critical thinking process components

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How to think effectively: Six stages of critical thinking

Credit: Elder / Paul

• Researchers propose six levels of critical thinkers: Unreflective thinkers, Challenged thinkers, Beginning thinkers, Practicing thinkers, Advanced thinkers, and Master thinkers.
• The framework comes from educational psychologists Linda Elder and Richard Paul.
• Teaching critical thinking skills is a crucial challenge in our times.

The coronavirus has not only decimated our populations, its spread has also attacked the very nature of truth and stoked inherent tensions between many different groups of people, both at local and international levels. Spawning widespread conspiracy theories and obfuscation by governments, the virus has also been a vivid demonstration of the need for teaching critical thinking skills necessary to survive in the 21st century. The stage theory of critical thinking development, devised by psychologists Linda Elder and Richard Paul , can help us gauge the sophistication of our current mental approaches and provides a roadmap to the thinking of others.

The researchers identified six predictable levels of critical thinkers, from ones lower in depth and effort to the advanced mind-masters, who are always steps ahead.

As the scientists write , moving up on this pyramid of thinking “is dependent upon a necessary level of commitment on the part of an individual to develop as a critical thinker.” Using your mind more effectively is not automatic and “is unlikely to take place “subconsciously.” In other words – you have to put in the work and keep doing it, or you’ll lose the faculty.

Here’s how the stages of intellectual development break down:

Unreflective thinker

These are people who don’t reflect about thinking and the effect it has on their lives. As such, they form opinions and make decisions based on prejudices and misconceptions while their thinking doesn’t improve.

Unreflective thinkers lack crucial skills that would allow them to parse their thought processes. They also do not apply standards like accuracy, relevance, precision, and logic in a consistent fashion.

How many such people are out there? You probably can guess based on social media comments. As Elder and Paul write , “it is perfectly possible for students to graduate from high school, or even college, and still be largely unreflective thinkers.”

Challenged thinker

This next level up thinker has awareness of the importance of thinking on their existence and knows that deficiencies in thinking can bring about major issues. As the psychologists explain, to solve a problem, you must first admit you have one.

People at this intellectual stage begin to understand that “high quality thinking requires deliberate reflective thinking about thinking”, and can acknowledge that their own mental processes might have many flaws. They might not be able to identify all the flaws, however.

A challenged thinker may have a sense that solid thinking involves navigating assumptions, inferences, and points of view, but only on an initial level. They may also be able to spot some instances of their own self-deception. The true difficulty for thinkers of this category is in not “believing that their thinking is better than it actually is, making it more difficult to recognize the problems inherent in poor thinking,” explain the researchers.

Thinkers at this level can go beyond the nascent intellectual humility and actively look to take control of their thinking across areas of their lives. They know that their own thinking can have blind spots and other problems and take steps to address those, but in a limited capacity.

Beginning thinker

Beginning thinkers place more value in reason, becoming self-aware in their thoughts. They may also be able to start looking at the concepts and biases underlying their ideas. Additionally, such thinkers develop higher internal standards of clarity, accuracy and logic, realizing that their ego plays a key role in their decisions.

Another big aspect that differentiates this stronger thinker – some ability to take criticism of their mental approach, even though they still have work to do and might lack clear enough solutions to the issues they spot.

Practicing thinker

This more experienced kind of thinker not only appreciates their own deficiencies, but has skills to deal with them. A thinker of this level will practice better thinking habits and will analyze their mental processes with regularity.

While they might be able to express their mind’s strengths and weaknesses, as a negative, practicing thinkers might still not have a systematic way of gaining insight into their thoughts and can fall prey to egocentric and self-deceptive reasoning.

How do you get to this stage? An important trait to gain, say the psychologists, is “intellectual perseverance.” This quality can provide “the impetus for developing a realistic plan for systematic practice (with a view to taking greater command of one’s thinking).”

“We must teach in such a way that students come to understand the power in knowing that whenever humans reason, they have no choice but to use certain predictable structures of thought: that thinking is inevitably driven by the questions, that we seek answers to questions for some purpose, that to answer questions, we need information, that to use information we must interpret it (i.e., by making inferences), and that our inferences, in turn, are based on assumptions, and have implications, all of which involves ideas or concepts within some point of view,” explain Elder and Paul.

One doesn’t typically get to this stage until college and beyond, estimate the scientists. This higher-level thinker would have strong habits that would allow them to analyze their thinking with insight about different areas of life. They would be fair-minded and able to spot the prejudicial aspects in the points of view of others and their own understanding.

While they’d have a good handle on the role of their ego in the idea flow, such thinkers might still not be able to grasp all the influences that affect their mentality.

Advanced thinker

The advanced thinker is at ease with self-critique and does so systematically, looking to improve. Among key traits required for this level are “intellectual insight” to develop new thought habits, “ intellectual integrity” to “recognize areas of inconsistency and contradiction in one’s life,” intellectual empathy ” to put oneself in the place of others in order to genuinely understand them, and the “ intellectual courage” to confront ideas and beliefs they don’t necessarily believe in and have negative emotions towards.

Master thinker

This is the super-thinker, the one who is totally in control of how they process information and make decisions. Such people constantly seek to improve their thought skills, and through experience “regularly raise their thinking to the level of conscious realization.”

A master thinker achieves great insights into deep mental levels, strongly committed to being fair and gaining control over their own egocentrism.

Such a high-level thinker also exhibits superior practical knowledge and insight, always re-examining their assumptions for weaknesses, logic, and biases.

And, of course, a master thinker wouldn’t get upset with being intellectually confronted and spends a considerable amount of time analyzing their own responses.

“Why is this so important? Precisely because the human mind, left to its own, pursues that which is immediately easy, that which is comfortable, and that which serves its selfish interests. At the same time, it naturally resists that which is difficult to understand, that which involves complexity, that which requires entering the thinking and predicaments of others,” write the researchers.

So how do you become a master thinker? The psychologists think most students will never get there. But a lifetime of practicing the best intellectual traits can get you to that point when “people of good sense seek out master thinkers, for they recognize and value the ability of master thinkers to think through complex issues with judgment and insight.”

The significance of critical thinking in our daily lives, especially in these confusing times, so rife with quick and often-misleading information, cannot be overstated. The decisions we make today can truly be life and death.

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

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Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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3 Core Critical Thinking Skills Every Thinker Should Have

Critically thinking about critical thinking skills..

Posted March 13, 2020 | Reviewed by Ekua Hagan

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I recently received an email from an educator friend, asking me to briefly describe the skills necessary for critical thinking. They were happy to fill in the blanks themselves from outside reading but wanted to know what specific skills they should focus on teaching their students. I took this as a good opportunity to dedicate a post here to such discussion, in order to provide my friend and any other interested parties with an overview.

To understand critical thinking skills and how they factor into critical thinking, one first needs a definition of the latter. Critical thinking (CT) is a metacognitive process, consisting of a number of skills and dispositions, that when used through self-regulatory reflective judgment, increases the chances of producing a logical conclusion to an argument or solution to a problem (Dwyer, 2017; Dwyer, Hogan & Stewart, 2014). On the surface, this definition clarifies two issues. First, critical thinking is metacognitive—simply, it requires the individual to think about thinking; second, its main components are reflective judgment, dispositions, and skills.

Below the surface, this description requires clarification; hence the impetus for this entry—what is meant by reflective judgment, disposition towards CT, and CT skills? Reflective judgment (i.e. an individuals' understanding of the nature, limits, and certainty of knowing and how this can affect their judgments [King & Kitchener, 1994]) and disposition towards CT (i.e. an inclination, tendency or willingness to perform a given thinking skill [Dwyer, 2017; Facione, Facione & Giancarlo, 1997; Ku, 2009; Norris, 1992; Siegel, 1999; Valenzuela, Nieto & Saiz, 2011]) have both already been covered in my posts; so, consistent with the aim of this piece, let’s discuss CT skills.

CT skills allow individuals to transcend lower-order, memorization-based learning strategies to gain a more complex understanding of the information or problems they encounter (Halpern, 2014). Though debate is ongoing over the definition of CT, one list stands out as a reasonable consensus conceptualization of CT skills. In 1988, a committee of 46 experts in the field of CT gathered to discuss CT conceptualisations, resulting in the Delphi Report; within which was overwhelmingly agreement (i.e. 95% consensus) that analysis , evaluation and inference were the core skills necessary for CT (Facione, 1990). Indeed, over 30 years later, these three CT skills remain the most commonly cited.

