why is critical thinking important in engineering

Critical Thinking

Critical thinking is an iterative, reflexive process reliant on faculties of reason and formal logic with an end goal of rational decision-making. Via questioning theorized or pre-supposed knowledge in the context of factual evidence, critical thinking promotes deep understanding through skepticism and systematic analysis.  This article demonstrates that a critical thinking mechanism of thought is developed through practice, and is a pivotal aspect in development and personal growth.

Introduction:

Critical thinking pervades the history of all engineering – what may seem to be an obvious course of events cascading from one to the next can usually be dissected into various applications of the scientific method, one of many formal examples critical thinking. Consider the invention of the cavity magnetron in 1940 – a vital, largely unheard of innovation that resulted in compact radar machines; a timely invention given the Second World War, and a seemingly complete one, but strangely before its time[1].

Percy Lebaron Spencer was an electrical engineer working for Raytheon, and was already well renowned within the company as an innovative mind, having revolutionized the process of manufacturing their magnetrons. While tinkering with an active radar set, he noticed that a candy bar in his pocket had melted – this phenomenon was not necessarily unheard of; others had noticed similar effects, but Spencer was the first to think critically about it. He discerned that the ambient heat was not necessarily a result of the thermal dissipation from ordinary operation, but possibly the effect of targeted radiation ‘cooking’ the chocolate.  After a great deal of testing, observation, and optimization, he invented the microwave oven[2].

This is a concrete example of the application of critical thinking, and provides an important element of context in the analysis this article presents. By abjectly defining critical thinking and examining examples throughout history, we can observe its effects on our Senior Design Project, and development of concepts and ideas in general.  “Automated Plant Care Via Collaborative Hydroponic System” (with Nathan Harada and John Pothier) was our senior Capstone project.  Hydroponics is a method of growing plants through water-based nutrient solutions without soil. This project designed a data model and algorithm to monitor the hydroponic environment of plants to facilitate and optimize their health and growth.  Critical thinking was necessary to construct the growing model of plants for the nutrient delivery system and the machine learning algorithm.  The self-contained system incorporates user observations to care for plants via the Internet. A database stores user feedback and history of control states for data visualization and to provide information to the learning algorithm.  Optimization for machine learning was achieved by utilizing plant state history and growth parameters according to gradient decent algorithm. The application is intended for people in urban settings and confined spaces that desire to growth plants and vegetables.

Defining Critical Thinking

Because critical thinking represents something of a philosophy in addition to a method, there exist several definitions that convey roughly similar ideas. Random House Dictionary states that critical thinking is:

“Disciplined thinking that is clear, rational, open-minded, and informed by evidence.”

This is a concise definition that allows for a broad range of interpretations, but as the notion itself is open-ended, the definition we will work with. Disciplined thinking means that the manner of thought is closely controlled and monitored, while its clarity, rationality, and open-mindedness imply that the thinking follows rigorous rules of logic that can be explained simply and succinctly. Finally, information via evidence is the most classical methodology behind constructing an argument or forming an opinion. By utilizing these simple ideas, the fundamentals of critical thinking are formed – we can consider the story of Percy Spencer as an example.

Spencer noticed a unique phenomenon – the melting of the chocolate in his pocket from an unknown heat source. As previously noted, he was not the first person to observe this, but his interaction was the first to employ the use of critical thinking. Firstly, and perhaps most importantly in the context of new discovery, his thinking was open-minded. Radiation was poorly understood at best in the 1940’s, with many of the mistakes we made then still being felt today[3]. That Spencer was willing to attribute this new phenomena to some unknown aspect of radiation showed that his thinking was open to new ideas and discoveries, an important part of critical thinking. Secondly, his thinking was disciplined and informed by evidence. He repeated the experiment with the same test conditions, and observed and reported on his findings for each event; with consistency in his results, he was able to draw forth the rational conclusion that in some way, the magnetron was producing directed heat. Finally, his thinking was clear. After studying the results, he determined that the mechanism of dielectric heating was a result of targeted microwave energy, and was able to clearly express his ideas to his superiors at Raytheon [2]. The end result was an innovative piece of household technology that could not have been invented if not for the powers of critical thinking.

If this process sounds familiar, it is because the act of thinking critically falls under many taxonomies – as mentioned previously, among the more well known appellations is the “Scientific method”.  The scientific method can be briefly defined in the following four steps[4]:

• Observation and description of a phenomenon or group of phenomena.
• Formulation of an hypothesis to explain the phenomena.
• Use of the hypothesis to predict the existence of other phenomena, or to predict quantitatively the results of new observations.
• Performance of experimental tests of the predictions by several independent experimenters and properly performed experiments.

It stands to reason that these abstract notions of problem solving are, in their roots, quite similar. The observation, or problem statement, followed by hypothesis and hypothesis testing, form the foundation of all new knowledge; and is in itself a formula for synthesizing and cataloging new information.

Learning to Think Critically/Further Applications

David Foster Wallace once wrote that learning how to think, “really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience.[5]” This is precisely the goal of many higher learning institutions: the promotion of critical thinking via teaching how to learn . Organizations, such as CriticalThinking.org , exist purely for the sake of designing curriculum around teaching the basics of thinking critically to students – and the general consensus remains that critical thinking is among the most high priority aspects of education offered today [6]. For this reason, it is easy to understand why the ‘Critical Reading’ section of the SATs is considered one of the most difficult to score well on, as well as the most important to fully prepare for: the skills can be learned and developed through practice and effort, and they are important enough to warrant (until 2007) fifty percent of the bandwidth of the standardized university entrance exam[7]. The important advice offered by many of these practice agencies is to train the mind to follow steps of logic and reason based on evidence – follow the scientific method[8].

These tools prove vital to the Urban Hydroponics system in particular, because the notion is not built upon prior research, but involves a thorough “ground up” investigation. As such, all research must be done meticulously and to the standards of academic rigor expected at institutions of higher learning. Furthermore, all rationales must be logical and consistent with the rules of critical thinking, such as metrics for plant health, hypotheses for pump driver controls, and arbitrating feedback.

It stands to reason that the topics discussed in this article can be further applied to any situation in which rational thought and scientific discovery are important. Critical thinking can be thought of as a powerful problem-solving tool, or perhaps even more accurately, as a highly focused lens through which to few the world. With a large field of view and a versatile aperture, it is possible to see a great deal and draw powerful conclusions when looking at the world through the proper filter. In the case of our intelligent hydroponics system, these skills have previously, and will in the future, prove invaluable.

All senior design projects, as well as engineering challenges in everyday life, aim to solve problems using available resources and sound science. Perhaps the greatest resource available is the ability to think rationally about a problem and derive viable solutions to them.

Cited References

• Radar Recollections – The Magnetron http://histru.bournemouth.ac.uk/Oral_History/Talking_About_Technology/radar_research/the_magnetron.html
• Noteworthy Name Database – Percy Lebaron Spencer http://www.nndb.com/people/766/000165271/
• Chernobyl: Consequences of the Catastrophe for People and the Environment http://www.nyas.org/publications/annals/Detail.aspx?cid=f3f3bd16-51ba-4d7b-a086-753f44b3bfc1
• University of Rochester: Introduction to the Scientific Method http://teacher.nsrl.rochester.edu/phy_labs/AppendixE/AppendixE.html
• Commencement Speech by David Foster Wallace for Kenyon College: Full Transcript http://web.ics.purdue.edu/~drkelly/DFWKenyonAddress2005.pdf
• Environments for fostering effective critical thinking (effects)
• Abstract Thinking
• Articles > 4. Communications And Life Skills > Critical Thinking

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Listen to this story

Without a critical thinking process for decision-making in place you may find yourself stuck in arriving at courses of action or a recommendation agreeable to stakeholders.  Some reasons for developing critical thinking skills for decision-making include:

1.  Leads to a replicable process for planning, researching, and presenting ideas, courses of action and recommendations.  Processes make everything easy and it can lead to a good habit.  Establish a process that becomes habit and marrying critical thinking with decision-making becomes second nature.  That’s good.

2.  Saves you time in transforming data into decision quality information.  It also saves time for decision makers since the material they’ll review is decision quality i.e. they don’t have to research it themselves or assemble the data into decision-quality information themselves.  Think that’s not your job?  You’re wrong.  I want decision quality information handed to me when I’m making a decision on approving change orders, determining what to cut from project scope to stay within costs, etc.  So does your boss or project sponsor.

3.  Provides decision-makers and stakeholders assurances that your rationale and recommendations are based on a process of critical thought and not ad hoc.  This is especially important on critical resource decisions or in situations where constituents may be opposed to the issue at hand.  With a sound critical thinking process, others may not agree with your recommendation, but they can’t fault your process or rationale.

4.  Provides you with an opportunity to highlight yours, and others’, assumptions and biases.  Biases and assumptions will be present in every decision.  A critical thinking process ensures you account for these, highlight them, and understand what impacts exist on the decision at hand.

5.  Leads to a professional format for presenting ideas, courses of action, and recommendations.  Done correctly,  your critical thinking process will naturally step you through the decision and this will in turn make it easier for you to display this to others.

With the wealth of data available to everyone today the ability to compile this into a cohesive, coherent, and concise package is vital.  The engineer who develops the critical thinking skills to turn data into decision quality information will easily put themselves ahead of those who rely on ad hoc methods.  Hint:  be the one who has the critical thinking skills.

“Thinking is skilled work. It is not true that we are naturally endowed with the ability to think clearly and logically — without learning how, or without practicing…. People with untrained minds should no more expect to think clearly and logically than people who have never learned and never practiced can expect to find themselves good carpenters, golfers, bridge-players, or pianists.”   - Alfred Manner

Christian Knutson, P.E., PMP  is a leader, civil engineer, and author.  He’s an accomplished professional specializing in A/E/C work internationally and author of  The Engineer Leader , a recognized blog on leadership and life success for engineers and professionals. 

Check out the new e-Book on Critical Thinking Skills, Getting it Right at The Engineer Leader blog.

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Engineering Reasoning

This is a work of the US Government and is therefore public domain and not subject to copyright. Citations from Engineering Reasoning are used with the permission of the Foundation for Critical Thinking. Forthcoming in the Engineering Management Journal , and adapted from a paper presented at ASEE, June 2008, where it won ‘Best Conference Papers.’

The Loss of the Space Shuttle Columbia :

Portaging Leadership Lessons with a Critical Thinking Model

Robert J Niewoehner, Captain, U.S. Navy, Ph.D.

Craig E. Steidle, Rear Admiral , U.S. Navy (ret.)

U.S. Naval Academy

Business schools have long valued case studies as a tool for both broadening a student’s perspective, and provoking them to deeper consideration of complex situations. The challenge with case studies is assuring the portability of the lessons; we don’t expect students to see situations imitating those they’ve studied, hence the goal must instead be habits of mind and principles of action which the student can portage to the circumstances of their professional lives. This paper evaluates the suitability of Richard Paul’s Critical Thinking model as a template for evaluating engineering enterprise thinking habits and organizational behavior, using the Columbia Accident Investigation Board (CAIB) report as a case study. With minor refinement, Paul’s model provides a powerful vocabulary for complicated case study analysis, and that familiarity with the model provides participants with both a mechanism for analysis and a means for portaging lessons to other professional situations and organizations.

Introduction  

In 1990, as a novice test pilot, I was privileged to attend the first flight readiness review for Northrop’s YF-23. First flight is a risky event in an airplane program, and several dozen experts from across industry and government scrutinized the test team’s preparation and plans. I had thousands of hours of flying in 25 different airplanes, but amongst these grey-beards I was clearly a novice to the hazards of experimental flight test. I had nothing to contribute, and so much to learn.

While impressed with the test team’s professionalism, I was profoundly impressed by the scope and intensity of the questions posed by the gathered reviewers. Most were questions I would never have thought to pose. During a break, I occasionally asked a reviewer for the motive behind their question. Invariably I heard a story of an airplane damaged, pilot killed, or tragedy narrowly avoided. My three days in the back row provided an accelerated education in risk management. I walked away with rich lessons in the questions I should be prepared to answer as a project pilot, and questions I would later ask as a program leader.  

Research in the traits distinguishing experts and novices has noted that experts ask richer questions, questions that are broader, deeper, and more complex, questions that do not balk at obstacles but ferret their way through difficulty [Bransford, 2000]. Novices do not even know what questions to ask, let alone the answers. Furthermore, novices either content themselves with simplistic answers, or suspend their inquiry in the face of complexity. The challenges for engineering leaders include, “How can we help our young engineers more quickly learn to ask more expert questions of themselves and others?” Teach them a model of Critical Thinking.

The analysis and evaluation of our thinking as engineers requires a vocabulary of thinking and reasoning. The intellect requires a voice. Richard Paul and his colleague, Linda Elder, from the Foundation for Critical Thinking, have proposed a critical thinking model documented in various sources [Paul & Elder], including over a dozen Thinkers' Guides that apply this model to diverse disciplines. Their Thinker’s Guide to Engineering Reasoning specifically adapts Paul’s model to the intellectual work of engineers, exemplifying the questions that experienced engineers ask of themselves and others [Paul, 2006].

