![logo-uop University of the People Logo](https://www.uopeople.edu/wp-content/uploads/2022/05/logo-uop.webp)
Home > Blog > Tips for Online Students > Why Is Critical Thinking Important and How to Improve It
Tips for Online Students , Tips for Students
![](http://blog10.website/777/templates/cheerup2/res/banner1.gif)
Why Is Critical Thinking Important and How to Improve It
![it is critical thinking important it is critical thinking important](https://www.uopeople.edu/wp-content/uploads/2024/06/uop-icon-purple.webp)
Updated: July 8, 2024
Published: April 2, 2020
![Why-Is-Critical-Thinking-Important-a-Survival-Guide Why-Is-Critical-Thinking-Important-a-Survival-Guide](https://www.uopeople.edu/wp-content/uploads/bb-plugin/cache/Why-Is-Critical-Thinking-Important-a-Survival-Guide-landscape-5f6d4a2fbee57801fbf2c65b7fb036fa-n5mwvo4a7kez.jpg)
Why is critical thinking important? The decisions that you make affect your quality of life. And if you want to ensure that you live your best, most successful and happy life, you’re going to want to make conscious choices. That can be done with a simple thing known as critical thinking. Here’s how to improve your critical thinking skills and make decisions that you won’t regret.
What Is Critical Thinking?
Critical thinking is the process of analyzing facts to form a judgment. Essentially, it involves thinking about thinking. Historically, it dates back to the teachings of Socrates , as documented by Plato.
Today, it is seen as a complex concept understood best by philosophers and psychologists. Modern definitions include “reasonable, reflective thinking focused on deciding what to believe or do” and “deciding what’s true and what you should do.”
The Importance Of Critical Thinking
Why is critical thinking important? Good question! Here are a few undeniable reasons why it’s crucial to have these skills.
1. Critical Thinking Is Universal
Critical thinking is a domain-general thinking skill. What does this mean? It means that no matter what path or profession you pursue, these skills will always be relevant and will always be beneficial to your success. They are not specific to any field.
2. Crucial For The Economy
Our future depends on technology, information, and innovation. Critical thinking is needed for our fast-growing economies, to solve problems as quickly and as effectively as possible.
3. Improves Language & Presentation Skills
In order to best express ourselves, we need to know how to think clearly and systematically — meaning practice critical thinking! Critical thinking also means knowing how to break down texts, and in turn, improve our ability to comprehend.
4. Promotes Creativity
By practicing critical thinking, we are allowing ourselves not only to solve problems but also to come up with new and creative ideas to do so. Critical thinking allows us to analyze these ideas and adjust them accordingly.
5. Important For Self-Reflection
Without critical thinking, how can we really live a meaningful life? We need this skill to self-reflect and justify our ways of life and opinions. Critical thinking provides us with the tools to evaluate ourselves in the way that we need to.
Photo by Marcelo Chagas from Pexels
6. the basis of science & democracy.
In order to have a democracy and to prove scientific facts, we need critical thinking in the world. Theories must be backed up with knowledge. In order for a society to effectively function, its citizens need to establish opinions about what’s right and wrong (by using critical thinking!).
Benefits Of Critical Thinking
We know that critical thinking is good for society as a whole, but what are some benefits of critical thinking on an individual level? Why is critical thinking important for us?
1. Key For Career Success
Critical thinking is crucial for many career paths. Not just for scientists, but lawyers , doctors, reporters, engineers , accountants, and analysts (among many others) all have to use critical thinking in their positions. In fact, according to the World Economic Forum, critical thinking is one of the most desirable skills to have in the workforce, as it helps analyze information, think outside the box, solve problems with innovative solutions, and plan systematically.
2. Better Decision Making
There’s no doubt about it — critical thinkers make the best choices. Critical thinking helps us deal with everyday problems as they come our way, and very often this thought process is even done subconsciously. It helps us think independently and trust our gut feeling.
3. Can Make You Happier!
While this often goes unnoticed, being in touch with yourself and having a deep understanding of why you think the way you think can really make you happier. Critical thinking can help you better understand yourself, and in turn, help you avoid any kind of negative or limiting beliefs, and focus more on your strengths. Being able to share your thoughts can increase your quality of life.
4. Form Well-Informed Opinions
There is no shortage of information coming at us from all angles. And that’s exactly why we need to use our critical thinking skills and decide for ourselves what to believe. Critical thinking allows us to ensure that our opinions are based on the facts, and help us sort through all that extra noise.
5. Better Citizens
One of the most inspiring critical thinking quotes is by former US president Thomas Jefferson: “An educated citizenry is a vital requisite for our survival as a free people.” What Jefferson is stressing to us here is that critical thinkers make better citizens, as they are able to see the entire picture without getting sucked into biases and propaganda.
6. Improves Relationships
While you may be convinced that being a critical thinker is bound to cause you problems in relationships, this really couldn’t be less true! Being a critical thinker can allow you to better understand the perspective of others, and can help you become more open-minded towards different views.
7. Promotes Curiosity
Critical thinkers are constantly curious about all kinds of things in life, and tend to have a wide range of interests. Critical thinking means constantly asking questions and wanting to know more, about why, what, who, where, when, and everything else that can help them make sense of a situation or concept, never taking anything at face value.
8. Allows For Creativity
Critical thinkers are also highly creative thinkers, and see themselves as limitless when it comes to possibilities. They are constantly looking to take things further, which is crucial in the workforce.
9. Enhances Problem Solving Skills
Those with critical thinking skills tend to solve problems as part of their natural instinct. Critical thinkers are patient and committed to solving the problem, similar to Albert Einstein, one of the best critical thinking examples, who said “It’s not that I’m so smart; it’s just that I stay with problems longer.” Critical thinkers’ enhanced problem-solving skills makes them better at their jobs and better at solving the world’s biggest problems. Like Einstein, they have the potential to literally change the world.
10. An Activity For The Mind
Just like our muscles, in order for them to be strong, our mind also needs to be exercised and challenged. It’s safe to say that critical thinking is almost like an activity for the mind — and it needs to be practiced. Critical thinking encourages the development of many crucial skills such as logical thinking, decision making, and open-mindness.
11. Creates Independence
When we think critically, we think on our own as we trust ourselves more. Critical thinking is key to creating independence, and encouraging students to make their own decisions and form their own opinions.
12. Crucial Life Skill
Critical thinking is crucial not just for learning, but for life overall! Education isn’t just a way to prepare ourselves for life, but it’s pretty much life itself. Learning is a lifelong process that we go through each and every day.
How To Improve Your Critical Thinking
Now that you know the benefits of thinking critically, how do you actually do it?
- Define Your Question: When it comes to critical thinking, it’s important to always keep your goal in mind. Know what you’re trying to achieve, and then figure out how to best get there.
- Gather Reliable Information: Make sure that you’re using sources you can trust — biases aside. That’s how a real critical thinker operates!
- Ask The Right Questions: We all know the importance of questions, but be sure that you’re asking the right questions that are going to get you to your answer.
- Look Short & Long Term: When coming up with solutions, think about both the short- and long-term consequences. Both of them are significant in the equation.
- Explore All Sides: There is never just one simple answer, and nothing is black or white. Explore all options and think outside of the box before you come to any conclusions.
How Is Critical Thinking Developed At School?
Critical thinking is developed in nearly everything we do, but much of this essential skill is encouraged and practiced in school. Fostering a culture of inquiry is crucial, encouraging students to ask questions, analyze information, and evaluate evidence.
Teaching strategies like Socratic questioning, problem-based learning, and collaborative discussions help students think for themselves. When teachers ask questions, students can respond critically and reflect on their learning. Group discussions also expand their thinking, making them independent thinkers and effective problem solvers.
How Does Critical Thinking Apply To Your Career?
Critical thinking is a valuable asset in any career. Employers value employees who can think critically, ask insightful questions, and offer creative solutions. Demonstrating critical thinking skills can set you apart in the workplace, showing your ability to tackle complex problems and make informed decisions.
In many careers, from law and medicine to business and engineering, critical thinking is essential. Lawyers analyze cases, doctors diagnose patients, business analysts evaluate market trends, and engineers solve technical issues—all requiring strong critical thinking skills.
Critical thinking also enhances your ability to communicate effectively, making you a better team member and leader. By analyzing and evaluating information, you can present clear, logical arguments and make persuasive presentations.
Incorporating critical thinking into your career helps you stay adaptable and innovative. It encourages continuous learning and improvement, which are crucial for professional growth and success in a rapidly changing job market.
Photo by Oladimeji Ajegbile from Pexels
Critical thinking is a vital skill with far-reaching benefits for personal and professional success. It involves systematic skills such as analysis, evaluation, inference, interpretation, and explanation to assess information and arguments.
By gathering relevant data, considering alternative perspectives, and using logical reasoning, critical thinking enables informed decision-making. Reflecting on and refining these processes further enhances their effectiveness.
The future of critical thinking holds significant importance as it remains essential for adapting to evolving challenges and making sound decisions in various aspects of life.
What are the benefits of developing critical thinking skills?
Critical thinking enhances decision-making, problem-solving, and the ability to evaluate information critically. It helps in making informed decisions, understanding others’ perspectives, and improving overall cognitive abilities.
How does critical thinking contribute to problem-solving abilities?
Critical thinking enables you to analyze problems thoroughly, consider multiple solutions, and choose the most effective approach. It fosters creativity and innovative thinking in finding solutions.
What role does critical thinking play in academic success?
Critical thinking is crucial in academics as it allows you to analyze texts, evaluate evidence, construct logical arguments, and understand complex concepts, leading to better academic performance.
How does critical thinking promote effective communication skills?
Critical thinking helps you articulate thoughts clearly, listen actively, and engage in meaningful discussions. It improves your ability to argue logically and understand different viewpoints.
How can critical thinking skills be applied in everyday situations?
You can use critical thinking to make better personal and professional decisions, solve everyday problems efficiently, and understand the world around you more deeply.
What role does skepticism play in critical thinking?
Skepticism encourages questioning assumptions, evaluating evidence, and distinguishing between facts and opinions. It helps in developing a more rigorous and open-minded approach to thinking.
What strategies can enhance critical thinking?
Strategies include asking probing questions, engaging in reflective thinking, practicing problem-solving, seeking diverse perspectives, and analyzing information critically and logically.
In this article
At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone. Read More
Have a language expert improve your writing
Run a free plagiarism check in 10 minutes, generate accurate citations for free.
- Knowledge Base
- Working with sources
- 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.
Don't submit your assignments before you do this
The academic proofreading tool has been trained on 1000s of academic texts. Making it the most accurate and reliable proofreading tool for students. Free citation check included.
![it is critical thinking important it is critical thinking important](https://www.scribbr.com/wp-content/uploads//2019/12/before-editing.png)
Try for free
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.
- ChatGPT vs human editor
- ChatGPT citations
- Is ChatGPT trustworthy?
- Using ChatGPT for your studies
- What is ChatGPT?
- Chicago style
- Paraphrasing
Plagiarism
- Types of plagiarism
- Self-plagiarism
- Avoiding plagiarism
- Academic integrity
- Consequences of plagiarism
- Common knowledge
Scribbr Citation Checker New
The AI-powered Citation Checker helps you avoid common mistakes such as:
- Missing commas and periods
- Incorrect usage of “et al.”
- Ampersands (&) in narrative citations
- Missing reference entries
![it is critical thinking important it is critical thinking important](https://www.scribbr.com/wp-content/uploads/2020/11/citation-checker-issue-example-1.png)
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.
Cite this Scribbr article
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
Ryan, E. (2023, May 31). What Is Critical Thinking? | Definition & Examples. Scribbr. Retrieved September 4, 2024, from https://www.scribbr.com/working-with-sources/critical-thinking/
Is this article helpful?
![it is critical thinking important Eoghan Ryan](https://www.scribbr.com/wp-content/uploads/2022/04/img-20220419-152313-2.jpg)
Eoghan Ryan
Other students also liked, student guide: information literacy | meaning & examples, what are credible sources & how to spot them | examples, applying the craap test & evaluating sources, get unlimited documents corrected.
✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts
![it is critical thinking important University of Pennsylvania](https://cdn.uconnectlabs.com/wp-content/themes/uConnect_UPenn/images/top-ribbon-logo.png)
- Appointments
![it is critical thinking important Career Fairs](https://cdn.uconnectlabs.com/wp-content/uploads/sites/74/2019/08/SpringFair-100x56.jpg?v=15535)
- Resume Reviews
![it is critical thinking important Penn Career Services](https://cdn.uconnectlabs.com/wp-content/themes/uConnect_UPenn/images/logo.png)
- Undergraduates
- PhDs & Postdocs
- Faculty & Staff
- Prospective Students
- Online Students
- Career Champions
- I’m Exploring
- Architecture & Design
- Education & Academia
- Engineering
- Fashion, Retail & Consumer Products
- Fellowships & Gap Year
- Fine Arts, Performing Arts, & Music
- Government, Law & Public Policy
- Healthcare & Public Health
- International Relations & NGOs
- Life & Physical Sciences
- Marketing, Advertising & Public Relations
- Media, Journalism & Entertainment
- Non-Profits
- Pre-Health, Pre-Law and Pre-Grad
- Real Estate, Accounting, & Insurance
- Social Work & Human Services
- Sports & Hospitality
- Startups, Entrepreneurship & Freelancing
- Sustainability, Energy & Conservation
- Technology, Data & Analytics
- DACA and Undocumented Students
- First Generation and Low Income Students
- International Students
- LGBTQ+ Students
- Transfer Students
- Students of Color
- Students with Disabilities
- Explore Careers & Industries
- Make Connections & Network
- Search for a Job or Internship
- Write a Resume/CV
- Write a Cover Letter
- Engage with Employers
- Research Salaries & Negotiate Offers
- Find Funding
- Develop Professional and Leadership Skills
- Apply to Graduate School
- Apply to Health Professions School
- Apply to Law School
- Self-Assessment
- Experiences
- Post-Graduate
- Jobs & Internships
- Career Fairs
- For Employers
- Meet the Team
- Peer Career Advisors
- Career Services Policies
- Walk-Ins & Pop-Ins
- Strategic Plan 2022-2025
Critical Thinking: A Simple Guide and Why It’s Important
- Share This: Share Critical Thinking: A Simple Guide and Why It’s Important on Facebook Share Critical Thinking: A Simple Guide and Why It’s Important on LinkedIn Share Critical Thinking: A Simple Guide and Why It’s Important on X
Critical Thinking: A Simple Guide and Why It’s Important was originally published on Ivy Exec .
Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.
At its essence, critical thinking is the ability to analyze, evaluate, and synthesize information in a logical and reasoned manner. It’s not merely about accumulating knowledge but harnessing it effectively to make informed decisions and solve complex problems. In the dynamic landscape of modern careers, honing this skill is paramount.
The Impact of Critical Thinking on Your Career
☑ problem-solving mastery.
Visualize critical thinking as the Sherlock Holmes of your career journey. It facilitates swift problem resolution akin to a detective unraveling a mystery. By methodically analyzing situations and deconstructing complexities, critical thinkers emerge as adept problem solvers, rendering them invaluable assets in the workplace.
☑ Refined Decision-Making
Navigating dilemmas in your career path resembles traversing uncertain terrain. Critical thinking acts as a dependable GPS, steering you toward informed decisions. It involves weighing options, evaluating potential outcomes, and confidently choosing the most favorable path forward.
☑ Enhanced Teamwork Dynamics
Within collaborative settings, critical thinkers stand out as proactive contributors. They engage in scrutinizing ideas, proposing enhancements, and fostering meaningful contributions. Consequently, the team evolves into a dynamic hub of ideas, with the critical thinker recognized as the architect behind its success.
☑ Communication Prowess
Effective communication is the cornerstone of professional interactions. Critical thinking enriches communication skills, enabling the clear and logical articulation of ideas. Whether in emails, presentations, or casual conversations, individuals adept in critical thinking exude clarity, earning appreciation for their ability to convey thoughts seamlessly.
☑ Adaptability and Resilience
Perceptive individuals adept in critical thinking display resilience in the face of unforeseen challenges. Instead of succumbing to panic, they assess situations, recalibrate their approaches, and persist in moving forward despite adversity.
☑ Fostering Innovation
Innovation is the lifeblood of progressive organizations, and critical thinking serves as its catalyst. Proficient critical thinkers possess the ability to identify overlooked opportunities, propose inventive solutions, and streamline processes, thereby positioning their organizations at the forefront of innovation.
☑ Confidence Amplification
Critical thinkers exude confidence derived from honing their analytical skills. This self-assurance radiates during job interviews, presentations, and daily interactions, catching the attention of superiors and propelling career advancement.
So, how can one cultivate and harness this invaluable skill?
✅ developing curiosity and inquisitiveness:.
Embrace a curious mindset by questioning the status quo and exploring topics beyond your immediate scope. Cultivate an inquisitive approach to everyday situations. Encourage a habit of asking “why” and “how” to deepen understanding. Curiosity fuels the desire to seek information and alternative perspectives.
✅ Practice Reflection and Self-Awareness:
Engage in reflective thinking by assessing your thoughts, actions, and decisions. Regularly introspect to understand your biases, assumptions, and cognitive processes. Cultivate self-awareness to recognize personal prejudices or cognitive biases that might influence your thinking. This allows for a more objective analysis of situations.
✅ Strengthening Analytical Skills:
Practice breaking down complex problems into manageable components. Analyze each part systematically to understand the whole picture. Develop skills in data analysis, statistics, and logical reasoning. This includes understanding correlation versus causation, interpreting graphs, and evaluating statistical significance.
✅ Engaging in Active Listening and Observation:
Actively listen to diverse viewpoints without immediately forming judgments. Allow others to express their ideas fully before responding. Observe situations attentively, noticing details that others might overlook. This habit enhances your ability to analyze problems more comprehensively.
✅ Encouraging Intellectual Humility and Open-Mindedness:
Foster intellectual humility by acknowledging that you don’t know everything. Be open to learning from others, regardless of their position or expertise. Cultivate open-mindedness by actively seeking out perspectives different from your own. Engage in discussions with people holding diverse opinions to broaden your understanding.
✅ Practicing Problem-Solving and Decision-Making:
Engage in regular problem-solving exercises that challenge you to think creatively and analytically. This can include puzzles, riddles, or real-world scenarios. When making decisions, consciously evaluate available information, consider various alternatives, and anticipate potential outcomes before reaching a conclusion.
✅ Continuous Learning and Exposure to Varied Content:
Read extensively across diverse subjects and formats, exposing yourself to different viewpoints, cultures, and ways of thinking. Engage in courses, workshops, or seminars that stimulate critical thinking skills. Seek out opportunities for learning that challenge your existing beliefs.
✅ Engage in Constructive Disagreement and Debate:
Encourage healthy debates and discussions where differing opinions are respectfully debated.
This practice fosters the ability to defend your viewpoints logically while also being open to changing your perspective based on valid arguments. Embrace disagreement as an opportunity to learn rather than a conflict to win. Engaging in constructive debate sharpens your ability to evaluate and counter-arguments effectively.
✅ Utilize Problem-Based Learning and Real-World Applications:
Engage in problem-based learning activities that simulate real-world challenges. Work on projects or scenarios that require critical thinking skills to develop practical problem-solving approaches. Apply critical thinking in real-life situations whenever possible.
This could involve analyzing news articles, evaluating product reviews, or dissecting marketing strategies to understand their underlying rationale.
In conclusion, critical thinking is the linchpin of a successful career journey. It empowers individuals to navigate complexities, make informed decisions, and innovate in their respective domains. Embracing and honing this skill isn’t just an advantage; it’s a necessity in a world where adaptability and sound judgment reign supreme.
So, as you traverse your career path, remember that the ability to think critically is not just an asset but the differentiator that propels you toward excellence.
![it is critical thinking important loading](https://www.mindtools.com/start_loading.png)
![it is critical thinking important GCFGlobal Logo](https://media.gcflearnfree.org/global/gcfglobal-color.png)
- Get started with computers
- Learn Microsoft Office
- Apply for a job
- Improve my work skills
- Design nice-looking docs
- Getting Started
- Smartphones & Tablets
- Typing Tutorial
- Online Learning
- Basic Internet Skills
- Online Safety
- Social Media
- Zoom Basics
- Google Docs
- Google Sheets
- Career Planning
- Resume Writing
- Cover Letters
- Job Search and Networking
- Business Communication
- Entrepreneurship 101
- Careers without College
- Job Hunt for Today
- 3D Printing
- Freelancing 101
- Personal Finance
- Sharing Economy
- Decision-Making
- Graphic Design
- Photography
- Image Editing
- Learning WordPress
- Language Learning
- Critical Thinking
- For Educators
- Translations
- Staff Picks
- English expand_more expand_less
Critical Thinking and Decision-Making - What is Critical Thinking?
Critical thinking and decision-making -, what is critical thinking, critical thinking and decision-making what is critical thinking.
![it is critical thinking important GCFLearnFree Logo](https://media.gcflearnfree.org/mobile/GCF_whitelogo.png)
Critical Thinking and Decision-Making: What is Critical Thinking?
Lesson 1: what is critical thinking, what is critical thinking.
Critical thinking is a term that gets thrown around a lot. You've probably heard it used often throughout the years whether it was in school, at work, or in everyday conversation. But when you stop to think about it, what exactly is critical thinking and how do you do it ?
Watch the video below to learn more about critical thinking.
Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions . It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better.
![illustration of the terms logic, reasoning, and creativity illustration of the terms logic, reasoning, and creativity](https://media.gcflearnfree.org/content/5cd9b29530f8800670812d96_05_13_2019/CT_logic_reasoning_creativity.jpg)
This may sound like a pretty broad definition, and that's because critical thinking is a broad skill that can be applied to so many different situations. You can use it to prepare for a job interview, manage your time better, make decisions about purchasing things, and so much more.
The process
![illustration of "thoughts" inside a human brain, with several being connected and "analyzed" illustration of "thoughts" inside a human brain, with several being connected and "analyzed"](https://media.gcflearnfree.org/content/5cd9b29530f8800670812d96_05_13_2019/CT_intentional_process.jpg)
As humans, we are constantly thinking . It's something we can't turn off. But not all of it is critical thinking. No one thinks critically 100% of the time... that would be pretty exhausting! Instead, it's an intentional process , something that we consciously use when we're presented with difficult problems or important decisions.
Improving your critical thinking
![illustration of the questions "What do I currently know?" and "How do I know this?" illustration of the questions "What do I currently know?" and "How do I know this?"](https://media.gcflearnfree.org/content/5cd9b29530f8800670812d96_05_13_2019/CT_questions.jpg)
In order to become a better critical thinker, it's important to ask questions when you're presented with a problem or decision, before jumping to any conclusions. You can start with simple ones like What do I currently know? and How do I know this? These can help to give you a better idea of what you're working with and, in some cases, simplify more complex issues.
Real-world applications
![illustration of a hand holding a smartphone displaying an article that reads, "Study: Cats are better than dogs" illustration of a hand holding a smartphone displaying an article that reads, "Study: Cats are better than dogs"](https://media.gcflearnfree.org/content/5cd9b29530f8800670812d96_05_13_2019/CT_article.jpg)
Let's take a look at how we can use critical thinking to evaluate online information . Say a friend of yours posts a news article on social media and you're drawn to its headline. If you were to use your everyday automatic thinking, you might accept it as fact and move on. But if you were thinking critically, you would first analyze the available information and ask some questions :
- What's the source of this article?
- Is the headline potentially misleading?
- What are my friend's general beliefs?
- Do their beliefs inform why they might have shared this?
![illustration of "Super Cat Blog" and "According to survery of cat owners" being highlighted from an article on a smartphone illustration of "Super Cat Blog" and "According to survery of cat owners" being highlighted from an article on a smartphone](https://media.gcflearnfree.org/content/5cd9b29530f8800670812d96_05_13_2019/CT_analysis_results.jpg)
After analyzing all of this information, you can draw a conclusion about whether or not you think the article is trustworthy.
Critical thinking has a wide range of real-world applications . It can help you to make better decisions, become more hireable, and generally better understand the world around you.
![illustration of a lightbulb, a briefcase, and the world illustration of a lightbulb, a briefcase, and the world](https://media.gcflearnfree.org/content/5cd9b29530f8800670812d96_05_13_2019/CT_real_world.jpg)
/en/problem-solving-and-decision-making/why-is-it-so-hard-to-make-decisions/content/
![it is critical thinking important Encyclopedia Britannica](https://cdn.britannica.com/mendel/eb-logo/MendelNewThistleLogo.png)
- History & Society
- Science & Tech
- Biographies
- Animals & Nature
- Geography & Travel
- Arts & Culture
- Games & Quizzes
- On This Day
- One Good Fact
- New Articles
- Lifestyles & Social Issues
- Philosophy & Religion
- Politics, Law & Government
- World History
- Health & Medicine
- Browse Biographies
- Birds, Reptiles & Other Vertebrates
- Bugs, Mollusks & Other Invertebrates
- Environment
- Fossils & Geologic Time
- Entertainment & Pop Culture
- Sports & Recreation
- Visual Arts
- Demystified
- Image Galleries
- Infographics
- Top Questions
- Britannica Kids
- Saving Earth
- Space Next 50
- Student Center
- What was education like in ancient Athens?
- How does social class affect education attainment?
- When did education become compulsory?
- What are alternative forms of education?
- Do school vouchers offer students access to better education?
![it is critical thinking important Girl student writing in her notebook in classroom in school.](https://cdn.britannica.com/80/203480-131-ACDB8EC0/Young-student-writing-in-notebook-in-school.jpg?w=200&h=200&c=crop)
critical thinking
Our editors will review what you’ve submitted and determine whether to revise the article.
- 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
Recent News
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
![it is critical thinking important Socrates](https://cdn.britannica.com/37/167637-050-DB43C232/Socrates-Roman-fresco-Selcuk-Turkey-Ephesus-Museum.jpg)
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.
![it is critical thinking important it is critical thinking important](https://cdn.britannica.com/marketing/BlueThistle.webp)
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.
- Business Strategy
- Business Analysis
- Privacy Policy
![AnalytixMinds AnalytixMinds](https://analytixminds.b-cdn.net/wp-content/uploads/2021/09/AM-Logo1-300x99.png)
Importance of critical thinking: 13 compelling reasons
Not in the mood to read the full article? Listen to the audio podcast episode below .
What does critical thinking mean to you? The ability to think critically is an important skill to have, but not everyone is good at it. Some people think critically in certain situations, but their thinking becomes muddy in other situations. What’s important is that we can all learn this skill, which will help us make sound decisions.
Today’s workplace emphasizes data-driven decision-making, which makes critical thinking a skill more important than ever. The skill, however, is also vital to your personal life. We’ll discuss the importance of critical thinking in everyday life in this article.
So, what is critical thinking? Critical thinking can be defined as the mental process of analyzing and evaluating ideas and drawing logical conclusions. Before you start to apply critical thinking skills, this article dives deeper into understanding the importance of critical thinking as a soft skill.
Table of Contents
Listen to the audio article.