1. Analysis

Analysis is a core CT skill used to identify and examine the structure of an argument, the propositions within an argument and the role they play (e.g. the main conclusion, the premises and reasons provided to support the conclusion, objections to the conclusion and inferential relationships among propositions), as well as the sources of the propositions (e.g. personal experience, common belief, and research).

When it comes to analysing the basis for a standpoint, the structure of the argument can be extracted for subsequent evaluation (e.g. from dialogue and text). This can be accomplished through looking for propositions that either support or refute the central claim or other reasons and objections. Through analysis, the argument’s hierarchical structure begins to appear. Notably, argument mapping can aid the visual representation of this hierarchical structure and is supported by research as having positive effects on critical thinking (Butchart et al., 2009; Dwyer, 2011; Dwyer, Hogan & Stewart, 2012; van Gelder, Bisset & Cumming, 2004).

2. Evaluation

Evaluation is a core CT skill that is used in the assessment of propositions and claims (identified through the previous analysis ) with respect to their credibility; relevance; balance, bias (and potential omissions); as well as the logical strength amongst propositions (i.e. the strength of the inferential relationships). Such assessment allows for informed judgment regarding the overall strength or weakness of an argument (Dwyer, 2017; Facione, 1990). If an argument (or its propositions) is not credible, relevant, logical, and unbiased, you should consider excluding it or discussing its weaknesses as an objection.

Evaluating the credibility of claims and arguments involves progressing beyond merely identifying the source of propositions in an argument, to actually examining the "trustworthiness" of those identified sources (e.g. personal experiences, common beliefs/opinions, expert/authority opinion and scientific evidence). This is particularly important because some sources are more credible than others. Evaluation also implies deep consideration of the relevance of claims within an argument, which is accomplished by assessing the contextual relevance of claims and premises—that is, the pertinence or applicability of one proposition to another.

With respect to balance, bias (and potential omissions), it's important to consider the "slant" of an argument—if it seems imbalanced in favour of one line of thinking, then it’s quite possible that the argument has omitted key, opposing points that should also be considered. Imbalance may also imply some level of bias in the argument—another factor that should also be assessed.

However, just because an argument is balanced does not mean that it isn’t biased. It may very well be the case that the "opposing views" presented have been "cherry-picked" because they are easily disputed (akin to building a strawman ); thus, making supporting reasons appear stronger than they may actually be—and this is just one example of how a balanced argument may, in fact, be biased. The take-home message regarding balance, bias, and potential omissions should be that, in any argument, you should construct an understanding of the author or speaker’s motivations and consider how these might influence the structure and contents of the argument.

Finally, evaluating the logical strength of an argument is accomplished through monitoring both the logical relationships amongst propositions and the claims they infer. Assessment of logical strength can actually be aided through subsequent inference, as a means of double-checking the logical strength. For example, this can be checked by asking whether or not a particular proposition can actually be inferred based on the propositions that precede it. A useful means of developing this sub-skill is through practicing syllogistic reasoning .

3. Inference

Similar to other educational concepts like synthesis (e.g., see Bloom et al., 1956; Dwyer, 2011; 2017), the final core CT skill, inference , involves the “gathering” of credible, relevant and logical evidence based on the previous analysis and evaluation, for the purpose of drawing a reasonable conclusion (Dwyer, 2017; Facione, 1990). Drawing a conclusion always implies some act of synthesis (i.e. the ability to put parts of information together to form a new whole; see Dwyer, 2011). However, inference is a unique form of synthesis in that it involves the formulation of a set of conclusions derived from a series of arguments or a body of evidence. This inference may imply accepting a conclusion pointed to by an author in light of the evidence they present, or "conjecturing an alternative," equally logical, conclusion or argument based on the available evidence (Facione, 1990). The ability to infer a conclusion in this manner can be completed through formal logic strategies, informal logic strategies (or both) in order to derive intermediate conclusions, as well as central claims.

Another important aspect of inference involves the querying of available evidence, for example, by recognising the need for additional information, gathering it and judging the plausibility of utilising such information for the purpose of drawing a conclusion. Notably, in the context of querying evidence and conjecturing alternative conclusions, inference overlaps with evaluation to a certain degree in that both skills are used to judge the relevance and acceptability of a claim or argument. Furthermore, after inferring a conclusion, the resulting argument should be re-evaluated to ensure that it is reasonable to draw the conclusion that was derived.

Overall, the application of critical thinking skills is a process—one must analyse, evaluate and then infer; and this process can be repeated to ensure that a reasonable conclusion has been drawn. In an effort to simplify the description of this process, for the past few years, I’ve used the analogy of picking apples for baking . We begin by picking apples from a tree. Consider the tree as an analogy, in its own right, for an argument, which is often hierarchically structured like a tree-diagram. By picking apples, I mean identifying propositions and the role they play (i.e. analysis). Once we pick an apple, we evaluate it—we make sure it isn’t rotten (i.e. lacks credibility, is biased) and is suitable for baking (i.e. relevant and logically strong). Finally, we infer— we gather the apples in a basket and bring them home and group them together based on some rationale for construction— maybe four for a pie, three for a crumble and another four for a tart. By the end of the process, we have baked some apple-based goods, or developed a conclusion, solution or decision through critical thinking.

Of course, there is more to critical thinking than the application of skills—a critical thinker must also have the disposition to think critically and engage reflective judgment. However, without the appropriate skills—analysis, evaluation, and inference, it is not likely that CT will be applied. For example, though one might be willing to use CT skills and engage reflective judgment, they may not know how to do so. Conversely, though one might be aware of which CT skills to use in a given context and may have the capacity to perform well when using these skills, they may not be disposed to use them (Valenzuela, Nieto & Saiz, 2011). Though the core CT skills of analysis, evaluation, and inference are not the only important aspects of CT, they are essential for its application.

Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: McKay.

Butchart, S., Bigelow, J., Oppy, G., Korb, K., & Gold, I. (2009). Improving critical thinking using web-based argument mapping exercises with automated feedback. Australasian Journal of Educational Technology, 25, 2, 268-291.

Dwyer, C.P. (2011). The evaluation of argument mapping as a learning tool. Doctoral Thesis. National University of Ireland, Galway.

Dwyer, C.P. (2017). Critical thinking: Conceptual perspectives and practical guidelines.Cambridge, UK: Cambridge University Press.

Dwyer, C.P., Hogan, M.J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7, 219-244.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills & Creativity, 12, 43–52.

Facione, P.A. (1990). The Delphi report: Committee on pre-college philosophy. Millbrae, CA: California Academic Press.

Facione, P.A., Facione, N.C., & Giancarlo, C.A. (1997). Setting expectations for student learning: New directions for higher education. Millbrae: California Academic Press.

Halpern, D.F. (2014). Thought & knowledge: An introduction to critical thinking (5th Ed.). UK: Psychology Press.

King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey Bass.

Ku, K.Y.L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 1, 70- 76.

Norris, S. P. (Ed.). (1992). The generalizability of critical thinking: Multiple perspectives on an educational ideal. New York: Teachers College Press.

Siegel, H. (1999). What (good) are thinking dispositions? Educational Theory, 49, 2, 207-221.

Valenzuela, J., Nieto, A.M., & Saiz, C. (2011). Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation. Journal of Research in Educational Psychology, 9, 2, 823-848.

van Gelder, T.J., Bissett, M., & Cumming, G. (2004). Enhancing expertise in informal reasoning. Canadian Journal of Experimental Psychology 58, 142-52.

Christopher Dwyer, Ph.D., is a lecturer at the Technological University of the Shannon in Athlone, Ireland.

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Definition of Critical Thinking:

Description:

Critical thinking refers to the intellectual process of analyzing, evaluating, and interpreting information and arguments in a systematic and objective manner. It involves the careful examination of facts, evidence, and reasoning to form rational and well-informed judgments.

Components:

Critical thinking includes several essential components:

• Analysis: The ability to break down complex information into its constituent parts and examine them systematically.
• Evaluation: The capacity to assess the credibility, accuracy, and reliability of information and arguments.
• Inference: The skill to draw logical and reasoned conclusions based on available evidence.
• Interpretation: The aptitude to comprehend and explain the meaning and significance of information and evidence.
• Explanation: The capability to clarify and justify one’s own thought processes and reasoning, explicitly stating the underlying assumptions and principles.
• Self-regulation: The discipline to monitor one’s own thinking, recognizing and challenging biases, prejudices, and assumptions.
• Open-mindedness: The willingness to consider alternative viewpoints, perspectives, and hypotheses without prejudice or preconceived notions.