Specifically, the authors sought to answer the following questions: “Does the Paul model of Critical Thinking provide a beneficial vocabulary and construct for evaluating complex technological case studies?” and, “Does the structure of Paul’s model enhance the portability of the lessons?”

This paper summarizes the Paul model including includes brief discussions of our approach in introducing the Paul model and vocabulary to students. Next, the findings of the Columbia Accident Investigation Board (CAIB) report are summarized for those who are not familiar with its contents [Gehman, 2003]. Importantly, we do not seek to re-analyze the CAIB’s findings or recommendations, nor further excoriate those whose mistakes may have contributed to the mishap. We cannot improve on what we regard as a masterful contribution to the literature describing high technology organizations. No, it is instead the Paul model which is under examination. Our question was solely whether the Paul model was adequate to the purpose of opening the CAIB report and its complexities to undergraduate students in ways that they could retain and apply. We’ve used the same approach for in-service engineers and faculty development.

A Critical Thinking Model For Engineering  

Engineers and scientists are quite comfortable working within the context of conceptual models. We employ thermodynamic models, electrical models, mathematical models, computer models or even physical models fashioned from wood or clay. Paul, Niewoehner and Elder apply a model to the way in which engineers think, an architecture whose purpose is aiding the analysis and evaluation of thought, that we might improve our thought.

The analysis and evaluation of our thinking as engineers requires a vocabulary of thinking and reasoning. The model that follows is not unique to engineering; indeed, its real power is its portability, adapting to any domain of life and thought. In so far as an engineer masters the rudimentary skills of critical thinking in the context of engineering, they have really appropriated the skills of life-long learning for whatever domain of learning their professional and personal lives lead them.

We need a definition of Critical Thinking. We are particularly fond of David Moore ’s:   

“ Critical Thinking is a deliberate meta-cognitive ( thinking about thinking ) and cognitive ( thinking ) act whereby a person reflects on the quality of the reasoning process simultaneously while reasoning to a conclusion. The thinker has two equally important goals: coming to a solution and improving the way she or he reasons.” [ Moore , 2006, italics in original]

Hence, critical thinking means much more than “Logic.” Metacognition is vital to this definition. “ Meta ” means above or beyond; hence, metacognition means “thinking that looks back on itself.”   

Consider a modern fighter, a system of systems, each of which is overseen by some microprocessor. Those computers constantly monitor the health of each system. Vital systems, such as flight controls, have up to four duplicate processors working in parallel.   The flight control computers do not simply process the next aileron deflection, they also constantly ask one another, “Do you agree? Are we all healthy?” If one disagrees, it’s “voted off.” These health management technologies have provided much of the astounding improvement in the maintainability of today’s airplanes and automobiles.

Likewise, a robust conception of critical thinking includes not only the process leading from information to a valid conclusion, it must also include the process by which we ask, in parallel, “Is my thinking healthy?”   Critical Thinking simultaneously assesses its own quality. Critical thinking certainly entails logic, but it must also necessarily entail health management for our thinking.  

The CAIB report provides engineering leaders with a masterpiece analysis of high technology organizational behavior. In summary comments, the board described NASA as bereft of deliberate meta-cognition.

“NASA is not functioning as a learning organization.”[Gehman, 2003, pg 127]

“[NASA mission managers] were convinced, without study, that nothing could be done about such an emergency. The intellectual curiosity and skepticism that a solid safety culture requires was al­most entirely absent. Shuttle managers did not embrace safety-conscious attitudes. Instead, their attitudes were shaped and reinforced by an organization that, in this in­stance, was incapable of stepping back and gauging its biases. Bureaucracy and process trumped thoroughness and reason.” [Gehman, 2003, pg 181]

A bright, hard-working, dedicated team proved dysfunctional because their organizational culture did not demand that they consciously monitor the health of their own thinking. We may also be leading a bright, hard-working, dedicated, dysfunctional team if we’ve not purposefully taught them how to monitor the health of their thinking. [If our team is high performing, then it’s likely we’ve inadvertently taught them metacognition.]  

Figure 1 depicts Paul’s model. The goal, at the bottom, is the mature thinker , whose thinking skills and ethical dispositions act in concert, as evidenced by intellectual traits/virtues. The Elements of Thought comprise the tools by which we analyze intellectual work, our own and others, taking it apart to understand its constituent parts. Intellectual Standards are the criteria against which we evaluate the quality of intellectual work. Specifically, the model identifies the vital questions we should be asking ourselves and others. It’s all about the questions!

Exhibit 1:   Richard Paul’s Critical Thinking Model [adapted from Paul, 2006]  

Effective Teams Manifest Intellectual Traits/Virtues

The engineer does not work in isolation, but in the context of enterprises, cultures and communities, each of which represents divergent interests and perspectives. Furthermore, no engineer can claim perfect objectivity; their work is unavoidably influenced by strengths and weaknesses, education, experiences, attitudes, beliefs, and self-interest. They avoid paths they associate with past mistakes and trudge down well worn paths that worked in the past. The profession engineer must cultivate personal and intellectual virtues. The leader must both model and foster these traits with those they lead.

These virtues are not radically distinct from those sought by any maturing thinker, regardless of the discipline. They determine the extent to which we think with insight and integrity, regardless of the subject. The engineering enterprise does however pose distinct questions for the engineer in pursuit of such virtues.  

• Intellectual humility admits to ignorance, frankly sensitive to what you know and what you do not know. It implies being aware of your biases, prejudices, self-deceptive tendencies and the limitations of your viewpoint and experience.
• Intellectual courage is the disposition to question beliefs about which we feel strongly. It includes questioning the beliefs of our enterprise culture and any sub-culture to which we belong, and a willingness to express our views even when they are unpopular (with management, peers, subordinates or customers).
• Intellectual empathy is awareness of the need to actively entertain views that differ from our own, especially those with which we strongly disagree. It entails accurately reconstructing others’ viewpoints and to self-consciously reason from premises, assump­tions, and ideas other than our own.
• Intellectual integrity consists in holding ourselves to the same intel­lectual standards you expect others to honor (no double standards).
• Intellectual perseverance is the disposition to work our way through intellectual complexities despite the frustration inherent in the task.
• Confidence in reason is based on the belief that one’s own higher interests and those of humankind at large are best served by giving the freest play to reason. It means using standards of reasonability as the fundamental criteria by which to judge whether to accept or reject any proposition or position.
• Intellectual autonomy is thinking for oneself while adhering to standards of rationality. It means thinking through issues using one’s own thinking rather than uncritically accepting the viewpoints, opinions and judgments of others.
• Fairmindedness is being conscious of the need to treat all viewpoints alike, without reference to one's own feelings or vested interests, or the feelings or vested interests of one's friends, company, community or nation; implies adherence to intellectual standards without reference to one's own advantage or the advantage of one's group.
• Intellectual Curiosity motivates intellectual perseverance (above), and manifests itself as discontentment with unanswered questions. Curiosity does not explicitly appear in Paul’s lists of intellectual virtues, though tacitly lauded in several of Paul and Elder’s papers. We include it here because it explicitly appears in the CAIB report multiple times, and none of the other traits above adequately capture this vital trait.

The intellectual traits/virtues were introduced in a Technical Leadership seminar using a workshop format. Individuals within groups of 3-4 were assigned a trait which they then studied briefly from the Engineering Reasoning Guide [Paul, 2006, pgs 6-8] and then explained to their teammates. Successful rounds of this reciprocal teaching were conducted until the list of traits was covered. Students were then asked to write down a vignette illustrating how they had personally witnessed the positive contribution of one of the traits to a team on which they’d served, and likewise one vignette exemplifying how a deficit in one trait had adversely affected a team. The entire class was then polled to nominate particularly noteworthy stories for the entire class. We’ve conducted similar workshops on this topic in several contexts. By the time they’re twenty, students have no shortage of applicable experiences from which to draw, whether athletic, academic, or extra-curricular, exemplifying virtue’s relevance. Older participants easily recall multiple stories.

All Thinking Builds Upon Eight Fundamental Elements

All thinking entails eight fundamental elements, whether it is about engineering, philosophy, cooking, sports, or business. These eight elements express eight questions that we can pose about any intellectual activity or subject. The eight elements, and their use in analyzing a document, were introduced by asking students to write out the purpose, point of view, data, etc. for the CAIB report [Paul, 2006, pgs 12-13]. These were then discussed Socratically as a class. The below summarizes/paraphrases students’ responses. Note that these questions and this activity work with any topic in any field.

Q- What was the purpose of the CAIB?

A- The CAIB sought to identify the causes of the Columbia ’s loss and recommend actions for the resumption of U.S space flight activity.

Q- What questions did the CAIB principally try to answer?

A- What caused the loss of Columbia ? What contributory factors may have been present? What actions should NASA and the U.S. government take in the future to reduce the likelihood of future mishaps.

Q- What point of view did the CAIB represent?

A- The CAIB was composed of senior engineers and leaders representing the military, government, academia, and industry. The report acknowledged other points of view, including the NASA workforce and astronaut office, the U.S. Congress, the aerospace industry.

Q- What did the CAIB assume ?

A- All accident investigations take for granted that all accidents have causal factors traceable to both physical and cultural factors, and that understanding those factors can lead to improved safety in future operations. Additionally, the failures of complex systems are commonly traced to the complex interaction of many cultural and technological features surrounding that system. From the outset, the CAIB assumed that the answers wouldn’t be simple. Additionally, they assumed that their recommendations would be taken seriously and would form the basis for both a return to flight and the future vitality of U.S. space activities.

Q- What information did the CAIB report?

A- The CAIB report is very expansive in the nature of the information reported. It describes the history of the Space Shuttle Program, including the varying political/budgetary climates in which it was conceived and operated over 30 years time. Additionally, it reports specific technical details of the Columbia ’s last flight and data from other previous flights bearing on the incident. It includes detailed transcripts of relevant team interactions (meetings, presentations, email) during the months leading to the accident. It analyzes the results of experiments conducted by the board to better understand the failure mechanism. Finally, the report details over a hundred pertinent “findings” and several dozen recommendations.

Q- What are the most significant concepts upon which the report rests?

A- The span of the report is very, very broad, including U.S. space policy and spending, program management, materials science, organizational behavior, government/contractor relations, flight mechanics, among many others. Particularly important concepts include risk management and accepted risk, failure trees, organizational behavior, safety, and leadership.

Q- What did the CAIB conclude ?

A- The CAIB concluded that the shuttle’s loss was directly attributable to a breech in the left wing, caused by foam shed from the external tank during the shuttle’s ascent. That breech allowed a hot jet of air into the left wing’s structure which burned through the structure, causing its failure. Tragically, the loss of foam was acknowledged by NASA as a persistent problem, but not viewed as a threat to an orbiter’s safety. Consequently, the board concluded that the accident was attributable as much to poor organizational and leadership practices, as it was to foam. “It is the view of the Columbia Accident Investigation Board that the Columbia accident is not a random event, but rather a product of the Space Shuttle Program’s history and current management processes.”[Gehman, 2003, pg. 21]

Q- What are the implications of the CAIB?

A- The CAIB provided a foundation for the return to shuttle service two years after the publication of their report, reestablishing U.S. confidence in manned space flight, and providing the means for resumption of the International Space Station’s construction.

Engineering Reasoning Applies Intellectual Standards

Universal intellectual standards must be applied to thinking whenever one is interested in checking the quality of reasoning about a problem, issue, or situation. To think professionally as an engineer entails having command of these standards. The standards are not unique to engineering, but are universal to all domains of thinking. They may however have particular meaning or significance which is contextual or disciplinary. While there are a number of universal standards, we focus here on some of the most significant to engineering. Unlike the elements above, this list is not necessarily comprehensive and lists found in Paul’s work do not always agree in detail.

Importantly, participants must be explicitly introduced to the notion of intellectual standards. High school and undergraduate students seem to recognize only two standards: “Did I get the right answer?” and “Am I done?” Defining intellectual standards, and helping students see that they are universal, helps them understand that good intellectual work is characterized by more than the right answer.

Clarity is the gateway standard. If a statement is unclear, we cannot determine whether it is accurate or relevant. In fact, we cannot tell anything about it because we don’t yet know what it is saying. "Could you elaborate further on that point?" "Could you express that point in another way?" "Could you give me an illustration or example?"

A statement can be clear but not accurate, as in “Most creatures with a spine are over 300 pounds in weight.” "Is that really true?" "How could we check that?" "How could we find out if that is true?" "What is your confidence in that data?"

A statement can be both clear and accurate, but not precise, as in “The solution in the beaker is hot.” (We don’t know how hot it is. "Could you give me more details?" "Could you be more specific?") Engineers commonly express precision in quantitative terms associated with the calibration of our instrumentation. We can’t lose sight however that precision is also qualitative, bearing on the precision of our prose.

  Relevance

A statement can be clear, accurate, and precise, but not relevant to the question at issue. A technical report might mention the time of day and phase of the moon at which the test was conducted. This would be relevant if the system under test was a night vision device. It would be irrelevant if it had been a microwave oven. "How is that connected to the question?" "How does that bear on the issue?"  