“Why Is Critical Thinking Important?”; listen to the audio cast of the full article on Anchor podcasts.
The importance of Critical thinking explained
It is crucial to think critically in this day and age because so much information is available. To figure out what is true and isn’t, you need to think critically and process information.
![Importance of critical thinking: 13 compelling reasons 1 Importance of critical thinking](https://eyo2iwrukxv.exactdn.com/wp-content/uploads/2022/05/Importance-of-critical-thinking-1024x768.jpg?strip=all&lossy=1&ssl=1)
When you think critically, you make healthy, informed decisions based on facts rather than faulty assumptions. Think about how often you’ve made a decision based on emotion or gut instinct alone. These types of decisions can lead to unhealthy lifestyles, dire financial situations, unsound investments, and much more.
Success in your personal and professional life depends on strong critical thinking abilities. So how do you improve your critical thinking? Here are some ways that can help you become a better critical thinker. Collectively these reasons illustrate why this skill is so valuable in everyday situations.
1. Overcoming negative thinking
Critical thinking is dependent on self-confidence. You cannot critically analyze anything if you don’t believe in yourself to make the best decisions. You have to be able to assess situations and make decisions based on your end goals.
Making progress will be difficult if you are constantly doubting yourself. Low self-confidence makes people make less optimal decisions since they don’t think they can achieve better results.
Becoming more confident allows you to think more critically in order to make better decisions. In addition, it negates the negative thoughts we usually have when making a decision.
![Importance of critical thinking: 13 compelling reasons 2 How to be a critical thinker](https://eyo2iwrukxv.exactdn.com/wp-content/uploads/2022/05/How-to-be-a-critical-thinker-1024x768.jpg?strip=all&lossy=1&ssl=1)
2. Getting over biases
The way people make decisions is influenced by cognitive biases. This is evident when people have to choose between two options. Usually, we believe we come to an evidence-based conclusion on our own since it feels more natural to us. However, it is possible that our personal bias overshadowed the facts and truth.
However, the choice of one decision over another may not have been based on any logical reasoning. Most of the time, we make critical decisions based on biases rather than what is most optimal under the given circumstances.
It is important to be able to gather information about an issue and analyze it critically in order to challenge our own beliefs. This involves looking at your information sources objectively and determining their biases. Also, verifying the reliability of those sources with sufficient proof without depending on the face value.
Only by doing this can one form an informed opinion on an issue and effectively engage with others in meaningful dialogue about it.
3. Improving your decision-making
Our senses allow us to critically evaluate what we see, hear, feel, smell, and read. Our mental faculties get energized and work at their best when we think critically. Whenever something doesn’t add up or doesn’t seem right, a critical thinker wants to figure out why.
Better decision-making comes from this kind of analytical thinking combined with strategic thinking; it can make people more productive and decisive.
4. Self-reflection
This means looking inward and questioning one’s own motivations, values, and beliefs. It allows people to analyze their thoughts more deeply. Although it can be uncomfortable, it is essential for growth. Without self-reflection, we are at risk of becoming stuck in our ways and resistant to change.
5. Evaluating multiple options
Critical thinking can help you solve problems more efficiently by focusing on one thing at a time. When analyzing options, you need to analyze them individually.
For example, Suppose you want to pick up groceries today. In that case, you have to consider everything else you have scheduled for the day, the peak time at the grocery store, the best time to get fresh produce, the availability of parking, etc. So you compare the time slots available to get to the store with these variables.
6. Gathering information from multiple sources
Critical thinking allows you to approach problems rationally. As we discussed earlier, a critical thinker approaches problems differently from those who do not possess this skill, such as gathering all relevant information from several sources before deciding.
It requires creativity, curiosity, and open-mindedness, as we must be open to new ideas and willing to look beyond what we already know. By doing so, we can see what really matters and cut through the noise.
7. Improving your ability to manage emotions
Critical thinking can provide you with effective tools for managing your emotions. You can use the skill to deal with your emotions more effectively. If you know how your emotions influence how you process information, you can learn to control these impulses before they affect your decisions.
The key to making smart decisions is taming your emotions. Consider getting an email from your favourite brand offering a 70% discount. Your first thought may be to at the store on your way home. When you think critically, you will first check to see if you actually need more clothes this month before buying any.
Let’s say you were thinking about buying a new jacket. Next, you would see whether jackets are included in the promotion. If they are, you should quickly check if there is any budget left this month to spend on clothing. If not, you might consider waiting until the next promotion is available.
8. Boosting your creativity
It’s easy to take a fly-by-the-seat-of-your-pants approach when you don’t have all the facts. That leads to mistakes, wasted time, and lost opportunities. With critical thinking, you can separate your emotions from your decisions to make more accurate choices that are more likely to lead to successful outcomes.
Critical thinking helps you to be creative and think in unconventional ways. That could be the reason why some tech companies hire philosophy majors for their product development teams.
9. Building your character
Critical thinking skills can help you build your personality. Therefore, we must train ourselves to think in a structured way in order to develop our critical thinking skills. Although this may seem counter-intuitive, it will improve our judgment and decision-making skills in the long run.
A critical thinker analyzes information objectively and logically. This means considering all the evidence and forming an unbiased opinion. Consequently, you can become more open-minded and open to new solutions that may push you out of your comfort zone.
Critical thinking also helps sharpen our judgment. The more confident we are in our ability to make better decisions, the less likely we are to be swayed by others. This will make our lives more fulfilling.
10. Expanding your mental capacity
It makes us smarter. We’re better at remembering information than people who don’t use critical thinking skills. We can learn new things faster when we use critical thinking.
Spending a little extra time on something helps us remember it long-term. Our mental faculties improve when we use more mental energy to evaluate and weigh different options for a problem or opportunity.
11. Breaking bigger problems into smaller ones
Breaking down larger problems into smaller ones requires critical thinking. When faced with a huge problem, it can be overwhelming to know where to begin. Taking a step back and assessing the situation critically can help you break it down into smaller pieces.
It will give you a better idea of what you’re up against and how to deal with it. Once you have a better grasp of the situation, you can start developing smaller solutions that will eventually lead to solving the larger problem.
12. Learning new things quicker
The process of critical thinking makes it easier to learn new things. It’s about looking at things differently and finding out what’s really going on. We can learn faster and better this way.
Let’s say you’re learning a new language. It will be challenging and time-consuming to just memorize the basic syntax. With critical thinking, you can break down the parts of speech into their sub-components and understand how it all fits together. Critical thinking enhances language learning ability.
It is generally considered a necessary skill when learning any scientific subject. The World Federation for Medical Education, for example, has listed critical thinking as one of the medical training standards .
13. Positively improving relationships
Many people view critical thinking as a cold, calculating process. However, it can actually be quite valuable in our personal relationships. By critically examining our beliefs and assumptions about others, we are more likely to become tolerant and understanding.
As humans, we tend to view things through our own limited lenses. However, we can see things from a different perspective when we think critically.
This type of thinking and communication can help build strong relationships and resolve conflicts. Critical thinking can help us build more fulfilling relationships.
Critical thinking vs strategic thinking
A critical thinker is able to think clearly and rationally while understanding logical connections between ideas. They can evaluate arguments and data and make informed decisions. On the other hand, strategic thinking is the ability to see the big picture and understand how the pieces fit together.
When you draw inferences from information, break down facts and ideas based on their merits, or analyze trends over time, that’s strategic thinking. In order to be successful, businesses need both critical and strategic thinkers.
While critical thinkers provide detailed analysis to enable sound decisions, strategic thinkers help identify long-term opportunities and challenges. These two types of thinking can be combined to make better decisions that lead to long-term success.
Final thoughts
You can’t overemphasize the importance of critical thinking. It is vital that we develop critical thinking in the modern world since it is absolutely essential to both our personal and career growth. It helps us stop seeing people in conflict as adversaries and work together.
Making successful decisions requires critical thinking skills. It entails analyzing information objectively and logically, considering all evidence, and coming to an unbiased conclusion.
It also helps build one’s character and promotes creativity. It increases mental capacity and promotes smart approaches.
In addition, breaking down a bigger problem into smaller pieces and understanding how the pieces fit together require critical thinking. The knowledge economy is all about finding solutions to problems. That’s why businesses need critical thinkers to find creative solutions.
Related posts
Read about how strategic thinking helps you achieve your long-term goals.
Here are some useful tips to help you make better decisions
Recent Posts
Top 10 benefits of audiobooks: unlocking the power of listening, a roadmap to strategic planning: 4-phase process, 9 tips to improve your attention to detail and avoid mistakes, 31 most inspiring business strategy quotes, top 7 leadership traits of an effective leader.
© Copyright - AnalytixMinds.com
![it is critical thinking important SkillsYouNeed](https://www.skillsyouneed.com/images/syn3.png)
- LEARNING SKILLS
- Study Skills
- Critical Thinking
Search SkillsYouNeed:
Learning Skills:
- A - Z List of Learning Skills
- What is Learning?
- Learning Approaches
- Learning Styles
- 8 Types of Learning Styles
- Understanding Your Preferences to Aid Learning
- Lifelong Learning
- Decisions to Make Before Applying to University
- Top Tips for Surviving Student Life
- Living Online: Education and Learning
- 8 Ways to Embrace Technology-Based Learning Approaches
Critical Thinking Skills
- Critical Thinking and Fake News
- Understanding and Addressing Conspiracy Theories
- Critical Analysis
- Top Tips for Study
- Staying Motivated When Studying
- Student Budgeting and Economic Skills
- Getting Organised for Study
- Finding Time to Study
- Sources of Information
- Assessing Internet Information
- Using Apps to Support Study
- What is Theory?
- Styles of Writing
- Effective Reading
- Critical Reading
- Note-Taking from Reading
- Note-Taking for Verbal Exchanges
- Planning an Essay
- How to Write an Essay
- The Do’s and Don’ts of Essay Writing
- How to Write a Report
- Academic Referencing
- Assignment Finishing Touches
- Reflecting on Marked Work
- 6 Skills You Learn in School That You Use in Real Life
- Top 10 Tips on How to Study While Working
- Exam Skills
- Writing a Dissertation or Thesis
- Research Methods
- Teaching, Coaching, Mentoring and Counselling
- Employability Skills for Graduates
Subscribe to our FREE newsletter and start improving your life in just 5 minutes a day.
You'll get our 5 free 'One Minute Life Skills' and our weekly newsletter.
We'll never share your email address and you can unsubscribe at any time.
What is Critical Thinking?
Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas. Critical thinking has been the subject of much debate and thought since the time of early Greek philosophers such as Plato and Socrates and has continued to be a subject of discussion into the modern age, for example the ability to recognise fake news .
Critical thinking might be described as the ability to engage in reflective and independent thinking.
In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information.
Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value. They will always seek to determine whether the ideas, arguments and findings represent the entire picture and are open to finding that they do not.
Critical thinkers will identify, analyse and solve problems systematically rather than by intuition or instinct.
Someone with critical thinking skills can:
Understand the links between ideas.
Determine the importance and relevance of arguments and ideas.
Recognise, build and appraise arguments.
Identify inconsistencies and errors in reasoning.
Approach problems in a consistent and systematic way.
Reflect on the justification of their own assumptions, beliefs and values.
Critical thinking is thinking about things in certain ways so as to arrive at the best possible solution in the circumstances that the thinker is aware of. In more everyday language, it is a way of thinking about whatever is presently occupying your mind so that you come to the best possible conclusion.
Critical Thinking is:
A way of thinking about particular things at a particular time; it is not the accumulation of facts and knowledge or something that you can learn once and then use in that form forever, such as the nine times table you learn and use in school.
The Skills We Need for Critical Thinking
The skills that we need in order to be able to think critically are varied and include observation, analysis, interpretation, reflection, evaluation, inference, explanation, problem solving, and decision making.
Specifically we need to be able to:
Think about a topic or issue in an objective and critical way.
Identify the different arguments there are in relation to a particular issue.
Evaluate a point of view to determine how strong or valid it is.
Recognise any weaknesses or negative points that there are in the evidence or argument.
Notice what implications there might be behind a statement or argument.
Provide structured reasoning and support for an argument that we wish to make.
The Critical Thinking Process
You should be aware that none of us think critically all the time.
Sometimes we think in almost any way but critically, for example when our self-control is affected by anger, grief or joy or when we are feeling just plain ‘bloody minded’.
On the other hand, the good news is that, since our critical thinking ability varies according to our current mindset, most of the time we can learn to improve our critical thinking ability by developing certain routine activities and applying them to all problems that present themselves.
Once you understand the theory of critical thinking, improving your critical thinking skills takes persistence and practice.
Try this simple exercise to help you to start thinking critically.
Think of something that someone has recently told you. Then ask yourself the following questions:
Who said it?
Someone you know? Someone in a position of authority or power? Does it matter who told you this?
What did they say?
Did they give facts or opinions? Did they provide all the facts? Did they leave anything out?
Where did they say it?
Was it in public or in private? Did other people have a chance to respond an provide an alternative account?
When did they say it?
Was it before, during or after an important event? Is timing important?
Why did they say it?
Did they explain the reasoning behind their opinion? Were they trying to make someone look good or bad?
How did they say it?
Were they happy or sad, angry or indifferent? Did they write it or say it? Could you understand what was said?
What are you Aiming to Achieve?
One of the most important aspects of critical thinking is to decide what you are aiming to achieve and then make a decision based on a range of possibilities.
Once you have clarified that aim for yourself you should use it as the starting point in all future situations requiring thought and, possibly, further decision making. Where needed, make your workmates, family or those around you aware of your intention to pursue this goal. You must then discipline yourself to keep on track until changing circumstances mean you have to revisit the start of the decision making process.
