodological, criteriological, or contextual considerations” (Facione 1990a); and “plus-minus considerations of the product in terms of appropriate standards (or criteria)” (Johnson 1992). Stanovich and Stanovich (2010) propose to ground the concept of critical thinking in the concept of rationality, which they understand as combining epistemic rationality (fitting one’s beliefs to the world) and instrumental rationality (optimizing goal fulfillment); a critical thinker, in their view, is someone with “a propensity to override suboptimal responses from the autonomous mind” (2010: 227). These variant specifications of norms for critical thinking are not necessarily incompatible with one another, and in any case presuppose the core notion of thinking carefully. As to the thinking component singled out, some definitions focus on suspension of judgment during the thinking (Dewey 1910; McPeck 1981), others on inquiry while judgment is suspended (Bailin & Battersby 2009, 2021), others on the resulting judgment (Facione 1990a), and still others on responsiveness to reasons (Siegel 1988). Kuhn (2019) takes critical thinking to be more a dialogic practice of advancing and responding to arguments than an individual ability.

In educational contexts, a definition of critical thinking is a “programmatic definition” (Scheffler 1960: 19). It expresses a practical program for achieving an educational goal. For this purpose, a one-sentence formulaic definition is much less useful than articulation of a critical thinking process, with criteria and standards for the kinds of thinking that the process may involve. The real educational goal is recognition, adoption and implementation by students of those criteria and standards. That adoption and implementation in turn consists in acquiring the knowledge, abilities and dispositions of a critical thinker.

Conceptions of critical thinking generally do not include moral integrity as part of the concept. Dewey, for example, took critical thinking to be the ultimate intellectual goal of education, but distinguished it from the development of social cooperation among school children, which he took to be the central moral goal. Ennis (1996, 2011) added to his previous list of critical thinking dispositions a group of dispositions to care about the dignity and worth of every person, which he described as a “correlative” (1996) disposition without which critical thinking would be less valuable and perhaps harmful. An educational program that aimed at developing critical thinking but not the correlative disposition to care about the dignity and worth of every person, he asserted, “would be deficient and perhaps dangerous” (Ennis 1996: 172).

Dewey thought that education for reflective thinking would be of value to both the individual and society; recognition in educational practice of the kinship to the scientific attitude of children’s native curiosity, fertile imagination and love of experimental inquiry “would make for individual happiness and the reduction of social waste” (Dewey 1910: iii). Schools participating in the Eight-Year Study took development of the habit of reflective thinking and skill in solving problems as a means to leading young people to understand, appreciate and live the democratic way of life characteristic of the United States (Aikin 1942: 17–18, 81). Harvey Siegel (1988: 55–61) has offered four considerations in support of adopting critical thinking as an educational ideal. (1) Respect for persons requires that schools and teachers honour students’ demands for reasons and explanations, deal with students honestly, and recognize the need to confront students’ independent judgment; these requirements concern the manner in which teachers treat students. (2) Education has the task of preparing children to be successful adults, a task that requires development of their self-sufficiency. (3) Education should initiate children into the rational traditions in such fields as history, science and mathematics. (4) Education should prepare children to become democratic citizens, which requires reasoned procedures and critical talents and attitudes. To supplement these considerations, Siegel (1988: 62–90) responds to two objections: the ideology objection that adoption of any educational ideal requires a prior ideological commitment and the indoctrination objection that cultivation of critical thinking cannot escape being a form of indoctrination.

Despite the diversity of our 11 examples, one can recognize a common pattern. Dewey analyzed it as consisting of five phases:

• suggestions , in which the mind leaps forward to a possible solution;
• an intellectualization of the difficulty or perplexity into a problem to be solved, a question for which the answer must be sought;
• the use of one suggestion after another as a leading idea, or hypothesis , to initiate and guide observation and other operations in collection of factual material;
• the mental elaboration of the idea or supposition as an idea or supposition ( reasoning , in the sense on which reasoning is a part, not the whole, of inference); and
• testing the hypothesis by overt or imaginative action. (Dewey 1933: 106–107; italics in original)

The process of reflective thinking consisting of these phases would be preceded by a perplexed, troubled or confused situation and followed by a cleared-up, unified, resolved situation (Dewey 1933: 106). The term ‘phases’ replaced the term ‘steps’ (Dewey 1910: 72), thus removing the earlier suggestion of an invariant sequence. Variants of the above analysis appeared in (Dewey 1916: 177) and (Dewey 1938: 101–119).

The variant formulations indicate the difficulty of giving a single logical analysis of such a varied process. The process of critical thinking may have a spiral pattern, with the problem being redefined in the light of obstacles to solving it as originally formulated. For example, the person in Transit might have concluded that getting to the appointment at the scheduled time was impossible and have reformulated the problem as that of rescheduling the appointment for a mutually convenient time. Further, defining a problem does not always follow after or lead immediately to an idea of a suggested solution. Nor should it do so, as Dewey himself recognized in describing the physician in Typhoid as avoiding any strong preference for this or that conclusion before getting further information (Dewey 1910: 85; 1933: 170). People with a hypothesis in mind, even one to which they have a very weak commitment, have a so-called “confirmation bias” (Nickerson 1998): they are likely to pay attention to evidence that confirms the hypothesis and to ignore evidence that counts against it or for some competing hypothesis. Detectives, intelligence agencies, and investigators of airplane accidents are well advised to gather relevant evidence systematically and to postpone even tentative adoption of an explanatory hypothesis until the collected evidence rules out with the appropriate degree of certainty all but one explanation. Dewey’s analysis of the critical thinking process can be faulted as well for requiring acceptance or rejection of a possible solution to a defined problem, with no allowance for deciding in the light of the available evidence to suspend judgment. Further, given the great variety of kinds of problems for which reflection is appropriate, there is likely to be variation in its component events. Perhaps the best way to conceptualize the critical thinking process is as a checklist whose component events can occur in a variety of orders, selectively, and more than once. These component events might include (1) noticing a difficulty, (2) defining the problem, (3) dividing the problem into manageable sub-problems, (4) formulating a variety of possible solutions to the problem or sub-problem, (5) determining what evidence is relevant to deciding among possible solutions to the problem or sub-problem, (6) devising a plan of systematic observation or experiment that will uncover the relevant evidence, (7) carrying out the plan of systematic observation or experimentation, (8) noting the results of the systematic observation or experiment, (9) gathering relevant testimony and information from others, (10) judging the credibility of testimony and information gathered from others, (11) drawing conclusions from gathered evidence and accepted testimony, and (12) accepting a solution that the evidence adequately supports (cf. Hitchcock 2017: 485).

Checklist conceptions of the process of critical thinking are open to the objection that they are too mechanical and procedural to fit the multi-dimensional and emotionally charged issues for which critical thinking is urgently needed (Paul 1984). For such issues, a more dialectical process is advocated, in which competing relevant world views are identified, their implications explored, and some sort of creative synthesis attempted.

If one considers the critical thinking process illustrated by the 11 examples, one can identify distinct kinds of mental acts and mental states that form part of it. To distinguish, label and briefly characterize these components is a useful preliminary to identifying abilities, skills, dispositions, attitudes, habits and the like that contribute causally to thinking critically. Identifying such abilities and habits is in turn a useful preliminary to setting educational goals. Setting the goals is in its turn a useful preliminary to designing strategies for helping learners to achieve the goals and to designing ways of measuring the extent to which learners have done so. Such measures provide both feedback to learners on their achievement and a basis for experimental research on the effectiveness of various strategies for educating people to think critically. Let us begin, then, by distinguishing the kinds of mental acts and mental events that can occur in a critical thinking process.

• Observing : One notices something in one’s immediate environment (sudden cooling of temperature in Weather , bubbles forming outside a glass and then going inside in Bubbles , a moving blur in the distance in Blur , a rash in Rash ). Or one notes the results of an experiment or systematic observation (valuables missing in Disorder , no suction without air pressure in Suction pump )
• Feeling : One feels puzzled or uncertain about something (how to get to an appointment on time in Transit , why the diamonds vary in spacing in Diamond ). One wants to resolve this perplexity. One feels satisfaction once one has worked out an answer (to take the subway express in Transit , diamonds closer when needed as a warning in Diamond ).
• Wondering : One formulates a question to be addressed (why bubbles form outside a tumbler taken from hot water in Bubbles , how suction pumps work in Suction pump , what caused the rash in Rash ).
• Imagining : One thinks of possible answers (bus or subway or elevated in Transit , flagpole or ornament or wireless communication aid or direction indicator in Ferryboat , allergic reaction or heat rash in Rash ).
• Inferring : One works out what would be the case if a possible answer were assumed (valuables missing if there has been a burglary in Disorder , earlier start to the rash if it is an allergic reaction to a sulfa drug in Rash ). Or one draws a conclusion once sufficient relevant evidence is gathered (take the subway in Transit , burglary in Disorder , discontinue blood pressure medication and new cream in Rash ).
• Knowledge : One uses stored knowledge of the subject-matter to generate possible answers or to infer what would be expected on the assumption of a particular answer (knowledge of a city’s public transit system in Transit , of the requirements for a flagpole in Ferryboat , of Boyle’s law in Bubbles , of allergic reactions in Rash ).
• Experimenting : One designs and carries out an experiment or a systematic observation to find out whether the results deduced from a possible answer will occur (looking at the location of the flagpole in relation to the pilot’s position in Ferryboat , putting an ice cube on top of a tumbler taken from hot water in Bubbles , measuring the height to which a suction pump will draw water at different elevations in Suction pump , noticing the spacing of diamonds when movement to or from a diamond lane is allowed in Diamond ).
• Consulting : One finds a source of information, gets the information from the source, and makes a judgment on whether to accept it. None of our 11 examples include searching for sources of information. In this respect they are unrepresentative, since most people nowadays have almost instant access to information relevant to answering any question, including many of those illustrated by the examples. However, Candidate includes the activities of extracting information from sources and evaluating its credibility.
• Identifying and analyzing arguments : One notices an argument and works out its structure and content as a preliminary to evaluating its strength. This activity is central to Candidate . It is an important part of a critical thinking process in which one surveys arguments for various positions on an issue.
• Judging : One makes a judgment on the basis of accumulated evidence and reasoning, such as the judgment in Ferryboat that the purpose of the pole is to provide direction to the pilot.
• Deciding : One makes a decision on what to do or on what policy to adopt, as in the decision in Transit to take the subway.

