Critical Thinking and Intelligence Analysis

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Competencies of Critical Thinkers Paul and Elder Fisher Glaser Halpern Recognize problems or questions and find effective means of solution 3 3 3 Engage in meta-cognitive 3 3 3 3 activities that identify assumptions, biases, and performance as solutions are developed Interpret data, appraise evidence, and evaluate statements in order to recognize logical relationships between propositions 3 3 3 Infer warranted conclusions and generalizations from evidence 3 3 3 3 Test generalizations and conclusions by seeking out 3 3 3 3 contradictory evidence that enables them to judge the credibility of claims Convey sound, well-reasoned arguments 3 3 3 3 Focus on the process of reasoning with the intention of improving the process 3 Table 1: A Comparison of Different Sets of Critical Thinker’s Competencies Sources: Compiled by author from Linda Elder and Richard Paul, The Foundations of Analytic Thinking: How to Take Thinking Apart and What to Look for When You Do (Dillon Beach, CA: The Foundation for Critical Thinking, 2003); Diane Halpern, Thought and Knowledge: An Introduction to Critical Thinking, 4th Edition (Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 2002), 37; Edward M. Glaser, An Experiment in the Development of Critical Thinking (New York, NY: AMS Press, 1941), 6; and Alec Fisher, Critical Thinking: An Introduction (Cambridge, UK: Cambridge University Press, 2001), 8. – 14 –
A Disposition to Think Critically It is not enough merely to know the skills needed for critical thinking. To be successful, analysts as critical thinkers also need “certain attitudes, dispositions, passions, [and] traits of mind.” 26 Actively thinking critically hones the skills; practice yields proficiency. But in order to gain mastery, willingness to reason in this manner becomes essential. The importance of this disposition to critically think cannot be over-emphasized. According to Peter A. Facione, Noreen C. Facione, and Carol A. Giancarlo, “Empirical studies…at multiple sites indicate that for all practical purposes” both critical thinking skills and the disposition to critically think are essential. 27 There are a number of characteristics associated with the disposition to think critically. The Faciones and Giancarlo identify “seven characterological attributes or habits of mind… truth-seeking, open-mindedness, analyticity, systematicity, critical thinking, self confidence, inquisitiveness, and maturity of judgment.” 28 According to Richard Paul and Gerald Nosich, the characteristics of critical thinkers include thinking independently, exercising fair-mindedness, developing insight into egocentricity and sociocentricity, developing intellectual humility and suspending judgment, developing intellectual courage, developing intellectual good faith and integrity, developing intellectual perseverance, 26 Richard W. Paul and Gerald Nosich, A Model for the National Assessment of Higher Order Thinking, (Dillon Beach, CA: Foundation for Critical Thinking, n.d.), 20. Cited hereafter as Paul and Nosich, National Assessment. 27 Peter A. Facione, Noreen C. Facione, and Carol A. Giancarlo, “The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill,” Informal Logic 20, no. 1 (2000): 61–84. Reprinted by Insight Assessment, URL: , last accessed 31 March 2006. Cited hereafter as Facione, “Disposition.” 28 Peter A. Facione, Noreen C. Facione, Carol A. F. Giancarlo, Professional Judgment and the Disposition Toward Critical Thinking (Milbrae, CA: California Academic Press, 2002), URL: < http://www.calpress.com/pdf_files/Prof_jmn.pdf>, last accessed 31 March 2006. – 15 –
Page 2 and 3: The National Defense Intelligence C
Page 5 and 6: Contents Figures and Tables........
Page 7: Figures and Tables Figure 1: A Comp
Page 10 and 11: - viii -
Page 12 and 13: As one would expect, the Intelligen
Page 14 and 15: - xii -
Page 16 and 17: quality by looking at the products
Page 18 and 19: Commentary Francis J. Hughes Profes
Page 20 and 21: That said, clever defense lawyers o
Page 22 and 23: Robert Heibel, Mercyhurst College;
Page 25 and 26: CRITICAL THINKING AND INTELLIGENCE
Page 27 and 28: CRITICAL THINKING AND INTELLIGENCE
Page 29 and 30: Figure 1 models analysts’ thinkin
Page 31 and 32: ecome better critical thinkers will
Page 33 and 34: - and consequences - things that do
Page 35 and 36: approach ensures that a topic or is
Page 37: Skill-Based Definitions Other appro
Page 41 and 42: The Role of Questions Greg Treverto
Page 43 and 44: problem solving and structured meth
Page 45 and 46: In fact, the Soviets were able to d
Page 47 and 48: It should be noted that the U.S. In
Page 49 and 50: thwarted What can be learned to adv
Page 51 and 52: Purpose · Determine what is going
Page 53 and 54: critical thinking could moderate th
Page 55 and 56: Cuba” that led to the tasking of
Page 57 and 58: A missile-launching complex is not
Page 59 and 60: (mapping), evaluate and adapt the i
Page 61 and 62: Winners and Losers: The Crisis in C
Page 63 and 64: as seen from Khrushchev’s Point o
Page 65 and 66: the Soviet Union’s communist agen
Page 67 and 68: supporting forces, an escalation of
Page 69 and 70: in the hands of the West. If, as Al
Page 71 and 72: most recent failure. Critical think
Page 73 and 74: was not enough. 117 Biases and mind
Page 75 and 76: asked, as they realized they had no
Page 77 and 78: person, the analysis was faulty bec
Page 79 and 80: undermines or supports the particul
Page 81 and 82: to meet short deadlines. However, a
Page 83 and 84: the FBI investigated a pond in west
Page 85 and 86: How can Analysts be Taught to Think
Page 87 and 88: young analysts were unable to do so
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it out on their own, encouraged by
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instructional models offer compleme
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Another means of critical thinking
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time constraints, multiple versions
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they were required to examine. 173
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As Denning points out, these strate
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of thinking. For example, two video
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intelligence agencies. 191 This was
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thinking, however, by providing str
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Cooper’s Analytic Pathology Negle
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substantially better judgments abou
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item limit is easily extended: peop
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Finally, it may be a fallacy that c
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partnerships between analysts and t
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1990s and 2000s Emergence of comple
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Conclusion Never before in our peac
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Appendix NSA’s Critical Thinking
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Administration: Enrollment: Up to 2
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against which to apply/illustrate w
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mindsets impact analysis. • Defin
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• Describe what is needed to move
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Class 4 - Causes, Squares, and Shru
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Class 6 - Testing the Devil’s and
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Class 8 - And Now for Something Com
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Class 10 - Final Project Presentati
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Final Project Evaluation Worksheet
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Bibliography Ackerman, Robert K.
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Cheikes, Brant A., Mark J. Brown, P
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__________. Building Airplanes in F
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Grabo, Cynthia M. Anticipating Surp
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Kerbel, Josh. “Thinking Straight:
Page 151 and 152:
Miller, Judith. “A Battle of Word
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Paul, Richard W., Linda Elder, and
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Stefik, Mark, and Barbara Stefik. B
Page 157 and 158:
About the Author David T. Moore is
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