However, there are things that get in the way of simple decision making. We all carry with us a range of likes and dislikes, learnt behaviours and personal preferences developed throughout our lives; they are the hallmarks of being human. A major contribution to ensuring we think critically is to be aware of these personal characteristics, preferences and biases and make allowance for them when considering possible next steps, whether they are at the pre-action consideration stage or as part of a rethink caused by unexpected or unforeseen impediments to continued progress.
The more clearly we are aware of ourselves, our strengths and weaknesses, the more likely our critical thinking will be productive.
The Benefit of Foresight
Perhaps the most important element of thinking critically is foresight.
Almost all decisions we make and implement don’t prove disastrous if we find reasons to abandon them. However, our decision making will be infinitely better and more likely to lead to success if, when we reach a tentative conclusion, we pause and consider the impact on the people and activities around us.
The elements needing consideration are generally numerous and varied. In many cases, consideration of one element from a different perspective will reveal potential dangers in pursuing our decision.
For instance, moving a business activity to a new location may improve potential output considerably but it may also lead to the loss of skilled workers if the distance moved is too great. Which of these is the more important consideration? Is there some way of lessening the conflict?
These are the sort of problems that may arise from incomplete critical thinking, a demonstration perhaps of the critical importance of good critical thinking.
Further Reading from Skills You Need
![it is critical thinking important The Skills You Need Guide for Students](https://www.skillsyouneed.com/images/shop/student-guide.png)
The Skills You Need Guide for Students
![it is critical thinking important Skills You Need](https://www.skillsyouneed.com/images/syn-logo-black-txt-no-tag-sm.png)
Develop the skills you need to make the most of your time as a student.
Our eBooks are ideal for students at all stages of education, school, college and university. They are full of easy-to-follow practical information that will help you to learn more effectively and get better grades.
![](http://blog10.website/777/templates/cheerup2/res/banner1.gif)
In Summary:
Critical thinking is aimed at achieving the best possible outcomes in any situation. In order to achieve this it must involve gathering and evaluating information from as many different sources possible.
Critical thinking requires a clear, often uncomfortable, assessment of your personal strengths, weaknesses and preferences and their possible impact on decisions you may make.
Critical thinking requires the development and use of foresight as far as this is possible. As Doris Day sang, “the future’s not ours to see”.
Implementing the decisions made arising from critical thinking must take into account an assessment of possible outcomes and ways of avoiding potentially negative outcomes, or at least lessening their impact.
- Critical thinking involves reviewing the results of the application of decisions made and implementing change where possible.
It might be thought that we are overextending our demands on critical thinking in expecting that it can help to construct focused meaning rather than examining the information given and the knowledge we have acquired to see if we can, if necessary, construct a meaning that will be acceptable and useful.
After all, almost no information we have available to us, either externally or internally, carries any guarantee of its life or appropriateness. Neat step-by-step instructions may provide some sort of trellis on which our basic understanding of critical thinking can blossom but it doesn’t and cannot provide any assurance of certainty, utility or longevity.
Continue to: Critical Thinking and Fake News Critical Reading
See also: Analytical Skills Understanding and Addressing Conspiracy Theories Introduction to Neuro-Linguistic Programming (NLP)
![it is critical thinking important Bookmark this page](https://www.criticalthinking.org/images/bookmark.png)
- Call for Volunteers!
- Our Team of Presenters
- Fellows of the Foundation
- Dr. Richard Paul
- Dr. Linda Elder
- Dr. Gerald Nosich
- Contact Us - Office Information
- Permission to Use Our Work
- Create a CriticalThinking.Org Account
- Contributions to the Foundation for Critical Thinking
- Testimonials
- Center for Critical Thinking
- The National Council for Excellence in Critical Thinking
- International Center for the Assessment of Higher Order Thinking
- Library of Critical Thinking Resources
- Professional Development
- Inservice Information Request Form
- Certification Online Course
- The State of Critical Thinking Today
- Higher Education
- K-12 Instruction
- Customized Webinars and Online Courses for Faculty
- Business & Professional Groups
- The Center for Critical Thinking Community Online
- Certification in the Paul-Elder Approach to Critical Thinking
- Professional Development Model - College and University
- Professional Development Model for K-12
- Workshop Descriptions
- Online Courses in Critical Thinking
- Critical Thinking Training for Law Enforcement
- Consulting for Leaders and Key Personnel at Your Organization
- Critical Thinking Therapy
- Conferences & Events
- Upcoming Learning Opportunities
- 2024 Fall Academy on Critical Thinking
- Daily Schedule
- Transportation, Lodging, and Social Functions
- Academy Presuppositions
- Save the Date: 45th Annual International Conference on Critical Thinking
- Presuppositions of the Conference
- Call for Proposals
- Conference Archives
- 44th Annual International Conference on Critical Thinking
- Focal Session Descriptions
- Guest Presentation Program
- Presuppositions of the 44th Annual International Conference on Critical Thinking
- Recommended Reading
- 43rd Annual International Conference on Critical Thinking
- Register as an Ambassador
- Testimonials from Past Attendees
- Thank You to Our Donors
- 42nd Annual International Conference on Critical Thinking
- Overview of Sessions (Flyer)
- Presuppositions of the Annual International Conference
- Testimonials from Past Conferences
- 41st Annual International Conference on Critical Thinking
- Recommended Publications
- Dedication to Our Donors
- 40th Annual International Conference on Critical Thinking
- Session Descriptions
- Testimonials from Prior Conferences
- International Critical Thinking Manifesto
- Scholarships Available
- 39th Annual International Conference on Critical Thinking
- Travel and Lodging Info
- FAQ & General Announcements
- Focal and Plenary Session Descriptions
- Program and Proceedings of the 39th Annual International Conference on Critical Thinking
- The Venue: KU Leuven
- Call for Critical Thinking Ambassadors
- Conference Background Information
- 38th Annual International Conference on Critical Thinking
- Call for Ambassadors for Critical Thinking
- Conference Focal Session Descriptions
- Conference Concurrent Session Descriptions
- Conference Roundtable Discussions
- Conference Announcements and FAQ
- Conference Program and Proceedings
- Conference Daily Schedule
- Conference Hotel Information
- Conference Academic Credit
- Conference Presuppositions
- What Participants Have Said About the Conference
- 37th Annual International Conference on Critical Thinking
- Registration & Fees
- FAQ and Announcements
- Conference Presenters
- 37th Conference Flyer
- Program and Proceedings of the 37th Conference
- 36th International Conference
- Conference Sessions
- Conference Flyer
- Program and Proceedings
- Academic Credit
- 35th International Conference
- Conference Session Descriptions
- Available Online Sessions
- Bertrand Russell Distinguished Scholar - Daniel Ellsberg
- 35th International Conference Program
- Concurrent Sessions
- Posthumous Bertrand Russell Scholar
- Hotel Information
- Conference FAQs
- Visiting UC Berkeley
- 34th INTERNATIONAL CONFERENCE
- Bertrand Russell Distinguished Scholar - Ralph Nader
- Conference Concurrent Presenters
- Conference Program
- Conference Theme
- Roundtable Discussions
- Flyer for Bulletin Boards
- 33rd INTERNATIONAL CONFERENCE
- 33rd International Conference Program
- 33rd International Conference Sessions
- 33rd International Conference Presenters
- The Bertrand Russell Distinguished Scholars Critical Thinking Conversations
- 33rd International Conference - Fees & Registration
- 33rd International Conference Concurrent Presenters
- 33rd International Conference - Hotel Information
- 33rd International Conference Flyer
- 32nd INTERNATIONAL CONFERENCE
- 32nd Annual Conference Sessions
- 32nd Annual Conference Presenter Information
- 32nd Conference Program
- The Bertrand Russell Distinguished Scholars Critical Thinking Lecture Series
- 32nd Annual Conference Concurrent Presenters
- 32nd Annual Conference Academic Credit
- 31st INTERNATIONAL CONFERENCE
- 31st Conference Sessions
- Comments about previous conferences
- Conference Hotel (2011)
- 31st Concurrent Presenters
- Registration Fees
- 31st International Conference
- 30th INTERNATIONAL CONFERENCE ON CRITICAL THINKING
- 30th International Conference Theme
- 30th Conference Sessions
- PreConference Sessions
- 30th Concurrent Presenters
- 30th Conference Presuppositions
- Hilton Garden Inn
- 29th International Conference
- 29th Conference Theme
- 29th Conference Sessions
- 29th Preconference Sessions
- 29th Conference Concurrent Sessions
- 2008 International Conference on Critical Thinking
- 2008 Preconference Sessions (28th Intl. Conference)
- 2007 Conference on Critical Thinking (Main Page)
- 2007 Conference Theme and sessions
- 2007 Pre-Conference Workshops
- 2006 Annual International Conference (archived)
- 2006 International Conference Theme
- 2005 International Conference (archived)
- Prior Conference Programs (Pre 2000)
- Workshop Archives
- Spring 2022 Online Workshops
- 2021 Online Workshops for Winter & Spring
- 2019 Seminar for Military and Intelligence Trainers and Instructors
- Transportation, Lodging, and Recreation
- Seminar Flyer
- 2013 Spring Workshops
- Our Presenters
- 2013 Spring Workshops - Hotel Information
- 2013 Spring Workshops Flyer
- 2013 Spring Workshops - Schedule
- Spring Workshop 2012
- 2012 Spring Workshop Strands
- 2012 Spring Workshop Flier
- 2011 Spring Workshop
- Spring 2010 Workshop Strands
- 2009 Spring Workshops on Critical Thinking
- 2008 SPRING Workshops and Seminars on Critical Thinking
- 2008 Ethical Reasoning Workshop
- 2008 - On Richard Paul's Teaching Design
- 2008 Engineering Reasoning Workshop
- 2008 Academia sobre Formulando Preguntas Esenciales
- Fellows Academy Archives
- 2017 Fall International Fellows Academy
- 4th International Fellows Academy - 2016
- 3rd International Fellows Academy
- 2nd International Fellows Academy
- 1st International Fellows Academy
- Academy Archives
- October 2019 Critical Thinking Academy for Educators and Administrators
- Transportation, Lodging, and Leisure
- Advanced Seminar: Oxford Tutorial
- Recreational Group Activities
- Limited Scholarships Available
- September 2019 Critical Thinking Educators and Administrators Academy
- 2019 Critical Thinking Training for Trainers and Advanced Academy
- Academy Flyer
- Seattle, WA 2017 Spring Academy
- San Diego, CA 2017 Spring Academy
- 2016 Spring Academy -- Washington D.C.
- 2016 Spring Academy -- Houston, TX
- The 2nd International Academy on Critical Thinking (Oxford 2008)
- 2007 National Academy on Critical Thinking Testing and Assessment
- 2006 Cambridge Academy (archived)
- 2006 Cambridge Academy Theme
- 2006 Cambridge Academy Sessions
- Accommodations at St. John's College
- 44th Annual International Conference Hub
- Conference Welcome Page
- Assessment & Testing
- A Model for the National Assessment of Higher Order Thinking
- International Critical Thinking Essay Test
- Online Critical Thinking Basic Concepts Test
- Online Critical Thinking Basic Concepts Sample Test
- Consequential Validity: Using Assessment to Drive Instruction
- News & Announcements
- Newest Pages Added to CriticalThinking.Org
- Online Learning
- Critical Thinking Online Courses
- Critical Thinking Blog
- 2019 Blog Entries
- 2020 Blog Entries
- 2021 Blog Entries
- 2022 Blog Entries
- 2023 Blog Entries
- Online Courses for Your Students
- 2023 Webinar Archives
- 2022 Webinar Archives
- 2021 Webinar Archive
- 2020 Webinar Archive
- Guided Study Groups
- Critical Thinking Channel on YouTube
- CT800: Fall 2024
Translate this page from English...
*Machine translated pages not guaranteed for accuracy. Click Here for our professional translations.
![it is critical thinking important it is critical thinking important](https://www.criticalthinking.org/images/banners/beginhere.jpg)
Critical Thinking: Where to Begin
![it is critical thinking important](https://www.criticalthinking.org/image/pimage/define_thinking.jpg)
- For College and University Faculty
- For College and University Students
- For High School Teachers
- For Jr. High School Teachers
- For Elementary Teachers (Grades 4-6)
- For Elementary Teachers (Kindergarten - 3rd Grade)
- For Science and Engineering Instruction
- For Business and Professional Development
- For Nursing and Health Care
- For Home Schooling and Home Study
If you are new to critical thinking or wish to deepen your conception of it, we recommend you review the content below and bookmark this page for future reference.
Our Conception of Critical Thinking...
![it is critical thinking important getting started with critical thinking](https://www.criticalthinking.org/image/pimage/Library-stack1.jpg)
"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness..."
"Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fairminded way. People who think critically attempt, with consistent and conscious effort, to live rationally, reasonably, and empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking. They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason. They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.
They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society. At the same time, they recognize the complexities often inherent in doing so. They strive never to think simplistically about complicated issues and always to consider the rights and needs of relevant others. They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement. They embody the Socratic principle: The unexamined life is not worth living , because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world."
Why Critical Thinking?
![it is critical thinking important it is critical thinking important](https://www.criticalthinking.org/image/pimage/Thinking-Man1.jpg)
The Problem:
Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or down-right prejudiced. Yet the quality of our lives and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.
A Brief Definition:
Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. The Result:
A well-cultivated critical thinker:
- raises vital questions and problems, formulating them clearly and precisely;
- gathers and assesses relevant information, using abstract ideas to interpret it effectively;
- comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
- thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
- communicates effectively with others in figuring out solutions to complex problems.
Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, and a commitment to overcoming our native egocentrism and sociocentrism. Read more about our concept of critical thinking .