By definition, a person who does something voluntarily is both willing and able to do that thing at that time. Both the willingness and the ability contribute causally to the person’s action, in the sense that the voluntary action would not occur if either (or both) of these were lacking. For example, suppose that one is standing with one’s arms at one’s sides and one voluntarily lifts one’s right arm to an extended horizontal position. One would not do so if one were unable to lift one’s arm, if for example one’s right side was paralyzed as the result of a stroke. Nor would one do so if one were unwilling to lift one’s arm, if for example one were participating in a street demonstration at which a white supremacist was urging the crowd to lift their right arm in a Nazi salute and one were unwilling to express support in this way for the racist Nazi ideology. The same analysis applies to a voluntary mental process of thinking critically. It requires both willingness and ability to think critically, including willingness and ability to perform each of the mental acts that compose the process and to coordinate those acts in a sequence that is directed at resolving the initiating perplexity.

Consider willingness first. We can identify causal contributors to willingness to think critically by considering factors that would cause a person who was able to think critically about an issue nevertheless not to do so (Hamby 2014). For each factor, the opposite condition thus contributes causally to willingness to think critically on a particular occasion. For example, people who habitually jump to conclusions without considering alternatives will not think critically about issues that arise, even if they have the required abilities. The contrary condition of willingness to suspend judgment is thus a causal contributor to thinking critically.

Now consider ability. In contrast to the ability to move one’s arm, which can be completely absent because a stroke has left the arm paralyzed, the ability to think critically is a developed ability, whose absence is not a complete absence of ability to think but absence of ability to think well. We can identify the ability to think well directly, in terms of the norms and standards for good thinking. In general, to be able do well the thinking activities that can be components of a critical thinking process, one needs to know the concepts and principles that characterize their good performance, to recognize in particular cases that the concepts and principles apply, and to apply them. The knowledge, recognition and application may be procedural rather than declarative. It may be domain-specific rather than widely applicable, and in either case may need subject-matter knowledge, sometimes of a deep kind.

Reflections of the sort illustrated by the previous two paragraphs have led scholars to identify the knowledge, abilities and dispositions of a “critical thinker”, i.e., someone who thinks critically whenever it is appropriate to do so. We turn now to these three types of causal contributors to thinking critically. We start with dispositions, since arguably these are the most powerful contributors to being a critical thinker, can be fostered at an early stage of a child’s development, and are susceptible to general improvement (Glaser 1941: 175)

8. Critical Thinking Dispositions

Educational researchers use the term ‘dispositions’ broadly for the habits of mind and attitudes that contribute causally to being a critical thinker. Some writers (e.g., Paul & Elder 2006; Hamby 2014; Bailin & Battersby 2016a) propose to use the term ‘virtues’ for this dimension of a critical thinker. The virtues in question, although they are virtues of character, concern the person’s ways of thinking rather than the person’s ways of behaving towards others. They are not moral virtues but intellectual virtues, of the sort articulated by Zagzebski (1996) and discussed by Turri, Alfano, and Greco (2017).

On a realistic conception, thinking dispositions or intellectual virtues are real properties of thinkers. They are general tendencies, propensities, or inclinations to think in particular ways in particular circumstances, and can be genuinely explanatory (Siegel 1999). Sceptics argue that there is no evidence for a specific mental basis for the habits of mind that contribute to thinking critically, and that it is pedagogically misleading to posit such a basis (Bailin et al. 1999a). Whatever their status, critical thinking dispositions need motivation for their initial formation in a child—motivation that may be external or internal. As children develop, the force of habit will gradually become important in sustaining the disposition (Nieto & Valenzuela 2012). Mere force of habit, however, is unlikely to sustain critical thinking dispositions. Critical thinkers must value and enjoy using their knowledge and abilities to think things through for themselves. They must be committed to, and lovers of, inquiry.

A person may have a critical thinking disposition with respect to only some kinds of issues. For example, one could be open-minded about scientific issues but not about religious issues. Similarly, one could be confident in one’s ability to reason about the theological implications of the existence of evil in the world but not in one’s ability to reason about the best design for a guided ballistic missile.

Facione (1990a: 25) divides “affective dispositions” of critical thinking into approaches to life and living in general and approaches to specific issues, questions or problems. Adapting this distinction, one can usefully divide critical thinking dispositions into initiating dispositions (those that contribute causally to starting to think critically about an issue) and internal dispositions (those that contribute causally to doing a good job of thinking critically once one has started). The two categories are not mutually exclusive. For example, open-mindedness, in the sense of willingness to consider alternative points of view to one’s own, is both an initiating and an internal disposition.

Using the strategy of considering factors that would block people with the ability to think critically from doing so, we can identify as initiating dispositions for thinking critically attentiveness, a habit of inquiry, self-confidence, courage, open-mindedness, willingness to suspend judgment, trust in reason, wanting evidence for one’s beliefs, and seeking the truth. We consider briefly what each of these dispositions amounts to, in each case citing sources that acknowledge them.

• Attentiveness : One will not think critically if one fails to recognize an issue that needs to be thought through. For example, the pedestrian in Weather would not have looked up if he had not noticed that the air was suddenly cooler. To be a critical thinker, then, one needs to be habitually attentive to one’s surroundings, noticing not only what one senses but also sources of perplexity in messages received and in one’s own beliefs and attitudes (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
• Habit of inquiry : Inquiry is effortful, and one needs an internal push to engage in it. For example, the student in Bubbles could easily have stopped at idle wondering about the cause of the bubbles rather than reasoning to a hypothesis, then designing and executing an experiment to test it. Thus willingness to think critically needs mental energy and initiative. What can supply that energy? Love of inquiry, or perhaps just a habit of inquiry. Hamby (2015) has argued that willingness to inquire is the central critical thinking virtue, one that encompasses all the others. It is recognized as a critical thinking disposition by Dewey (1910: 29; 1933: 35), Glaser (1941: 5), Ennis (1987: 12; 1991: 8), Facione (1990a: 25), Bailin et al. (1999b: 294), Halpern (1998: 452), and Facione, Facione, & Giancarlo (2001).
• Self-confidence : Lack of confidence in one’s abilities can block critical thinking. For example, if the woman in Rash lacked confidence in her ability to figure things out for herself, she might just have assumed that the rash on her chest was the allergic reaction to her medication against which the pharmacist had warned her. Thus willingness to think critically requires confidence in one’s ability to inquire (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
• Courage : Fear of thinking for oneself can stop one from doing it. Thus willingness to think critically requires intellectual courage (Paul & Elder 2006: 16).
• Open-mindedness : A dogmatic attitude will impede thinking critically. For example, a person who adheres rigidly to a “pro-choice” position on the issue of the legal status of induced abortion is likely to be unwilling to consider seriously the issue of when in its development an unborn child acquires a moral right to life. Thus willingness to think critically requires open-mindedness, in the sense of a willingness to examine questions to which one already accepts an answer but which further evidence or reasoning might cause one to answer differently (Dewey 1933; Facione 1990a; Ennis 1991; Bailin et al. 1999b; Halpern 1998, Facione, Facione, & Giancarlo 2001). Paul (1981) emphasizes open-mindedness about alternative world-views, and recommends a dialectical approach to integrating such views as central to what he calls “strong sense” critical thinking. In three studies, Haran, Ritov, & Mellers (2013) found that actively open-minded thinking, including “the tendency to weigh new evidence against a favored belief, to spend sufficient time on a problem before giving up, and to consider carefully the opinions of others in forming one’s own”, led study participants to acquire information and thus to make accurate estimations.
• Willingness to suspend judgment : Premature closure on an initial solution will block critical thinking. Thus willingness to think critically requires a willingness to suspend judgment while alternatives are explored (Facione 1990a; Ennis 1991; Halpern 1998).
• Trust in reason : Since distrust in the processes of reasoned inquiry will dissuade one from engaging in it, trust in them is an initiating critical thinking disposition (Facione 1990a, 25; Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001; Paul & Elder 2006). In reaction to an allegedly exclusive emphasis on reason in critical thinking theory and pedagogy, Thayer-Bacon (2000) argues that intuition, imagination, and emotion have important roles to play in an adequate conception of critical thinking that she calls “constructive thinking”. From her point of view, critical thinking requires trust not only in reason but also in intuition, imagination, and emotion.
• Seeking the truth : If one does not care about the truth but is content to stick with one’s initial bias on an issue, then one will not think critically about it. Seeking the truth is thus an initiating critical thinking disposition (Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001). A disposition to seek the truth is implicit in more specific critical thinking dispositions, such as trying to be well-informed, considering seriously points of view other than one’s own, looking for alternatives, suspending judgment when the evidence is insufficient, and adopting a position when the evidence supporting it is sufficient.