Importance:

Critical thinking plays a vital role in various aspects of life, including education, personal and professional relationships, problem-solving, decision-making, and understanding complex issues. It enables individuals to think independently, make informed judgments, evaluate the reliability of information, and develop well-reasoned arguments.

Developing and applying critical thinking skills can lead to numerous benefits, such as:

• Improved problem-solving abilities and decision-making skills.
• Enhanced communication and argumentation skills.
• Strengthened comprehension and interpretation of information.
• Increased objectivity and rationality in thinking.
• Heightened creativity and innovation.
• Reduced vulnerability to manipulation and misinformation.
• Greater self-awareness and personal growth.

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critical thinking

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• Stanford Encyclopedia of Philosophy - Critical Thinking
• Internet Encyclopedia of Philosophy - Critical Thinking
• Monash University - Student Academic Success - What is critical thinking?
• Oklahoma State University Pressbooks - Critical Thinking - Introduction to Critical Thinking
• University of Louisville - Critical Thinking

critical thinking , in educational theory, mode of cognition using deliberative reasoning and impartial scrutiny of information to arrive at a possible solution to a problem. From the perspective of educators, critical thinking encompasses both a set of logical skills that can be taught and a disposition toward reflective open inquiry that can be cultivated . The term critical thinking was coined by American philosopher and educator John Dewey in the book How We Think (1910) and was adopted by the progressive education movement as a core instructional goal that offered a dynamic modern alternative to traditional educational methods such as rote memorization.

Critical thinking is characterized by a broad set of related skills usually including the abilities to

• break down a problem into its constituent parts to reveal its underlying logic and assumptions
• recognize and account for one’s own biases in judgment and experience
• collect and assess relevant evidence from either personal observations and experimentation or by gathering external information
• adjust and reevaluate one’s own thinking in response to what one has learned
• form a reasoned assessment in order to propose a solution to a problem or a more accurate understanding of the topic at hand

Theorists have noted that such skills are only valuable insofar as a person is inclined to use them. Consequently, they emphasize that certain habits of mind are necessary components of critical thinking. This disposition may include curiosity, open-mindedness, self-awareness, empathy , and persistence.

Although there is a generally accepted set of qualities that are associated with critical thinking, scholarly writing about the term has highlighted disagreements over its exact definition and whether and how it differs from related concepts such as problem solving . In addition, some theorists have insisted that critical thinking be regarded and valued as a process and not as a goal-oriented skill set to be used to solve problems. Critical-thinking theory has also been accused of reflecting patriarchal assumptions about knowledge and ways of knowing that are inherently biased against women.

Dewey, who also used the term reflective thinking , connected critical thinking to a tradition of rational inquiry associated with modern science. From the turn of the 20th century, he and others working in the overlapping fields of psychology , philosophy , and educational theory sought to rigorously apply the scientific method to understand and define the process of thinking. They conceived critical thinking to be related to the scientific method but more open, flexible, and self-correcting; instead of a recipe or a series of steps, critical thinking would be a wider set of skills, patterns, and strategies that allow someone to reason through an intellectual topic, constantly reassessing assumptions and potential explanations in order to arrive at a sound judgment and understanding.

In the progressive education movement in the United States , critical thinking was seen as a crucial component of raising citizens in a democratic society. Instead of imparting a particular series of lessons or teaching only canonical subject matter, theorists thought that teachers should train students in how to think. As critical thinkers, such students would be equipped to be productive and engaged citizens who could cooperate and rationally overcome differences inherent in a pluralistic society.

Beginning in the 1970s and ’80s, critical thinking as a key outcome of school and university curriculum leapt to the forefront of U.S. education policy. In an atmosphere of renewed Cold War competition and amid reports of declining U.S. test scores, there were growing fears that the quality of education in the United States was falling and that students were unprepared. In response, a concerted effort was made to systematically define curriculum goals and implement standardized testing regimens , and critical-thinking skills were frequently included as a crucially important outcome of a successful education. A notable event in this movement was the release of the 1980 report of the Rockefeller Commission on the Humanities that called for the U.S. Department of Education to include critical thinking on its list of “basic skills.” Three years later the California State University system implemented a policy that required every undergraduate student to complete a course in critical thinking.

Critical thinking continued to be put forward as a central goal of education in the early 21st century. Its ubiquity in the language of education policy and in such guidelines as the Common Core State Standards in the United States generated some criticism that the concept itself was both overused and ill-defined. In addition, an argument was made by teachers, theorists, and others that educators were not being adequately trained to teach critical thinking.

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The seven key steps of critical thinking.

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As leaders, it is our job to get the very best out of our workforce. We focus on how best to motivate, inspire and create an environment in which employees are satisfied, engaged and productive. This leads us to deliver an excellent customer/client experience.

But all in all, the effort we put into growing our workforce, we often forget the one person who is in constant need of development: ourselves. In particular, we neglect the soft skills that are vital to becoming the best professional possible — one of them being critical thinking.

When you're able to critically think, it opens the door for employee engagement, as you become the go-to person for assistance with issues, challenges and problems. In turn, you teach your workforce how to critically think and problem solve.

Let’s take a look at the key steps in developing critical thinking skills.

What Is Critical Thinking?

One of my favorite definitions of critical thinking comes from Edward Glaser. He said , “The ability to think critically, as conceived in this volume, involves three things:

1. An attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experiences

2. Knowledge of the methods of logical inquiry and reasoning

3. Some skill in applying those methods."

In short, the ability to think critically is the art of analyzing and evaluating data for a practical approach to understanding the data, then determining what to believe and how to act.

The three characteristics of critical thinking include:

•  Being quick and decisive:  One of the most admirable leadership qualities the ability to be quick and decisive with decisions. There are times where an answer just needs to be given and given right now. But that doesn't mean you should make a decision just to make one. Sometimes, quick decisions can fall flat. I know some of mine have.

• Being resourceful and creative:  Over the years, members of my workforce have come to me with challenges and have needed some creativity and resourcefulness. As they spell out the situation, you listen to the issue, analyze their dilemma and guide them the best way possible. Thinking outside the box and sharing how to get there is a hallmark of a great leader.

• Being systematic and organized:  Martin Gabel is quoted as saying , “Don’t just do something, stand there.” Sometimes, taking a minute to be systematic and follow an organized approach makes all the difference. This is where critical thinking meets problem solving. Define the problem, come up with a list of solutions, then select the best answer, implement it, create an evaluation tool and fine-tune as needed.

Components Of Critical Thinking

Now that you know the what and why of becoming a critical thinker, let’s focus on the how best to develop this skill.

1. Identify the problem or situation, then define what influenced this to occur in the first place.

2. Investigate the opinions and arguments of the individuals involved in this process. Any time you have differences of opinions, it is vital that you research independently, so as not to be influenced by a specific bias.

3. Evaluate information factually. Recognizing predispositions of those involved is a challenging task at times. It is your responsibility to weigh the information from all sources and come to your own conclusions.

4. Establish significance. Figure out what information is most important for you to consider in the current situation. Sometimes, you just have to remove data points that have no relevance.

5. Be open-minded and consider all points of view. This is a good time to pull the team into finding the best solution. This point will allow you to develop the critical-thinking skills of those you lead.

6. Take time to reflect once you have gathered all the information. In order to be decisive and make decisions quickly, you need to take time to unwrap all the information and set a plan of attack. If you are taking time to think about the best solution, keep your workforce and leaders apprised of your process and timeline.

7. Communicate your findings and results. This is a crucial yet often overlooked component. Failing to do so can cause much confusion in the organization.

Developing your critical-thinking skills is fundamental to your leadership success. As you set off to develop these abilities, it will require a clear, sometimes difficult evaluation of your current level of critical thinking. From there you can determine the best way to polish and strengthen your current skill set and establish a plan for your future growth.

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The pursuit of performance excellence, critical thinking.

Critical thinking refers to the process of actively analyzing, assessing, synthesizing, evaluating and reflecting on information gathered from observation, experience, or communication. It is thinking in a clear, logical, reasoned, and reflective manner to solve problems or make decisions. Basically, critical thinking is taking a hard look at something to understand what it really means.