A statement can be clear, accurate, precise, and relevant, but superficial. For example, the statement “Radioactive waste from nuclear reactors threatens the environment,” is clear, accurate, and relevant. Nevertheless, it lacks depth because it treats an extremely complex issue superficially. (It also lacks precision.) "How does your analysis address the complexities in the question?"

A line of reasoning may be clear, accurate, precise, relevant, and deep, but lack breadth (as in an argument from either of two conflicting theories, both consistent with available evidence). Broad thinking suggests questions such as: "Do we need to consider another point of view?" "Is there another way to look at this question?" "What would this look like from the point of view of a conflicting theory, hypothesis or conceptual scheme?"

Logical Validity

When we think, we bring a variety of thoughts together into some order. The thinking is “logical” when the conclusion follows from the supporting data or propositions. The conclusion is “illogical” when it contradicts proffered evidence, or the arguments fail to cohere." Does this really make sense?" "How does that follow from what you said?" "But before you implied this and now you are saying that, I don’t see how both can be true."  

Fairness is particularly at play where either a problem has multiple approaches (conflicting conceptual systems), or conflicting interests among stake-holders. Fairness gives all perspectives a voice, while recognizing that all perspectives may not be accurate or equally valuable.

The following three standards are not found either in Figure 1 above, nor in Paul and Elder’s writing. We have included them in our teaching because they have frequently caught our attention as defects in the work of our undergraduates.

The days are well past when great oratory meant hours, or great literature necessarily included chapter-long depictions of the field at Waterloo or the implements of the New England Whaling trade. Abraham Lincoln was derided for demeaning the fallen by his brevity at Gettysburg ; his partner on the podium later confessed that the President had said more in several minutes than he had said in an hour. Concision does not connote short for brevity’s sake (the sound bite), but rather an economy of thoughts whereby the thinking is deep and significant, and clarity is enhanced by the economy of words and/or images. In the hours building to the loss of the Space Shuttle Challenger , engineers understood the peril faced by launching at extremely low temperatures. Yet, they buried their management in insignificant detail such that their message was missed; their signal was obscured by self-generated noise [Tufte, 1997] .

Suitability -

  Suitability applies largely to our written and oral communications, seeking to be “fitting”, “appropriate”, or “suited to the purpose.” Suitability entails selecting right tone and presentation for the audience. It is seldom easy to craft our speech or writing to squarely address the interests, knowledge, and abilities of our audience/readers.

The Columbia Accident Investigation Board (CAIB) Report  

The general facts surrounding the loss of the space shuttle Columbia on the morning of February 1, 2003, are well known. A piece of insulating foam broke away from the external fuel tank seconds after launch, puncturing the leading edge of the orbiter’s left wing. The crew then spent fifteen days on orbit conducting a host of very successful science experiments, unaware that their spacecraft had been catastrophically damaged. On re-entry, hot gas tore through the interior structure of the wing, leading to wing failure, disintegration of the vehicle, and the death of the crew.

Unfortunately, the board’s findings on organizational behavior have not been as broadly discussed. The technical story is fascinating; the CAIB’s discussion of organizational behavior is heart-rending. The real meat lies here for those who lead or will lead technical organizations, because it’s a tragic story of bright, devoted, hard-working professionals whose leaders allowed the team’s thinking to stray adrift, killing seven of their friends and scattering an irreplaceable national asset across the Southwestern United States . We regard the CAIB report as required reading for all leaders in high technology enterprises not because of what they might learn about the threat of insulating foam to spacecraft, but rather the threat that uncritical thinking poses to even the nation’s most successful, talented and hard-working teams.   We’ll briefly summarize the organizational piece for those unfamiliar with this second most disturbing facet of the Columbia mishap.  

The CAIB’s most severe criticism of NASA sprang from their observation of the strong similarity between the loss of Columbia and the loss of Challenger . Neither the loss of foam ( Columbia ), nor O-ring erosion ( Challenger ), were new issues; both had been observed on numerous prior flights. In both mishaps, technical team members raised grave concerns about the safety of the mission during the week prior to each orbiter’s loss. In both events, leadership dismissed team member concerns, focused on keeping the schedule, and blithely inferred that past minor issues with O-rings/foam would remain minor. The “echoes of Challenger” led the CAIB to entitle an entire chapter, “History as Cause: Columbia and Challenger .” [Gehman, 2003, pgs. 195ff.]  

Surely in these grand tragedies we have the grist of poignant lessons for future leaders. Our issue as engineering educators and leaders is modeling consideration of the board’s findings in such a way that students can extract lessons about how to think about thinking in organizational contexts, rather than simply reiterating criticism of the actors’ mistakes . We want them to portage worthwhile, generalizable lessons from situation to situation, much as a canoe might be portaged from one body of water to another.

The pages that follow are extracted directly from the CAIB Report, Chapter 6, “Decision Making at NASA.” They summarize a very lengthy section 6.3, “Decision-Making During the Flight of STS-107,” which detailed the substance of multiple meetings and extensive correspondence within and between program teams as decisions were made regarding the condition of Columbia during its final mission. The left column is verbatim from the report; our   italicized remarks are to the right note, with vocabulary from Paul’s model underlined.   

We’ve chosen this section for emphasis because it describes the dysfunction of a specific team, involving small meetings and personal communications, rather than the report’s broader treatment of the dysfunction of an entire agency or U.S. space policy. The team setting is more accessible to the undergraduate who can more readily imagine themselves in a team setting than executive management, and it is for that setting that we seek to first prepare them. Summary: Mission Management Decision Making [Gehman, 2003, pp. 166-170]

Discovery and Initial Analysis of Debris Strike

In the course of examining film and video images of Columbia’s ascent, the Intercenter Photo Working Group identified, on the day after launch, a large debris strike to the leading edge of Columbia’s left wing. Alarmed at seeing so severe a hit so late in ascent, and at not hav­ing a clear view of damage the strike might have caused, Intercenter Photo Working Group members alerted senior Program managers by phone and sent a digitized clip of the strike to hundreds of NASA personnel via e-mail. These actions initiated a contingency plan that brought together an interdisciplinary group of experts from NASA, Boeing, and the United Space Alliance to analyze the strike. So concerned were Intercenter Photo Working Group personnel that on the day they discovered the debris strike, they tapped their Chair, Bob Page, to see through a request to image the left wing with Department of Defense assets in anticipa­tion of analysts needing these images to better determine potential damage. By the Board’s count, this would be the first of three requests to secure imagery of Columbia on-orbit during the 16-day mission. [ Clear recognition of the need for better data .]

Upon learning of the debris strike on Flight Day Two, the responsible system area manager from United Space Alliance and her NASA counterpart formed a team to analyze the debris strike in accordance with mission rules requiring the careful examination of any “out-of-fam­ily” event. Using film from the Intercenter Photo Working Group, Boeing systems integration analysts prepared a preliminary analysis that afternoon. (Initial estimates of debris size and speed, origin of debris, and point of impact would later prove remarkably accurate.) [ Excellent initial inferences based upon scant preliminary data . ] [“Out-of-family” meant out of NASA’s experience base.]

As Flight Day Three and Four unfolded over the Martin Luther King Jr. holiday weekend, en­gineers began their analysis. One Boeing analyst used Crater, a mathematical prediction tool, to assess possible damage to the Thermal Protection System. Analysis predicted tile damage deeper than the actual tile depth, and penetration of the RCC coating at impact angles above 15 degrees. This suggested the potential for a burn-through during re-entry. Debris Assessment Team members judged that the actual damage would not be as severe as predicted because of the inherent conservatism in the Crater model and because, in the case of tile, Crater does not take into account the tile’s stronger and more impact-resistant “densified” layer, and in the case of RCC, the lower density of foam would preclude penetration at impact angles under 21 degrees. [ Gut-based judgment replaces engineering analysis . Inaccurate inference based on invalid logic , and unsubstantiated assumptions .] [RCC= Reinforced Carbon-Carbon, from which the wing leading edges were made.]

On Flight Day Five, impact assessment results for tile and RCC were presented at an informal meeting of the Debris Assessment Team, which was operating without direct Shuttle Program or Mission Management leadership. Mission Control’s engineering support, the Mission Evalu­ation Room, provided no direction for team activities other than to request the team’s results by January 24. As the problem was being worked, Shuttle managers did not formally direct the actions of or consult with Debris Assessment Team leaders about the team’s assumptions, uncertainties, progress, or interim results, an unusual circumstance given that NASA managers are normally engaged in analyzing what they view as problems. At this meeting, participants agreed that an image of the area of the wing in question was essential to refine their analysis and reduce the uncertainties in their damage assessment.

WHY CRITICAL THINKING SKILLS ARE IMPORTANT FOR ENGINEERS?

What is critical thinking why are critical thinking skills important.

Critical thinking is the ability to remain analytical while forming a connection between ideas. Critical thinking skills are required to solve real life problems.

It is the subject of much debate; advocated by some of the earliest philosophers like Socrates, Chanakya, and Plato. Seventeenth-century English philosopher and statesman, Sir Francis Bacon was seriously concerned with the way we misuse our minds in the pursuit of knowledge. He understood that our minds are notorious objects and should not be allowed to succumb to their natural tendencies. 

In the present era, we live in a world full of information and as we human beings are multi-tasking, problems arise in the processing of information. As the Best B.Tech. College in Jaipur , we understand the importance of critical thinking in the process of decision-making. This not only assists engineering graduates to make the right decision but also raises them as responsible and evaluative human beings. 

Critical thinking can be referred to as the ability to remain analytical while connecting different ideas to draw useful results. Critical thinking should be intrinsic to an engineer’s mental faculty as it complements the other attributes needed for the role and is a crucial factor for exceptional outcomes. 

Also Read – Theoretical and Practical Approach Best for You

Primary Objective of Critical Thinking Skills

One primary goal of higher education has always been to inculcate the habit of critical thinking among students, to raise them as responsible, evaluative human beings. In India, where engineering seems to be one of the most sought-after professions for job security and remuneration, engineers themselves seem to have fallen deep into the rabbit hole of technical knowledge. 

Moreover being the Top Engineering College in Rajasthan , they sit in front of their computer screens, coding their way through life with blinkers on, shutting off every bit of analytical contemplation. Thus, critical thinking is a process of rationalizing, which is:

• Self-directed
• Self-disciplined
• Self-monitored
• Self-corrective 

Need of Critical Thinking Skills

For engineering graduates and budding engineers, the development of critical thinking skills is of utmost significance as it enables to achieve:

• Clarity of actions
• Practical thinking
• Attentiveness
• Systematic decision making

Studies have shown that engineering professionals who practice critical thinking skills can do better at both the personal and professional levels. For instance, specific fields of engineering demand such skills from students. These are:

• Telecommunication
• information and communication technology
• machine learning
• Mechatronics
• Other associated areas 

Also Read – Common Challenges faced by Engineering Students

Observations show that engineers who practice critical thinking are far better in their professional and personal lives. At Arya College, Jaipur , we emphasize that students should learn and inculcate critical thinking skills. This will allow them to transform data into a relevant piece of information that can be easily interpreted for obtaining necessary outcomes. Moreover, as learning is a continuous and lifelong process, critical thinking skills will improve with time. 

Future engineers who are equipped with such exceptional skills will have a competitive edge over their colleagues and peers both at the professional and personal levels respectively. In addition to this, critical thinking skills cannot be developed or learned overnight as it is the responsibility of the higher education institutions to provide the right environment to the students where such skills can be fostered and inculcated.

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Why Is Critical Thinking Important? A Survival Guide

Updated: December 7, 2023

Published: April 2, 2020

Why is critical thinking important? The decisions that you make affect your quality of life. And if you want to ensure that you live your best, most successful and happy life, you’re going to want to make conscious choices. That can be done with a simple thing known as critical thinking. Here’s how to improve your critical thinking skills and make decisions that you won’t regret.

What Is Critical Thinking?

You’ve surely heard of critical thinking, but you might not be entirely sure what it really means, and that’s because there are many definitions. For the most part, however, we think of critical thinking as the process of analyzing facts in order to form a judgment. Basically, it’s thinking about thinking.

How Has The Definition Evolved Over Time?

The first time critical thinking was documented is believed to be in the teachings of Socrates , recorded by Plato. But throughout history, the definition has changed.

Today it is best understood by philosophers and psychologists and it’s believed to be a highly complex concept. Some insightful modern-day critical thinking definitions include :

• “Reasonable, reflective thinking that is focused on deciding what to believe or do.”
• “Deciding what’s true and what you should do.”

The Importance Of Critical Thinking

Why is critical thinking important? Good question! Here are a few undeniable reasons why it’s crucial to have these skills.

1. Critical Thinking Is Universal

Critical thinking is a domain-general thinking skill. What does this mean? It means that no matter what path or profession you pursue, these skills will always be relevant and will always be beneficial to your success. They are not specific to any field.

2. Crucial For The Economy

Our future depends on technology, information, and innovation. Critical thinking is needed for our fast-growing economies, to solve problems as quickly and as effectively as possible.

3. Improves Language & Presentation Skills

In order to best express ourselves, we need to know how to think clearly and systematically — meaning practice critical thinking! Critical thinking also means knowing how to break down texts, and in turn, improve our ability to comprehend.