Some of the initiating dispositions, such as open-mindedness and willingness to suspend judgment, are also internal critical thinking dispositions, in the sense of mental habits or attitudes that contribute causally to doing a good job of critical thinking once one starts the process. But there are many other internal critical thinking dispositions. Some of them are parasitic on one’s conception of good thinking. For example, it is constitutive of good thinking about an issue to formulate the issue clearly and to maintain focus on it. For this purpose, one needs not only the corresponding ability but also the corresponding disposition. Ennis (1991: 8) describes it as the disposition “to determine and maintain focus on the conclusion or question”, Facione (1990a: 25) as “clarity in stating the question or concern”. Other internal dispositions are motivators to continue or adjust the critical thinking process, such as willingness to persist in a complex task and willingness to abandon nonproductive strategies in an attempt to self-correct (Halpern 1998: 452). For a list of identified internal critical thinking dispositions, see the Supplement on Internal Critical Thinking Dispositions .

Some theorists postulate skills, i.e., acquired abilities, as operative in critical thinking. It is not obvious, however, that a good mental act is the exercise of a generic acquired skill. Inferring an expected time of arrival, as in Transit , has some generic components but also uses non-generic subject-matter knowledge. Bailin et al. (1999a) argue against viewing critical thinking skills as generic and discrete, on the ground that skilled performance at a critical thinking task cannot be separated from knowledge of concepts and from domain-specific principles of good thinking. Talk of skills, they concede, is unproblematic if it means merely that a person with critical thinking skills is capable of intelligent performance.

Despite such scepticism, theorists of critical thinking have listed as general contributors to critical thinking what they variously call abilities (Glaser 1941; Ennis 1962, 1991), skills (Facione 1990a; Halpern 1998) or competencies (Fisher & Scriven 1997). Amalgamating these lists would produce a confusing and chaotic cornucopia of more than 50 possible educational objectives, with only partial overlap among them. It makes sense instead to try to understand the reasons for the multiplicity and diversity, and to make a selection according to one’s own reasons for singling out abilities to be developed in a critical thinking curriculum. Two reasons for diversity among lists of critical thinking abilities are the underlying conception of critical thinking and the envisaged educational level. Appraisal-only conceptions, for example, involve a different suite of abilities than constructive-only conceptions. Some lists, such as those in (Glaser 1941), are put forward as educational objectives for secondary school students, whereas others are proposed as objectives for college students (e.g., Facione 1990a).

The abilities described in the remaining paragraphs of this section emerge from reflection on the general abilities needed to do well the thinking activities identified in section 6 as components of the critical thinking process described in section 5 . The derivation of each collection of abilities is accompanied by citation of sources that list such abilities and of standardized tests that claim to test them.

Observational abilities : Careful and accurate observation sometimes requires specialist expertise and practice, as in the case of observing birds and observing accident scenes. However, there are general abilities of noticing what one’s senses are picking up from one’s environment and of being able to articulate clearly and accurately to oneself and others what one has observed. It helps in exercising them to be able to recognize and take into account factors that make one’s observation less trustworthy, such as prior framing of the situation, inadequate time, deficient senses, poor observation conditions, and the like. It helps as well to be skilled at taking steps to make one’s observation more trustworthy, such as moving closer to get a better look, measuring something three times and taking the average, and checking what one thinks one is observing with someone else who is in a good position to observe it. It also helps to be skilled at recognizing respects in which one’s report of one’s observation involves inference rather than direct observation, so that one can then consider whether the inference is justified. These abilities come into play as well when one thinks about whether and with what degree of confidence to accept an observation report, for example in the study of history or in a criminal investigation or in assessing news reports. Observational abilities show up in some lists of critical thinking abilities (Ennis 1962: 90; Facione 1990a: 16; Ennis 1991: 9). There are items testing a person’s ability to judge the credibility of observation reports in the Cornell Critical Thinking Tests, Levels X and Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). Norris and King (1983, 1985, 1990a, 1990b) is a test of ability to appraise observation reports.

Emotional abilities : The emotions that drive a critical thinking process are perplexity or puzzlement, a wish to resolve it, and satisfaction at achieving the desired resolution. Children experience these emotions at an early age, without being trained to do so. Education that takes critical thinking as a goal needs only to channel these emotions and to make sure not to stifle them. Collaborative critical thinking benefits from ability to recognize one’s own and others’ emotional commitments and reactions.

Questioning abilities : A critical thinking process needs transformation of an inchoate sense of perplexity into a clear question. Formulating a question well requires not building in questionable assumptions, not prejudging the issue, and using language that in context is unambiguous and precise enough (Ennis 1962: 97; 1991: 9).

Imaginative abilities : Thinking directed at finding the correct causal explanation of a general phenomenon or particular event requires an ability to imagine possible explanations. Thinking about what policy or plan of action to adopt requires generation of options and consideration of possible consequences of each option. Domain knowledge is required for such creative activity, but a general ability to imagine alternatives is helpful and can be nurtured so as to become easier, quicker, more extensive, and deeper (Dewey 1910: 34–39; 1933: 40–47). Facione (1990a) and Halpern (1998) include the ability to imagine alternatives as a critical thinking ability.

Inferential abilities : The ability to draw conclusions from given information, and to recognize with what degree of certainty one’s own or others’ conclusions follow, is universally recognized as a general critical thinking ability. All 11 examples in section 2 of this article include inferences, some from hypotheses or options (as in Transit , Ferryboat and Disorder ), others from something observed (as in Weather and Rash ). None of these inferences is formally valid. Rather, they are licensed by general, sometimes qualified substantive rules of inference (Toulmin 1958) that rest on domain knowledge—that a bus trip takes about the same time in each direction, that the terminal of a wireless telegraph would be located on the highest possible place, that sudden cooling is often followed by rain, that an allergic reaction to a sulfa drug generally shows up soon after one starts taking it. It is a matter of controversy to what extent the specialized ability to deduce conclusions from premisses using formal rules of inference is needed for critical thinking. Dewey (1933) locates logical forms in setting out the products of reflection rather than in the process of reflection. Ennis (1981a), on the other hand, maintains that a liberally-educated person should have the following abilities: to translate natural-language statements into statements using the standard logical operators, to use appropriately the language of necessary and sufficient conditions, to deal with argument forms and arguments containing symbols, to determine whether in virtue of an argument’s form its conclusion follows necessarily from its premisses, to reason with logically complex propositions, and to apply the rules and procedures of deductive logic. Inferential abilities are recognized as critical thinking abilities by Glaser (1941: 6), Facione (1990a: 9), Ennis (1991: 9), Fisher & Scriven (1997: 99, 111), and Halpern (1998: 452). Items testing inferential abilities constitute two of the five subtests of the Watson Glaser Critical Thinking Appraisal (Watson & Glaser 1980a, 1980b, 1994), two of the four sections in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), three of the seven sections in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), 11 of the 34 items on Forms A and B of the California Critical Thinking Skills Test (Facione 1990b, 1992), and a high but variable proportion of the 25 selected-response questions in the Collegiate Learning Assessment (Council for Aid to Education 2017).

Experimenting abilities : Knowing how to design and execute an experiment is important not just in scientific research but also in everyday life, as in Rash . Dewey devoted a whole chapter of his How We Think (1910: 145–156; 1933: 190–202) to the superiority of experimentation over observation in advancing knowledge. Experimenting abilities come into play at one remove in appraising reports of scientific studies. Skill in designing and executing experiments includes the acknowledged abilities to appraise evidence (Glaser 1941: 6), to carry out experiments and to apply appropriate statistical inference techniques (Facione 1990a: 9), to judge inductions to an explanatory hypothesis (Ennis 1991: 9), and to recognize the need for an adequately large sample size (Halpern 1998). The Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) includes four items (out of 52) on experimental design. The Collegiate Learning Assessment (Council for Aid to Education 2017) makes room for appraisal of study design in both its performance task and its selected-response questions.

Consulting abilities : Skill at consulting sources of information comes into play when one seeks information to help resolve a problem, as in Candidate . Ability to find and appraise information includes ability to gather and marshal pertinent information (Glaser 1941: 6), to judge whether a statement made by an alleged authority is acceptable (Ennis 1962: 84), to plan a search for desired information (Facione 1990a: 9), and to judge the credibility of a source (Ennis 1991: 9). Ability to judge the credibility of statements is tested by 24 items (out of 76) in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) and by four items (out of 52) in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). The College Learning Assessment’s performance task requires evaluation of whether information in documents is credible or unreliable (Council for Aid to Education 2017).

Argument analysis abilities : The ability to identify and analyze arguments contributes to the process of surveying arguments on an issue in order to form one’s own reasoned judgment, as in Candidate . The ability to detect and analyze arguments is recognized as a critical thinking skill by Facione (1990a: 7–8), Ennis (1991: 9) and Halpern (1998). Five items (out of 34) on the California Critical Thinking Skills Test (Facione 1990b, 1992) test skill at argument analysis. The College Learning Assessment (Council for Aid to Education 2017) incorporates argument analysis in its selected-response tests of critical reading and evaluation and of critiquing an argument.