The Essential Dimensions of Critical Thinking
![it is critical thinking important it is critical thinking important](https://www.criticalthinking.org/image/pimage/Standards-Elems-Traits.jpg)
Our conception of critical thinking is based on the substantive approach developed by Dr. Richard Paul and his colleagues at the Center and Foundation for Critical Thinking over multiple decades. It is relevant to every subject, discipline, and profession, and to reasoning through the problems of everyday life. It entails five essential dimensions of critical thinking:
At the left is an overview of the first three dimensions. In sum, the elements or structures of thought enable us to "take our thinking apart" and analyze it. The intellectual standards are used to assess and evaluate the elements. The intellectual traits are dispositions of mind embodied by the fairminded critical thinker. To cultivate the mind, we need command of these essential dimensions, and we need to consistently apply them as we think through the many problems and issues in our lives.
The Elements of Reasoning and Intellectual Standards
![it is critical thinking important it is critical thinking important](https://www.criticalthinking.org/image/pimage/CTModel1-starter.jpg)
To learn more about the elements of thought and how to apply the intellectual standards, check out our interactive model. Simply click on the link below, scroll to the bottom of the page, and explore the model with your mouse.
Why the Analysis of Thinking Is Important If you want to think well, you must understand at least the rudiments of thought, the most basic structures out of which all thinking is made. You must learn how to take thinking apart. Analyzing the Logic of a Subject When we understand the elements of reasoning, we realize that all subjects, all disciplines, have a fundamental logic defined by the structures of thought embedded within them. Therefore, to lay bare a subject’s most fundamental logic, we should begin with these questions:
![it is critical thinking important](https://www.criticalthinking.org/image/pimage/Woman-chalkboard.jpg)
Going Deeper...
![it is critical thinking important it is critical thinking important](https://www.criticalthinking.org/image/pimage/iStock_book.jpg)
The Critical Thinking Bookstore
Our online bookstore houses numerous books and teacher's manuals , Thinker's Guides , videos , and other educational materials .
Learn From Our Fellows and Scholars
Watch our Event Calendar , which provides an overview of all upcoming conferences and academies hosted by the Foundation for Critical Thinking. Clicking an entry on the Event Calendar will bring up that event's details, and the option to register. For those interested in online learning, the Foundation offers accredited online courses in critical thinking for both educators and the general public, as well as an online test for evaluating basic comprehension of critical thinking concepts . We are in the process of developing more online learning tools and tests to offer the community.
Utilizing this Website
This website contains large amounts research and an online library of articles , both of which are freely available to the public. We also invite you to become a member of the Critical Thinking Community , where you will gain access to more tools and materials. If you cannot locate a resource on a specific topic or concept, try searching for it using our Search Tool . The Search Tool is at the upper-right of every page on the website.
![it is critical thinking important Cart](https://hbr.org/resources/css/images/cart-icon.png)
- SUGGESTED TOPICS
- The Magazine
- Newsletters
- Managing Yourself
- Managing Teams
- Work-life Balance
- The Big Idea
- Data & Visuals
- Reading Lists
- Case Selections
- HBR Learning
- Topic Feeds
- Account Settings
- Email Preferences
Critical Thinking Is About Asking Better Questions
- John Coleman
![it is critical thinking important it is critical thinking important](https://hbr.org/resources/images/article_assets/2022/04/Apr22_22_1344642909.jpg)
Six practices to sharpen your inquiry.
Critical thinking is the ability to analyze and effectively break down an issue in order to make a decision or find a solution. At the heart of critical thinking is the ability to formulate deep, different, and effective questions. For effective questioning, start by holding your hypotheses loosely. Be willing to fundamentally reconsider your initial conclusions — and do so without defensiveness. Second, listen more than you talk through active listening. Third, leave your queries open-ended, and avoid yes-or-no questions. Fourth, consider the counterintuitive to avoid falling into groupthink. Fifth, take the time to stew in a problem, rather than making decisions unnecessarily quickly. Last, ask thoughtful, even difficult, follow-ups.
Are you tackling a new and difficult problem at work? Recently promoted and trying to both understand your new role and bring a fresh perspective? Or are you new to the workforce and seeking ways to meaningfully contribute alongside your more experienced colleagues? If so, critical thinking — the ability to analyze and effectively break down an issue in order to make a decision or find a solution — will be core to your success. And at the heart of critical thinking is the ability to formulate deep, different, and effective questions.
![it is critical thinking important it is critical thinking important](https://hbr.org/resources/css/images/hmm/HBR-learning-icon.png)
- JC John Coleman is the author of the HBR Guide to Crafting Your Purpose . Subscribe to his free newsletter, On Purpose , or contact him at johnwilliamcoleman.com . johnwcoleman
Partner Center
Critical Thinking Definition, Skills, and Examples
- Homework Help
- Private School
- College Admissions
- College Life
- Graduate School
- Business School
- Distance Learning
![it is critical thinking important it is critical thinking important](https://www.thoughtco.com/thmb/oVCyba7HAR4SUUh-aVDH0xEk9zw=/200x200/filters:no_upscale():max_bytes(150000):strip_icc():format(webp)/ADHeadshot-Cropped-b80e40469d5b4852a68f94ad69d6e8bd.jpg)
- Indiana University, Bloomington
- State University of New York at Oneonta
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 phenomena, and research findings.
Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful details to solve problems or make decisions. These skills are especially helpful at school and in the workplace, where employers prioritize the ability to think critically. Find out why and see how you can demonstrate that you have this ability.
Examples of Critical Thinking
The circumstances that demand critical thinking vary from industry to industry. Some examples include:
- A triage nurse analyzes the cases at hand and decides the order by which the patients should be treated.
- A plumber evaluates the materials that would best suit a particular job.
- An attorney reviews the evidence and devises a strategy to win a case or to decide whether to settle out of court.
- A manager analyzes customer feedback forms and uses this information to develop a customer service training session for employees.
Why Do Employers Value Critical Thinking Skills?
Employers want job candidates who can evaluate a situation using logical thought and offer the best solution.
Someone with critical thinking skills can be trusted to make decisions independently, and will not need constant handholding.
Hiring a critical thinker means that micromanaging won't be required. Critical thinking abilities are among the most sought-after skills in almost every industry and workplace. You can demonstrate critical thinking by using related keywords in your resume and cover letter and during your interview.
How to Demonstrate Critical Thinking in a Job Search
If critical thinking is a key phrase in the job listings you are applying for, be sure to emphasize your critical thinking skills throughout your job search.
Add Keywords to Your Resume
You can use critical thinking keywords (analytical, problem solving, creativity, etc.) in your resume. When describing your work history, include top critical thinking skills that accurately describe you. You can also include them in your resume summary, if you have one.
For example, your summary might read, “Marketing Associate with five years of experience in project management. Skilled in conducting thorough market research and competitor analysis to assess market trends and client needs, and to develop appropriate acquisition tactics.”
Mention Skills in Your Cover Letter
Include these critical thinking skills in your cover letter. In the body of your letter, mention one or two of these skills, and give specific examples of times when you have demonstrated them at work. Think about times when you had to analyze or evaluate materials to solve a problem.
Show the Interviewer Your Skills
You can use these skill words in an interview. Discuss a time when you were faced with a particular problem or challenge at work and explain how you applied critical thinking to solve it.
Some interviewers will give you a hypothetical scenario or problem, and ask you to use critical thinking skills to solve it. In this case, explain your thought process thoroughly to the interviewer. He or she is typically more focused on how you arrive at your solution rather than the solution itself. The interviewer wants to see you analyze and evaluate (key parts of critical thinking) the given scenario or problem.
Of course, each job will require different skills and experiences, so make sure you read the job description carefully and focus on the skills listed by the employer.
Top Critical Thinking Skills
Keep these in-demand skills in mind as you refine your critical thinking practice —whether for work or school.
Part of critical thinking is the ability to carefully examine something, whether it is a problem, a set of data, or a text. People with analytical skills can examine information, understand what it means, and properly explain to others the implications of that information.
- Asking Thoughtful Questions
- Data Analysis
- Interpretation
- Questioning Evidence
- Recognizing Patterns
Communication
Often, you will need to share your conclusions with your employers or with a group of classmates or colleagues. You need to be able to communicate with others to share your ideas effectively. You might also need to engage in critical thinking in a group. In this case, you will need to work with others and communicate effectively to figure out solutions to complex problems.
- Active Listening
- Collaboration
- Explanation
- Interpersonal
- Presentation
- Verbal Communication
- Written Communication
Critical thinking often involves creativity and innovation. You might need to spot patterns in the information you are looking at or come up with a solution that no one else has thought of before. All of this involves a creative eye that can take a different approach from all other approaches.
- Flexibility
- Conceptualization
- Imagination
- Drawing Connections
- Synthesizing
Open-Mindedness
To think critically, you need to be able to put aside any assumptions or judgments and merely analyze the information you receive. You need to be objective, evaluating ideas without bias.
- Objectivity
- Observation
Problem-Solving
Problem-solving is another critical thinking skill that involves analyzing a problem, generating and implementing a solution, and assessing the success of the plan. Employers don’t simply want employees who can think about information critically. They also need to be able to come up with practical solutions.
- Attention to Detail
- Clarification
- Decision Making
- Groundedness
- Identifying Patterns
More Critical Thinking Skills
- Inductive Reasoning
- Deductive Reasoning
- Noticing Outliers
- Adaptability
- Emotional Intelligence
- Brainstorming
- Optimization
- Restructuring
- Integration
- Strategic Planning
- Project Management
- Ongoing Improvement
- Causal Relationships
- Case Analysis
- Diagnostics
- SWOT Analysis
- Business Intelligence
- Quantitative Data Management
- Qualitative Data Management
- Risk Management
- Scientific Method
- Consumer Behavior
Key Takeaways
- Demonstrate you have critical thinking skills by adding relevant keywords to your resume.
- Mention pertinent critical thinking skills in your cover letter, too, and include an example of a time when you demonstrated them at work.
- Finally, highlight critical thinking skills during your interview. For instance, you might discuss a time when you were faced with a challenge at work and explain how you applied critical thinking skills to solve it.
University of Louisville. " What is Critical Thinking ."
American Management Association. " AMA Critical Skills Survey: Workers Need Higher Level Skills to Succeed in the 21st Century ."
- 18 Ways to Practice Spelling Words
- The 16 SEC Schools
- Sample Appeal Letter for an Academic Dismissal
- List of Supplies for High School Students
- Higher-Order Thinking Skills (HOTS) in Education
- How to Find the Main Idea
- Understanding Very Big Numbers
- 100 Persuasive Speech Topics for Students
- Introduction to Critical Thinking
- Foreign Language Requirement for College Admissions
- Fostering Cultural Diversity in Your School
- GRE Text Completion Examples
- Controversial Speech Topics
- ACT Science Reasoning Information
- Free Online Computer Classes
- Undergraduate Courses That Are Recommended for Law School
How it works
Transform your enterprise with the scalable mindsets, skills, & behavior change that drive performance.
Explore how BetterUp connects to your core business systems.
We pair AI with the latest in human-centered coaching to drive powerful, lasting learning and behavior change.
Build leaders that accelerate team performance and engagement.
Unlock performance potential at scale with AI-powered curated growth journeys.
Build resilience, well-being and agility to drive performance across your entire enterprise.
Transform your business, starting with your sales leaders.
Unlock business impact from the top with executive coaching.
Foster a culture of inclusion and belonging.
Accelerate the performance and potential of your agencies and employees.
See how innovative organizations use BetterUp to build a thriving workforce.
Discover how BetterUp measurably impacts key business outcomes for organizations like yours.
Daring Leadership Institute: a groundbreaking partnership that amplifies Brené Brown's empirically based, courage-building curriculum with BetterUp’s human transformation platform.
![it is critical thinking important Brené Brown and Alexi Robichaux on Stage at Uplift](https://www.betterup.com/hubfs/DTL/Group%201511076900.png)
- What is coaching?
Learn how 1:1 coaching works, who its for, and if it's right for you.
Accelerate your personal and professional growth with the expert guidance of a BetterUp Coach.
Types of Coaching
Navigate career transitions, accelerate your professional growth, and achieve your career goals with expert coaching.
Enhance your communication skills for better personal and professional relationships, with tailored coaching that focuses on your needs.
Find balance, resilience, and well-being in all areas of your life with holistic coaching designed to empower you.
Discover your perfect match : Take our 5-minute assessment and let us pair you with one of our top Coaches tailored just for you.
Find your coach
![it is critical thinking important BetterUp coaching session happening](https://www.betterup.com/hubfs/image%20(1)-1.png)
Research, expert insights, and resources to develop courageous leaders within your organization.
Best practices, research, and tools to fuel individual and business growth.
View on-demand BetterUp events and learn about upcoming live discussions.
The latest insights and ideas for building a high-performing workplace.
- BetterUp Briefing
The online magazine that helps you understand tomorrow's workforce trends, today.
Innovative research featured in peer-reviewed journals, press, and more.
Founded in 2022 to deepen the understanding of the intersection of well-being, purpose, and performance
We're on a mission to help everyone live with clarity, purpose, and passion.
Join us and create impactful change.
Read the buzz about BetterUp.
Meet the leadership that's passionate about empowering your workforce.
![it is critical thinking important Request a demo](https://no-cache.hubspot.com/cta/default/9253440/6ac54b8a-cf90-4c95-a7dd-af4a87983811.png)
For Business
For Individuals
Critical thinking is the one skillset you can't afford not to master
![it is critical thinking important Find my Coach](https://no-cache.hubspot.com/cta/default/9253440/ce9ee3b4-0410-44ff-922e-acc5525e7b29.png)
Jump to section
What is critical thinking?