4. Promotes Creativity

By practicing critical thinking, we are allowing ourselves not only to solve problems but also to come up with new and creative ideas to do so. Critical thinking allows us to analyze these ideas and adjust them accordingly.

5. Important For Self-Reflection

Without critical thinking, how can we really live a meaningful life? We need this skill to self-reflect and justify our ways of life and opinions. Critical thinking provides us with the tools to evaluate ourselves in the way that we need to.

6. The Basis Of Science & Democracy

In order to have a democracy and to prove scientific facts, we need critical thinking in the world. Theories must be backed up with knowledge. In order for a society to effectively function, its citizens need to establish opinions about what’s right and wrong (by using critical thinking!).

Benefits Of Critical Thinking

We know that critical thinking is good for society as a whole, but what are some benefits of critical thinking on an individual level? Why is critical thinking important for us?

1. Key For Career Success

Critical thinking is crucial for many career paths. Not just for scientists, but lawyers , doctors, reporters, engineers , accountants, and analysts (among many others) all have to use critical thinking in their positions. In fact, according to the World Economic Forum, critical thinking is one of the most desirable skills to have in the workforce, as it helps analyze information, think outside the box, solve problems with innovative solutions, and plan systematically.

2. Better Decision Making

There’s no doubt about it — critical thinkers make the best choices. Critical thinking helps us deal with everyday problems as they come our way, and very often this thought process is even done subconsciously. It helps us think independently and trust our gut feeling.

3. Can Make You Happier!

While this often goes unnoticed, being in touch with yourself and having a deep understanding of why you think the way you think can really make you happier. Critical thinking can help you better understand yourself, and in turn, help you avoid any kind of negative or limiting beliefs, and focus more on your strengths. Being able to share your thoughts can increase your quality of life.

4. Form Well-Informed Opinions

There is no shortage of information coming at us from all angles. And that’s exactly why we need to use our critical thinking skills and decide for ourselves what to believe. Critical thinking allows us to ensure that our opinions are based on the facts, and help us sort through all that extra noise.

5. Better Citizens

One of the most inspiring critical thinking quotes is by former US president Thomas Jefferson: “An educated citizenry is a vital requisite for our survival as a free people.” What Jefferson is stressing to us here is that critical thinkers make better citizens, as they are able to see the entire picture without getting sucked into biases and propaganda.

6. Improves Relationships

While you may be convinced that being a critical thinker is bound to cause you problems in relationships, this really couldn’t be less true! Being a critical thinker can allow you to better understand the perspective of others, and can help you become more open-minded towards different views.

7. Promotes Curiosity

Critical thinkers are constantly curious about all kinds of things in life, and tend to have a wide range of interests. Critical thinking means constantly asking questions and wanting to know more, about why, what, who, where, when, and everything else that can help them make sense of a situation or concept, never taking anything at face value.

8. Allows For Creativity

Critical thinkers are also highly creative thinkers, and see themselves as limitless when it comes to possibilities. They are constantly looking to take things further, which is crucial in the workforce.

9. Enhances Problem Solving Skills

Those with critical thinking skills tend to solve problems as part of their natural instinct. Critical thinkers are patient and committed to solving the problem, similar to Albert Einstein, one of the best critical thinking examples, who said “It’s not that I’m so smart; it’s just that I stay with problems longer.” Critical thinkers’ enhanced problem-solving skills makes them better at their jobs and better at solving the world’s biggest problems. Like Einstein, they have the potential to literally change the world.

10. An Activity For The Mind

Just like our muscles, in order for them to be strong, our mind also needs to be exercised and challenged. It’s safe to say that critical thinking is almost like an activity for the mind — and it needs to be practiced. Critical thinking encourages the development of many crucial skills such as logical thinking, decision making, and open-mindness.

11. Creates Independence

When we think critically, we think on our own as we trust ourselves more. Critical thinking is key to creating independence, and encouraging students to make their own decisions and form their own opinions.

12. Crucial Life Skill

Critical thinking is crucial not just for learning, but for life overall! Education isn’t just a way to prepare ourselves for life, but it’s pretty much life itself. Learning is a lifelong process that we go through each and every day.

How to Think Critically

Now that you know the benefits of thinking critically, how do you actually do it?

How To Improve Your Critical Thinking

• Define Your Question: When it comes to critical thinking, it’s important to always keep your goal in mind. Know what you’re trying to achieve, and then figure out how to best get there.
• Gather Reliable Information: Make sure that you’re using sources you can trust — biases aside. That’s how a real critical thinker operates!
• Ask The Right Questions: We all know the importance of questions, but be sure that you’re asking the right questions that are going to get you to your answer.
• Look Short & Long Term: When coming up with solutions, think about both the short- and long-term consequences. Both of them are significant in the equation.
• Explore All Sides: There is never just one simple answer, and nothing is black or white. Explore all options and think outside of the box before you come to any conclusions.

How Is Critical Thinking Developed At School?

Critical thinking is developed in nearly everything we do. However, much of this important skill is encouraged to be practiced at school, and rightfully so! Critical thinking goes beyond just thinking clearly — it’s also about thinking for yourself.

When a teacher asks a question in class, students are given the chance to answer for themselves and think critically about what they learned and what they believe to be accurate. When students work in groups and are forced to engage in discussion, this is also a great chance to expand their thinking and use their critical thinking skills.

How Does Critical Thinking Apply To Your Career?

Once you’ve finished school and entered the workforce, your critical thinking journey only expands and grows from here!

Impress Your Employer

Employers value employees who are critical thinkers, ask questions, offer creative ideas, and are always ready to offer innovation against the competition. No matter what your position or role in a company may be, critical thinking will always give you the power to stand out and make a difference.

Careers That Require Critical Thinking

Some of many examples of careers that require critical thinking include:

• Human resources specialist
• Marketing associate
• Business analyst

Truth be told however, it’s probably harder to come up with a professional field that doesn’t require any critical thinking!

Photo by  Oladimeji Ajegbile  from  Pexels

What is someone with critical thinking skills capable of doing.

Someone with critical thinking skills is able to think rationally and clearly about what they should or not believe. They are capable of engaging in their own thoughts, and doing some reflection in order to come to a well-informed conclusion.

A critical thinker understands the connections between ideas, and is able to construct arguments based on facts, as well as find mistakes in reasoning.

The Process Of Critical Thinking

The process of critical thinking is highly systematic.

What Are Your Goals?

Critical thinking starts by defining your goals, and knowing what you are ultimately trying to achieve.

Once you know what you are trying to conclude, you can foresee your solution to the problem and play it out in your head from all perspectives.

What Does The Future Of Critical Thinking Hold?

The future of critical thinking is the equivalent of the future of jobs. In 2020, critical thinking was ranked as the 2nd top skill (following complex problem solving) by the World Economic Forum .

We are dealing with constant unprecedented changes, and what success is today, might not be considered success tomorrow — making critical thinking a key skill for the future workforce.

Why Is Critical Thinking So Important?

Why is critical thinking important? Critical thinking is more than just important! It’s one of the most crucial cognitive skills one can develop.

By practicing well-thought-out thinking, both your thoughts and decisions can make a positive change in your life, on both a professional and personal level. You can hugely improve your life by working on your critical thinking skills as often as you can.

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Is Critical Thinking the Most Important Skill for Software Engineers?

Critical thinking will only become more important as AI tools spread more. How do you get better at this, and why do yourself a service by rejecting jargon and by not taking things at face value from "thought leaders."

When I think back on the software engineers I looked up to, they all shared this trait where they never took anything at face value. They regularly questioned statements that did not make sense to them, no matter how small the topic was: even if it involved admitting they did not understand a concept. After a while, I started adopting this approach.

I still remember being in a meeting where a Very Respected Engineer was explaining how they are building a project, and they said something along the lines of "and, of course, idempotency is non-negotiable." I didn't know what idempotency was, and thus I could not tell why it was non-negotiable. I looked around, and everyone was nodding: but I knew I was missing something .

So I raised my hand and asked if they could explain what idempotency was, and why it was non-negotiable. This person explained it. As we got into details, it turned out that there was some part that was negotiable: as we didn't need idempotency for all endpoints.

After the meeting, I asked other engineers in private who were nodding along if they knew what idempotency was. Three out of the four people admitted they also had no idea, and were glad I asked. So then, why were they nodding along? And why did it feel to me that I needed "courage" to admit I did not understand something and ask for an explanation?

Jargon masks partial understanding

I can answer why I felt uneasy about asking what a term like idempotency means: it's because I was admitting that I don't understand a part of tech jargon. And, to be fair, such admission implies that my professional experience or skills are below the person who knows what this jargon means, and knows how to use it.

Or does it?

Throughout my years as an engineer and later as an engineering manager I started to observe something interesting. Some senior+ engineers loved using jargon and used it all the time. However, they did this in an odd way:

• They would often "shut down" less experienced engineers by throwing in jargon, and then pointing out that those engineers did not understand the conversation. Basically, they were locking out these more junior engineers from discussions: and those engineers started to avoid talking to these more experienced engineers.
• They would "win" some arguments by throwing in jargon, and asserting their professional dominance
• Their arguments were not always sound: and when I could follow along - knowing the jargon by now! - I could challenge them. But anyone not understanding jargon could not do the same.
• When asked to explain their ideas without jargon, they either struggled or refused to do so.

Of course, I am generalizing, and there were a few engineers who used jargon, and could also explain things simply, and were open to doing so when less experienced people were around. By I started to develop wary of engineers who refused to explain things in simple terms when asked to do so.

If someone cannot explain a concept without jargon, I now doubt they truly understand what they are talking about. The true test of properly understanding a given topic is whether you can teach it to someone else. Explaining your thoughts without the use of jargon - or gradually introducing jargon - is a form of teaching, as you need to adopt to someone who has less domain knowledge.

When you hear someone use jargon you don't understand: ask the other person to explain in simpler terms. Doing so helps with two things:

• It improves your understanding, and you learn what the jargon means.
• If the person cannot explain their thoughts with little to no jargon: either they also don't fully understand the language they use, or they struggle to communicate a complex concept in simpler terms. Either way: their ongoing jargon usage masks that they have yet to properly understand what they are talking about. Dropping some of the jargon might even be beneficial to them!

The rise of the "thought leader"

Another phenomenon I'm observing in engineering circles is the rise of "thought leader" or "tech influencer" type of people on social media. These are people who have a sizeable following or subscribers, and are often labeled like this by others, or sometimes reference themselves as such. I now also find myself in this group, thanks to larger than usual social media numbers in terms of audience and more and more people referring to me as a "thought leader" or "influencer," whether I like it or not (and I don't like it .)

These people - like myself - share opinions, observations, and views. Many less experienced engineers take these views at face value, assuming as many other people are paying attention to this person, this "famous" person must be right.  

I can assure you that this is not the case. There is little connection between social media signals like the number of followers and the depth of expertise. If anything, domain experts tend to have a much smaller profile on social media, as they are busy with work, and relatively few domain experts make regular time for social media.

I urge people to avoid taking statements from "famous" people at face value and use critical thinking. Ignore the social media signals - like views, followers, and so on - and focus on the argument. Is it an opinion that comes with no backing? Is it an observation from their environment? Do they have any references to point to?

Instead of taking recommendations from these people: take whatever they share as input, and then do your research. If it's a recommendation of a tool or technique to use: don't use it right away, but stop and think if you have a problem you need to solve that this tool or technique can help with. If so: gather alternatives, and compare them.

This point on "thought leadership" applies to me as well and to this article: I suggest you not take it at face value just because of social signals like likes, views, and so on. Those are all poor signals.

Is accepting jargon usage and giving in to "thought leadership" resulting in less critical thinking?

Both "jargon architects" and "thought leaders" are figures of unlikely authority. Even though neither group has any formal control or elevated domain expertise, I observe fewer people challenging them in a professional setting.

For "jargon architects," this tends to happen because engineers assume that as they don't understand the jargon, they must also not understand the thought process, so do not challenge them.

For "thought leaders," many people assume that because many "follow" this person, their insights must be universally applicable.

So challenge both!

Critical thinking is an approach that helps avoid being influenced by both groups: and thus helps avoid wasting time following recommendations with basic flaws, or approaches that won't work for your use case. And by questioning ideas, you also improve your critical thinking.

Improving your critical thinking muscle

The software engineers I looked up to, who always challenged when they did not understand something: they were all, without exception, critical thinkers.

