{"id":1613,"date":"2016-09-07T18:32:47","date_gmt":"2016-09-07T18:32:47","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-collegesuccess\/?post_type=chapter&p=1613"},"modified":"2018-07-12T21:26:33","modified_gmt":"2018-07-12T21:26:33","slug":"putting-it-together-thinking-and-analysis","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-buffalo-wmopen-collegesuccess\/chapter\/putting-it-together-thinking-and-analysis\/","title":{"raw":"Putting It Together: Thinking and Analysis","rendered":"Putting It Together: Thinking and Analysis"},"content":{"raw":"[embed]https:\/\/youtu.be\/3yJ3yyBDNTE[\/embed]\r\n\r\nVideo Transcript<\/a>\r\n\r\nAs we've just learned, one of the key skills every student needs is the ability to think critically.\u00a0Once you've learned to critically examine the\u00a0content you come into contact with, you can then think creatively to come up with new\u2014and potentially better\u2014solutions to the problems we\u00a0find in the classroom and, ultimately, in the world.\r\n\r\nThe following text is an essay by Dr. Andrew Robert Baker, \"Thinking Critically and Creatively.\" In the\u00a0first few\u00a0paragraphs, Dr. Baker underscores how essential critical thinking is\u00a0to improving\u00a0as students, teachers, and researchers. Dr. Baker continues by\u00a0illuminating some of the many ways that college students will be exposed to creative thinking and how it can enrich their learning experiences.\r\n
\r\n

Thinking Critically and Creatively<\/h2>\r\nCritical thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. You use them every day, and you can continue improving them.\r\n\r\nThe ability to think critically about a matter\u2014to analyze a question, situation, or problem down to its most basic parts\u2014is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking.\r\n\r\nThe academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze myriad issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions\u2014What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information?\r\n\r\nIt is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners and researchers.\r\n\r\nWhile critical thinking analyzes information and roots out the true nature and facets of problems, it is creative thinking that drives progress forward when it comes to solving these problems. Exceptional creative thinkers are people that invent new solutions to existing problems that do not rely on past or current solutions. They are the ones who invent solution C when everyone else is still arguing between A and B. Creative thinking skills involve using strategies to clear the mind so that our thoughts and ideas can transcend the current limitations of a problem and allow us to see beyond barriers that prevent new solutions from being found.\r\n\r\nBrainstorming is the simplest example of intentional creative thinking that most people have tried at least once. With the quick generation of many ideas at once, we can block-out our brain\u2019s natural tendency to limit our solution-generating abilities so we can access and combine many possible solutions\/thoughts and invent new ones. It is sort of like sprinting through a race\u2019s finish line only to find there is new track on the other side and we can keep going, if we choose. As with critical thinking, higher education both demands creative thinking from us and is the perfect place to practice and develop the skill. Everything from word problems in a math class, to opinion or persuasive speeches and papers, call upon our creative thinking skills to generate new solutions and perspectives in response to our professor\u2019s demands. Creative thinking skills ask questions such as\u2014What if? Why not? What else is out there? Can I combine perspectives\/solutions? What is something no one else has brought-up? What is being forgotten\/ignored? What about ______? It is the opening of doors and options that follows problem-identification.\r\n\r\nConsider an assignment that required you to compare two different authors on the topic of education and select and defend one as better. Now add to this scenario that your professor clearly prefers one author over the other. While critical thinking can get you as far as identifying the similarities and differences between these authors and evaluating their merits, it is creative thinking that you must use if you wish to challenge your professor\u2019s opinion and invent new perspectives on the authors that have not previously been considered.\r\n\r\nSo, what can we do to develop our critical and creative thinking skills? Although many students may dislike it, group work is an excellent way to develop our thinking skills. Many times I have heard from students their disdain for working in groups based on scheduling, varied levels of commitment to the group or project, and personality conflicts too, of course. True\u2014it\u2019s not always easy, but that is why it is so effective. When we work collaboratively on a project or problem we bring many brains to bear on a subject. These different brains will naturally develop varied ways of solving or explaining problems and examining information. To the observant individual we see that this places us in a constant state of back and forth critical\/creative thinking modes.\r\n\r\nFor example, in group work we are simultaneously analyzing information and generating solutions on our own, while challenging other\u2019s analyses\/ideas and responding to challenges to our own analyses\/ideas. This is part of why students tend to avoid group work\u2014it challenges us as thinkers and forces us to analyze others while defending ourselves, which is not something we are used to or comfortable with as most of our educational experiences involve solo work. Your professors know this\u2014that\u2019s why we assign it\u2014to help you grow as students, learners, and thinkers!\r\n

\u2014Dr. Andrew Robert Baker,\u00a0Foundations of Academic Success: Words of Wisdom<\/em><\/p>\r\n\r\n<\/div>","rendered":"