Critical Thinkers

Critical thinkers do not simply accept all ideas, theories, and conclusions as facts. They have a mindset of questioning ideas and conclusions. They make reasoned judgments that are logical and well thought out by assessing the evidence that supports a specific theory or conclusion.

When presented with a new piece of new information, critical thinkers may ask questions such as;

“What information supports that?”

“How was this information obtained?”

“Who obtained the information?”

“How do we know the information is valid?”

“Why is it that way?”

“What makes it do that?”

“How do we know that?”

“Are there other possibilities?”

Combination of Analytical and Creative Thinking

Many people perceive critical thinking just as analytical thinking. However, critical thinking incorporates both analytical thinking and creative thinking. Critical thinking does involve breaking down information into parts and analyzing the parts in a logical, step-by-step manner. However, it also involves challenging consensus to formulate new creative ideas and generate innovative solutions. It is critical thinking that helps to evaluate and improve your creative ideas.

Elements of Critical Thinking

Critical thinking involves:

• Gathering relevant information
• Evaluating information
• Asking questions
• Assessing bias or unsubstantiated assumptions
• Making inferences from the information and filling in gaps
• Using abstract ideas to interpret information
• Formulating ideas
• Weighing opinions
• Reaching well-reasoned conclusions
• Considering alternative possibilities
• Testing conclusions
• Verifying if evidence/argument support the conclusions

Developing Critical Thinking Skills

Critical thinking is considered a higher order thinking skills, such as analysis, synthesis, deduction, inference, reason, and evaluation. In order to demonstrate critical thinking, you would need to develop skills in;

Interpreting : understanding the significance or meaning of information

Analyzing : breaking information down into its parts

Connecting : making connections between related items or pieces of information.

Integrating : connecting and combining information to better understand the relationship between the information.

Evaluating : judging the value, credibility, or strength of something

Reasoning : creating an argument through logical steps

Deducing : forming a logical opinion about something based on the information or evidence that is available

Inferring : figuring something out through reasoning based on assumptions and ideas

Generating : producing new information, ideas, products, or ways of viewing things.

Blooms Taxonomy

Bloom’s Taxonomy Revised

Mind Mapping

Chunking Information

Brainstorming

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Critical Thinking in Reading and Composition

Glossary of Grammatical and Rhetorical Terms

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Critical thinking is the process of independently analyzing, synthesizing, and evaluating information as a guide to behavior and beliefs.

The American Philosophical Association has defined critical thinking as "the process of purposeful, self-regulatory judgment. The process gives reasoned consideration to evidence , contexts , conceptualizations, methods, and criteria" (1990). Critical thinking is sometimes broadly defined as "thinking about thinking."

Critical thinking skills include the ability to interpret, verify, and reason, all of which involve applying the principles of logic . The process of using critical thinking to guide writing is called critical writing .

Observations

• " Critical Thinking is essential as a tool of inquiry. As such, Critical Thinking is a liberating force in education and a powerful resource in one’s personal and civic life. While not synonymous with good thinking, Critical Thinking is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit." (American Philosophical Association, "Consensus Statement Regarding Critical Thinking," 1990)
• Thought and Language "In order to understand reasoning [...], it is necessary to pay careful attention to the relationship between thought and language . The relationship seems to be straightforward: thought is expressed in and through language. But this claim, while true, is an oversimplification. People often fail to say what they mean. Everyone has had the experience of having their \ misunderstood by others. And we all use words not merely to express our thoughts but also to shape them. Developing our critical thinking skills, therefore, requires an understanding of the ways in which words can (and often fail to) express our thoughts." (William Hughes and Jonathan Lavery, Critical Thinking: An Introduction to the Basic Skills , 4th ed. Broadview, 2004)
• Dispositions That Foster or Impede Critical thinking "Dispositions that foster critical thinking include [a] facility in perceiving irony , ambiguity , and multiplicity of meanings or points of view; the development of open-mindedness, autonomous thought, and reciprocity (Piaget's term for the ability to empathize with other individuals, social groups, nationalities, ideologies, etc.). Dispositions that act as impediments to critical thinking include defense mechanisms (such as absolutism or primary certitude, denial, projection), culturally conditioned assumptions, authoritarianism, egocentrism, and ethnocentrism, rationalization, compartmentalization, stereotyping and prejudice." (Donald Lazere, "Invention, Critical Thinking, and the Analysis of Political Rhetoric." Perspectives on Rhetorical Invention , ed. by Janet M. Atwill and Janice M. Lauer. University of Tennessee Press, 2002)
• Critical Thinking and Composing - "[T]he most intensive and demanding tool for eliciting sustained critical thought is a well-designed writing assignment on a subject matter problem. The underlying premise is that writing is closely linked with thinking and that in presenting students with significant problems to write about—and in creating an environment that demands their best writing—we can promote their general cognitive and intellectual growth. When we make students struggle with their writing, we are making them struggle with thought itself. Emphasizing writing and critical thinking , therefore, generally increases the academic rigor of a course. Often the struggle of writing, linked as it is to the struggle of thinking and to the growth of a person's intellectual powers, awakens students to the real nature of learning." (John C. Bean,  Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom , 2nd ed. Wiley, 2011) - "Finding a fresh approach to a writing assignment means that you must see the subject without the blinders of preconception. When people expect to see a thing in a certain way, it usually appears that way, whether or not that is its true image. Similarly, thinking based on prefabricated ideas produces writing that says nothing new, that offers nothing important to the reader. As a writer, you have a responsibility to go beyond the expected views and present your subject so that the reader sees it with fresh eyes. . . . [C]ritical thinking is a fairly systematic method of defining a problem and synthesizing knowledge about it, thereby creating the perspective you need to develop new ideas. . . . " Classical rhetoricians used a series of three questions to help focus an argument . Today these questions can still help writers understand the topic about which they are writing. An sit? (Is the problem a fact?); Quid sit (What is the definition of the problem?); and Quale sit? (What kind of problem is it?). By asking these questions, writers see their subject from many new angles before they begin to narrow the focus to one particular aspect." (Kristin R. Woolever, About Writing: A Rhetoric for Advanced Writers . Wadsworth, 1991)

Logical Fallacies

Ad Misericordiam

Appeal to Authority

Appeal to Force

Appeal to Humor

Appeal to Ignorance

Appeal to the People

Begging the Question

Circular Argument

Complex Question

Contradictory Premises

Dicto Simpliciter , Equivocation

False Analogy

False Dilemma

Gambler's Fallacy

Hasty Generalization

Name-Calling

Non Sequitur

Poisoning the Well

Red Herring

Slippery Slope

Stacking the Deck

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Our Concept and Definition of Critical Thinking

What is Critical thinking? 

There are many definitions of Critical thinking. Some of them very long and comprehensive in coverage of everything critical thinking includes, while others are short definitions but  very succintly summarize what Critical thinking is and what leads to becoming a critical thinker. Here are three of them.

1. "Critical thinking is the process of making clear reasoned judgments" ...Beyer, 1995

2. “Critical thinking is the ability to look at a situation and clearly understand it from multiple perspectives while separating facts from opinions, myths, prejudices, hunches (intuition) and assumptions”….. Pearsons

3. "It involves the ability to questions assumptions etc. in order to make logical decisions based on consideration of the options and evaluation of all facts". … Pearsons

What do you need to learn to become a critical thinker? 

All of us know critical thinking by its absence or critical thinking traits that we see in a person. When someone makes a foolish decision or applies the first solution that comes to their mind in problem-solving, we know that critical thinking has not been exercised. But critical thinking itself has not been defined for  most of us -either in our education or later in the workplace.

Maybe we see Critical thinking as applied common sense. Critical thinking may also be defined as the process of making clear reasoned judgments about any claim, issue, or solution to a problem. Some also define it as the process of determining whether a claim is true or false. There are more complex definitions such as Critical thinking is skilled and active participation and evaluation of observations and communications, information, and argumentation (Fisher and Scriven). 

None of the academic definitions manage to communicate what Critical thinking is, its elements, and how it could be useful in the workplace, education, or life. To better understand what Critical thinking is, it is useful to look at the actual elements that go into Critical thinking, and see how they apply in various situations at work and in life.

Critical thinking is the process of making clear reasoned judgements. 

Elements of critical thinking

There are three elements that aid in critical thinking, and another three that obstruct critical thinking.