So how do you get better at critical thinking? My approach is to simply 'think for yourself,' and don't move on until you understand why to do things, or how things are done. A few approaches I follow, that could also be helpful for you:

• Un-jargon the jargon. If you come across jargon you don't understand: get to understand this! If someone is telling you jargon terms, ask them to explain simply, and challenge them if they cannot do so. Otherwise, understand the jargon in simple terms, yourself. ChatGPT can be an unexpectedly useful to break down jargon terms: just don't forget to verify its definition, as ChatGPT can make things up.
• Validate information and do your research. When presented with information: don't assume it is correct. Look for sources, and question where the details come from. An example of this was how, when I was writing a book on resumes, I came across the concept of "ATSes rejecting resumes." that hundreds of sites took over on the internet. I was sceptical that any system would automatically reject resumes, because I never saw this as a hiring manager. I did research, and turns out all of this is a hoax : but many software engineers writing their resumes assume it to be true.
• Ask "why" and "how." Until you understand why something is done, or how something works: keep asking, and keep researching. This is a useful skill in all parts of life: from challenging the product person on why a piece of work needs to get done, to talking through with a peer on how a new system will be built, and finding edge cases that no one thought of.
• Avoid following the crowd, when you have not cleared #1, #2, and #3. I've observed several hype cycles in tech when people get involved in new areas in technologies, when they lack understanding of how things down. Crypto/blockchain was a good example: I observed engineers get into the space without being able to answer what blockchain was, or how it worked, and how it compared to other alternatives, and what practical use cases were. My point is not that you should not get into new areas - because you should! But do your research and apply critical thinking before you do. Despite the recent cooling, the engineers who did this are still in the space because they know why they got involved. People who did not such research and just followed the crowd, hoping to make a lot of money: they got disappointed and left, feeling burnt.

Critical thinking will only become more important as AI tools spread more. Without critical thinking, you let others do a lot of the thinking for you, and fail to spot problems with arguments. When encountered with jargon, you assume the other person must know better. Similarly, when coming across a "thought leader," you assume they must be right.

What happens as AI-generated text becomes more common, and perhaps some of your colleagues will "outsource" their thinking to these tools?

There will be the people who don't fully understand the output, but assume it must be right. And there will be the critical thinkers, who question the parts they don't understand.

It's not hard to predict which group will be more successful, professionally.

Subscribe to my weekly newsletter to get articles like this in your inbox. It's a pretty good read - and the #1 tech newsletter on Substack.

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Critical Thinking: A Simple Guide and Why It’s Important

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Critical Thinking: A Simple Guide and Why It’s Important was originally published on Ivy Exec .

Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.

At its essence, critical thinking is the ability to analyze, evaluate, and synthesize information in a logical and reasoned manner. It’s not merely about accumulating knowledge but harnessing it effectively to make informed decisions and solve complex problems. In the dynamic landscape of modern careers, honing this skill is paramount.

The Impact of Critical Thinking on Your Career

☑ problem-solving mastery.

Visualize critical thinking as the Sherlock Holmes of your career journey. It facilitates swift problem resolution akin to a detective unraveling a mystery. By methodically analyzing situations and deconstructing complexities, critical thinkers emerge as adept problem solvers, rendering them invaluable assets in the workplace.

☑ Refined Decision-Making

Navigating dilemmas in your career path resembles traversing uncertain terrain. Critical thinking acts as a dependable GPS, steering you toward informed decisions. It involves weighing options, evaluating potential outcomes, and confidently choosing the most favorable path forward.

☑ Enhanced Teamwork Dynamics

Within collaborative settings, critical thinkers stand out as proactive contributors. They engage in scrutinizing ideas, proposing enhancements, and fostering meaningful contributions. Consequently, the team evolves into a dynamic hub of ideas, with the critical thinker recognized as the architect behind its success.

☑ Communication Prowess

Effective communication is the cornerstone of professional interactions. Critical thinking enriches communication skills, enabling the clear and logical articulation of ideas. Whether in emails, presentations, or casual conversations, individuals adept in critical thinking exude clarity, earning appreciation for their ability to convey thoughts seamlessly.

☑ Adaptability and Resilience

Perceptive individuals adept in critical thinking display resilience in the face of unforeseen challenges. Instead of succumbing to panic, they assess situations, recalibrate their approaches, and persist in moving forward despite adversity.

☑ Fostering Innovation

Innovation is the lifeblood of progressive organizations, and critical thinking serves as its catalyst. Proficient critical thinkers possess the ability to identify overlooked opportunities, propose inventive solutions, and streamline processes, thereby positioning their organizations at the forefront of innovation.

☑ Confidence Amplification

Critical thinkers exude confidence derived from honing their analytical skills. This self-assurance radiates during job interviews, presentations, and daily interactions, catching the attention of superiors and propelling career advancement.

So, how can one cultivate and harness this invaluable skill?

✅ developing curiosity and inquisitiveness:.

Embrace a curious mindset by questioning the status quo and exploring topics beyond your immediate scope. Cultivate an inquisitive approach to everyday situations. Encourage a habit of asking “why” and “how” to deepen understanding. Curiosity fuels the desire to seek information and alternative perspectives.

✅ Practice Reflection and Self-Awareness:

Engage in reflective thinking by assessing your thoughts, actions, and decisions. Regularly introspect to understand your biases, assumptions, and cognitive processes. Cultivate self-awareness to recognize personal prejudices or cognitive biases that might influence your thinking. This allows for a more objective analysis of situations.

✅ Strengthening Analytical Skills:

Practice breaking down complex problems into manageable components. Analyze each part systematically to understand the whole picture. Develop skills in data analysis, statistics, and logical reasoning. This includes understanding correlation versus causation, interpreting graphs, and evaluating statistical significance.

✅ Engaging in Active Listening and Observation:

Actively listen to diverse viewpoints without immediately forming judgments. Allow others to express their ideas fully before responding. Observe situations attentively, noticing details that others might overlook. This habit enhances your ability to analyze problems more comprehensively.

✅ Encouraging Intellectual Humility and Open-Mindedness:

Foster intellectual humility by acknowledging that you don’t know everything. Be open to learning from others, regardless of their position or expertise. Cultivate open-mindedness by actively seeking out perspectives different from your own. Engage in discussions with people holding diverse opinions to broaden your understanding.

✅ Practicing Problem-Solving and Decision-Making:

Engage in regular problem-solving exercises that challenge you to think creatively and analytically. This can include puzzles, riddles, or real-world scenarios. When making decisions, consciously evaluate available information, consider various alternatives, and anticipate potential outcomes before reaching a conclusion.

✅ Continuous Learning and Exposure to Varied Content:

Read extensively across diverse subjects and formats, exposing yourself to different viewpoints, cultures, and ways of thinking. Engage in courses, workshops, or seminars that stimulate critical thinking skills. Seek out opportunities for learning that challenge your existing beliefs.

✅ Engage in Constructive Disagreement and Debate:

Encourage healthy debates and discussions where differing opinions are respectfully debated.

This practice fosters the ability to defend your viewpoints logically while also being open to changing your perspective based on valid arguments. Embrace disagreement as an opportunity to learn rather than a conflict to win. Engaging in constructive debate sharpens your ability to evaluate and counter-arguments effectively.

✅ Utilize Problem-Based Learning and Real-World Applications:

Engage in problem-based learning activities that simulate real-world challenges. Work on projects or scenarios that require critical thinking skills to develop practical problem-solving approaches. Apply critical thinking in real-life situations whenever possible.

This could involve analyzing news articles, evaluating product reviews, or dissecting marketing strategies to understand their underlying rationale.

In conclusion, critical thinking is the linchpin of a successful career journey. It empowers individuals to navigate complexities, make informed decisions, and innovate in their respective domains. Embracing and honing this skill isn’t just an advantage; it’s a necessity in a world where adaptability and sound judgment reign supreme.

So, as you traverse your career path, remember that the ability to think critically is not just an asset but the differentiator that propels you toward excellence.

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• Preparation Tips

Top 9 Reasons why Engineering Students Need Critical Thinking Skills

• Posted by edignite
• Categories Preparation Tips
• Date November 3, 2022
• Comments 0 comment

Critical thinking is a process of evaluating arguments or propositions and making judgments that are logical and well-reasoned. Engineering is a field that requires the application of scientific and mathematical principles to solve real-world problems, critical thinking skills are essential for students who want to be successful in this discipline.

As explained by Edignite, here are nine reasons why engineering students need to develop strong critical thinking skills :

1. To identify and understand the problem at hand

Engineering is all about solving problems. In order to do so effectively, students need to be able to identify the problem and understand its complexities. This requires critical thinking skills such as analysis, synthesis, and evaluation.

2. To come up with creative solutions

Engineering problems often have multiple solutions. To find the best solution, students need to be creative and think outside the box. This requires critical thinking skills such as brainstorming, creative problem-solving, and design thinking.

3. To evaluate the feasibility of a solution

Once a solution has been identified, it is important to evaluate its feasibility. This requires students to consider factors such as cost, time, materials, and safety. Critical thinking skills such as cost-benefit analysis and risk assessment are essential for this process.

4. To plan and execute a project

After a solution has been identified and evaluated, it is time to plan and execute the project. This requires students to be organized and efficient. Critical thinking skills such as project management and time management are essential for this stage.

5. To troubleshoot and solve problems

No matter how well a project is planned, there will always be problems that arise. When this happens, it is important to be able to troubleshoot and find solutions. This requires critical thinking skills such as problem-solving and decision-making.

6. To communicate effectively

Throughout the engineering process, students need to communicate with others. This includes teammates, clients, and customers. In order to do so effectively, students need strong communication skills .

7. To work in a team

Most engineering projects are completed by teams of people. This requires students to be able to work well with others. Critical thinking skills such as collaboration and teamwork are essential for this.

8. To stay up to date with new technology

Technology is constantly changing and evolving. In order to be successful, students need to keep up with these changes. This requires critical thinking skills such as research and information gathering.

9. To lifelong learning

Engineering is a field that is always changing and evolving. In order to be successful, students need to be lifelong learners. This requires critical thinking skills such as adaptability and flexibility. Also, engineering students need to have good problem-solving skills as they will often encounter difficult challenges during their studies and career.

Critical thinking skills are essential for students who want to be successful in this discipline. So, developing critical thinking skills should be a priority for all engineering students. We hope this article has been helpful in explaining why this is the case.

Tag: benefits of critical thinking , best engineering college , best engineering colleges in India , best engineering colleges of AP , career guidance , college admissions , college students , college students career tips , critical thinking , critical thinking skills , critical thinking skills development , critical thinking skills for engineering students , engineering , engineering communication guide , engineering critical thinking skills , engineering exam tips , engineering exams , Engineering students , engineering tips , engineers need critical thinking skills , essential critical thinking skills , guide to critical thinking skills , how to develop critical thinking , important skills for students , improve critical thinking skills , improve your critical skills , lifelong learning , new technology , skills development , students critical thinking skills , think critical , tips for college students , tips for engineering exam , tips for engineering exams , tips for engineering student , tips for students , tips to improve critical thinking , tips to pass engineering exam

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Critical Thinking: Creating Job-Proof Skills for the Future of Work

Daniela dumitru.

1 Teacher Training Department, Bucharest University of Economic Studies, 010374 Bucharest, Romania

2 Doctoral School of Psychology and Educational Sciences, University of Bucharest, 050663 Bucharest, Romania

Diane F. Halpern

3 Department of Psychology, Claremont McKenna College, Claremont, CA 91711, USA; moc.liamg@nreplahfenaid

In this study, we explore the transformative impact of artificial intelligence (AI) on the job market and argue for the growing importance of critical thinking skills in the face of job automation and changing work dynamics. Advancements in AI have the potential to disrupt various professions, including, for example, programming, legal work, and radiology. However, solely relying on AI systems can lead to errors and misjudgments, emphasizing the need for human oversight. The concept of “job-proof skills” is introduced, highlighting the importance of critical thinking, problem-solving, empathy, ethics, and other human attributes that machines cannot replicate with the same standards and agility. We maintain that critical thinking can be taught and learned through appropriate classroom instruction and transfer-focused approaches. The need for critical thinking skills is further reinforced by the influx of information and the spread of misinformation in the age of social media. Moreover, employers increasingly value critical thinking skills in their workforce, yet there exists a gap between the demand for these skills and the preparedness of college graduates. Critical thinking is not only essential for the future of work, but also for informed citizenship in an increasingly complex world. The potential impact of AI on job disruption, wages, and employment polarization is discussed, highlighting the correlation between jobs requiring critical thinking skills and their resistance to automation. We conclude by discussing collaborative efforts between universities and labor market organizations to adapt curricula and promote the development of critical thinking skills, drawing on examples from European initiatives. The need to prioritize critical thinking skills in education and address the evolving demands of the labor market is emphasized as a crucial step for navigating the future of work and opportunities for workers.

1. Introduction: Critical Thinking: Creating Job-Proof Skills for the Future of Work

The rapid evolution of online technologies has ushered in a paradigm shift in employment, redefining the nature of work and the skills required to succeed in the digital age. This transformative landscape, characterized by the ubiquitous presence of the Internet, social media platforms, and advanced artificial intelligence systems, has created a plethora of new opportunities and challenges in the labor market. As we navigate this digital frontier, it is becoming increasingly clear that traditional employment paradigms are undergoing a profound transformation. The convergence of online technologies with the demands of a networked world has not only created new job opportunities, but it has also disrupted established industries, rendering some job roles obsolete while creating demand for previously unforeseen skills. In this era of unprecedented connectivity and innovation, examining the intricate interplay between online technologies and jobs is paramount as it holds the key to understanding the dynamics of our rapidly evolving workforce.