Judging skills and deciding skills : Skill at judging and deciding is skill at recognizing what judgment or decision the available evidence and argument supports, and with what degree of confidence. It is thus a component of the inferential skills already discussed.

Lists and tests of critical thinking abilities often include two more abilities: identifying assumptions and constructing and evaluating definitions.

In addition to dispositions and abilities, critical thinking needs knowledge: of critical thinking concepts, of critical thinking principles, and of the subject-matter of the thinking.

We can derive a short list of concepts whose understanding contributes to critical thinking from the critical thinking abilities described in the preceding section. Observational abilities require an understanding of the difference between observation and inference. Questioning abilities require an understanding of the concepts of ambiguity and vagueness. Inferential abilities require an understanding of the difference between conclusive and defeasible inference (traditionally, between deduction and induction), as well as of the difference between necessary and sufficient conditions. Experimenting abilities require an understanding of the concepts of hypothesis, null hypothesis, assumption and prediction, as well as of the concept of statistical significance and of its difference from importance. They also require an understanding of the difference between an experiment and an observational study, and in particular of the difference between a randomized controlled trial, a prospective correlational study and a retrospective (case-control) study. Argument analysis abilities require an understanding of the concepts of argument, premiss, assumption, conclusion and counter-consideration. Additional critical thinking concepts are proposed by Bailin et al. (1999b: 293), Fisher & Scriven (1997: 105–106), Black (2012), and Blair (2021).

According to Glaser (1941: 25), ability to think critically requires knowledge of the methods of logical inquiry and reasoning. If we review the list of abilities in the preceding section, however, we can see that some of them can be acquired and exercised merely through practice, possibly guided in an educational setting, followed by feedback. Searching intelligently for a causal explanation of some phenomenon or event requires that one consider a full range of possible causal contributors, but it seems more important that one implements this principle in one’s practice than that one is able to articulate it. What is important is “operational knowledge” of the standards and principles of good thinking (Bailin et al. 1999b: 291–293). But the development of such critical thinking abilities as designing an experiment or constructing an operational definition can benefit from learning their underlying theory. Further, explicit knowledge of quirks of human thinking seems useful as a cautionary guide. Human memory is not just fallible about details, as people learn from their own experiences of misremembering, but is so malleable that a detailed, clear and vivid recollection of an event can be a total fabrication (Loftus 2017). People seek or interpret evidence in ways that are partial to their existing beliefs and expectations, often unconscious of their “confirmation bias” (Nickerson 1998). Not only are people subject to this and other cognitive biases (Kahneman 2011), of which they are typically unaware, but it may be counter-productive for one to make oneself aware of them and try consciously to counteract them or to counteract social biases such as racial or sexual stereotypes (Kenyon & Beaulac 2014). It is helpful to be aware of these facts and of the superior effectiveness of blocking the operation of biases—for example, by making an immediate record of one’s observations, refraining from forming a preliminary explanatory hypothesis, blind refereeing, double-blind randomized trials, and blind grading of students’ work. It is also helpful to be aware of the prevalence of “noise” (unwanted unsystematic variability of judgments), of how to detect noise (through a noise audit), and of how to reduce noise: make accuracy the goal, think statistically, break a process of arriving at a judgment into independent tasks, resist premature intuitions, in a group get independent judgments first, favour comparative judgments and scales (Kahneman, Sibony, & Sunstein 2021). It is helpful as well to be aware of the concept of “bounded rationality” in decision-making and of the related distinction between “satisficing” and optimizing (Simon 1956; Gigerenzer 2001).

Critical thinking about an issue requires substantive knowledge of the domain to which the issue belongs. Critical thinking abilities are not a magic elixir that can be applied to any issue whatever by somebody who has no knowledge of the facts relevant to exploring that issue. For example, the student in Bubbles needed to know that gases do not penetrate solid objects like a glass, that air expands when heated, that the volume of an enclosed gas varies directly with its temperature and inversely with its pressure, and that hot objects will spontaneously cool down to the ambient temperature of their surroundings unless kept hot by insulation or a source of heat. Critical thinkers thus need a rich fund of subject-matter knowledge relevant to the variety of situations they encounter. This fact is recognized in the inclusion among critical thinking dispositions of a concern to become and remain generally well informed.

Experimental educational interventions, with control groups, have shown that education can improve critical thinking skills and dispositions, as measured by standardized tests. For information about these tests, see the Supplement on Assessment .

What educational methods are most effective at developing the dispositions, abilities and knowledge of a critical thinker? In a comprehensive meta-analysis of experimental and quasi-experimental studies of strategies for teaching students to think critically, Abrami et al. (2015) found that dialogue, anchored instruction, and mentoring each increased the effectiveness of the educational intervention, and that they were most effective when combined. They also found that in these studies a combination of separate instruction in critical thinking with subject-matter instruction in which students are encouraged to think critically was more effective than either by itself. However, the difference was not statistically significant; that is, it might have arisen by chance.

Most of these studies lack the longitudinal follow-up required to determine whether the observed differential improvements in critical thinking abilities or dispositions continue over time, for example until high school or college graduation. For details on studies of methods of developing critical thinking skills and dispositions, see the Supplement on Educational Methods .

12. Controversies

Scholars have denied the generalizability of critical thinking abilities across subject domains, have alleged bias in critical thinking theory and pedagogy, and have investigated the relationship of critical thinking to other kinds of thinking.

McPeck (1981) attacked the thinking skills movement of the 1970s, including the critical thinking movement. He argued that there are no general thinking skills, since thinking is always thinking about some subject-matter. It is futile, he claimed, for schools and colleges to teach thinking as if it were a separate subject. Rather, teachers should lead their pupils to become autonomous thinkers by teaching school subjects in a way that brings out their cognitive structure and that encourages and rewards discussion and argument. As some of his critics (e.g., Paul 1985; Siegel 1985) pointed out, McPeck’s central argument needs elaboration, since it has obvious counter-examples in writing and speaking, for which (up to a certain level of complexity) there are teachable general abilities even though they are always about some subject-matter. To make his argument convincing, McPeck needs to explain how thinking differs from writing and speaking in a way that does not permit useful abstraction of its components from the subject-matters with which it deals. He has not done so. Nevertheless, his position that the dispositions and abilities of a critical thinker are best developed in the context of subject-matter instruction is shared by many theorists of critical thinking, including Dewey (1910, 1933), Glaser (1941), Passmore (1980), Weinstein (1990), Bailin et al. (1999b), and Willingham (2019).

McPeck’s challenge prompted reflection on the extent to which critical thinking is subject-specific. McPeck argued for a strong subject-specificity thesis, according to which it is a conceptual truth that all critical thinking abilities are specific to a subject. (He did not however extend his subject-specificity thesis to critical thinking dispositions. In particular, he took the disposition to suspend judgment in situations of cognitive dissonance to be a general disposition.) Conceptual subject-specificity is subject to obvious counter-examples, such as the general ability to recognize confusion of necessary and sufficient conditions. A more modest thesis, also endorsed by McPeck, is epistemological subject-specificity, according to which the norms of good thinking vary from one field to another. Epistemological subject-specificity clearly holds to a certain extent; for example, the principles in accordance with which one solves a differential equation are quite different from the principles in accordance with which one determines whether a painting is a genuine Picasso. But the thesis suffers, as Ennis (1989) points out, from vagueness of the concept of a field or subject and from the obvious existence of inter-field principles, however broadly the concept of a field is construed. For example, the principles of hypothetico-deductive reasoning hold for all the varied fields in which such reasoning occurs. A third kind of subject-specificity is empirical subject-specificity, according to which as a matter of empirically observable fact a person with the abilities and dispositions of a critical thinker in one area of investigation will not necessarily have them in another area of investigation.

The thesis of empirical subject-specificity raises the general problem of transfer. If critical thinking abilities and dispositions have to be developed independently in each school subject, how are they of any use in dealing with the problems of everyday life and the political and social issues of contemporary society, most of which do not fit into the framework of a traditional school subject? Proponents of empirical subject-specificity tend to argue that transfer is more likely to occur if there is critical thinking instruction in a variety of domains, with explicit attention to dispositions and abilities that cut across domains. But evidence for this claim is scanty. There is a need for well-designed empirical studies that investigate the conditions that make transfer more likely.

It is common ground in debates about the generality or subject-specificity of critical thinking dispositions and abilities that critical thinking about any topic requires background knowledge about the topic. For example, the most sophisticated understanding of the principles of hypothetico-deductive reasoning is of no help unless accompanied by some knowledge of what might be plausible explanations of some phenomenon under investigation.