5 characteristics of critical thinking, what are critical thinking skills, and why are they important, 6 key critical thinking skills, critical thinking example in real-life, 13 ways to start thinking critically.
Whether you’re aiming to improve your performance at work or simply trying to live a more fulfilling life , you’ll need a variety of hard and soft skills to move the needle. Some skills come naturally to some people, while others need to develop them actively.
One of these skills is critical thinking. But critical thinking itself is made up of several types of skills that contribute to solving problems more effectively.
Let’s explore the different types of critical thinking skills and how you can start improving them to level up your career.
Critical thinking is the ability to analyze facts objectively and form a judgment. It is a form of emotional intelligence .
Someone with critical thinking skills can think clearly and rationally when the situation demands it. It allows them to perform problem-solving and decision-making more effectively.
As a result, you can look further than what you see at face value. You’re able to analyze what you see from a situation and gain some insight that goes further than what’s obvious to anyone from the outside.
Critical thinking also requires being able to understand the logical connection between two or more ideas or concepts. For example, a team working on a company’s pricing strategy needs to think critically about several concepts.
Both the marketing and sales teams must work together. They need to analyze how to maximize sales. But they need to do so while also meeting profit goals. It’s important to understand the logical connection between sales strategy and marketing logistics. It’s the only way to get a good outcome.
Critical thinking is different from creative thinking . Creative thinking is the ability to generate brand new, innovative ideas. On the other hand, critical thinking requires you to carefully and logically analyze what information is given to you. Both are important to maximize results in any given situation.
![it is critical thinking important woman-sitting-and-thinking-critical-thinking-skills](https://www.betterup.com/hs-fs/hubfs/Blog%20Images/critical%20thinking%20skills/woman-sitting-and-thinking-critical-thinking-skills.jpg?width=867&name=woman-sitting-and-thinking-critical-thinking-skills.jpg)
What defines critical thinking? How does it affect the decision-making process? Here are five characteristics that make up the ability to think critically.
1. Dispositions
Critical thinkers have specific traits that allow them to think the way they do. Some people are predisposed to these traits, while others need to develop them actively.
Some of these dispositions include:
- Open-mindedness
- Respecting evidence and reasoning
- Being able to consider different perspectives and points of view: in other words, having cognitive flexibility
- Not being stuck in one position
- Clarity and precision
2. Argument
Good critical thinkers need to make solid arguments.
An argument is making a statement aided by supporting evidence. It’s important to use well thought-out arguments when you’re in a constructive conflict . When analyzing a situation critically, you’ll need to make several arguments in your own mind to come to a judgment.
3. Reasoning
In addition to arguments, critical thinking also requires inferring conclusions. From the facts and arguments presented to you, you need to use reasoning skills to come to a logical conclusion.
This conclusion will determine the best course of action to take.
![it is critical thinking important woman-thinking-at-computer-critical-thinking-skills](https://www.betterup.com/hs-fs/hubfs/Blog%20Images/critical%20thinking%20skills/woman-thinking-at-computer-critical-thinking-skills.jpg?width=867&name=woman-thinking-at-computer-critical-thinking-skills.jpg)
4. Criteria
Critical thinking is sometimes a matter of discerning truth from fiction. Not all facts presented to you may have the same level of truth. Certain conditions need to be met for something to be considered believable, and a critical thinker needs to be able to understand that.
5. Metacognition
Metacognition is the ability to think about your own thinking. Critical thinkers should be able to analyze their thoughts so that they can judge whether or not they’ve thought everything through. This helps them come up with better hypotheses.
The critical thinking skills definition is: soft skills that help you in the critical thinking process. Developing these skills can improve your ability to think critically.
Critical thinking skills are considered one of many durable skills in the workplace . Many of these are soft skills that are also useful in other situations.
According to research by America Succeeds, critical thinking is in the top five most requested durable skills in job postings. Those top five durable skills get requested 2.6x more often than the top five hard skills. This goes to show that soft skills like critical thinking skills are in demand in the workplace.
Critical thinking skills are important for several reasons. These include helping you work independently and solve problems . Not all positions require ongoing critical thinking. But, those skills definitely matter to anyone who wants to uplevel their career. And even the most easygoing positions require at least some level of critical thinking skills.
For example, working as an accountant can be straightforward in most cases. But it may require critical thinking skills. For instance, what if certain expenses aren’t easily distributed in simple categories? Without critical thinking skills, an accountant will struggle to work independently and solve problems on their own.
Critical thinking abilities also matter in everyday life. Having a foundation for critical thinking can help you analyze several possible solutions for problems that pop up in the home. It can also help you:
- Analyze different viewpoints
- Come up with the best solution for complex problems
- Become a better learner
The key critical thinking skills are identifying biases, inference, research, identification, curiosity, and judging relevance.
Let’s explore these six critical thinking skills you should learn and why they’re so important to the critical thinking process.
1. Identifying biases
This critical thinking skill is necessary for metacognition, which is the fifth characteristic of critical thinking. It involves knowing when others have a cognitive bias and when you have one yourself.
Biases can influence how someone understands the facts presented to them. But when you’re aware of those biases, you can question yourself on those biases and consider other points of view.
Identifying biases is especially important for people who make hiring decisions. That’s because biases against groups of minorities can lead to inequalities in the workplace when not identified.
For example, imagine a hiring manager comparing two resumes. Their gut feeling could guide them to discount one of the resumes due to a bias against the opposite gender. But let’s say this hiring manager realizes they have this bias. They can then question themselves on whether or not this bias is influencing their judgment.
2. Inference
Inference is the ability to draw conclusions based on the information you have. Without inference, it can be difficult to take action once you’ve analyzed the facts presented to you. Processing information is key to coming up with a reasoned judgment.
For example, let’s go back to the accountant struggling to assign the correct category to a business expense. They can analyze other similar situations and infer the most logical category based on that information.
3. Research
Before you analyze facts and infer a conclusion, you need to find out what those facts are. Researching skills allow you to discover facts and figures to make an argument.
Not all situations will have the required information available to you. Researching skills are necessary to dig into a situation and gather the information you need to think critically.
Some situations don’t require further research. For example, a first responder who arrives on the scene of an automobile accident won’t perform further research. They’ll have to analyze what they see in front of them and decide which injuries are the most urgent to care for.
On the other hand, someone performing a market analysis will need to research competitors and gather information before coming up with an opinion.
4. Identification
Identification is different from inference and research. It involves being able to identify a problem but also what’s influencing that problem.
In short, identification is necessary for someone to realize that they need to think critically about something. Without proper identification skills, it will be difficult for someone to know when it’s time to analyze a situation.
For example, let’s say you’re entering numbers in a spreadsheet. The numbers aren’t coming out as they usually do. Without identification skills, you could easily keep going without realizing there’s an issue. But when you identify what’s going on, you can see that something is broken in the spreadsheet’s formula.
Only once you identify the fact that the formula is broken can you start analyzing what’s going on to solve the issue.
5. Curiosity
Don’t be afraid to question everything and explore what you’re curious about. That’s because intellectual curiosity is a valuable skill, especially when it comes to critical thinking.
One way to practice curiosity is to adopt a beginner’s mindset . When you come into every situation with the mindset of a beginner, you’re able to keep an open mind. You’ll be able to perceive things you may not have noticed when keeping your mind closed.
6. Judging relevance
Not all information is equally pertinent. In order to make a critical judgment, it’s important to be able to judge the relevance of the information you have.
Take, for instance, basic online researching skills. You have access to a plethora of information on virtually every topic imaginable. But performing online research requires you to constantly judge the relevance of what you see.
Without judging relevance, you’d spend too much time on details that don’t matter as much for the final desired outcome. But when you’re able to discern what’s most pertinent, you can give that information more weight as you’re thinking critically.
![it is critical thinking important middle-aged-woman-at-computer-critical-thinking-skills](https://www.betterup.com/hs-fs/hubfs/Blog%20Images/critical%20thinking%20skills/middle-aged-woman-at-computer-critical-thinking-skills.jpg?width=867&name=middle-aged-woman-at-computer-critical-thinking-skills.jpg)
So what would critical thinking skills look like in a real-life situation?
Let’s imagine you’re working in software quality assurance (QA) as a team lead. But every time your team needs to enter bug regression, everyone gets bottlenecked because you must manually populate the spreadsheet used for the regression. While you do this task, your team cannot be productive without you.
This process happens once a week and easily wastes half an hour for each team member.
First, you must identify what’s going on. The team gets bottlenecked because only you, as the team lead, can access the information required to fill in the regression spreadsheet.
Next, you can research information. You can inquire to higher-ups about the reason why only you have access to this information. You can also speak to other teams about what potential solutions they’ve come up with to solve this problem.
Once you’ve done your research, it’s time to analyze the information and judge relevance. Some teams have solutions that don’t apply to you, so that information isn’t relevant anymore.
Figure out if there are any personal biases before you analyze your information.
For example, it’s possible that you don’t get along with one of the other team leads. As a result, you could discount the information they’ve given you. But by identifying this bias, you can look past your personal opinion of this person and see how valuable their solution is.
Based on what you’ve analyzed, it’s time to brainstorm and come up with a solution. You realize that creating a simple, automated script will save your team’s time. And it will do so without consuming too many resources from the engineering department.
Next, present your solution to your manager. Explain how you came to this conclusion.
Now, let’s say your spreadsheet automation solution is approved. It’s important to go back and analyze what happens after implementing the solution. But only do this once the spreadsheet has been in place for long enough to gather plenty of information.
Here’s an example. You could realize that the solution did solve the bottleneck. But, the script also slows down the spreadsheet and makes it difficult to work with. This would require you to go back to the drawing board and start the process all over again.
Want to start improving your own critical thinking skill sets? Here’s how you can improve critical thinking skills using 13 techniques:
- Play games that require critical thinking skills
- Ask more questions, even basic ones
- Question your assumptions
- Develop your technical skills so that you can identify problems more easily
- Find ways to solve more problems (at work and at home)
- Become aware of your mental processes, like the availability heuristic
- Think for yourself: don’t adopt other people’s opinions without questioning them first
- Seek out diversity of thought
- Start developing foresight
- Try active listening
- Weigh the consequences of different actions before you act
- Seek a mentor who can help you develop these skills
- Get professional coaching
![it is critical thinking important young-woman-using-phone-and-laptop-critical-thinking-skills](https://www.betterup.com/hs-fs/hubfs/Blog%20Images/critical%20thinking%20skills/young-woman-using-phone-and-laptop-critical-thinking-skills.jpg?width=867&name=young-woman-using-phone-and-laptop-critical-thinking-skills.jpg)
How to improve your critical thinking skills
Critical thinking skills aren’t always easy to develop. But it’s much easier to start thinking critically when you have someone to work with. Try a custom BetterUp demo to see how a coach can help you develop your critical thinking skills today.
Understand Yourself Better:
Big 5 Personality Test
Maggie Wooll, MBA
Maggie Wooll is a researcher, author, and speaker focused on the evolving future of work. Formerly the lead researcher at the Deloitte Center for the Edge, she holds a Bachelor of Science in Education from Princeton University and an MBA from the University of Virginia Darden School of Business. Maggie is passionate about creating better work and greater opportunities for all.
How to develop critical thinking skills
What’s convergent thinking how to be a better problem-solver, why self-management is key to success and how to improve yours, how intrapersonal skills shape teams, plus 5 ways to build them, how to be optimistic, the most critical skills for leaders are fundamentally human, the new skill set needed to succeed in the hybrid workplace, the 5 business communication skills worth perfecting, building strength for tomorrow: new president of betterup care™ on extending proactive mental health across the enterprise, what is lateral thinking 7 techniques to encourage creative ideas, 9 cognitive skill examples and how to improve them, 8 brainstorming techniques to harness the power of teamwork, how to pitch ideas: 8 tips to captivate any audience, what are analytical skills examples and how to level up, how divergent thinking can drive your creativity, how the minto pyramid principle can enhance your communication skills, stay connected with betterup, get our newsletter, event invites, plus product insights and research..
3100 E 5th Street, Suite 350 Austin, TX 78702
- Platform Overview
- Integrations
- Powered by AI
- BetterUp Lead™
- BetterUp Manage™
- BetterUp Care®
- Sales Performance
- Diversity & Inclusion
- Case Studies
- Why BetterUp?
- About Coaching
- Find your Coach
- Career Coaching
- Communication Coaching
- Personal Coaching
- News and Press
- Leadership Team
- Become a BetterUp Coach
- BetterUp Labs
- Center for Purpose & Performance
- Leadership Training
- Business Coaching
- Contact Support
- Contact Sales
- Privacy Policy
- Acceptable Use Policy
- Trust & Security
- Cookie Preferences
Critical thinking definition
![it is critical thinking important it is critical thinking important](https://onlinecriticalthinking.com/img/5.jpg)
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?
We understand that it's difficult to learn how to use critical thinking more effectively in just one article, but our service is here to help.
We are a team specializing in writing essays and other assignments for college students and all other types of customers who need a helping hand in its making. We cover a great range of topics, offer perfect quality work, always deliver on time and aim to leave our customers completely satisfied with what they ordered.
The ordering process is fully online, and it goes as follows:
- Select the topic and the deadline of your essay.
- Provide us with any details, requirements, statements that should be emphasized or particular parts of the essay writing process you struggle with.
- Leave the email address, where your completed order will be sent to.
- Select your prefered payment type, sit back and relax!
With lots of experience on the market, professionally degreed essay writers , online 24/7 customer support and incredibly low prices, you won't find a service offering a better deal than ours.
More From Forbes
Critical thinking: what is it and how can you develop this skill.