Artificial intelligence (AI) is disrupting many jobs and promises “to change the way the world works” ( adminGPT 2023, para. 13 ). The number and range of AI programs are increasing at a rapid pace, and they are likely to continually improve to meet user demands. Consider, for example, ChatGPT, which can respond to questions and requests in a way that seems to come from a human rather than a computer program. GPT stands for “generative pretrained transformer”. It is generative in that it can provide responses that it never “learned”; it is pretrained with a large language model ( Bushwick et al. 2023 ). Newer versions can describe visual images, although thus far, they cannot create visual images. Its uses are seemingly endless. It is easy to imagine how such programs can change the lives of blind individuals. In fact, it can and will change the lives of all of us.

In this paper, we argue that these advances in online technologies will make critical thinking (CT) more important than ever before. Many who are preparing to enter the job market, and many who are already employed, will need to adapt to new forms of job automation and different ways of working.

Consider, for example, that an early achievement of ChatGPT was its generation of Python code (a computer language) to compute various tasks, such as data analysis. Apparently, getting ChatGPT to generate code is so easy that several YouTube videos have popped up claiming that they can teach novice users to use ChatGPT to generate code in 90 s. ( Data Professor 2023 ). The benefits are obvious, but so are the potential job losses for people who work in Python. Python coders will need to upgrade their skills, perhaps first becoming experts in the use of ChatGPT and similar programs, but this also has a positive side--they can spend more time working on larger questions such as which analyses are needed, and, of course, carefully reviewing the work produced by AI to ensure that it is accurate and understandable. Early versions of ChatGPT responses often contained errors. A New York lawyer learned the hard way: Steven A. Schwartz, a lawyer for 30 years, used ChatGPT to create a legal document ( Weiser and Schweber 2023 ). It was filled with fake citations and bogus judicial opinions. Sadly, Mr. Schwartz never checked the accuracy of the document he filed in court. The judge was not amused. This highly public and embarrassing event should be a lesson for all of us. Current AI programs cannot be trusted to take over our work, though they may be able to aid or supplement it. However, other AI programs can “read” radiographs more accurately than human radiologists, which provides a benefit to both radiologists and patients. There is an immediate positive effect for this advancement: Radiologists will have more time to directly work with patients, and yes, they must also check the accuracy of the outputs from their programs when presenting diagnoses.

For the rest of us, whether we are students or early or late in our careers, we need to focus on the development of “job-proof skills” in the face of AI advances. A report from the United Nations defines job-proof skills as “conceptual and strategic thinking, problem-solving, empathy, optimism, ethics, emotional intelligence, and judgments are the future-proof skills and attributes that machines will not be able to replicate with the same standards and agility as qualified human beings” ( Elkeiy 2022, para. 5 ). In other words, critical thinking skills will always be needed.

2. What Is Critical Thinking?

Although some scholars in the field of critical thinking have emphasized differences among various definitions, we believe that the commonalities are evident (c.f., Dwyer 2017 ; Nisbett 2015 ; Lipman 1991 ; Fisher 2001 ). There are some differences in the use of terms and several skills might be more important, but all of the definitions (more or less) conform to our preferred definition: “Critical thinking is the use of those cognitive skills and abilities that increase the probability of a desirable outcome. It is purposeful, reasoned, and goal directed. It is the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions. Critical thinkers use these skills appropriately, without prompting, and usually with conscious intent, in a variety of settings. That is, they are predisposed to think critically. When we think critically, we are evaluating the outcomes of our thought processes--how good a decision is or how well a problem is solved. Critical thinking also involves evaluating the thinking process--the reasoning that went into the conclusion we’ve arrived at, or the kinds of factors considered in making a decision” ( Halpern and Dunn 2023, pp. 6–7 ). The reason we need a common definition of critical thinking is that, without it, instructors can and have passed almost anything off as instruction in critical thinking. However, common ground is to be found concerning CT definitions. In a European project, which we shall refer to in Section 4.3 , the critical thinking definition is based on the works of Halpern and Dunn ( 2023 ), Facione ( 1990 ), Paul and Elder ( 2008 ), and Kuhn ( 1999 ). During two debate sessions, 33 international participants from higher education and the labor market defined critical thinking as a deliberate cognitive process guided by conscious, dynamic, self-directed, self-monitored, and self-correcting thought ( Rebelo et al. 2023 ). It relies on both disciplinary and procedural knowledge, along with metacognitive aspects (including metacognitive, meta-strategic, and epistemological dimensions). Critical thinking can be cultivated and enhanced through the development of competencies, and it is facilitated by various attitudes, such as systematic thinking, open-mindedness, empathy, flexibility, and cognitive maturity. Additionally, it encompasses intellectual skills such as reflection, self-regulation, analysis, inference, explanation, synthesis, and systematic thought. Critical thinking not only stimulates problem-solving capabilities but also facilitates effective communication, fosters independent and holistic thinking, and bolsters decision-making and active citizenship ( Pnevmatikos et al. 2021 ).

2.1. Can Critical Thinking Be Learned?

We teach writing, oral communication, and mathematics with the (often implicit) belief that these skills will be learned and transferred to multiple settings both inside and outside of the classroom. There is a large and growing research literature showing that, with appropriate classroom instruction in critical thinking, including specific instruction designed for transfer, the skills will spontaneously transfer and in uncued (i.e., there are no reminders to use the critical thinking skill that was learned in class) situations ( Dumitru 2012 ; Heijltjes et al. 2014 ; Tiruneh 2019 ). Several such studies were presented by Dwyer ( 2017 ) and Halpern and Dunn ( 2023 ). For the sake of brevity, we review just one recent study. The study was designed to counteract the effects of conspiracy theories. When people believe conspiracy theories, they often act in harmful ways–such as refusing to get the COVID-19 vaccine, which resulted in the death of large numbers of people around the world, or attacking the United State Capitol Building on 6 January 2021 in the belief that there was a conspiracy afoot designed to steal the United States 2020 presidential election from Donald Trump. In a review of the research literature on the efficacy of interventions, the researchers found “there was one intervention which was characteristically different to the rest” ( O’Mahony et al. 2023, para. 23 ). It was a semester-long university course in critical thinking that was designed to teach students the difference between good scientific practices and pseudoscience. These courses require effort and commitment, but they are effective. The same conclusion applies to all interventions designed to enhance critical thinking. There are no fast and easy “once and done” strategies that work. This is why we recommend continuous and pervasive coursework to make sure that the learning of CT skills “sticks.”

2.2. The Need for Critical Thinking Skills

Online technologies-related (including AI) job loss and redesign are not the only reasons why we need to concentrate on teaching and learning the skills of critical thinking. COVID-19 left 140 million people out of work, and many of their jobs will never return ( Roslansky 2021 ). We are drowning in a tsunami of information, confronted with advertisements online, in news reports, social media, podcasts, and more. The need to be able to distinguish good information from bad is critical. In addition, employers want to hire people with critical thinking skills. In a recent report by Hart Research Associated ( 2018 ), they found that in an employer survey of 501 business executives, 78% said that critical thinking/analytic reasoning is the most important skill they want in their employees, but they also added that only 34% of college graduates arrive well prepared in critical thinking. This gap between what employers want and their perception of the preparedness of the workforce was larger for critical thinking than for any other area. In fact, every report on the future of work made this same point. Consider this quote from The World Economic Forum ( 2020 ) on the future of jobs: “Skills gaps continue to be high as in-demand skills across jobs change in the next five years. The top skills and skill groups which employers see as rising in prominence in the lead up to 2025 include groups such as critical thinking and analysis as well as problem-solving.” (p. 5). In a report from the Office of the European Union: Key Competences for Lifelong Learning, the commissioner wrote “Critical thinking, media literacy, and communication skills are some of the requirements to navigate our increasingly complex world” ( Navracsics 2019, p. 3 ). Of course, critical thinking is not just needed in the world of work. A true democracy requires an educated citizenry with citizens who can think critically about world social issues, such as the use/threat of AI, war, poverty, climate change, and so much more. Irrational voters are a threat to all of us—and to themselves.

The need to think critically is not new, but it has taken on a new urgency as social media and other forms of communication have made the deliberate spread of misinformation move at the speed of light. There is nothing new about the use of lies, half-truths, and innuendos to get people to believe something that is not true. Anyone can post anything on popular media sites, and this “fake news” is often copied and shared thousands of times. Sometimes the information is spread with a deliberate attempt to mislead; other times, it is copied and spread by people who believe it is true. These messages are often used to discredit political adversaries, create social unrest, and incite fear. It can be a difficult task to determine what to believe and what to discard. Vosoughi et al. ( 2018 ) analyzed data from 126,000 tweets that were spread by approximately 3 million people. How did the researchers discriminate true data from false data? The same way we all should. They used several different fact-checking sites and found 95% to 98% agreement regarding the truth or falsehood of information. They found that false data spread more quickly and more widely than true data because the false data tended to be novel and sensational, rendering it salient and seductive.

In today’s landscape, the imperative to foster critical thinking skills is becoming increasingly apparent as we grapple with the rapid rise of social media and artificial intelligence technologies and their profound impact on the future of work. The confluence of these transformative forces has ushered in a new era characterized by the potential for significant job disruption. As online technologies advance and automation becomes more widespread, certain traditional job roles may become obsolete, requiring the development of innovative skills and adaptability in the workforce. In this context, critical thinking emerges as a central element in preparing individuals to navigate the evolving job market. It equips individuals with the ability to analyze complex information, discern credible sources from the proliferation of social media information, and make informed decisions in an era of blurring boundaries between human and machine contributions to the workforce. Cultivating critical thinking skills will be essential to ensuring that individuals can take advantage of the opportunities presented by new technologies while mitigating the challenges of job disruption in this AI-driven future.

3. Critical Thinking Skills and Job Disruption and Replacement

Eloundou et al. in 2023 estimated that about 15% of all U.S. workers’ jobs could be accomplished much faster and at the same level of quality with currently available AI. There are large differences in the extent to which various occupations and industries will be affected by advancements in AI. For example, tasks that require a high degree of human interaction, highly specialized domain knowledge, or creating innovative technologies will be minimally affected; whereas, other occupations such as providing captions for images or answering questions about a text or document are more likely to be affected. Routine-based jobs in general are more likely to be dislodged by advanced technologies ( Acemoglu 2002 ). Using the basic definitions of skills that are standard in O*Net, Eloundou et al. ( 2023 ) found a clear negative correlation between jobs requiring knowledge of science and critical thinking skills and the likelihood that AI will “take over” the job. These findings reinforce our main point—the best way to gain job-proof skills is with critical thinking.

The effect of online technologies on wages is complicated because of the large number of factors that come together to determine earnings. Acemoglu and Autor ( 2011 ) advocated for a model that simultaneously considers the level of the tasks required for any job (low, medium, and high), where a high level of skill is defined as one that allows employees to perform a variety of tasks, the demand for the tasks, and technological changes that can complement a task or replace it. They assert that employment has become increasingly polarized with the growth in both high education, high wage occupations and low education, and low wage occupations in the United States and the European Union. To understand and predict which occupations will be most disrupted by AI (and other developing technologies), an investigator will need to simultaneously consider all of these variables. Technological advancements can generate shifts in demand, favoring either high- or low-skilled workers. According to Acemoglu and Autor ( 2011 ), we can expect some of the largest disruptive effects at the middle level of skills, where some of the tasks performed at this level can be more easily replaced by new technologies, with widespread employment growth in high- and low-skilled occupations.

4. Business-University Collaborations

The pursuit of promoting high standards of critical thinking in university students across various academic disciplines is a challenging endeavor that should be leveraged through collaboration with stakeholders. In such collaborations, stakeholders can contribute to refining the skills required by learners and bring their own perspectives to academic instruction. This close partnership between universities and stakeholders helps minimize gaps and mismatches in the transition to the labor market, facilitates research collaboration, and increases student motivation.

Collaborations between businesses and universities have gained increasing importance in today’s rapidly evolving educational and economic landscape. These partnerships are instrumental in bridging the gap between academic learning and the real-world skills demanded by the job market. One key aspect of business-university collaboration (BUC) is the alignment of curricula with the dynamic needs of industries. This entails the joint effort of higher education institutions (HEIs) and industry experts to design, develop, and deliver educational programs that equip students with practical, job-ready skills. The curriculum design phase involves tailoring study programs, courses, and modules to address skills gaps and align with the specific requirements of employers.

Moreover, BUC extends beyond the classroom. Collaborations often involve business engagement in educational activities, including guest lectures, internships, co-op programs, and research projects. These interactions provide students with invaluable exposure to real-world scenarios, allowing them to apply theoretical knowledge in practical settings.

In essence, BUC is a multifaceted partnership that benefits both students and businesses. It ensures that educational programs remain relevant, fostering a seamless transition from academia to the workforce. This collaborative approach not only enhances students’ employability but also contributes to the overall growth and innovation of industries.

Operationalizing the collaboration implicates a particular focus on curriculum design, development, and delivery. These involve the collaboration between higher education institutions and labor market partners to create or enhance undergraduate or postgraduate study programs, courses, or modules. This collaborative effort aims to address skills gaps, align curricula with employers’ needs, integrate training initiatives, and improve graduates’ employability. Additionally, curriculum delivery includes various forms of business involvement, such as guest lectures, placements, supervision, mentoring, and work-based learning activities.