Critics have objected to bias in the theory, pedagogy and practice of critical thinking. Commentators (e.g., Alston 1995; Ennis 1998) have noted that anyone who takes a position has a bias in the neutral sense of being inclined in one direction rather than others. The critics, however, are objecting to bias in the pejorative sense of an unjustified favoring of certain ways of knowing over others, frequently alleging that the unjustly favoured ways are those of a dominant sex or culture (Bailin 1995). These ways favour:

• reinforcement of egocentric and sociocentric biases over dialectical engagement with opposing world-views (Paul 1981, 1984; Warren 1998)
• distancing from the object of inquiry over closeness to it (Martin 1992; Thayer-Bacon 1992)
• indifference to the situation of others over care for them (Martin 1992)
• orientation to thought over orientation to action (Martin 1992)
• being reasonable over caring to understand people’s ideas (Thayer-Bacon 1993)
• being neutral and objective over being embodied and situated (Thayer-Bacon 1995a)
• doubting over believing (Thayer-Bacon 1995b)
• reason over emotion, imagination and intuition (Thayer-Bacon 2000)
• solitary thinking over collaborative thinking (Thayer-Bacon 2000)
• written and spoken assignments over other forms of expression (Alston 2001)
• attention to written and spoken communications over attention to human problems (Alston 2001)
• winning debates in the public sphere over making and understanding meaning (Alston 2001)

A common thread in this smorgasbord of accusations is dissatisfaction with focusing on the logical analysis and evaluation of reasoning and arguments. While these authors acknowledge that such analysis and evaluation is part of critical thinking and should be part of its conceptualization and pedagogy, they insist that it is only a part. Paul (1981), for example, bemoans the tendency of atomistic teaching of methods of analyzing and evaluating arguments to turn students into more able sophists, adept at finding fault with positions and arguments with which they disagree but even more entrenched in the egocentric and sociocentric biases with which they began. Martin (1992) and Thayer-Bacon (1992) cite with approval the self-reported intimacy with their subject-matter of leading researchers in biology and medicine, an intimacy that conflicts with the distancing allegedly recommended in standard conceptions and pedagogy of critical thinking. Thayer-Bacon (2000) contrasts the embodied and socially embedded learning of her elementary school students in a Montessori school, who used their imagination, intuition and emotions as well as their reason, with conceptions of critical thinking as

thinking that is used to critique arguments, offer justifications, and make judgments about what are the good reasons, or the right answers. (Thayer-Bacon 2000: 127–128)

Alston (2001) reports that her students in a women’s studies class were able to see the flaws in the Cinderella myth that pervades much romantic fiction but in their own romantic relationships still acted as if all failures were the woman’s fault and still accepted the notions of love at first sight and living happily ever after. Students, she writes, should

be able to connect their intellectual critique to a more affective, somatic, and ethical account of making risky choices that have sexist, racist, classist, familial, sexual, or other consequences for themselves and those both near and far… critical thinking that reads arguments, texts, or practices merely on the surface without connections to feeling/desiring/doing or action lacks an ethical depth that should infuse the difference between mere cognitive activity and something we want to call critical thinking. (Alston 2001: 34)

Some critics portray such biases as unfair to women. Thayer-Bacon (1992), for example, has charged modern critical thinking theory with being sexist, on the ground that it separates the self from the object and causes one to lose touch with one’s inner voice, and thus stigmatizes women, who (she asserts) link self to object and listen to their inner voice. Her charge does not imply that women as a group are on average less able than men to analyze and evaluate arguments. Facione (1990c) found no difference by sex in performance on his California Critical Thinking Skills Test. Kuhn (1991: 280–281) found no difference by sex in either the disposition or the competence to engage in argumentative thinking.

The critics propose a variety of remedies for the biases that they allege. In general, they do not propose to eliminate or downplay critical thinking as an educational goal. Rather, they propose to conceptualize critical thinking differently and to change its pedagogy accordingly. Their pedagogical proposals arise logically from their objections. They can be summarized as follows:

• Focus on argument networks with dialectical exchanges reflecting contesting points of view rather than on atomic arguments, so as to develop “strong sense” critical thinking that transcends egocentric and sociocentric biases (Paul 1981, 1984).
• Foster closeness to the subject-matter and feeling connected to others in order to inform a humane democracy (Martin 1992).
• Develop “constructive thinking” as a social activity in a community of physically embodied and socially embedded inquirers with personal voices who value not only reason but also imagination, intuition and emotion (Thayer-Bacon 2000).
• In developing critical thinking in school subjects, treat as important neither skills nor dispositions but opening worlds of meaning (Alston 2001).
• Attend to the development of critical thinking dispositions as well as skills, and adopt the “critical pedagogy” practised and advocated by Freire (1968 [1970]) and hooks (1994) (Dalgleish, Girard, & Davies 2017).

A common thread in these proposals is treatment of critical thinking as a social, interactive, personally engaged activity like that of a quilting bee or a barn-raising (Thayer-Bacon 2000) rather than as an individual, solitary, distanced activity symbolized by Rodin’s The Thinker . One can get a vivid description of education with the former type of goal from the writings of bell hooks (1994, 2010). Critical thinking for her is open-minded dialectical exchange across opposing standpoints and from multiple perspectives, a conception similar to Paul’s “strong sense” critical thinking (Paul 1981). She abandons the structure of domination in the traditional classroom. In an introductory course on black women writers, for example, she assigns students to write an autobiographical paragraph about an early racial memory, then to read it aloud as the others listen, thus affirming the uniqueness and value of each voice and creating a communal awareness of the diversity of the group’s experiences (hooks 1994: 84). Her “engaged pedagogy” is thus similar to the “freedom under guidance” implemented in John Dewey’s Laboratory School of Chicago in the late 1890s and early 1900s. It incorporates the dialogue, anchored instruction, and mentoring that Abrami (2015) found to be most effective in improving critical thinking skills and dispositions.

What is the relationship of critical thinking to problem solving, decision-making, higher-order thinking, creative thinking, and other recognized types of thinking? One’s answer to this question obviously depends on how one defines the terms used in the question. If critical thinking is conceived broadly to cover any careful thinking about any topic for any purpose, then problem solving and decision making will be kinds of critical thinking, if they are done carefully. Historically, ‘critical thinking’ and ‘problem solving’ were two names for the same thing. If critical thinking is conceived more narrowly as consisting solely of appraisal of intellectual products, then it will be disjoint with problem solving and decision making, which are constructive.

Bloom’s taxonomy of educational objectives used the phrase “intellectual abilities and skills” for what had been labeled “critical thinking” by some, “reflective thinking” by Dewey and others, and “problem solving” by still others (Bloom et al. 1956: 38). Thus, the so-called “higher-order thinking skills” at the taxonomy’s top levels of analysis, synthesis and evaluation are just critical thinking skills, although they do not come with general criteria for their assessment (Ennis 1981b). The revised version of Bloom’s taxonomy (Anderson et al. 2001) likewise treats critical thinking as cutting across those types of cognitive process that involve more than remembering (Anderson et al. 2001: 269–270). For details, see the Supplement on History .

As to creative thinking, it overlaps with critical thinking (Bailin 1987, 1988). Thinking about the explanation of some phenomenon or event, as in Ferryboat , requires creative imagination in constructing plausible explanatory hypotheses. Likewise, thinking about a policy question, as in Candidate , requires creativity in coming up with options. Conversely, creativity in any field needs to be balanced by critical appraisal of the draft painting or novel or mathematical theory.

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Creative Thinking Definition

Creative thinking examples, why is creative thinking important, how to include creative thinking skills in a job application, how to build creativity, what is creative thinking definition and examples.

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Table of Contents

Creative thinking is the ability to come up with unique, original solutions. Also known as creative problem-solving, creative thinking is a valuable and marketable soft skill in a wide variety of careers. Here’s what you need to know about creative thinking at work and how to use it to land a job. 

Creative thinking is all about developing innovative solutions to problems. Creative thinkers brainstorm not only a large number of ideas but also a variety and range of them. In the workplace, creative thinking is highly valuable because employers look to hire innovative employees who can help them solve the company’s problems.

So, what does creative thinking in the workplace look like? First, a creative person brainstorms their ideas, then they’ll experiment with them. They look at ideas from multiple perspectives and examine how their solutions fit into the scope of what they’re working on. Creative thinkers aren’t afraid to take risks and try new ideas. In fact, this ability to develop, test, and implement original solutions makes them a valuable asset to just about any workplace. 

Creative thinking in the workplace might look like:

• Holding an interactive brainstorm to gather initial thoughts on a project
• Evaluating a current process and offering suggestions on how to improve it
• Researching other ways to market a product and leading experiments on new marketing channels
• Developing an innovative way to reach out to prospective clients
• Identifying a unique opportunity to promote the company brand and developing a strategy to do so
• Discovering a new way to measure a product initiative’s success and using learnings to iterate on the next version

Finding patterns in a company’s revenue growth and using data trends to strategize a new sales plan  

Creative thinking includes the process of innovative problem-solving — from analyzing the facts to brainstorming to working with others. Creative thinking examples include analytical skills, innovation, and collaboration.

Analytical Skills

Analytical skills are problem-solving skills that help you sort through facts, data, and information to develop rational solutions. These skills aid you in the first part of the creative thinking process as you brainstorm and start to generate ideas. 

Analytical skills include:

• Data analysis
• Forecasting
• Interpreting
• Communication

Innovation is the ability to come up with something new; however, you don’t need to develop the first flying car to be an innovative thinker. “Something new” at work might mean a method you haven’t tried before or experimenting with an unfamiliar process. Innovators in the workplace aren’t afraid to step away from tradition and explore something original, even if it might fail. 

Innovation skills include:

• Risk-taking
• Brainstorming
• Critical thinking

Collaboration

Creative thinking doesn’t have to happen alone; you might have your most creative ideas when bouncing your work off others. Collaboration skills ensure you consider multiple perspectives and ways of thinking when you develop and refine ideas.