Logical reasoning: You would not expect an accountant to draw up a balance sheet without the knowledge of the debit/credit system. However, we are expected to be absolutely logical in our reasoning about problems and decision making. The absence of a formal introduction to logical reasoning results in even the most intelligent people miss a few steps in their reasoning. There are three main types of reasoning: Deductive reasoning, Inductive reasoning, and Causal reasoning. Of these, Inductive reasoning and Causal reasoning as the most commonly applied systems of logic in the workplace, education, and our daily life.

Clear thinking and communication: Discussions often end up at cross-purposes and pointless due to a lack of clear communication, and this lack of clarity is often due to a lack of definition of terms, ambiguity, and deliberated or unintended use of vague language.

Credibility: We are often required to evaluate suppliers and people to decide whether to work with them or not. We also rely on the opinions of others to make a varying range of decisions for the business, in education and life. How do we know how much credibility we should attach to the advice we get from these people, or how do we determine whether a supplier will be dependable or not? There are some simple principles that we can use to help us in our process of making judgments about credibility.

Elements that obstruct 

  Rhetoric: In the context of Critical thinking, rhetoric is the use of language to evoke emotions in us and persuade us into belief or action. Words have the power to express, elicit images, and evoke emotions in us. They have tremendous persuasive power or what can be called rhetoric force or emotive force. When a leader calls on soldiers to sacrifice lives for the sake of their country, or when citizens are passionately asked to join a protest to protect freedom, these are appeals to our emotions and not our logical reasoning. Rhetorical language and devices can cloud our ability to reason logically.  

Cognitive biases: A cognitive bias is a systematic error in our thinking and judgment and can be due to a number of different reasons such as faulty memory or perception and processing errors of our brains. There could be a number of other reasons, and scientists are still researching the causes of these cognitive biases. A cognitive bias is different from Fallacies in the sense that these errors are based on our incorrect perception and processing of information by our brains, whereas fallacies are simple errors in reasoning. Knowledge of fallacies can help us avoid reasoning errors, but cognitive biases may arise even if we have knowledge of these biases. Often the only way to mitigate errors due to cognitive biases is to rely on data or seek third party opinions.

Critical Thinking Academy is founded with an intention of disseminating Critical thinking skills to executives…

Critical Thinking, Its Components and Assessment

In higher education and advanced education exemplified by graduate school education, demonstrating critical thinking skills is crucial to good scholarship. But what really is critical thinking? How is it demonstrated and how can professors measure such level of thinking?

In this article, I clarify critical thinking by exploring its definition, importance, components, and ways to develop this skill, among other things. This discussion considers the context of the world that gradually undergoes significant change due to artificial intelligence that gradually creep into our lives. We need to be discerning of what information is presented to us given the preponderance of erroneous information, misinformation, or simply the infodemic we face every day.

In general, how can we employ critical thinking to discern fact from fiction? How can we avoid being misled? Again, I highlight the important points in this discussion.

Table of Contents

Introduction.

In a fast-paced world where information and data flood our daily lives, it is increasingly essential to navigate with discernment, clarity, and analytical acumen in both personal and professional spheres. This necessity is where the profound relevance of critical thinking becomes clear.

Encompassing components like analysis, interpretation, and self-regulation, critical thinking is a cognitive process that enriches decision-making, problem-solving, and quality management across varied sectors.

This discussion will delve into what critical thinking entails, why it holds utmost significance in today’s world, the integral skills and dispositions it comprises, and how it can be effectively developed and measured.

Defining Critical Thinking

Critical thinking defined.

Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomenon, and research findings.

Critical thinkers can separate facts from opinions, evaluate credibility, identify prejudice or bias , distinguish between relevant and irrelevant information, and ascertain the validity of the information. This involves clear, rational, open-minded, and informed thinking.

So, what is critical thinking exactly? It’s the capability to think in a clear and rational manner about what actions to take or beliefs to hold. It includes the ability to independently engage in reflective thinking .

The Critical Thinking Mindset

Beyond the very technical aspects, critical thinking fundamentally involves a mental discipline that calls for reflective mindfulness, a sense of skepticism, and intellectual humility . Balancing these qualities with curiosity, creativity, and an appreciation for complexity, this mindset becomes pivotal within the decision-making process.

Essentially, the adoption of a critical thinking mindset allows for a robust evaluation of different possibilities. This process is based on established criteria and standards that enable clear, rationale thought, thus unlocking more informed, evidence-based decision making.

The Importance of Critical Thinking

Critical thinking plays a crucial role in professional environments. It is integral in problem-solving and decision-making processes, enabling professionals to analyze issue-related data, consider alternate perspectives, and make informed decisions based on sound reasoning and evidence.

Critical thinking is often assessed through various assignments, presentations, class discussions, and project-based activities. The purpose of these tasks is not only to measure a student’s ability to process and synthesize information but also their ability to draw connections between different concepts and build up well-reasoned arguments.

In science, for example, critical thinking helps researchers design experiments, interpret data, and derive conclusions. In business, critical thinking assists organizations in strategic planning, problem-solving, decision-making, and innovation. In education, critical thinking is crucial in developing skills in reading, writing, and learning.

Furthermore, critical thinking can foster creativity by necessitating the exploration of multiple viewpoints and solutions, it can enhance communication by promoting clarity, accuracy, and relevance in the exchange of ideas, and promote social harmony by encouraging open and objective discussions.

6 Components of Critical Thinking

1. analysis.

This involves examining information in detail in order to understand it better and to draw conclusions. It could be data , a concept , or a process .

2. Interpretation

This is the act of explaining the meaning of information . Critical thinkers deeply focus on a topic or issue, questioning and analyzing it from multiple perspectives.

Interpretation refers to the ability to understand and express the meaning or significance of a wide variety of experiences, situations, data, events, judgments, conventions, and criteria. It also involves making inferences — drawing out unseen implications from the information given.

3. Inference

It is the act of deriving logical conclusions from premises known or assumed to be true. Inferences can be accurate or inaccurate, logical or illogical, justified or unjustified.

4. Explanation

5. evaluation.

Evaluation in critical thinking refers to the process of determining the credibility and relevance of the information. This involves assessing the evidence supporting a claim, determining its source’s reliability, and judging the logical consistency of arguments.

Returning to the political debate example, evaluating might involve checking the sources of factual claims or judging whether the proposed solutions are feasible given the present socio-political conditions.

6. Self-Regulation

Dispositional elements of critical thinking, open-mindedness.

Open-mindedness involves being receptive to new ideas or conflicting perspectives. It implies the willingness to revise pre-existing beliefs based on new evidence or understandings. This characteristic helps critical thinkers avoid biases, consider all available evidence, and make fair judgments.

Intellectual Humility

Intellectual courage.

Intellectual courage refers to the willingness to evaluate all ideas and beliefs, even those that conflict with one’s own. Challenging comfortable assumptions in pursuit of truth is essential for critical thinking.

How to Develop Critical Thinking Skills

1. pursue continuous learning.

To hone your critical thinking skills, continuous learning is of paramount importance. This includes opening oneself up to an array of experiences and environments, entertaining diverse viewpoints and actively seeking opportunities to challenge your pre-existing beliefs.

Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.

2. Challenge the Status Quo

Being a critical thinker also involves questioning the accepted norms and challenging the traditional wisdom. Instead of simply accepting things as they are, delve deeper to understand the reasons behind their existence.

3. Understand Diverse Perspectives

4. embrace calculated risks.

Developing your critical thinking skills may entail taking calculated risks. This includes stepping out of your comfort zone to experience new things and ideas that might challenge your previous assumptions. This involves a careful analysis of the pros and cons before making an informed decision based on your findings.

5. Promote Open-Mindedness

6. keep a reflective journal, measuring critical thinking.

Critical thinking can fundamentally be described as one’s aptitude to assess, conceptualize, apply, and critically examine information gathered or produced through various means, such as observation, dialogue, reflection, or reasoning. This intellectual process encourages making well-reasoned judgments based on solid evidence and logic rather than accepting arguments and conclusions at face value.

How we measure critical thinking, however, can vary. While these capabilities may sound subjective, there are objective ways on how to measure critical thinking. I enumerate some of them in the next section.

1. Standardized Tests to Measure Critical Thinking

The Ennis-Weir Critical Thinking Essay Test measures the ability of students to reason through a problem and to express their reasoning in writing. This type of measurement tool is used mainly in educational settings, but it offers valuable insight into individual critical thinking skills.

2. Performance Assessments

Specific critical thinking aspects might be identified and evaluated using rubrics – criteria set to ascertain a person’s ability to identify, summarize, and offer solutions to problems while also taking various perspectives into account.