While the existing literature often discusses the barriers and motivations for university-business collaboration ( Healy et al. 2014 ; Orazbayeva et al. 2020 ), there is a need for more empirical insights into the roles and responsibilities of each party engaged in joint curriculum design, development, and delivery, as well as lessons learned from these collaborations ( Rebelo et al. 2023 ).

4.1. Why Do We Need Higher Education’s Help?

In the preceding sections of this paper, we delved into the disruptive forces of artificial intelligence (AI) on the job market and the critical need for individuals to adapt to these changes by developing “job-proof skills”. The rise of online technologies such as ChatGPT presents both opportunities and challenges, particularly in fields where middle-level skills are required. To effectively tackle these challenges, we must turn our attention to the pivotal role of education and the cultivation of essential skills such as critical thinking.

We highlighted how AI is rapidly transforming various industries and the need for individuals to adapt to these changes. Moreover, we explored the question of whether critical thinking can be learned, showcasing research evidence that supports the teachability of this skill. Now, we shall explore practical strategies for fostering critical thinking skills through collaborations between universities and businesses. The idea here is to create an educational framework that equips students with the capabilities needed to thrive in the evolving workforce.

Building upon the success of two European projects, “Critical thinking across higher education curricula—CRITHINKEDU” and “Critical thinking for successful jobs—THINK4JOBS”, we argue that incorporating practical experience and CT development through apprenticeships is a possible action for better higher education classes. This collaborative approach between HEI and LMO designed to address the differing perspectives and terminologies used by these two entities regarding critical thinking could be an important curriculum design for the better adaptation of job market technology disruptions.

Research conducted by Eloundou et al. ( 2023 ), which shows that critical thinking skills and science skills are less likely to be taken by AI, compels us to sustain the THINK4JOBS apprenticeship curricula as a possible teaching protocol for critical thinking enhancement to face challenges posed by AI at work.

The results from these projects demonstrate significant progress in students’ critical thinking skills and dispositions. These improvements, as highlighted below in Section 4.3 , underscore the effectiveness of embedding critical thinking in the curriculum. The guidelines formulated for implementing Critical Thinking Blended Apprenticeship Curricula provide a roadmap for educators to follow when effectively integrating critical thinking into their courses.

As we ponder the possibility of a world where critical thinking is widespread, we can envision a future where individuals are equipped to confront the ideological fanaticism that threatens global stability. Critical thinking, as both a cognitive skill and a disposition, has the potential to shape a workforce capable of adapting to the ever-changing landscape of work, making informed decisions, and contributing to a more rational and democratic world. The THINK4JOBS project emphasizes the practical steps taken to prepare students for the future job market and sets the stage for further exploration of the role of critical thinking in addressing global challenges, including AI presence in the job market.

4.2. CRITHINKEDU Proctocol for Critical Thinking Education across Curricula

Given that the best education for the future of work is the acquisition of critical thinking skills, how can we facilitate this sort of education? One way to obtain a job-proof education is to create classes with the help of labor market organizations. Two projects funded by the European Union were designed to bring to life the idea that better communication and collaboration between universities and employers result in a better adaptation of the curriculum, especially a curriculum involving critical thinking skill development.

Between 2016 and 2019, the project “Critical thinking across the European higher education curriculum—CRITHINKEDU” focused on how CT is taught in various academic domains. The CRITHINKEDU project, involving universities across Europe, exemplifies how academia and industry can join forces to bridge the gap between classroom learning and real-world job demands. This initiative aimed to enhance the curriculum by explicitly emphasizing critical thinking skill development. It revealed that employers across various fields value critical thinking, and they perceive it as essential for recent graduates entering the workforce.

The participants were eleven universities from nine European countries (Belgium, Czech Republic, Greece, Italy, Spain, Portugal, Romania, Lithuania, and Ireland; Dominguez 2018). Qualitative research was conducted with 32 focus groups comprised of professionals from various European countries and fields. The findings align with previous studies: “CT is a set of interconnected skills (interpretation, inference, analysis, explanation, evaluation, self-regulation”, see Payan-Carreira et al. ( 2023, p. 16 ), and dispositions (open-mindedness, refection, attentiveness, organization, perseverance, intrinsic goal motivation ( Payan-Carreira et al. 2023 ), essential for recent graduates in response to labor market demands. However, an important consideration is that the practical application of CT varies across professional fields. The participants in this study defined the ideal critical thinker as someone with a cultivated mindset, motivated to learn and improve, and equipped with cognitive and behavioral tools to anticipate, regulate, and monitor their thinking. CT is associated with problem-solving and decision-making and is intertwined with other skills such as proactivity, adaptability, creativity, emotional intelligence, communication, and teamwork. The report from this project also introduced “a European collection of the Critical Thinking skills and dispositions needed in different professional fields for the 21st century” ( Dominguez 2018 ), which categorizes CT skills and dispositions based on professional fields and offers a basis for defining learning objectives and adapting university curricula. This study provides valuable insights from 189 European employers into CT needs in the labor market for new graduates. The interviewed professionals had an obvious preference for CT skills in STEM fields and an obvious preference for dispositions in the Humanities. Social Sciences and bio-medical sciences professionals were equally interested in CT skills and dispositions, with a slight preference for dispositions ( Dominguez 2018, p. 28 ).

4.3. Next Steps: THINK4JOBS Blended Appreticeship Curricula

After the termination of the CRITHINKEDU project, partners from Romania, Greece, Lithuania, and Portugal, with the addition of a new partner from Germany, proposed a new research application: “Critical Thinking for Successful Jobs—THINK4JOBS” ( www.think4jobs.uowm.gr ). The idea was to utilize the results from the previous project and, together with labor market organizations, create new courses that are more adapted to the reality of the future of work. The core element of the classes was explicit teaching of critical thinking, using real-life cases and methods. In an apprenticeship model, critical thinking skills are embedded in a relevant context. The value of realistic contexts is that students can see the need for the skills being taught in a workplace scenario. Relevant contexts enhance student engagement and motivation to learn. Dumitru et al. ( 2021 ) focused on improving students’ critical thinking skills and dispositions through collaboration between Higher Education Institutions (HEIs) and Labor Market Organizations (LMOs). The aim was to bridge the gap between HEI curricula and the expectations of the labor market by incorporating apprenticeships that provide practical experience and CT development.

The process of mapping responses from those in the labor market organizations onto college curricula involved the use of research methods such as observation, focus groups, and documentary analysis, with stakeholders from HEIs and LMOs participating. The findings indicated that while there were no definitive “gaps” between HEIs and LMOs, there were contextual differences in the approach to CT. HEIs focus on long-term career preparation, while LMOs emphasize short-term learning strategies. The terminology and expression of CT also differed between the two contexts. Based on the findings, ten work-based scenarios were created, with one from each discipline involved in the project. Overall, the report ( Dumitru et al. 2021 ) highlighted the different goals and perspectives of HEIs and LMOs regarding CT, emphasizing the need for collaboration and a common understanding of which skills should be included in the college curriculum.

There is a different context in the approach to CT, since HEIs usually use different learning activities, focusing more on career preparation with long-term goals, while LMOs follow compact and short-term learning and teaching strategies. Furthermore, the findings suggest that CT is a new workplace requirement and that HEIs and LMOs do not choose the same terminology when referring to the concept, with HEIs usually choosing scientific terms. Another element that emerged is that CT is generally expressed in a declarative way in higher education institutions, while in LMOs the application to specific cases follows a more procedural approach. Put another way, LMOs are focused on making a profit, while HEI is focused on being socially responsible.

In the second phase of the project, partners ( Pnevmatikos et al. 2021 ) focused on the development of a collaborative training curriculum for Higher Education Instructors and LMO tutors. The purpose of the training was to enhance comprehension and knowledge of critical thinking for both sides of this collaboration, since previous research indicated a potential lack of conceptual and procedural understanding between these two entities. Additionally, the training aimed to facilitate the promotion, support, and evaluation of students’ CT skills within apprenticeship curricula, as well as the creation of blended curricula utilizing an open-source learning platform. The training course encompassed workshops that delved into various aspects of CT, including analyzing and reassembling ideas about CT, formulating a working definition of CT, instructional methodologies, blended learning techniques, usage of a learning platform, CT assessment, and the development of a Memorandum of Understanding (MoU) between higher education institutions and LMOs. The participants’ knowledge about these topics was assessed through pre- and post-training online questionnaires. Although data analysis showed various predicted trends, only perceived self-confidence in the topics covered during the training obtained statistical significance ( Pnevmatikos et al. 2021 ).

In the final report from this project, Payan-Carreira et al. ( 2023 ) presented the results of the implementation of the critical thinking Blended Apprenticeships Curricula (CTBAC) and discussed the improvements in critical thinking skills and dispositions observed in students. The study involved cross-disciplinary analysis and assessed changes before and after the piloting activities. A total of 609 students participated, and their critical thinking skills and dispositions were evaluated.

The consortium chose the Critical Thinking Self-Assessment Scale (CTSAS) developed by Nair ( 2011 ) as an instrument to assess CT skills based on an earlier conceptualization ( Facione 1990 ). The questionnaire has been tested in various geographic and cultural contexts, demonstrating good reliability, internal consistency, and confirmatory factor analysis results. However, the original CTSAS was considered too long to complete, consisting of 115 items, so a shorter version was specifically developed for this project. The short form of the questionnaire (CTSAS-SF) was created through a two-step process. Items with loading weights below .500 were eliminated, resulting in 84 remaining items. Redundant and non-cognitive-focused items were marked for elimination, leaving 60 items. The short form maintained the original scale’s framework and utilized a seven-point Likert scale ranging from 0 (Never) to 6 (Always) for students to respond to items assessing various dimensions and subdimensions of CT skills.

The CTSAS-SF validation process, with confirmatory factor analysis, resulted in two models with equivalent satisfactory goodness-of-fit indices. Model 4, the second-order factor model (RMSEA = .051; TLI = .924; CFI = .927), had a chi-square/df ratio of 2.33. The Cronbach alpha of the overall instrument was excellent (α = .969). Sample items are shown in Table 1 .

Sample items forming Critical Thinking Self-Assessment Scale (CTSAS), Nair ( 2011 ).

Compared to instruments for assessing CT skills, the availability of instruments for measuring critical thinking (CT) dispositions is limited. However, one of the instruments adopted by the consortium to assess CT dispositions is the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS), which was developed by Quinn et al. ( 2020 ). The scale was validated with a mixed population of Irish and American undergraduate students. The scale considers a variety of CT dispositions that the authors consider important for the labor market and real-world decision-making. Some of the items in the scale combine Facione ’s ( 1990 ) original CT dispositions into new dimensions that are relevant to academic and labor market success, such as organization, perseverance, and intrinsic goal motivation. The scale consists of six dimensions (Reflection, Attentiveness, Open-mindedness, Organization, Perseverance, and Intrinsic Goal Motivation) and presents statements for students to respond to using a 7-point Likert scale. The Likert scale ranges from 1 (strongly disagree) to 7 (strongly agree). The original version of the SENCTDS contains 21 items. The validation process, with confirmatory factor analysis, identified only one model presenting a satisfactory goodness-of-fit index—model 3, comprised of six correlated factors (RMSEA = .054; TLI = .974; CFI = .969) with a chi-square/df ratio of 2.57. The instrument presented a high Cronbach alpha (α = .842), suggesting a strong internal consistency of the instrument. Sample items are presented in Table 2 .

Sample items from Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS), developed by Quinn et al. ( 2020 ).

The analysis showed gains in critical thinking skills and indicated that changes were more prominent in skills than dispositions. All skills (interpretation, analysis, inference, explanation, self-regulation, and evaluation) obtained significant differences between the pretest and posttest, with p ≤ .0001 to all skills, plus the integrated critical thinking skills score was t = 9.705 and p ≤ .0001, which demonstrates strong significant difference between pre- and the posttest. Dispositions displayed no significant differences regarding the integrated score, but showed significant differences in reflection (t = 1.766, p = .079), open-mindedness (t = 2.636, p = .009), organization (t = 2.568, p = .011), and intrinsic goal motivation (t = 1.712, p = .088).

Based on the findings from the implementation of the blended apprenticeship curricula, the following guidelines were formulated for implementing Critical Thinking Blended Apprenticeship Curricula ( Payan-Carreira et al. 2023 ):

• Provide an explanation of the importance of critical thinking—Clearly communicate to students why critical thinking is a vital skill in today’s workforce and how it is valued in specific professions. Explicitly incorporate the development of critical thinking as an outcome of the course.
• Emphasize continuous and pervasive CT training—To achieve success, there should be a concerted effort across disciplinary curricula to foster students’ critical thinking skills and dispositions. Skills require training, and dispositions necessitate the internalization of desired attitudes. Therefore, sufficient time and a collaborative approach at the disciplinary level are necessary for consistent and significant progress.
• Allocate dedicated time—Building on the previous point, it is essential to allocate specific time within the course to work on the proposed critical thinking goals. Students and educators need to schedule activities and create opportunities for preparation, development, and feedback exchange. This ensures that the intervention leads to meaningful, lasting learning.
• Establish connections with real-world scenarios—Foster student engagement and improve their perception of learning experiences by incorporating case studies that reflect situations professionals encounter in their daily work. By grounding the learning content in reality, students are more likely to be motivated and actively participate in the educational process.

