There is a debate in the field of cognitive psychology and education around whether the process of critical thinking is best described as cyclical or linear. Proponents of both views can point to evidence and models to support their perspective, and the reality is that elements of both linear and cyclical frameworks apply depending on the context.
Those who advocate for critical thinking as a cyclical process point to models of reflective judgment developed by researchers like Jack Mezirow and Donald Schon. In these models, critical thinking involves an iterative process of examining a problem or issue, developing provisional solutions, testing those solutions, and then refining understanding based on the results. This cycle then repeats as new insights are formed. Just as scientists view the scientific method as cyclical with hypotheses tested and either supported or revised, supporters of cyclical critical thinking see it as an ongoing process without a distinct beginning and end. New information continuously feeds back into reevaluating previous conclusions in a never-ending refinement of understanding.
Linear proponents argue that while refinement may cycle, discrete critical thinking exercises do have distinct phases that unfold sequentially. For example, models developed by scholars like Richard Paul emphasize that critical thinking necessarily involves a progression through distinct stages like problem definition, gathering and assessing relevant information, developing and evaluating potential solutions, and making a reasoned judgment or decision. The linear view sees stages building logically upon each other towards resolution of the initial problem or issue rather than an ongoing cycle. While refinement can then stem new critical thinking cycles, the process of working through any given problem has delineated beginning and end points even if new ones emerge.
Upon closer examination, there seems to be merits to both perspectives and indeed they are not necessarily mutually exclusive. All complex cognitive processes have both cyclical and linear elements and critical thinking is no exception. At a macro level across one’s ongoing development as a thinker, the refinement and revisiting of perspectives through experience lends credence to the cyclical view. Focused critical evaluations of discrete problems do tend to unfold logically through defined stages in a linear fashion. A cyclical-linear model may best capture how critical thinking works in practice.
Within any critical thinking cycle focused on a unique issue, one progresses sequentially through stages like definition, research, evaluation of options, and reaching a conclusion. That linear process is not truly ended, but rather feeds back to start a new cycle of refinement as understanding improves over time through experience. New information continuously shapes how that same issue or related ones are approached going forward. So critical thinking about a topic recurs through ever-evolving cycles that are themselves composed of linear progressions through problem-solving stages. Critical thinking capability advances cyclically as each discrete application builds upon previous learning.
A further complicating factor is that individuals likely exhibit tendencies towards either a more iterative-cyclical or phase-based-linear mindset depending on factors like personality and preferred cognitive processes. Some thinkers may find cyclic refinement more natural while others progress best through defined sequential steps. Situational and subject-specific factors also come into play, like whether an issue lends itself more to hypothesis testing or deductive reasoning. This suggests critical thinking is a complex blend of cyclical and linear processes that vary depending on context and individual proclivities.
While advocates can be found on both sides, the best view is that critical thinking operates through a dynamic interplay of cyclical and linear elements rather than being exclusively one or the other. At both macro and micro levels, aspects of ongoing refinement and well-defined stage progression are both at work. The very nature of thinking and learning ensures that cycles of revisiting and linear furthering of understanding will continuously interact. An integrative cyclical-linear framework provides the most accurate and useful way to conceptualize how critical thinking functions in both theory and real-world practice across diverse contexts and individuals.