Collaboration skills include:

• Written and verbal communication
• Active listening
• Inclusivity

A soft skill like creative thinking will always be valuable to employers, whether you’re looking for a marketing job or trying to land a career in finance . Employers need employees who can develop and experiment with new ideas to help them solve complex problems. 

“Many employers seek candidates that are analytical and outside-the-box thinkers which are iterations of creative thinking skills,” says Alejandra Garcia, manager, alumni college and career success at Code2College and Forage content development partner. “Thus, creative thinking, creative problem solving, innovative thinking, and analytical skills are all valuable in the current workplace — these skills are especially important in our ever-changing workplaces with new emerging technologies.”

The data supports this idea, too. According to the World Economic Forum’s 2023 Future of Jobs report , creative thinking is the second most important skill for workers in 2023, preceded only by analytical skills. Other top skills include soft skills like resilience, flexibility and agility, motivation and self-awareness, and curiosity and lifelong learning .

“The ability to navigate new challenges quickly can benefit any workplace!” Laura Fontenot, resume writing expert, ACRW, and CPRW, says. “The current world of work is fast-paced, technically driven, and constantly changing. Being intuitive, creative, driven, and a problem solver are key.”

If creative thinking is one of the top soft skills employers look for, how do you show you have it in a job application? The key is to prove these skills through examples of how you’ve used them rather than just naming them.

On a Resume

While creative thinking is a skill employers might look for, you don’t necessarily need to write “creative thinking” on your resume to show you have this skill. Instead, it’s better to demonstrate how you’ve used creative thinking skills to drive results.

“Think of your best mental strengths,” says Fontenot. “Are you a great problem solver? Do you understand how to phrase things differently? Can you learn a new skill quickly? Those questions can help you find great words for the resume . Consider adding things like problem-solving, intuition, collaboration, fast learner, organized, or communication.”

Log in to view and download a customizable resume template with examples of how to include creative thinking skills:

On Your Professional Profiles

You can show these skills outside of your resume in creative ways — including on your LinkedIn profile and website (if you have one!).

“Early professionals can make creative thinking a part of their professional brand by explicitly adding creative thinking or creative problem solving to their list of skills on their resumes and LinkedIn profiles — this will help with ATS optimizations,” Garcia advises. 

Yet beyond just listing this skill, Garcia adds that you can provide real proof of your creativity online, too.

“Consider adding projects or an online portfolio website link to your resume and LinkedIn where you can showcase projects you’ve worked on that demonstrate their problem-solving skills.”

In the Interview

In the interview , make sure you can describe your workflow and process for these projects or any other situation when you’ve used creative thinking. Elaborate how you brainstormed ideas, what range of ideas you had, how you tested and experimented, and how you decided on a final solution. 

It’s best to use the STAR method to structure your answers. This will ensure you clearly explain the situation and the results you brought by using your creative thinking skills.

>>MORE: Prepare to speak about your soft skills by practicing answers to commonly asked behavioral interview questions .

1. Put Yourself in a Box

Creative thinking is about “thinking outside the box,” but putting limitations on your problem-solving can help you think more freely and innovatively. For example, if someone tells you to make dinner, you may struggle to come up with a meal you don’t always cook. Yet if they ask you to make a hot dinner with three specific ingredients and two spices, you’ll more likely come up with something original. 

Putting yourself inside a box can help expand your thinking, whether that’s by telling yourself you need to include three charts in your presentation or giving yourself a strict word count for an article.

2. Switch up Your Routine

Routine can be a great productivity booster, but it also can get in the way of your creativity. So, switch up your routine for one project, day, or even an hour. This can be something as small as where you’re physically sitting when you do your work or something as big as your process for approaching projects. Challenging yourself to do something different will help you find creative ways to adapt to your new environment.

3. Challenge What’s Currently Working

Think about how you might expand or improve upon a current process. What would you do if you had more resources, whether that’s time, money, or another expert? What would you do if you had fewer resources? If this project was taking place at a different time of year? If the target audience was different? Imagining these different potential scenarios will force you to problem-solve and adjust for various (very possible!) circumstances. 

4. Find Inspiration

Creative thinking doesn’t happen in a bubble. It’s vital to ask for others’ opinions and ideas. Creative thinkers consider multiple perspectives and are curious about how others think. Ask your colleague about their work processes, whether it’s how they research for a client deliverable or how they approach meeting an external buyer. 

5. Ask for Feedback

The best way to improve a skill is to get feedback from others on how you’re using it — and you don’t need to set up a formal feedback session to do so. Instead, ask questions when you’re working with others about your work. Keep these questions open-ended and lead with curiosity instead of looking for a specific answer. What did they think of how you led the brainstorm? What would they have done differently? What strikes them about the final product? Keep an open mind and remember not to take the feedback personally. It’s an opportunity to grow, and growing those skills might just help you land your next job!

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Critical Thinking and Creative Thinking Skills

Following Calvin Taylor's Model

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The Calvin Taylor creative thinking model describes the talent areas as productive thinking, communication, planning, decision making, and forecasting. This model is best known as Talents Unlimited, a program of the National Diffusion Network of the U.S. Department of Education. The Taylor model incorporates both the critical and creative elements of thinking.

Rather than a taxonomy, this is a thinking skills model that describes the essential elements of thinking, beginning with the academic talent and then incorporating the other talent areas, as described in more detail below.

Productive Thinking

Productivity promotes creative thinking in the Calvin Taylor model. It suggests critical and creative thinking of many ideas, varied ideas, unusual ideas, and adding to those ideas.

Communication

Communication has six elements which include:

• Give many, varied, single words to describe something.
• Give many, varied, single words to describe feelings.
• Think of many, varied things that are like another thing in a special way.
• Let others know that you understand how they feel.
• Make a network of ideas using many, varied and complete thoughts.
• Tell your feelings and needs without using words.

Planning requires that students learn to tell what they are going to plan:

• The materials that they will need.
• The steps that they will need to accomplish the task.
• The problems that might occur.

Decision Making

Decision making teaches the student to:

• Think of the many, varied things that could be done.
• Think more carefully about each alternative.
• Choose one alternative that they think is best.
• Give many, varied reasons for the choice.

Forecasting

Forecasting is the last of the five talents and requires students to make many, varied predictions about a situation, examining cause and effect relationships. Every element of the Calvin Taylor model is used when a child invents.

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What is creative thinking and how can I improve?

Creative thinking refers to the ability to consider something in a new way, from a fresh perspective, or with novel ideas and solutions. It involves using one's imagination to generate original ideas, make new connections between seemingly unrelated concepts, and explore multiple possibilities.

Many people believe that creative thinking is something that strikes at random. In reality, there are many ways to use creative problem-solving every day, even if you don’t think you have innate creativity.

Building your creative skills is the key to innovation. But where do you start?

In this article, we’ll cover what creative thinking is, how it works, and how to strengthen your creative skills.

What is creative thinking?

At its core, creative thinking is intentionally gaining new insights and different ideas through existing information. Often, creative thought involves tapping into different styles of thinking and examining information from different viewpoints to see new patterns. Anyone can foster a creative mind with some practice!

Using a wide variety of brainstorming strategies can help you discover new solutions for issues in every area of your life, including at work.

In fact, 61% of employees say they’re expected to come up with creative ideas or new ways to do things at work. But, with only 30% of employees saying they’re given time to think or discuss new ideas daily, it’s becoming increasingly important to develop our creative thinking muscles.

Types of creative thinking

Fostering creative thinking starts with changing your perspective. Learning new and different styles of thinking can help give birth to powerful idea generation. 

Aesthetic, divergent , lateral, convergent, and inspirational thinking are five types of innovative thinking to get the ball rolling.

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Divergent and convergent thinking are the most common ways to foster more creative thought. 

• Divergent thinking is like a traditional brainstorming session, where you come up with as many possible solutions as your imagination will allow. 
• Convergent thinking takes a more logical approach, encouraging you to gather facts and discover the most common solution to a problem. These strategies are frequently used together to conjure new creative solutions.
• Inspirational thinking focuses on imagining the best-case scenarios to find a new way to solve a problem.
• Lateral thinking involves letting ideas flow in a step-by-step format.
• Aesthetic thinking focuses on reframing the problem to see its inherent beauty and value, like looking at a painting.

Why is creative thinking important?

It’s easy to get stuck in the same thought patterns, especially at work. However, those thought patterns may be hampering your innovation and keeping you stuck in routines that don’t serve you. 

Creative thinking shows us that there are many solutions to any problem, and developing your creative thinking skills helps you recognize innovative solutions more quickly. 

Plus, creativity was the most sought-after soft skill in 2020 , so strengthening your creativity skills can set you apart at work, too.

Alongside critical thinking and focus , creative thinking is crucial to help recognize patterns that may not be obvious at first glance. Thinking creatively makes you a better problem-solver, which has far-reaching benefits in both your work and personal life.

Expressive, creative thinking helps us challenge our own assumptions, discover new things about ourselves and our perspective, stay mentally sharp, and even be more optimistic .

How creative thinking works

Many business leaders see creativity and innovation as something unpredictable, with 53% of businesses reporting that innovation occurs by chance . However, with the right tools, you can tap into creative thinking whenever you want.