Foster reflection on CT skills and dispositions—Offer students the chance to reflect on their reasoning processes and the attitudes they have developed throughout their learning experiences. Encouraging reflective thinking enhances the effectiveness of learning interventions and helps cultivate a deeper understanding of one’s experiences.

These steps aim to guide educators in effectively implementing the critical thinking blended apprenticeship curricula while also maximizing the impact of critical thinking development in students.

The two European projects made a great start in integrating the skills that employers want employees to learn from university curricula, but the results are nonetheless provisional. There is not a clear agreement among participating universities regarding how best to teach critical thinking, nor any regarding its importance for future jobs. We urge that more work should be done to nurture critical thinking within university curricula in order to provide our current students—who represent the future of the workforce—the much-wanted job-proof skills they need.

5. European Recommendations and Good Practices

Critical thinking stands as a pivotal goal for European Higher Education Institutions. To facilitate the attainment of this objective, we present an educational protocol that draws from comprehensive research and practical experiences, including insights from the CRITHINKEDU project. This protocol amalgamates insights from both theoretical and empirical studies on critical thinking with practical strategies for its cultivation.

Recommendations go toward signing memorandums of understanding between universities and labor market organizations to cultivate strong partnerships ( Rebelo et al. 2023 ). Effective collaboration between universities and businesses is crucial in fostering critical thinking. This partnership thrives on the synergy that results when academic institutions and businesses combine their expertise, resources, and perspectives. Strategies such as aligning goals, fostering long-term commitment, and promoting a culture of collaboration can strengthen these partnerships and ensure that academic research is harmoniously aligned with real-world needs.

Another recommendation relates to the formulation of compelling goals . Accurate and transparent goals are fundamental to the successful implementation of university-industry collaborations to promote critical thinking. These goals must be clearly defined and easily understood at multiple levels, from the institutional to the program and course levels. Recognition of critical thinking as an overarching goal implies its integration into assessment and evaluation processes.

Another recommendation is to develop flexible curricula . To effectively foster critical thinking, curricula must demonstrate adaptability and responsiveness to emerging trends and market demands. The use of agile curriculum design methodologies and the involvement of business partners in curriculum development is of great value. Approaches such as problem-based and case-based learning facilitate rapid adaptation to evolving market needs, such as the use of AI-powered software to solve work tasks better and faster. Regular feedback mechanisms and ongoing collaboration with business partners ensure that curricula remain relevant and flexible.

Incorporating real-world challenges and case studies into curricula bridges the gap between academia and the business world, creating an environment that encourages experiential learning. The active involvement of business stakeholders in providing relevant challenges plays a key role. Students’ problem-solving skills are enhanced by shifting from traditional teaching methods to project-based, problem-based, or case-based learning. Engaging students through apprenticeships, internships, guest lectures, and seminars immerses them in authentic work environments and fosters their professional development.

Ongoing, multi-faceted evaluation is a cornerstone of the collaboration between higher education and the business community to cultivate critical thinking. Assessment includes measuring learners’ progress in critical thinking, the effectiveness of curricula, and the impact of partnerships through the use of key performance indicators.

Regarding how to implement a critical thinking curriculum, pedagogical research ( Elen et al. 2019 ) suggests that in the development of critical thinking, whether it is regarded as a skill, disposition, or a combination of both, three categories of supportive measures can be identified: modeling, induction, and declaration.

Modeling: Support the development of critical thinking skills by demonstrating what it means to think critically at the institutional, programmatic, and course levels, considering multiple perspectives and alternative viewpoints.

Induction: Support critical thinking development by provoking critical thinking through the presentation of open-ended questions, unstructured tasks, complex problems, and real-world issues. The exact nature of “induction” and how it is implemented may vary across fields and disciplines. Induction can be carried out in a variety of ways; for example, presenting unstructured problems, providing authentic tasks, encouraging constructive controversy, asking “why” questions, or encouraging student autonomy.

Explanation: Promote the development of critical thinking by articulating or explicitly stating what is at stake, what strategies can be used, and what criteria must be met. This explanation can take the form of oral or written communication and should always be explicit and specific. Declaring and making things explicit can be accomplished in a variety of ways, including using critical thinking rubrics, developing elaborate concept maps, providing feedback on critical thinking, and engaging in discussion and reflection on critical issues.

This integrated approach, encompassing university-business collaboration and an educational protocol, underscores the significance of critical thinking in higher education. It provides a structured framework for nurturing this essential skill by aligning objectives, fostering partnerships, adapting curricula, and implementing ongoing evaluation practices. In doing so, educational institutions are better poised to equip students with the critical thinking skills needed to thrive in a rapidly evolving world.

6. Concluding Remarks or Can Critical THINKING Save the World?

In summary, the dynamic interaction between universities, businesses, and the evolving technology landscape, including the rise of artificial intelligence (AI) and online technologies, underscore the critical need to nurture and develop students’ critical thinking skills. As we navigate the challenges posed by AI and the ever-expanding digital realm, collaborative efforts between academia and industry have proven to be instrumental in preparing students for the future job market.

Incorporating real-world experiences, such as apprenticeships, into the curriculum is an important step toward improving students’ critical thinking skills in real-world contexts. Projects such as “Critical thinking across higher education curricula—CRITHINKEDU” and “Critical thinking for successful jobs—THINK4JOBS” have demonstrated the potential of these collaborations to bridge the gap between classroom learning and industry needs. In addition, the development of flexible curricula that can adapt to the evolving needs of the job market, especially considering online technologies, is essential. By integrating real-world challenges and case studies into the curriculum, students gain valuable problem-solving skills and are better prepared to navigate the complexities of the digital age.

Ongoing assessment and evaluation are critical components of this collaborative effort, ensuring that critical thinking remains a central focus and that students are making meaningful progress in acquiring this essential skill.

With the disruption of AI and the ubiquity of online technologies, the integration of critical thinking into higher education curricula is more important than ever. It enables students not only to thrive in a technology-driven world, but also to contribute to a rational, democratic, and globally interconnected society. The partnerships forged between universities and businesses, along with a well-defined educational protocol, provide a roadmap for cultivating these essential skills and preparing students for the challenges and opportunities of the future job market. The imperative to foster critical thinking in university curricula remains a fundamental step in equipping tomorrow’s workforce to navigate the complexities of an AI-influenced job market and a rapidly changing world.

Lilienfeld ( 2007, para. 3 ) said it well: “The greatest threat to the world is ideological fanaticism, by ideological fanaticism I mean the unshakeable conviction that one’s belief system and that of other in-group members is always right and righteous and that others’ belief systems are always wrong and wrong-headed”. Imagine a world where (most or even many) people use the skills of critical thinking. Just maybe, CT could save the world.

The job market will require a psychologically adaptable toolkit, and we propose that critical thinking is an essential component therein. The disruptions imposed by new technological advances such as AI will require students to learn new employable skills because we will need not just an engineer, but a critical thinking engineer; not just a programmer, but a critical thinking programmer; and not just a journalist, but a critical thinking journalist. The dignity of workers—their humanity and our collective survival—may well depend on CT, a very human creation.

Acknowledgments

We sincerely thank Dana Dunn, Moravian University, for comments on an earlier version of this manuscript.

Funding Statement

Daniela Dumitru received funding from European Commission/EACEA, through the ERASMUS+ Programme, “Critical Thinking for Successful Jobs—Think4Jobs” Project, with the reference number 2020-1-EL01-KA203-078797.

Author Contributions

Conceptualization, D.F.H. and D.D.; investigation, D.F.H. and D.D.; resources, D.F.H. and D.D.; writing—original draft preparation, D.F.H. and D.D.; writing—review and editing, D.F.H. and D.D. All authors have read and agreed to the published version of the manuscript.

Conflicts of Interest

The authors declare no conflict of interest.

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Is critical thinking a superpower in the ai era.

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Critical thinking skills are crucial for AI.

AI, particularly generative AI, is having an immediate and dramatic impact on our lives, both personally and professionally. AI enables everyone to become better writers, content creators, coders, and artists. Interestingly, to derive effective value from AI systems, we must also develop our "soft skills”, of which critical thinking becomes one of the most important.

Just a few years ago, to get real benefit from AI, you needed to build and train AI systems which required “hard” skills such as math, programming, or data engineering skills. Now, because of generative AI, you no longer need to be an expert in statistics & probability, calculus, or linear algebra to get value from using Generative AI. You also don’t need knowledge of different algorithms & modeling skills. Instead, you need to use soft skills such as communication, curiosity, problem solving, adaptability, and critical thinking.

Why Critical Thinking is Crucial for AI

There’s no doubt that in today's fast-paced business environment, workers will need to use AI tools to stay ahead in the market. While AI systems will let anyone get a basic grasp of hard skills, the soft skills are proving to be the most important to get value from AI systems. In particular, the soft skill of critical thinking is proving indispensable. Put simply, critical thinking is the ability to get a solid, reliable, and as truthful as possible understanding of information, and then use that understanding to make sound decisions based on that knowledge. This means scrutinizing information, questioning assumptions, and ensuring that conclusions are supported by solid evidence.

When it comes to using generative AI systems, being able to observe, analyze, discern, and ask the right questions is what not only allows you to get the required results from the AI, but also to determine if the outputs are credible, lack bias, and truthful. Critical thinking approaches provide the necessary mental tools to iteratively refine prompts and hone in to get more effective results. Trying different approaches using thinking skills leads to clearer, more accurate results. The ability to analyze complex requirements helps in designing effective prompts and assessing the quality of AI-generated responses.

How To Develop Critical Thinking Skills

Critical thinking skills will only become more important in our AI-driven organizations. This means that people of all ages will need to make sure to develop and use critical thinking skills to be able to stay ahead of the pack. A key approach to develop and refine critical thinking skills is to always approach interactions with AI systems with a healthy dose of skepticism, and question assumptions, especially your own. Ask yourself whether the information going into and out of AI systems make sense and what assumptions are being made. Look for evidence to support or refute these assumptions.

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Additionally, you’ll want to seek evidence. It goes without saying that especially in an AI-generated world, you can’t take what you see, hear, or read at face value. Large language models are known to hallucinate, or confidently provide you with the wrong information. Verify the sources of your information and ensure that your conclusions are backed by solid proof, research, or findings, and dive deeper to find supporting evidence.

Critical thinking also requires you to be aware of potential informational and data biases. Those biases could be represented in your thinking, data, analyses, outputs of LLM systems, or the way in which you utilize or scrutinize AI outputs. Work to observe and identify patterns and trends in data. This involves not just looking at the data, but understanding the context and relationships between different variables.

Key Benefits Of Critical Thinking in an AI-Centric World

As you continue to work on your critical thinking skills, you’ll see many key benefits, especially as more people make use of AI to augment or assist their work. Professionals are often required to make decisions based on various data points and pieces of information. Critical thinking enables you to sift through the mountains of AI-generated information, identify what is relevant, and then make decisions based on accurate interpretations. This is especially the case with generative AI. Without critical thinking, there is a risk of making decisions based on incomplete or incorrect information, which can lead to erroneous, suboptimal, or misleading results.

A key to critical thinking is problem solving skills. Critical thinking helps professionals approach problems systematically, considering all possible solutions and their implications before making decisions. This thorough approach reduces the likelihood of overlooking important factors and increases the chances of finding effective solutions. It also helps you become a better prompt engineer as you’ll not stop until you get a satisfactory response. You are able to evaluate complex situations to make informed decisions. This analytical ability helps in designing effective prompts and assessing the quality of AI-generated responses.

Setting Yourself Apart With Critical Thinking

Individuals who excel in critical thinking will stand out when it comes to the use of AI. These individuals can navigate complex information landscapes, create better results and responses from LLMs, make better informed decisions, iterate more effectively to get desired outcomes, and be more effective when it comes to communicating and sharing results.

The ability to critically evaluate and interpret information is a strategic advantage for those who are working with AI systems. As AI becomes an increasing part of our every day business processes, tools, and interactions, those with strong critical thinking abilities will be better equipped to harness AI’s full potential, driving innovation, better insights, and answers.

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Our community is about connecting people through open and thoughtful conversations. We want our readers to share their views and exchange ideas and facts in a safe space.

In order to do so, please follow the posting rules in our site's  Terms of Service.   We've summarized some of those key rules below. Simply put, keep it civil.

Your post will be rejected if we notice that it seems to contain:

• False or intentionally out-of-context or misleading information
• Insults, profanity, incoherent, obscene or inflammatory language or threats of any kind
• Attacks on the identity of other commenters or the article's author
• Content that otherwise violates our site's  terms.

User accounts will be blocked if we notice or believe that users are engaged in:

• Continuous attempts to re-post comments that have been previously moderated/rejected
• Racist, sexist, homophobic or other discriminatory comments
• Attempts or tactics that put the site security at risk
• Actions that otherwise violate our site's  terms.

So, how can you be a power user?

• Stay on topic and share your insights
• Feel free to be clear and thoughtful to get your point across
• ‘Like’ or ‘Dislike’ to show your point of view.
• Protect your community.
• Use the report tool to alert us when someone breaks the rules.

Thanks for reading our community guidelines. Please read the full list of posting rules found in our site's  Terms of Service.