3. Self and Peer Evaluations

In addition to the aforementioned, self and peer evaluations provide another measure of critical thinking. These require individuals to introspect on their cognitive processes or inspect the same in their peers.

Interpreting The Results

Key takeaways.

As we stand in an era of information overload, the value of critical thinking in deciphering truth from noise cannot be overstated. It enhances our ability to analyze, interpret, evaluate, and take calculated risks in various facets of life, ensuring we make informed, intelligent decisions.

As effortlessly as it might seem to come for some, critical thinking, like any other skill, can be cultivated and honed over time with dedication and the right strategies. These skills can be measured with tools like the Watson-Glaser Critical Thinking Appraisal, leading to a more informed understanding of an individual’s critical thinking capabilities.

Therefore, investing in the development and assessment of critical thinking skills is an investment in a more discerning, informed, and intellectual society.

In conclusion, critical thinking is not only a valuable but a crucial life skill. In today’s information-rich world, the ability to analyze data and make swift, efficient decisions is vital. Thus, understanding critical thinking and its significance, and knowing how it is measured and can be improved, is key to personal and professional growth.

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Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

Are there any services that can help me use more critical thinking?

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Oracle Critical Patch Update Advisory - July 2024

Description.

Oracle continues to periodically receive reports of attempts to maliciously exploit vulnerabilities for which Oracle has already released security patches. In some instances, it has been reported that attackers have been successful because targeted customers had failed to apply available Oracle patches. Oracle therefore strongly recommends that customers remain on actively-supported versions and apply Critical Patch Update security patches without delay.

This Critical Patch Update contains 386 new security patches across the product families listed below. Please note that an MOS note summarizing the content of this Critical Patch Update and other Oracle Software Security Assurance activities is located at July 2024 Critical Patch Update: Executive Summary and Analysis .

Affected Products and Patch Information

Security vulnerabilities addressed by this Critical Patch Update affect the products listed below.

Please click on the links in the Patch Availability Document column below to access the documentation for patch availability information and installation instructions.

Risk Matrix Content

Risk matrices list only security vulnerabilities that are newly addressed by the patches associated with this advisory. Risk matrices for previous security patches can be found in previous Critical Patch Update advisories and Alerts . An English text version of the risk matrices provided in this document is here .

Several vulnerabilities addressed in this Critical Patch Update affect multiple products. Each vulnerability is identified by a CVE ID . A vulnerability that affects multiple products will appear with the same CVE ID in all risk matrices.

Security vulnerabilities are scored using CVSS version 3.1 (see Oracle CVSS Scoring for an explanation of how Oracle applies CVSS version 3.1).

Oracle conducts an analysis of each security vulnerability addressed by a Critical Patch Update. Oracle does not disclose detailed information about this security analysis to customers, but the resulting Risk Matrix and associated documentation provide information about conditions required to exploit the vulnerability and the potential impact of a successful exploit. Oracle provides this information so that customers may conduct their own risk analysis based on the particulars of their product usage. For more information, see Oracle vulnerability disclosure policies .

Vulnerabilities in third party components that are not exploitable through their inclusion in Oracle products are listed below the respective Oracle product's risk matrix. Starting with the July 2023 Critical Patch Update, a VEX justification is also provided.

The protocol in the risk matrix implies that all of its secure variants are affected as well. For example, if HTTP is listed as an affected protocol, it implies that HTTPS is also affected. The secure variant of a protocol is listed in the risk matrix only if it is the only variant affected.

Workarounds

Due to the threat posed by a successful attack, Oracle strongly recommends that customers apply Critical Patch Update security patches as soon as possible . Until you apply the Critical Patch Update patches, it may be possible to reduce the risk of successful attack by blocking network protocols required by an attack. For attacks that require certain privileges or access to certain packages, removing the privileges or the ability to access the packages from users that do not need the privileges may help reduce the risk of successful attack. Both approaches may break application functionality, so Oracle strongly recommends that customers test changes on non-production systems. Neither approach should be considered a long-term solution as neither corrects the underlying problem.

Skipped Critical Patch Updates

Oracle strongly recommends that customers apply security patches as soon as possible. For customers that have skipped one or more Critical Patch Updates and are concerned about products that do not have security patches announced in this Critical Patch Update, please review previous Critical Patch Update advisories to determine appropriate actions.

Critical Patch Update Supported Products and Versions

Patches released through the Critical Patch Update program are provided only for product versions that are covered under the Premier Support or Extended Support phases of the Lifetime Support Policy . Oracle recommends that customers plan product upgrades to ensure that patches released through the Critical Patch Update program are available for the versions they are currently running.

Product releases that are not under Premier Support or Extended Support are not tested for the presence of vulnerabilities addressed by this Critical Patch Update. However, it is likely that earlier versions of affected releases are also affected by these vulnerabilities. As a result, Oracle recommends that customers upgrade to supported versions.

Database, Fusion Middleware, and Oracle Enterprise Manager products are patched in accordance with the Software Error Correction Support Policy that further supplements the Lifetime Support Policy as explained in My Oracle Support Note 209768.1 . Please review the Technical Support Policies for further guidelines regarding support policies and phases of support.

Credit Statement

The following people or organizations reported security vulnerabilities addressed by this Critical Patch Update to Oracle:

• Antonin B of NATO Cyber Security Centre (NCSC): CVE-2024-21132
• Boogipop: CVE-2024-21181, CVE-2024-21182
• Derek Schrock: CVE-2024-21161
• Ido Hershkovitz: CVE-2021-24112
• J0hNs0N of Qianxin wuji Lab: CVE-2024-21182
• ja00see: CVE-2024-21183
• Jie Liang of WingTecher Lab of Tsinghua University: CVE-2024-21171, CVE-2024-21177
• Jingzhou Fu of WingTecher Lab of Tsinghua University: CVE-2024-21171, CVE-2024-21177
• Khang Phan of Viettel Cyber Security: CVE-2024-21141
• L0ne1y: CVE-2024-21181, CVE-2024-21183
• Louis Wolfers of synacktiv: CVE-2024-21136
• Nguyen Quach Duy Anh: CVE-2024-21148
• Quentin Roland of synacktiv: CVE-2024-21136
• ruozhi: CVE-2024-21181
• Sergey Bylokhov of Amazon: CVE-2024-21145
• Stefano Brivio of Red Hat: CVE-2024-21161
• Syed Faraz Abrar (Faith) of Zellic working with Trend Micro Zero Day Initiative: CVE-2024-21164
• WHOAMI: CVE-2024-21181
• Yakov Shafranovich of Amazon Web Services: CVE-2024-21144
• yemoli: CVE-2024-21181, CVE-2024-21182
• yulate: CVE-2024-21182
• Zheyu Ma: CVE-2024-21164
• Zhiyong Wu of WingTecher Lab of Tsinghua University: CVE-2024-21171, CVE-2024-21177

Security-In-Depth Contributors

Oracle acknowledges people who have contributed to our Security-In-Depth program (see FAQ ). People are acknowledged for Security-In-Depth contributions if they provide information, observations or suggestions pertaining to security vulnerability issues that result in significant modification of Oracle code or documentation in future releases, but are not of such a critical nature that they are distributed in Critical Patch Updates.

• Emad Al-Mousa [2 reports]
• Muhammet Ali of JUMPSEC
• Sergey Bylokhov of Amazon

On-Line Presence Security Contributors

Oracle acknowledges people who have contributed to our On-Line Presence Security program (see FAQ ). People are acknowledged for contributions relating to Oracle's on-line presence if they provide information, observations or suggestions pertaining to security-related issues that result in significant modification to Oracle's on-line external-facing systems.

