Critical Thinking
Definition
Critical Thinking is the process of analyzing information objectively, evaluating evidence, and making reasoned judgments based on logic rather than emotion or bias. It involves gathering and processing information, clarifying problems, and developing effective solutions through reflection and evidence-based reasoning. A person with strong critical thinking skills can identify assumptions, evaluate arguments, and draw balanced conclusions after examining multiple perspectives. This competency is essential for academic success, workplace decisions, and daily problem-solving, as it encourages logical, fair, and well-supported conclusions.
Reflection on 1st Assignment
The assignment titled Social Media Effects on Human Communication was part of the Critical Thinking and Problem-Solving course and focused on the Critical Thinking Competency Indicator 1 – Gathers and Processes Information for Decision-Making. My performance level in this assignment was Intermediate. The activity required teamwork and a structured presentation in which my classmates and I engaged in a debate about how social media impacts human communication. Some team members argued that social media enhances global connectivity, while others believed it weakens genuine interaction and reduces the quality of face-to-face communication.
This assignment helped me strengthen my ability to analyze diverse opinions, evaluate the credibility of information, and support claims with logical evidence. I learned how to organize arguments, distinguish between facts and assumptions, and make informed decisions based on reliable sources rather than emotions or popularity. In preparing for this assignment, I researched several academic articles and communication studies that discussed how digital platforms influence social interaction patterns. This research process taught me the importance of using peer-reviewed and credible sources rather than depending on social media opinions.
Working collaboratively also developed my communication and leadership skills because I had to mediate conflicting viewpoints and keep the discussion respectful and productive. One difficulty I faced was managing the differences in perspectives among my group members, as some were strongly opinionated and dismissive of opposing views. I overcame this by practicing active listening and encouraging a balanced discussion where every argument was supported with data or real-life examples. Another challenge was maintaining consistency in the flow of the presentation, as each member had a different communication style. To overcome this, I created an outline and shared presentation guidelines that helped unify our slides and talking points.
Through this, I learned the importance of maintaining neutrality and focusing on evidence-based reasoning. Overall, this assignment improved my decision-making and communication skills by teaching me to critically assess information before forming conclusions. My advice to future students is to keep an open mind, use credible academic sources, practice teamwork, and base all conclusions on evidence rather than assumptions or emotions.
Reflection on 2nd Assignment
The second assignment, titled Evaluation of Arguments for and Against Capital Punishment, was also part of the Critical Thinking and Problem-Solving course and connected to the Critical Thinking Competency Indicator 2 – Develops and Reasonably Defends Arguments, Decisions, and Positions. My performance level was Intermediate. This assignment required me to examine multiple viewpoints regarding capital punishment, focusing on both the arguments for and against it. It enhanced my ability to construct balanced arguments, evaluate opposing viewpoints, and defend my position logically with strong reasoning and evidence.
Through this assignment, I learned how to apply critical evaluation and ethical reasoning to make fair judgments about morally complex topics. I researched statistics on wrongful executions, legal case studies, and moral theories like utilitarianism to support my arguments. By doing so, I realized that the death penalty debate is not simply about justice but about accuracy, fairness, and human rights.
One difficulty I faced was maintaining objectivity while addressing such a sensitive issue. It was easy to let personal emotions influence my stance, but I made a conscious effort to rely only on credible research sources, statistical data, and academic references to support every claim I made. Another challenge was organizing the arguments clearly so the reader could easily follow the reasoning. To address this, I used an outline that separated ethical, social, and legal perspectives, allowing my discussion to stay structured and focused.
This approach taught me the value of presenting balanced arguments and ensuring that each conclusion is drawn from logical evidence rather than emotion. This process also strengthened my ability to defend arguments with clarity and evaluate ethical dilemmas effectively. My final judgment leaned against the use of capital punishment, as the possibility of executing an innocent person outweighs the benefits of retribution.
My advice for future students is to approach controversial topics with open-mindedness, use reliable evidence, and always ensure that arguments are logically structured and ethically sound, even when personal beliefs differ.