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In general, critical thinking is a purposeful, self-regulatory judgment that results in

a new interpretation of a certain subject, idea, hypothesis or topic. It is a very important

tool of inquiry in any subject, especially in social sciences, where many issues can have

various interpretations and explanations. Critical thinking can be a liberating force in

education and a powerful resource in one's personal life even. But the critical thinking

process and its results need to be in good quality. Otherwise it will not be credible or

trust worthy. This will not make it as beneficial or academically rewarding as it should

be. This is what makes the contribution of researchers and experts in critical thinking

very important.

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½ccording to a dissertation written by Reed (1998), researchers and experts support the

critical thinking process by making it more fact-based and credible analysis, evaluation,

and inference. Experts, in particular, will help in clarifying the interpretations of the

process, by providing explanation of the evidential, conceptual, methodological, or

contextual considerations upon which a certain judgment is based. This will help the

students and those interested in the critical thinking process to better understand its

outcomes and especially its process.

½nother article entitled ³Critical Thinking: ½ Statement of Expert Consensus for

Purposes of Educational ½ssessment and Instruction´, which was written by Dr. Peter ½.

Facione, who is the Dean of the College of ½rts and Sciences Santa Clara University,

the expert supports the critical thinking process and outcome since he or she is:

a Habitually inquisitive

a Well-informed

a Trustful of reason

a Open-minded

a Flexible

a Fair-minded in evaluation

a Honest in facing personal biases

Moreover, an important role for the experts, as Reed (1988) explains is that they help in

identifying what elements of critical thinking are needed at which academic level.

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½s for researchers, they have attributes that enhance the credibility and the strength of

the critical thinking process, since it would be supported with research evidence, facts

and figures which will produce a more fruitful and constructive discussion. ½ccording to -

, a researcher in the critical thinking process will have the following traits:

a Prudent in making judgments

a Willing to reconsider
 a Clear about issues

a Orderly in complex matters

a Diligent in seeking relevant information

a Reasonable in the selection of criteria

a Focused in inquiry

a Persistent in seeking results which are as precise as the subject and the

circumstances of inquiry permit.

½ccording to Facione (1990), researchers contribute in the critical thinking process by

providing powerful qualitative research methodology. They also provide special

experience and expertise in critical thinking instruction and assessment, in a way that

would make critical thinking both valid and reliable.

Finally, an important contribution for researchers is that they support critical thinking in

becoming more effective. This is especially true for the use of critical thinking in

education, whether it was universities or schools. ½ccording to the article´ Critical

Thinking: ½n Introduction´ by ½lec Fischer, which was published by the Cambridge

University Press, researchers have a role in making critical thinking a primary objective

in the teaching process, giving a clear definition of what it really means. Furthermore, a

researcher has the appropriate intellectual standards which he or she would use in the

critical thinking process, which would then allow them to better respond to the needs of

students especially those who are at the graduate level, especially in terms of
determining the validity or invalidity of certain claims and judging the credibility of

sources skillfully.

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Experts and researchers have a well-organized and unique way of thinking. This is

important to be employed in the critical thinking process. The positive habits of mind

which can be contributed by experts and researchers and which characterize a person

who is active in critical thinking include:

a ½ courageous desire to follow reason and evidence wherever they may lead

a Open-mindedness

a Foresight attention to the possible consequences of choices

a ½ systematic approach to problem solving

a Fair-mindedness and confidence in reasoning.

When individuals possess intellectual skills alone, without the intellectual traits of mind

which experts and researchers provide, there will be a weak sense of critical thinking.

Fair-minded or strong sense critical thinking requires intellectual humility, empathy,

integrity, perseverance, courage, autonomy, confidence in reason, and other intellectual

traits. So, critical thinking without these essential intellectual traits can lead to clever, but

manipulative and sometimes unethical or subjective thought.

 

In conclusion, based on what I discussed previously, I can conclude that critical thinking

is an important element of all professional fields and academic disciplines. It is a

process which requires the careful acquisition and interpretation of information and use

of it to reach a well-justified conclusion. It also forms a system of related, and

overlapping, modes of thought such as sociological thinking, historical thinking, political

thinking, psychological thinking, philosophical thinking, mathematical thinking and many

others. This is why the role of experts and researchers comes in as being very

important in helping the persons analyze, evaluate, explain, and restructure their

thinking, and so decreasing the risk of adopting, acting on, or thinking with, a false

belief. Experts and researchers help in identifying prejudice, bias, propaganda, self-

deception, distortion, misinformation and other things that can negatively affect the

quality of the critical thinking results. Experts and researchers can also help in teaching

students critical thinking skills and cultivation of intellectual traits, which are very

important for youngsters if they should develop proper skills as they advance in their

academic career.
 References

Facione, P.½ (1990). Critical Thinking: ½ Statement of Expert Consensus for Purposes

of Educational ½ssessment and Instruction. Retrieved from the L½U Online

Databases

Fischer, ½. (2001). Critical thinking: an introduction. Cambridge University Press.

Retrieved from the L½U Online Database

Reed, J.H (1998). Effect of a model for critical thinking on student achievement in

primary source document analysis and interpretation, argumentative reasoning,

critical thinking dispositions, and history content in a community college history

course. Retrieved from the L½U Online Databases