• Aayush Kumar Gupta
• ahmad alassaf of Theviperxx Sy
• Aviv Keller (RedYetiDev) [2 reports]
• Behnam Abbasi Vanda
• Cuong Luu of Cuonng Luu
• ferreiraklet
• Filip Nyquist of Outpost24
• Hannu Forsten [6 reports]
• Joern of visibleIT GmbH
• Lucio Sá (Wordfence)
• Merlin Kling
• Nilabh Rajpoot [2 reports]
• Omkar Chavhan
• Pavitra Jha
• Pim Dieleman
• Rohith Darla
• Sec1 Core Security Team [2 reports]
• Shivam Dhingra

Critical Patch Update Schedule

Critical Patch Updates are released on the third Tuesday of January, April, July, and October. The next four dates are:

• 15 October 2024
• 21 January 2025
• 15 April 2025
• 15 July 2025
• Oracle Critical Patch Updates, Security Alerts and Bulletins
• Critical Patch Update - July 2024 Documentation Map
• Oracle Critical Patch Updates and Security Alerts - Frequently Asked Questions
• Risk Matrix Definitions
• Use of Common Vulnerability Scoring System (CVSS) by Oracle
• English text version of the risk matrices
• CSAF JSON version of the risk matrices
• Map of CVE to Advisory/Alert
• Oracle Lifetime support Policy
• JEP 290 Reference Blocklist Filter

Modification History

Oracle Database Products Risk Matrices

This Critical Patch Update contains 15 new security patches for Oracle Database Products divided as follows:

• 8 new security patches for Oracle Database Products
• 1 new security patch for Oracle Application Express
• No new security patches for Oracle Big Data Spatial and Graph , but third party patches are provided
• 2 new security patches for Oracle Essbase
• 1 new security patch for Oracle GoldenGate
• No new security patches for Oracle Graph Server and Client , but third party patches are provided
• 1 new security patch for Oracle NoSQL Database
• 1 new security patch for Oracle REST Data Services
• 1 new security patch for Oracle TimesTen In-Memory Database

Oracle Database Server Risk Matrix

This Critical Patch Update contains 8 new security patches , plus additional third party patches noted below, for Oracle Database Products.  3 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  1 of these patches is applicable to client-only installations, i.e., installations that do not have the Oracle Database Server installed. The English text form of this Risk Matrix can be found here.

Additional CVEs addressed are:

• The patch for CVE-2022-41881 also addresses CVE-2022-41915.
• The patch for CVE-2024-4603 also addresses CVE-2024-2511 and CVE-2024-4741.

Additional patches included in this Critical Patch Update for the following non-exploitable CVEs for this Oracle product family:

• Oracle Database Core (Intel(R) C++ Compiler Classic): CVE-2022-25987 [VEX Justification: vulnerable_code_not_present].
• Oracle Database Core (Perl): CVE-2023-52425 and CVE-2023-52426 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].
• Oracle Database Core (Zlib): CVE-2023-45853 and CVE-2022-37434 [VEX Justification: vulnerable_code_not_present].
• Oracle Database Workload Manager (Jetty): CVE-2024-22201 [VEX Justification: vulnerable_code_not_in_execute_path].
• Oracle Spatial and Graph (curl): CVE-2024-0853 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].

Oracle Database Server Client-Only Installations

• The following Oracle Database Server vulnerability included in this Critical Patch Update affects client-only installations: CVE-2024-4603.

Oracle Application Express Risk Matrix

This Critical Patch Update contains 1 new security patch for Oracle Application Express.  This vulnerability is remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• The patch for CVE-2024-29203 also addresses CVE-2024-29881.

Oracle Big Data Spatial and Graph Risk Matrix

This Critical Patch Update contains no new security patches for exploitable vulnerabilities but does include third party patches, noted below, for the following non-exploitable third party CVEs for Oracle Big Data Spatial and Graph.  Please refer to previous Critical Patch Update Advisories if the last Critical Patch Update was not applied for Oracle Big Data Spatial and Graph.  The English text form of this Risk Matrix can be found here.

• Big Data Graph (Apache Tomcat): CVE-2024-23672 and CVE-2024-24549 [VEX Justification: vulnerable_code_not_in_execute_path].

Oracle Essbase Risk Matrix

This Critical Patch Update contains 2 new security patches , plus additional third party patches noted below, for Oracle Essbase.  Neither of these vulnerabilities may be remotely exploitable without authentication, i.e., neither may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• The patch for CVE-2024-26308 also addresses CVE-2024-25710.
• Essbase Web Platform (Apache Xalan-Java): CVE-2022-34169 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].
• Essbase Web Platform (OpenSSL): CVE-2023-6129, CVE-2023-5678 and CVE-2024-0727 [VEX Justification: component_not_present].
• Essbase Web Platform (curl): CVE-2024-0853 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].

Oracle GoldenGate Risk Matrix

This Critical Patch Update contains 1 new security patch , plus additional third party patches noted below, for Oracle GoldenGate.  This vulnerability is remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• Monitor - Java Agent (Spring Framework): CVE-2024-22243 [VEX Justification: vulnerable_code_not_in_execute_path].
• General (Apache Xerces-C++): CVE-2024-23807 [VEX Justification: vulnerable_code_not_in_execute_path].
• General (Spring Framework): CVE-2024-22262 [VEX Justification: vulnerable_code_not_in_execute_path].
• Studio (Apache Derby): CVE-2022-46337 [VEX Justification: vulnerable_code_not_in_execute_path].
• Studio (Apache Xalan-Java): CVE-2022-34169 [VEX Justification: vulnerable_code_not_in_execute_path].

Oracle Graph Server and Client Risk Matrix

This Critical Patch Update contains no new security patches for exploitable vulnerabilities but does include third party patches, noted below, for the following non-exploitable third party CVEs for Oracle Graph Server and Client.  Please refer to previous Critical Patch Update Advisories if the last Critical Patch Update was not applied for the Oracle Graph Server and Client.  The English text form of this Risk Matrix can be found here.

• Install (Apache Commons Configuration): CVE-2024-29133 and CVE-2024-29131 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].
• Install (Apache Tomcat): CVE-2024-23672 and CVE-2024-24549 [VEX Justification: vulnerable_code_not_in_execute_path].

Oracle NoSQL Database Risk Matrix

This Critical Patch Update contains 1 new security patch , plus additional third party patches noted below, for Oracle NoSQL Database.  This vulnerability is remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• Administration (Apache Commons Compress): CVE-2024-26308 and CVE-2024-25710 [VEX Justification: vulnerable_code_not_in_execute_path].
• Administration (Apache Hadoop): CVE-2023-26031 [VEX Justification: vulnerable_code_not_in_execute_path].
• Administration (Netty): CVE-2023-44487 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].

Oracle REST Data Services Risk Matrix

This Critical Patch Update contains 1 new security patch , plus additional third party patches noted below, for Oracle REST Data Services.  This vulnerability is remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• ORDS (Eclipse Jetty): CVE-2024-22201 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].

Oracle TimesTen In-Memory Database Risk Matrix

This Critical Patch Update contains 1 new security patch for Oracle TimesTen In-Memory Database.  This vulnerability is not remotely exploitable without authentication, i.e., may not be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

Oracle Commerce Risk Matrix

This Critical Patch Update contains 7 new security patches , plus additional third party patches noted below, for Oracle Commerce.  All of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• The patch for CVE-2024-22262 also addresses CVE-2024-22243 and CVE-2024-22259.
• The patch for CVE-2024-24549 also addresses CVE-2024-23672.
• Workbench (Quartz): CVE-2019-13990 [VEX Justification: vulnerable_code_not_present].

Oracle Communications Applications Risk Matrix

This Critical Patch Update contains 20 new security patches , plus additional third party patches noted below, for Oracle Communications Applications.  14 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• The patch for CVE-2023-46218 also addresses CVE-2023-46219.
• The patch for CVE-2023-48795 also addresses CVE-2023-6004 and CVE-2023-6918.
• The patch for CVE-2024-27316 also addresses CVE-2023-38709 and CVE-2024-24795.
• The patch for CVE-2024-29133 also addresses CVE-2024-29131.
• Platform (Apache Axis): CVE-2023-40743 [VEX Justification: vulnerable_code_not_in_execute_path].

Oracle Communications Risk Matrix

This Critical Patch Update contains 95 new security patches , plus additional third party patches noted below, for Oracle Communications.  84 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• The patch for CVE-2021-41184 also addresses CVE-2021-41182 and CVE-2021-41183.
• The patch for CVE-2022-42890 also addresses CVE-2020-11987, CVE-2022-38398, CVE-2022-38648, CVE-2022-40146, and CVE-2022-41704.
• The patch for CVE-2023-44487 also addresses CVE-2024-28182.
• The patch for CVE-2023-52425 also addresses CVE-2023-52426, CVE-2023-52426, CVE-2023-52426, CVE-2023-52426, and CVE-2023-52426.
• The patch for CVE-2024-0450 also addresses CVE-2023-6597.
• The patch for CVE-2024-22019 also addresses CVE-2024-21892 and CVE-2024-22025.
• The patch for CVE-2024-23672 also addresses CVE-2024-24549.
• The patch for CVE-2024-23897 also addresses CVE-2024-23898, CVE-2024-23898, CVE-2024-23898, CVE-2024-23898, and CVE-2024-23898.
• The patch for CVE-2024-24549 also addresses CVE-2024-23672, CVE-2024-23672, and CVE-2024-23672.
• The patch for CVE-2024-26308 also addresses CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, and CVE-2024-25710.
• The patch for CVE-2024-28849 also addresses CVE-2024-29041.
• Configuration (Spring Framework): CVE-2024-22262 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].
• Configuration (jose4j): CVE-2023-51775 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].
• Configuration (libxml2): CVE-2024-25062 [VEX Justification: vulnerable_code_cannot_be_controlled_by_adversary].
• Install (jose4j): CVE-2023-51775 [VEX Justification: vulnerable_code_not_present].
• Install (Apache Kafka): CVE-2023-34040 [VEX Justification: inline_mitigations_already_exist].