There are many ways to get your creative juices flowing, and practicing creative thinking strategies can help you think outside the box more readily and more often: 

• A go-to example for creative thinking may be the advertising executive coming up with creative campaigns by brainstorming with divergent thinking. However, that’s far from the only way to use creative thinking. 
• In STEM industries like biomedicine, stimulating creativity by asking open-ended questions and creating fictional scenarios helps professionals find innovative solutions to health problems. These questions encourage medical professionals to experiment and discover new ways of solving a persistent problem. 

Creative thinking is valuable in many situations, not just in traditionally creative industries. Whether you’re solving a problem , organizing your calendar, or at an impasse with your team, creative thinking can come in handy.

Here are 5 examples of using creative thinking in and out of the workplace:

• Mind mapping for brainstorming : When tackling a new project, you create a mind map to explore various aspects and ideas. Start with the central concept in the middle of a page and branch out into subtopics, then further divide into smaller ideas. This visual representation helps you see connections and generate innovative solutions.
• Reverse thinking : Instead of thinking about how to solve a problem, consider how to cause it. For example, if you're trying to improve customer service , think about what actions would lead to poor customer service. Identifying these actions can help you understand what to avoid and inspire ideas for improvement.
• Combining unrelated concepts : Take two seemingly unrelated ideas and combine them to create something new. For instance, combining the concept of a café with a library led to the creation of a "book café," where people can read and enjoy coffee in a comfortable environment.
• Role-playing : Put yourself in someone else's shoes to gain a new perspective . For example, if you're developing a new product, imagine you're the end-user and think about their needs, desires, and pain points. This can help you design more user-friendly and innovative products.
• SCAMPER technique : Use the SCAMPER method to improve or innovate existing products or ideas. SCAMPER stands for Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse. By systematically applying these actions, you can generate new ideas and solutions. For instance, you might think about how to modify a traditional bicycle to create a more efficient electric bike.

The benefits of creative thinking

Creative thinking doesn’t just make you a better employee; it also makes you a better parent, student, and leader, too. By developing your creative thinking skills , the benefits of thinking creatively can show up throughout your daily life.

Here are a few major benefits of creative thinking.

Improved problem-solving capabilities

We don’t just solve problems at work, and we shouldn’t only use our creative thinking skills at work, either! Developing your creative thinking abilities can help you solve a wide variety of problems faster. 

As your mind becomes more accustomed to using different thought techniques, you’ll quickly recognize patterns that you might not have before.

Stronger interpersonal connections

Creative thinking can help you communicate your ideas more clearly , which leads to better conversations and relationships with your friends, family, and coworkers. 

Plus, many creative thinking methods work best when they’re done in a group. Developing new ideas together can strengthen bonds and help you combine ideas to create something truly innovative.

Heightened productivity

It may seem like creative thinking is a time-consuming distraction from your work, but that couldn’t be further from the truth. 

When we get stuck in thought patterns, it’s easy to get frustrated when something isn’t working correctly. That frustration can cause our productivity to plummet. 

Taking a moment and engaging in a creative thinking strategy can renew your motivation , reinvigorate your passion, and help you find new solutions when you’re stuck. 

Higher self-awareness

Creative thinking allows you to try on perspectives that you may not have considered before. 

As you’re exploring new perspectives, you may discover something about your own assumptions, viewpoints, or biases that you never noticed . 

Challenging your traditional way of thinking can offer higher self-awareness and build your emotional intelligence. With creative thinking, you strengthen your ability to reframe your perspective and harness a growth mindset.

Breaking away from your normal routine and trying something new is the key to fostering creative thinking in your daily life.

There are many ways to do this. While practicing different thinking strategies and brainstorming with your team at work help to develop these skills, they’re far from the only way to foster a more creative thought process. Here are 13 suggestions to inspire you:

1. Meet new people

One powerful way to get your creativity flowing is to meet new people , especially if they’re in the arts or in a different industry from you. Sharing your interests and listening to others can inspire you to view the world differently. 

2. Let yourself get bored

Practicing boredom can help you develop your creativity , too. Allowing yourself to become bored and seeing what pulls your interest can help you practice letting your curiosity lead the way. 

3. Embrace curiosity

Ask questions about everything that piques your interest, and come up with possible answers before you look up the actual answer. Challenging the status quo and seeking new information can develop a beginner mindset and lead to innovative ideas.

4. Seek out diverse experiences

Engage in different activities, travel, meet new people, and explore various cultures. Exposure to diverse experiences broadens your perspective.

5. Practice mindfulness and meditation

Regular mindfulness and meditation can help clear your mind, reduce stress, and improve your focus, creating a fertile ground for creativity.

6. Collaborate with others

Work with people from different backgrounds and fields. Collaborative efforts often lead to the cross-pollination of ideas and new perspectives.

7. Keep a journal

Maintain a journal to jot down thoughts, ideas, and observations. Writing regularly can help organize your thoughts and stimulate creativity.

8. Engage in brainstorming sessions

Set aside time for brainstorming . Allow free flow of ideas without judgment. Quantity can often lead to quality in creative thinking.

9. Change your environment

Alter your workspace or take breaks in different settings. A new environment can provide fresh stimuli and break routine thinking patterns.

10. Read widely

Read books , articles, and papers from various genres and fields. Reading widely exposes you to new ideas and ways of thinking.

11. Practice creative exercises

Engage in activities like drawing, writing, playing music, or solving puzzles. Creative exercises can enhance your problem-solving skills and imaginative thinking.

12. Take risks and embrace failure

Don’t be afraid to take risks and fail. Failure is a crucial part of the creative process , providing valuable lessons and insights for future endeavors.

13. Work with a coach

Coaching can also help you hone your creative thinking. In fact, 71% of employers see managerial coaching as helpful for creative development . When you’re feeling distracted or uninspired, coaching can refocus your attention and help you get curious about your experience.

Start fostering your creative thinking skills

Thinking more creatively can take effort, but a little practice can offer a ton of benefits. Honing your skills to recognize patterns and find solutions shifts your perspective and offers a new vantage point for you to explore. 

Not only can creative thinking improve your performance at work, but it can also improve every other area of your life too. 

Coaching is a powerful tool to help foster your creativity skills. Are you ready to become more innovative? 

Start working with a dedicated coach today to develop your own creative thinking skills.

Understand Yourself Better:

Big 5 Personality Test

Maggie Wooll, MBA

Maggie Wooll is a researcher, author, and speaker focused on the evolving future of work. Formerly the lead researcher at the Deloitte Center for the Edge, she holds a Bachelor of Science in Education from Princeton University and an MBA from the University of Virginia Darden School of Business. Maggie is passionate about creating better work and greater opportunities for all.

What is lateral thinking? 7 techniques to encourage creative ideas

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

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• ChatGPT citations
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• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
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Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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The Synergy of Creative and Critical Thinking

More elaboration, excerpted from Preparing Creative and Critical Thinkers by Donald J. Treffinger

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Critical and Creative Thinking: An Essential Skill for Every Student

Friday 9th august 2024.

One of the most valuable skills in life is the ability to think independently, clearly, and rationally when analysing a problem and making logical connections between ideas. Creative and critical thinking are key abilities for students, helping them understand, apply and question information. Critical and creative thinking skills are among the most valuable skills a person can have.

The sooner we begin teaching young people skills to think about relationships, work, and culture, the better prepared they will be to navigate life’s challenges. In a world filled with ups, downs, and misinformation, cultivating critical and creative thinking capability empowers young individuals to make wise decisions and solve problems effectively.

What is creative thinking?

Creative thinking is the ability to generate valuable and original ideas, possibilities and actions to solve a problem. Creative thinkers use their imagination to innovate not only a large number of ideas but also a variety and range of them. They experiment, consider ideas from multiple perspectives, and test different solutions. These kinds of thinkers will step out of their comfort zone and take risks to try their original ideas.

What is critical thinking?

Critical thinking is often confused with intelligence, but they are different. While everyone is born with different kinds of intelligence, critical thinking is a skill that can be taught and practised. Critical thinking involves cognitive skills that help us think logically toward goals, and a mindset to use those skills effectively. Critical thinkers are open-minded, seeking evidence for their beliefs and spotting flawed arguments. They also work to overcome biases like hindsight or confirmation bias.

Creative thinking vs critical thinking

The main difference between critical and creative thinking is where they place their emphasis: critical thinking is about examining existing ideas and concepts, and creative thinking is more focused on generating new ones. While distinct processes, the two work in a complementary fashion, allowing students to identify problems or holes, and also craft innovative solutions. Being able to think both critically and creatively improves the ability to navigate complex situations and make meaningful decisions.

What are the characteristics of critical and creative thinking?

The benefits of developing critical and creative thinking skills are varied, and can play a positive role in all areas of life. To be a good critical and creative thinker, students should practise several key skills:

• Curiosity: Every great action or discovery begins with curiosity and a drive to explore, question and seek understanding of the world. Curiosity fuels learning and encourages deeper engagement with topics. Curious students also engage in lateral thinking and examining ideas from all angles.
• Brainstorming: Developing ideas and solutions with an innovative mind significantly influences how students tackle challenges presented to them. Part of this process may involve mind mapping and making connections between topics, as well as problem solving and finding effective solutions.
• Decision Making: A key skill is being able to critically consider different courses of action, understand consequences, and choose an effective solution. This may include an element of risk taking, with students needing to step out of their comfort zone or risk uncertainty, which can foster personal growth, resilience and innovation.
• Reflection: A critical thinking technique that allows students to consider their actions and behaviours, and whether they were effective or correct. This involves making inferences based on evidence, and closely evaluating the quality of decisions and solutions. It also often leads to more creative ideas in response.