![it is critical thinking important Forbes Human Resources Council](https://blogs-images.forbes.com/assets/images/avatars/blog-4332_400_ca7d92be72a8ef01cadb837abca3e5f4.jpg)
- Share to Facebook
- Share to Twitter
- Share to Linkedin
Founder and Head of the international IT recruitment company Lucky Hunter .
I have already raised the issue of the importance of developing emotional intelligence in previous pieces, and today I would like to talk about why critical thinking also matters for employees—especially top managers of companies.
First of all, let's define what critical thinking is. In general, it is the ability to objectively analyze events, incoming information and arguments; approach an issue from different sides; and form conclusions based on the analysis. Developing critical thinking is relevant not only for work but also for life—today we're inundated with huge amounts of information every day, and in order to be able to analyze this information and determine our position based on balanced facts, it is important to look at situations critically.
Critical thinking allows you to always soberly assess the situations taking place in your work, give an objective assessment, including your own actions and the actions of others, effectively negotiate and find the best way out of ambiguous situations. That is why large companies, when hiring employees, pay close attention to the soft skills of a candidate, especially if they are applying for top positions.
So, how can you develop critical thinking?
Practice analyzing.
Turn the events happening around you into facts. Learn to separate them from emotions. Emotions often prevent us from thinking critically, because they reduce everything to the emotional component, which cannot be relied on. Study different points of view on a specific topic. Read more, broaden your horizons and work with information—the more you “dissect” any information material, the more chances you have to get to the bottom of it.
Pay attention to self-criticism.
There should always be a certain amount of healthy self-criticism in your actions and behavior. The keyword here is healthy because it is important to maintain balance and not slip into self-flagellation. Learn to adequately evaluate yourself and your actions, and determine your strengths and growth areas. I work in recruiting, so I will give an example from my practice: In the work of a recruiter, self-criticism is vital for an objective assessment of a candidate, because, in order to evaluate others, you must first be able to objectively evaluate yourself.
Build productive communication.
If you conduct a dialogue calmly and kindly, without insults and rudeness, truly listening and hearing the interlocutor, you thereby increase the chances of getting some useful insight into the process of interaction. It can give you the opportunity to look at the situation from a new angle and come to a conclusion that you would not have come to otherwise. Therefore, the ability to conduct effective, productive communication also affects the development of critical thinking.
Develop your forecasting skills.
This point is quite closely related to the first one. Analyze information and build forecasts based on the analysis, think over the likely development of events and try to answer for yourself why it will be exactly like this. Such forecasting, again, allows you to study a specific situation from different sides, get certain insights into the process and come to an objective conclusion.
Today, it's crucial for employees and managers to develop the skill of thinking critically—all you need to do is start. The result could have a positive impact on all fields of your life, both personal and professional, because a high level of critical thinking has a good effect on communication (including business). It allows you to form objective conclusions and cut off the excess of information garbage, focusing on facts and analyzing them.
Forbes Human Resources Council is an invitation-only organization for HR executives across all industries. Do I qualify?
![it is critical thinking important Tatiana Melnichuk](https://specials-images.forbesimg.com/imageserve/623b4d1bdf67f32a43a2616b/400x0.jpg?cropX1=106&cropX2=762&cropY1=8&cropY2=664)
- Editorial Standards
- Reprints & Permissions
![it is critical thinking important Insights Success](https://insightssuccess.com/wp-content/uploads/2022/10/Logo-IS-1.png)
Why Critical Thinking Should Be a Core Component of Education
Critical thinking is a fundamental skill that enables individuals to navigate the complexities of the modern world effectively. It is a disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information gathered from various sources. As such, critical thinking should be a core component of education at all levels, as it equips students with the necessary tools to succeed academically, professionally, and personally.
Enhancing Academic Performance
Critical thinking is essential for academic success. It allows students to break down complex problems, evaluate evidence, and draw well-reasoned conclusions. A study conducted by the University of Louisville found that students who received explicit instruction in critical thinking skills demonstrated significant improvements in their overall academic performance.
Fostering Innovation and Problem-Solving
In today’s rapidly changing world, the ability to think critically is crucial for generating innovative solutions to complex problems. Critical thinking enables individuals to question assumptions, consider alternative perspectives, and think outside the box. A survey by the American Management Association revealed that 77% of employers consider critical thinking a crucial skill for their employees.
Promoting Lifelong Learning
Critical thinking is not just a skill but a mindset that can be applied throughout one’s life. By cultivating critical thinking abilities, students develop a love for learning and the confidence to tackle new challenges. A longitudinal study by the University of Michigan found that students who engaged in critical thinking activities in college were more likely to continue learning and adapting to new situations in their careers.
Developing Ethical Decision-Making
Critical thinking is essential for making ethical decisions in complex situations. It allows individuals to consider multiple perspectives, weigh the consequences of their actions, and make informed choices. A study by the Josephson Institute of Ethics revealed that 59% of high school students admitted to cheating on an exam in the past year, highlighting the need for stronger ethical reasoning skills.
Enhancing Civic Engagement
Critical thinking is crucial for active and informed citizenship. It enables individuals to critically evaluate information, identify biases, and make well-reasoned decisions on important issues. A survey by the Pew Research Center found that only 26% of Americans could correctly answer a set of questions testing their civic knowledge.
In conclusion, critical thinking should be a core component of education because it enhances academic performance, fosters innovation and problem-solving, promotes lifelong learning, develops ethical decision-making, and enhances civic engagement. By prioritizing critical thinking in the classroom, educators can empower students to become independent, adaptable, and responsible citizens who are equipped to navigate the challenges of the 21st century.
![it is critical thinking important IS-logo](https://insightssuccess.com/wp-content/uploads/2022/10/IS-logo.png)
Insights Success is an archway that caters to Entrepreneurs’ quench of technology and business updates which are currently ruling the business world.
We are ceaselessly proving the best platform for leading companies, which aids indefinite progress while creating meaningful learning experiences for the visitors and invaluable brand awareness for the clients.
Quick Links
- Advertise With Us
- Privacy Policy
- Terms & Conditions
mySmowltech
![it is critical thinking important it is critical thinking important](https://smowl.net/wp-content/uploads/2023/04/logo-smowltech.png)
Critical thinking: definition and how to improve its skills
![it is critical thinking important Critical thinking process all ideas must be open.](https://smowl.net/wp-content/uploads/2024/08/critical-thinking-examples.jpg)
Recruitment
![it is critical thinking important it is critical thinking important](https://smowl.net/wp-content/uploads/2024/08/imac-con-imagen-plataforma-smowl-class.png)
Discover our proctoring plans
Receive an ebook on proctoring solutions. SMOWL is the most complete and customizable proctoring software.
Recent posts
![it is critical thinking important The Future of HR Technology](https://smowl.net/wp-content/uploads/2024/08/hr-technology-examples-300x200.jpg)
HR technology trends: the future landscapes
![it is critical thinking important Critical thinking process all ideas must be open.](https://smowl.net/wp-content/uploads/2024/08/critical-thinking-examples-300x200.jpg)
Ghosting after interviews: tips and ideas to avoid it
![it is critical thinking important Inclusive access to education](https://smowl.net/wp-content/uploads/2024/07/proctoring-inclusive-300x200.jpg)
Proctoring and sustainability: A Winning team
Critical thinking is based on the observation and analysis of facts and evidences to return rational, skeptical and unbiased judgments.
This type of thinking involves a series of skills that can be created but also improved, as we will see throughout this article in which we will begin by defining the concept and end with tips to build and improve the skills related to critical thinking.
What is critical thinking?
Critical thinking is a discipline based on the ability of people to observe, elucidate and analyze information, facts and evidences in order to judge or decide if it is right or wrong.
It goes beyond mere curiosity, simple knowledge or analysis of any kind of fact or information.
People who develop this type of outlook are able to logically connect ideas and defend them with weighty opinions that ultimately help them make better decisions.
![it is critical thinking important Critical thinking: definition and how to improve its skills](https://smowl.net/wp-content/uploads/2024/08/critical-thinking.jpg)
How to build and improve critical thinking skills?
Building and improving critical thinking skills involves focusing on a number of abilities and capacities .
To begin the critical thinking process all ideas must be open and all options must be understood as much as possible.
Even the dumbest or craziest idea can end up being the gateway to the most intelligent and successful conclusion.
The problem with having an open mind is that it is the most difficult path and often involves a greater challenge and effort. It is well known that the easy thing to do is to go with the obvious and the commonly accepted but this has no place in critical thinking.
By contrast, it is helpful not to make hasty decisions and to weigh the problem in its entirety after a first moment of awareness.
Finally, practicing active listening will help you to receive feedback from others and to understand other points of view that may help you as a reference.
Impartiality
An important point in the critical thinking process is the development of the ability to identify biases and maintain an impartial view in evaluations.
To improve this aspect it is advisable to have tools to be able to identify and recognize the prejudices and biases you have and try to leave them completely aside when thinking about the solution.
Subscribe today to SMOWL’s weekly newsletter!
Discover the latest trends in eLearning, technology, and innovation, alongside experts in assessment and talent management. Stay informed about industry updates and get the information you need.
Simply fill out the form and stay up-to-date with everything relevant in our field.
Observation
Observation allows you to see each and every detail , no matter how small, subtle or inconsequential they may be or seem to be.
Behind the superficial information hides a universe of data, sources and experiences that help you make the best decision.
One of the pillars of critical thinking is objectivity. This forces you to base your value judgments on established facts that you will have gathered after a correct research process.
At this point in the process you should also be clear about the influencing factors to be taken into account and those that can be left out.
Remember that your research is not only about gathering a good amount of information that puts the maximum number of options, variables or situations on the table.
For the information to be of quality, it must be based on reliable and trustworthy sources.
If the information you have to collect is based on the comments and opinions of third parties, try to exercise quality control but without interference.
To do this, ask open-ended questions that bring all the nuances to the table and at the same time serve to sift out possible biases.
![it is critical thinking important How to build and improve critical thinking skills?](https://smowl.net/wp-content/uploads/2024/08/critical-thinking-skills.jpg)
With the research process completed, it is time to analyze the sources and information gathered.
At this point, your analytical skills will help you to discard what does not conform to unconventional thinking, to prioritize among the information that is of value, to identify possible trends and to draw your own conclusions.
One of the skills that characterize a person with critical thinking is their ability to recognize patterns and connections between all the pieces of information they handle in their research.
This allows them to draw conclusions of great relevance on which to base their predictions with weighty foundations.
Analytical thinking is sometimes confused with critical thinking. The former only uses facts and data, while the latter incorporates other nuances such as emotions, experiences or opinions.
One of the problems with critical thinking is that it can be developed to infinity and beyond. You can always keep looking for new avenues of investigation and new lines of argument by stretching inference to limits that may not be necessary.
At this point it is important to clarify that inference is the process of drawing conclusions from initial premises or hypotheses.
Knowing when to stop the research and thinking process and move on to the next stage in which you put into practice the actions considered appropriate is necessary.
Communication
The information you collect in your research is not top secret material. On the contrary, your knowledge sharing with other people who are involved in the next steps of the process is so important.
Think that your analytical ability to extract the information and your conclusions can serve to guide others .
![it is critical thinking important What is critical thinking?](https://smowl.net/wp-content/uploads/2024/08/critical-thinking-definition.jpg)
Problem solving
It is important to note at this point that critical thinking can be aimed at solving a problem but can also be used to simply answer questions or even to identify areas for improvement in certain situations.
At Smowltech, our proctoring plans help with the creation of objective, respectful and innovative exchange and evaluation spaces.Request us a free demo in which we display all the remote supervision solutions we can offer you, as personalized and detailed reports on remote activities’ progress.
Download now!
8 interesting
about proctoring
Discover everything you need about online proctoring in this book to know how to choose the best software.
Fill out the form and download the guide now.
And subscribe to the weekly SMOWL newsletter to get exclusive offers and promotions .
You will discover all the trends in eLearning, technology, innovation, and proctoring at the hands of evaluation and talent management experts .
Discover how SMOWL works
- Register in mySmowltech indicating your LMS.
- Check your email and follow the steps to integrate the tool.
- Enjoy your free trial of 25 licenses.
Request a free demo with one of our experts
In addition to showing you how SMOWL works, we will guide and advise you at all times so that you can choose the plan that best suits your company or institution.
- Copyright © 2024 all rights reserved SMOWLTECH
Write below what you are looking for
![it is critical thinking important Teacher Tech blog with Alice Keeler](https://alicekeeler.com/wp-content/uploads/2023/12/Teacher-Tech-by-Alice-Keeler-2.png)
Paperless Is Not a Pedagogy
Alice keeler, 5 myths about dok (critical thinking).
How to Convert Your Slides to Spanish
![it is critical thinking important it is critical thinking important](https://alicekeeler.com/wp-content/uploads/2024/08/Google-Docs-TABS-–-Organize-Your-Document-150x150.png)
Google Docs TABS – Organize Your Document
![it is critical thinking important](https://alicekeeler.com/wp-content/uploads/2024/09/Gemini_Generated_Image_qu0njqqu0njqqu0n-1024x1024.jpeg)
Especially in an age of AI, the conversation about DOK (critical thinking) is extremely important. As educators, we’re constantly striving to create engaging learning experiences that prepare our students for the complexities of the 21st century. Depth of Knowledge (DOK) offers a powerful framework for crafting lessons that push students beyond rote memorization and surface-level understanding. However, several myths of DOK hinder its effective implementation.
What is DOK (Depth of Knowledge)
Depth of Knowledge, or DOK, is a framework developed by Dr. Norman Webb to help us gauge the cognitive complexity of tasks. It’s like a scale, measuring how deeply students need to engage with information. At DOK 1, it’s about recalling facts; DOK 2 involves applying skills and concepts; DOK 3 demands strategic thinking and reasoning; and DOK 4 challenges students with extended thinking and complex problem-solving.
