Critical Analysis of Critical Thinking

Jim Potter, University of California, Santa Barbara, USA

Abstract

This study provides an analysis of how the term “critical thinking” has been used by authors of articles published in the Journal of Media Literacy Education. It provides answers to three questions: (1) How frequently is the term “critical thinking” mentioned by scholars who write about media literacy?, (2) In what ways do scholars convey the meaning of the term?, and (3) To what extent is the term presented with a consistent meaning? While the term “critical thinking” appeared in more than half of the articles examined, there was a great diversity in the way authors presented their meanings for this term as well as a great variety in those meanings themselves. The results of this analysis raise concerns about the way the term has been employed and how helpful its use has been to different kinds of scholars.