The term critical thinking has a range of uses, and it is worthwhile separating them out. In secondary education, it is used to cover the analysis and evaluation of arguments rather than evidence (ie the logic and rhetoric part of philosophy), and more generally it has been used for an ideological process of self-analysis (deriving from Marxist Critical Social Theory), or to describe 'thinking about thinking'. It is this last use that I adopt in trying to develop self-awareness as an intellectual tool, “active interpretation and evaluation of observations”. The habit of monitoring our internal mental narrative allows us, when we choose, to step outside the involved and active flow of thought and view it dispassionately. Such a practice has strong links to the skills of Emotional Intelligence, acknowledging and recognising our feelings as they arise, and potentially directing them.
Critical reflection applies a similar approach to past events: if reflection is remembering past actions, critical reflection is examining past actions in order to learn for the future, and therefore involves elements of distance and judgement. My definition is "purposeful thought about experience to understand and learn for the future" It lies at the heart of Jack Mezirow's Transformational Learning.
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