Oracle Construction and Engineering Risk Matrix

This Critical Patch Update contains 4 new security patches for Oracle Construction and Engineering.  2 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

Oracle E-Business Suite Risk Matrix

This Critical Patch Update contains 10 new security patches for Oracle E-Business Suite.  2 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

Oracle E-Business Suite products include Oracle Database and Oracle Fusion Middleware components that are affected by the vulnerabilities listed in the Oracle Database and Oracle Fusion Middleware sections. The exposure of Oracle E-Business Suite products is dependent on the Oracle Database and Oracle Fusion Middleware versions being used. Oracle Database and Oracle Fusion Middleware security updates are not listed in the Oracle E-Business Suite risk matrix. However, since vulnerabilities affecting Oracle Database and Oracle Fusion Middleware versions may affect Oracle E-Business Suite products, Oracle recommends that customers apply the July 2024 Critical Patch Update to the Oracle Database and Oracle Fusion Middleware components of Oracle E-Business Suite. For information on what patches need to be applied to your environments, refer to Oracle E-Business Suite Release 12 Critical Patch Update Knowledge Document (July 2024), My Oracle Support Note 2484000.1 .

Oracle Enterprise Manager Risk Matrix

This Critical Patch Update contains 5 new security patches for Oracle Enterprise Manager.  All of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  None of these patches are applicable to client-only installations, i.e., installations that do not have Oracle Enterprise Manager installed. The English text form of this Risk Matrix can be found here.

Oracle Enterprise Manager products include Oracle Database and Oracle Fusion Middleware components that are affected by the vulnerabilities listed in the Oracle Database and Oracle Fusion Middleware sections. The exposure of Oracle Enterprise Manager products is dependent on the Oracle Database and Oracle Fusion Middleware versions being used. Oracle Database and Oracle Fusion Middleware security updates are not listed in the Oracle Enterprise Manager risk matrix. However, since vulnerabilities affecting Oracle Database and Oracle Fusion Middleware versions may affect Oracle Enterprise Manager products, Oracle recommends that customers apply the July 2024 Critical Patch Update to the Oracle Database and Oracle Fusion Middleware components of Enterprise Manager. For information on what patches need to be applied to your environments, refer to Critical Patch Update July 2024 Patch Availability Document for Oracle Products, My Oracle Support Note 3027815.1 .

• The patch for CVE-2023-40167 also addresses CVE-2023-36479 and CVE-2023-41900.

Oracle Financial Services Applications Risk Matrix

This Critical Patch Update contains 60 new security patches for Oracle Financial Services Applications.  44 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• The patch for CVE-2023-52425 also addresses CVE-2023-52426 and CVE-2023-52426.
• The patch for CVE-2023-6129 also addresses CVE-2023-2975, CVE-2023-3446, CVE-2023-3817, CVE-2023-5363, CVE-2023-5678, CVE-2023-5678, CVE-2024-0727, and CVE-2024-0727.
• The patch for CVE-2024-22262 also addresses CVE-2024-22243.
• The patch for CVE-2024-24816 also addresses CVE-2024-24815.
• The patch for CVE-2024-2511 also addresses CVE-2024-4603 and CVE-2024-4741.
• The patch for CVE-2024-26308 also addresses CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, CVE-2024-25710, and CVE-2024-25710.
• The patch for CVE-2024-29133 also addresses CVE-2024-29131, CVE-2024-29131, and CVE-2024-29131.

Oracle Fusion Middleware Risk Matrix

This Critical Patch Update contains 41 new security patches for Oracle Fusion Middleware.  32 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

To get the full list of current and previously released Critical Patch Update patches for Oracle Fusion Middleware products, refer to My Oracle Support Doc ID 2806740.2 .

• The patch for CVE-2020-1945 also addresses CVE-2021-36373 and CVE-2021-36374.
• The patch for CVE-2023-2976 also addresses CVE-2023-35116.
• The patch for CVE-2023-36478 also addresses CVE-2023-36479, CVE-2023-40167, and CVE-2023-41900.
• The patch for CVE-2023-52425 also addresses CVE-2023-52426, CVE-2023-52426, and CVE-2024-28757.
• The patch for CVE-2023-6129 also addresses CVE-2023-5678 and CVE-2024-0727.
• The patch for CVE-2024-22243 also addresses CVE-2022-22950, CVE-2022-22965, CVE-2022-22968, CVE-2022-22970, CVE-2023-20861, CVE-2024-22259, and CVE-2024-22262.
• The patch for CVE-2024-22259 also addresses CVE-2024-22243 and CVE-2024-22262.
• The patch for CVE-2024-25062 also addresses CVE-2024-34459.
• The patch for CVE-2024-26308 also addresses CVE-2024-25710 and CVE-2024-25710.
• The patch for CVE-2024-29857 also addresses CVE-2024-30171, CVE-2024-30172, and CVE-2024-34447.

Oracle Analytics Risk Matrix

This Critical Patch Update contains 17 new security patches for Oracle Analytics.  12 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• The patch for CVE-2022-0239 also addresses CVE-2021-44550.
• The patch for CVE-2023-1370 also addresses CVE-2021-27568.
• The patch for CVE-2023-1436 also addresses CVE-2022-40149, CVE-2022-40150, CVE-2022-45685, and CVE-2022-45693.
• The patch for CVE-2024-0727 also addresses CVE-2022-1292.
• The patch for CVE-2024-25710 also addresses CVE-2024-26308.

Oracle HealthCare Applications Risk Matrix

This Critical Patch Update contains 5 new security patches for Oracle HealthCare Applications.  2 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

Oracle Hyperion Risk Matrix

This Critical Patch Update contains 3 new security patches for Oracle Hyperion.  None of these vulnerabilities may be remotely exploitable without authentication, i.e., none may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

Oracle Insurance Applications Risk Matrix

This Critical Patch Update contains 10 new security patches for Oracle Insurance Applications.  7 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

Oracle Java SE Risk Matrix

This Critical Patch Update contains 7 new security patches for Oracle Java SE.  All of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

The CVSS scores below assume that a user running a Java applet or Java Web Start application has administrator privileges (typical on Windows). When the user does not run with administrator privileges (typical on Solaris and Linux), the corresponding CVSS impact scores for Confidentiality, Integrity, and Availability are "Low" instead of "High", lowering the CVSS Base Score. For example, a Base Score of 9.6 becomes 7.1. Java Management Service, available to all users, can help you find vulnerable Java versions in your systems. Java SE Subscribers and customers running in Oracle Cloud can use Java Management Service to update Java Runtimes and to do further security reviews like identifying potentially vulnerable third party libraries used by your Java programs. Existing Java Management Service user click here to log in to your dashboard. The Java Management Service Documentation provides a list of features available to everyone and those available only to customers. Learn more about using Java Management Service to monitor and secure your Java Installations.

• The patch for CVE-2024-27983 also addresses CVE-2024-27980 and CVE-2024-27982.

Oracle JD Edwards Risk Matrix

This Critical Patch Update contains 8 new security patches for Oracle JD Edwards.  6 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.

• The patch for CVE-2023-3817 also addresses CVE-2023-3446.
• The patch for CVE-2023-38552 also addresses CVE-2023-39331, CVE-2023-39332, CVE-2023-44487, and CVE-2024-27983.

Oracle MySQL Risk Matrix

This Critical Patch Update contains 37 new security patches for Oracle MySQL.  11 of these vulnerabilities may be remotely exploitable without authentication, i.e., may be exploited over a network without requiring user credentials.  The English text form of this Risk Matrix can be found here.