How to develop critical and creative thinking skills in students

To enhance your critical thinking and creative thinking together, students must immerse themselves in subject-specific environments rich in content. Each subject requires a unique approach to critical thinking, so this immersion helps develop tailored abilities for each area of study.

During this process, it’s important to maintain objectivity in decision-making. Utilise foresight to pause and carefully consider the implications of your decisions. Taking time for students to reflect on the learning experience and creating an environment for students to feel comfortable to ask questions also helps develop these skills. Teachers will use various strategies for developing critical and creative thinking to support students in acquiring and applying these skills.

Join us at St Francis Xavier College

At St Francis Xavier College, we strive for our students to use critical and creative thinking techniques in their studies. We want to prepare them not only for the classroom but also how to be successful in their future careers and overall life. Check out our other news articles for subject ideas and study tips, and get in touch to learn more.

Acknowledgements

St Francis Xavier College acknowledges Aboriginal and Torres Strait Islander peoples as Australia’s First People and Traditional Custodians. We are proud and fortunate to live and serve on the land of the Bunurong people. We recognise their intelligence, care and stewardship of this land for many generations. We pay respect to their elders, past, present and emerging. We commit ourselves to moving forward in a spirit of reconciliation.

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This Uncomfortable Practice Can Help You Beat the Competition

This surprising workplace practice is key to boosting creative thinking and innovation in a noisy world..

In an increasingly divisive world, it's easy for your team to shy away from disagreements, but what if the path to success lies in actively encouraging them?

In an increasingly digital workplace, it's already easy to hide behind technology and avoid conflict. Add a looming election, and it already feels like you're playing a game of Team Topple, with one wrong move between players having the potential to send everything crashing down. But is there a shadow side to trying to stay upright?

In your quest for harmony within your team, you might be overlooking the value of healthy dissent. As a keynote speaker, I talk regularly about the need to embrace awkward conversations in the workplace, but I wanted to push this idea a step further, and I knew just who to call.

Todd Kashdan, a renowned psychologist and author of  The Art of Insubordination   (Avery, 2022), sheds light on why embracing awkward conversations and encouraging dissenting voices is not just beneficial but also critical for team peak performance. Kashdan argues that to achieve productivity, creativity, and innovation, you need to prioritize dissent, which includes making space for independent thinking, autonomy, and critical thinking within your team.

The Power of Healthy Dissent

What is dissent? Dissent in the workplace is the willingness to disagree or question the dominant view of the group, Kashdan explains. Constructive dissent in particular is not just about being a contrarian for the sake of it, but about stimulating  divergent thinking  -- with the primary goal of finding the best course of action, and not just the easiest one.  

Kashdan notes that while harmony and getting along have great cultural and social benefits, they don't always lead to the best decisions. Instead, encouraging your people to speak up and think critically can result in smarter, more well-rounded choices. Whether you're thinking about merging with another company, changing the budget, or hiring new people, it's crucial to focus on critical thinking and keeping everyone independent. Productive conflict, when different opinions are heard, forces the group to consider various viewpoints and steer clear of groupthink or jumping on the bandwagon.

Research by organizational psychologists Katherine Klein and David Harrison supports this idea. In an environment that feels psychologically safe, dissenting voices--even when incorrect--improve decision-making quality. Given all the benefits, why doesn't everyone do it?

Because being a dissenting voice can feel awkward as hell. 

In  my own book , I describe how you often experience the emotion of awkwardness when your subconscious expectations of a situation go sideway, and sharing a dissenting point of view or opinion feels like throwing yourself into the lion's den. Because humans react to disagreement in various ways, you're almost guaranteed to increase your chances of getting a response you don't expect.

Besides a fear of awkwardness, when someone on your team dissents, you also have to accept the fact that the conversation could take longer to sort out, will likely be riddled with discomfort, and you might even have to manage your own physiological stress over the whole thing.

But Kashdan and I agree:  This is a price worth paying . These are necessary discomforts that strengthen our social muscles at work, improve our social fitness, and lead to better long-term results.

Defining Independent Thinking, Autonomy, and Critical Thinking

Understanding the distinction between independent thinking, autonomy, and critical thinking is crucial for creating a culture that values dissent. 

• Independent thinking  involves encouraging team members to share their ideas without being influenced by the group, preventing groupthink. 
• Autonomy  allows individuals the freedom to reach their conclusions, respecting their unique perspectives and methods. 
• Critical thinking , on the other hand, involves focusing on the task and not the person, ensuring that discussions are about ideas and not personal conflicts. As Kashdan puts it, "The critical thinking part is: 'I am going to have conflict about the task, but I'm trying to minimize conflict about relationships.' And this is hard for people because people's egos get in the way."

Managing and Developing Teams Through Healthy Dissent

To make healthy dissent work in your team, it's important to keep things balanced and avoid forming cliques. If a smaller group gets too loud, it can cause unnecessary drama and slow the team's progress. Kashdan suggests focusing on the big picture--it's not about winning arguments, but about coming up with the best ideas. You can help by setting up ways for people to share their thoughts outside of meetings, like suggestion boxes or anonymous feedback channels. This way, everyone gets a chance to be heard without dominating the main discussion.

Kashdan points out that encouraging dissent can be tricky in workplaces where everyone wants to keep things smooth and harmonious. He shares two big hurdles:

• Cognitive load: People often feel overwhelmed and think they can't handle more opinions.
• Lack of intellectual humility: Some folks just aren't open to the idea that they might not know everything. 

These attitudes can shut down critical thinking. To get past these obstacles, you need a lot of patience and to keep reminding everyone that the main goal is to make the best decisions, not just to agree all the time. Kashdan reminds us, "Once we get this language down, then everyone can feel good about themselves as is. Don't worry about 'wins' and 'losses.' The only thing is we have a decision to make and [our goal] is to get the best idea out there."

Two Practical Ways to Create a Culture of Constructive Dissent

To actively build a culture that values constructive dissent, here are two steps you can take:

• Start by clearly communicating your cultural norms and the reasons behind them. Explain that the goal is to optimize decision-making, not just to maintain harmony. This involves creating safe spaces for different types of conversations and making sure there are processes in place for addressing concerns and feedback.
• Begin all meetings with a check-in on any residual concerns or unresolved issues from previous discussions. This not only allows team members to voice their thoughts, but also helps to maintain transparency and trust. It doesn't always have to be the tough stuff--providing opportunities for positive feedback can help also balance out the dissent, ensuring that dissent doesn't turn into a venting or complaining free-for-all.

I loved when Kashdan shared this fact: Research shows that even when dissenters are wrong, they improve our thinking. Listening to a dissenter can neutralize our biases, boost divergent thinking, and breed healthy skepticism--all extremely valuable human skills in the age of technology.

Embracing the awkwardness of healthy dissent is not just about tolerating differing opinions, but about actively encouraging them as well. You have the power to create an environment that doesn't just tolerate but celebrates uncomfortable conversations--and it just might be the ticket to outperforming your competition. 

A refreshed look at leadership from the desk of CEO and chief content officer Stephanie Mehta

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Differentiating with Graphic Organizers: Tools to Foster Critical and Creative Thinking Online Gifted Book Study – 9/16/2024

Get ready to implement new strategies designed to allow students to think critically and creatively with the “Differentiating Graphic Organizers” book study. Over the course of several months, you will read, respond and peruse resources applicable to your classroom (with little to no prep-work required). Finally, after implementing your chosen resource (most can be applied to all disciplines), you will share how it went in a group discussion. Get your student thinking FAST with new ideas that you will use again and again. Participants are responsible for the purchase of the book.

The title is: “Differentiating with Graphic Organizers: Tools to Foster Critical and Creative Thinking” By: Patti Drapeau (available on Amazon)

This book study counts for 15 gifted HQPD contact hours.

A thorough description of the book is listed below.

From Amazon- “Graphic organizers have proven to be successful tools for helping students develop their critical and creative thinking skills. This research-based resource shows how graphic organizers can improve teaching practices, help differentiate instruction in the classroom, and raise learning outcomes for all students, including English language learners and students with learning disabilities.

The author presents graphic organizers for nine types of thinking processes based on Bloom’s taxonomy and offers examples of how to apply the graphic organizers in different subject areas and grade levels. This hands-on guide demonstrates how teachers can: Promote the critical thinking processes of assuming, inferring, analyzing, prioritizing, and judging. Encourage the creative thinking processes of brainstorming, connecting, creating, and elaborating. Modify graphic organizers or create their own to meet individual learning needs.

With assessment rubrics for providing quality feedback included, Differentiating With Graphic Organizers addresses ways to promote and build students’ creative reasoning, communication, and problem-solving skills and make the learning process a success.”

Gifted competencies addressed: a) The ability to differentiate instruction based on a student’s readiness, knowledge and skill level, including using accelerated content, complexity, depth challenge, creativity and abstractness.

b) The ability to select, adapt or create a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content.

c.) The ability to provide an extension or replacement of the general education curriculum to modify the learning process through strategies such as curriculum compacting and to select alternative assignments and projects based on individual student needs.

d) The ability to select, use and interpret technically sound formal and informal assessments for the purpose of academic decision-making.

Click for full details and registration.

http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=44261

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