Critical thinking is procedure which trains mentally effectively and skillfully conceptualizing, applying, as well as analyzing data accumulated from, or created by perception, encounter, reflection, thinking, or correspondence, as a manual for confidence (McPeck, 2016).
Critical thinkers are generally honest with themselves. They try to acknowledge whatever is unknown to them, properly know about their boundaries, are alert about errors they make, whereas non-critical thinker they pretends that they know more than they actually do, are ignorant about their limits and consider that whatever views they have are error free. Problems and conflict-ridden issues are always considered as exciting challenges for them, but the problems and conflict-ridden issues are considered either as problems or intimidation to their ego (McPeck, 2016).
Critical thinker imbibe a habit of gauging judgments on facts and data instead of own preferences, adjourns a decision in case of lack of evidence whereas non critical thinker they gauge perception on the basis of first impressions and gut feel. They are not at all concerned about the source or quality of evidence and stick to their aspect in a persistent way (Ennis, 2015).
They have a habit of striving for understanding; they try to keep interest alive while remaining uncomplaining with complication, and are always ready to devote time to overpower any confusion they come across with but in the case of the non-critical thinker, they are very annoyed with complication and hence remains bewildered rather than making an effort to understand and solve any confusion.
They practice self-control that helps them governing their feelings rather than being controlled by those, also they try to think before acting be it on a significant or simple issue whereas non critical thinker incorporates the habit of following their feelings and act precipitately (Ennis, 2015).
McPeck, J. E. (2016). Critical thinking and education. Routledge.
Ennis, R. H. (2015). Critical thinking: A streamlined conception. In The Palgrave handbook of critical thinking in higher education (pp. 31-47). Palgrave Macmillan US.
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