![it is critical thinking important Homework did not prepare my daughter for college.](https://alicekeeler.com/wp-content/uploads/2018/11/Marcia-Homework-Scream-1.png)
Homework Did NOT Prepare My Daughter for College! by @MarciaMentor
![it is critical thinking important it is critical thinking important](https://alicekeeler.com/wp-content/uploads/2015/10/note-taking-dok-0.png)
Note Taking is DOK 0
![it is critical thinking important The key to close reading by Barton Keeler](https://alicekeeler.com/wp-content/uploads/2019/04/DALL·E-2024-01-16-09.26.29-A-visually-captivating-square-image-suitable-as-a-featured-image-for-a-blog-post-about-close-reading-featuring-the-text-Unlocking-the-Secrets-of-Clo-300x300.png)
The Key to Close Reading
![it is critical thinking important depth of knowledge mathematics](https://alicekeeler.com/wp-content/uploads/2017/08/depth-of-knowledge-mathematics.png)
Depth of Knowledge (DOK) in Mathematics
Myth #1: dok is a wheel of verbs.
One of the most pervasive misunderstandings about DOK is that it can be neatly categorized into a “wheel of verbs,” where specific action words automatically dictate the level of cognitive complexity. While verbs can offer clues, they don’t define DOK. This oversimplification leads to shallow interpretations, focusing on surface-level actions rather than the depth of thinking required. DOK transcends mere verbs; it’s about the intricate cognitive processes students engage in, whether they’re “identifying” simple facts or “analyzing” complex patterns.
Ditch the DOK Wheel
Ditching the wheel reminds us that DOK is about fostering genuine critical thinking, not just ticking boxes on a verb checklist.
Myth #2: DOK is a Ladder
One common myth surrounding DOK is the misconception that it functions like a staircase, where learning must sequentially progress from DOK 1 to DOK 4. This rigid approach can stifle creativity and limit opportunities for student engagement. In reality, DOK is a flexible framework that allows for dynamic movement across different levels.
Thinking is Engaging
It’s important to understand that you don’t have to start with DOK 1 and gradually work your way up. In fact, launching with a challenging DOK 3 or 4 task can be incredibly motivating, sparking curiosity and prompting students to actively seek out the foundational knowledge (DOK 1 or 2) they need to tackle the challenge.
Students with low self-efficacy may avoid engaging in tasks altogether, fearing they might appear “dumb.” DOK 1 and DOK 2 questions often have a single correct answer, and not being able to recall that information quickly can be stressful and embarrassing. In contrast, DOK 3 and DOK 4 questions encourage an initial response of “Hmmm, I don’t know. Let me think about it.” Strategic thinking kicks in, leading students to try something, receive feedback (even if it’s just realizing a solution is incorrect), and adjust their approach. These higher-level DOK questions may have multiple solutions or approaches. When students know they’re not expected to immediately recall an answer, but rather to spend time thinking and potentially making initial mistakes without penalty, they’re more likely to engage in the task.
Want More Help with This?
![it is critical thinking important alice keeler hi](https://alicekeeler.com/wp-content/uploads/2023/12/Alice-Keeler-Membership-Promo-150x150.jpg)
Myth #3: AI Can Assist with DOK
It’s tempting to believe that Artificial Intelligence (AI) tools can effortlessly assist with DOK implementation. After all, AI chatbots can generate questions, analyze texts, and even provide feedback on student work. But here’s the catch: while AI can offer valuable support, it’s essential to remember that these tools are trained on the vast and often chaotic expanse of the internet.
The internet is rife with misinformation, outdated resources, and questionable examples of DOK. Relying solely on AI for DOK implementation can lead to inaccurate assessments and misguided instructional decisions. It’s crucial to recognize that AI tools are not infallible when it comes to DOK. They might misinterpret nuances, provide oversimplified explanations, or even generate questions that don’t align with the intended DOK level.
As educators, it’s our responsibility to be the ultimate arbiters of DOK. We need to be highly knowledgeable about the different DOK levels, their nuances, and how to effectively apply them in our classrooms. AI tools can be valuable assistants, providing inspiration and streamlining certain tasks, but they should never replace our own expertise and judgment.
For Example… AI Made These
English language arts:.
- DOK 1: Define the term “metaphor.”
- DOK 2: Identify metaphors in a poem and explain their meaning.
- DOK 3: Analyze how metaphors contribute to the overall theme of a novel.
- DOK 4: Write an original poem using metaphors to convey a personal experience.
👩🏼🏫 If not flat out wrong, the DOK application could be a “maybe.” In this ELA example AI did a fairly good job. However, the DOK 4 example MIGHT be DOK 4. Just writing an original poem doesn’t describe the complexity of the students reasoning. The student can do a very superficial poem that contains metaphors and it is only a DOK 2 assignment. However, if the student struggles through multiple examples of metaphors and how they fit into a complex structure of ideas and prose, it could be DOK 4.
Mathematics:
- DOK 1: Solve a simple addition problem.
- DOK 2: Apply the Pythagorean theorem to solve for the missing side of a right triangle.
- DOK 3: Analyze a real-world scenario and use mathematical modeling to solve a complex problem.
- DOK 4: Design and conduct an experiment to investigate a mathematical concept and present your findings.
Especially for mathematics, generative AI can produce errors in DOK alignment. Generally, AI does a good job with DOK 1, which is true in this mathematics example. However, applying the Pythagorean theorem to find a missing side is always DOK 1. It is following an algorithm of steps. Notice the nuance of the DOK 3 in this AI created situation. Mathematical modeling is NOT a word problem, and when done correctly is probably DOK 4. For the DOK 4 example, this is fairly lazy of AI. A quick and dirty to design and conduct an experiment COULD be DOK 4, but without more specifications on the complexity that the student needs to include in the presentation, it is too ambitious to assign a DOK level to this activity.
- DOK 1: List the steps of the scientific method.
- DOK 2: Design an experiment to test a hypothesis about plant growth.
- DOK 3: Analyze data from an experiment and draw conclusions about the relationship between variables.
- DOK 4: Conduct independent research on a scientific topic and present your findings in a multimedia presentation.
In this DOK 2 example, usually but not always, designing an experiment would be DOK 3.
Social Studies:
- DOK 1: Name the three branches of government.
- DOK 2: Compare and contrast the roles of the three branches of government.
- DOK 3: Analyze the impact of a historical event on contemporary society.
- DOK 4: Develop a proposal for addressing a current social issue and present your plan to the class.
AI did a fairly good job with this social studies list. However, as my friend Shelley Burgess says… “I’d have to see the students engaged in it to determine the level of actual complex reasoning for the task.”
Send Google Form Responses to Google Slides
![it is critical thinking important Audience Participator by Alice Keeler (5)](https://alicekeeler.com/wp-content/uploads/2022/07/Audience-Participator-by-Alice-Keeler-5-300x300.png)
Link a Google Form to your Slides. Responses populate back to the Slides.
Myth #4: DOK is About Difficulty
At its core, DOK is about the cognitive complexity of tasks and questions. It moves beyond simple recall of facts (DOK 1) and encourages students to engage in more complex activities like interpreting information, making connections, and generating original ideas.
- DOK 1 (Recall & Reproduction): This level involves basic recall of information, facts, and procedures. It’s about remembering and reproducing knowledge.
- DOK 2 (Skills & Concepts): Here, students go beyond recall to apply skills and concepts. They might compare and contrast ideas, organize information, or solve routine problems.
- DOK 3 (Strategic Thinking): This level demands more complex reasoning and planning. Students analyze, synthesize, and evaluate information to draw conclusions and solve non-routine problems.
- DOK 4 (Extended Thinking): At the highest level, students engage in extended thinking and complex reasoning. They might conduct investigations, design projects, or create original works that require in-depth analysis and application of knowledge.
DOK is How Much COMPLEX REASONING the STUDENT is Doing
The essence of DOK lies in the cognitive demand, not the perceived difficulty. It’s about the level of thinking and reasoning involved, not just the surface-level complexity of the task. A challenging task might require a lot of effort, but if it primarily relies on recall or routine procedures, it’s not necessarily high DOK.
Myth #5: More Steps Equal Higher DOK
Don’t fall into the trap of thinking that simply piling on steps or making tasks longer automatically elevates the DOK level. It’s a common misconception that a lengthy worksheet or a multi-step project guarantees deeper learning. In reality, a task can involve numerous steps and still remain at a low DOK level if it primarily focuses on recall or routine procedures.
Imagine a science project that involves meticulously following a recipe to create a volcano eruption. While it might be visually impressive and require careful execution, it doesn’t necessarily challenge students to think critically or analyze scientific principles. It is in fact DOK 1 to follow directions.
On the other hand, a seemingly simple task like “Design an experiment to test the effects of different fertilizers on plant growth” demands a higher DOK level, even with fewer steps. It requires students to hypothesize, plan, analyze, and draw conclusions, fostering a much deeper level of engagement with the scientific process.
True DOK progression isn’t about adding more busywork; it’s about encouraging deeper cognitive engagement with the content. Focus on tasks that challenge students to analyze, evaluate, synthesize, and create, even if they seem shorter or less complex on the surface. Remember, quality trumps quantity when it comes to fostering deep understanding and critical thinking skills.
Myths of DOK
In an era where AI tools like ChatGPT can effortlessly generate answers and complete tasks, the true value of education lies in fostering critical thinking, creativity, and problem-solving skills. DOK provides a powerful framework for achieving this goal, but only if we understand and apply it correctly.
By dispelling the myths surrounding DOK and embracing its flexible, dynamic nature, we empower ourselves as educators to create learning experiences that transcend the limitations of AI. We can challenge students to think deeply, connect ideas, and express themselves creatively, preparing them for a future where AI will undoubtedly play a significant role.
Recent Teacher Tech Blog Posts
![it is critical thinking important it is critical thinking important](https://alicekeeler.com/wp-content/uploads/2024/08/Student-Guide-to-Turn-in-Work-in-Google-Classroom-Instagram-Post-150x150.png)
Google Classroom Tutorial: How Students Turn in Work
![it is critical thinking important it is critical thinking important](https://alicekeeler.com/wp-content/uploads/2024/08/Who-Didnt-Respond-to-a-Google-Form-150x150.png)
Who Didn’t Respond to a Google Form
![it is critical thinking important it is critical thinking important](https://alicekeeler.com/wp-content/uploads/2024/08/How-to-Delete-Multiple-Tabs-in-Google-Sheets-150x150.png)
How to Delete Multiple Tabs in Google Sheets
![it is critical thinking important it is critical thinking important](https://alicekeeler.com/wp-content/uploads/2024/08/Daily-Agenda-Slides-by-Alice-Keeler-150x150.png)
Wow! Daily Agenda Slides for Google Slides
![it is critical thinking important it is critical thinking important](https://alicekeeler.com/wp-content/uploads/2024/08/Create-Scratchers-in-FigJam-150x150.png)
Create Scratchers in FigJam
Leave a reply cancel reply.
You must be logged in to post a comment.
This site uses Akismet to reduce spam. Learn how your comment data is processed .
© 2024 All Rights Reserved.
![it is critical thinking important Banner](https://dkou0skpxpnwz.cloudfront.net/sites/8061/groups/16197/banner/LibGuides_banner_powder_blue.png)
Politics and International Relations
- Finding recommended reading
- Databases and journals
- Government information
- News and current awareness
- Further resources
- Films, documentaries and images
- Reading and understanding
Thinking critically
- Referencing and plagiarism
- Creating and sharing
- Further support
Library Help
Your liaison librarian is katherine.
![it is critical thinking important Katherine](https://libapps-eu.s3.amazonaws.com/customers/3748/images/KatherineBishop.png)
Katherine Bishop
Liaison Librarian
Your librarian can be contacted by email or you can book an online appointment .
It's important to think critically about the places you search for information and the information you find. The following tutorials and workshops will support you to develop a questioning approach to information and learn more about critical evaluation.
Thinking critically resources
![it is critical thinking important Questioning icon](https://libapps-eu.s3.amazonaws.com/customers/3748/images/Questioning_60.png)
[email protected] 0114 222 7200 libraryhelp.shef.ac.uk
- << Previous: Reading and understanding
- Next: Referencing and plagiarism >>
- Last Reviewed: Sep 2, 2024 10:41 AM
- URL: https://libraryguides.sheffield.ac.uk/guidepolitics
![it is critical thinking important LibGuides footer](https://libapps-eu.s3.amazonaws.com/customers/3748/images/footer.png)
![it is critical thinking important SEP logo](https://plato.stanford.edu/archIves/symbols/sep-man-red.png)
- Table of Contents
- New in this Archive
- Chronological
- Editorial Information
- About the SEP
- Editorial Board
- How to Cite the SEP
- Special Characters
- Support the SEP
- PDFs for SEP Friends
- Make a Donation
- SEPIA for Libraries
- Entry Contents
Bibliography
Academic tools.
- Friends PDF Preview
- Author and Citation Info
- Back to Top
Critical Thinking
Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms for thinking carefully, and the thinking components on which they focus. Its adoption as an educational goal has been recommended on the basis of respect for students’ autonomy and preparing students for success in life and for democratic citizenship. “Critical thinkers” have the dispositions and abilities that lead them to think critically when appropriate. The abilities can be identified directly; the dispositions indirectly, by considering what factors contribute to or impede exercise of the abilities. Standardized tests have been developed to assess the degree to which a person possesses such dispositions and abilities. Educational intervention has been shown experimentally to improve them, particularly when it includes dialogue, anchored instruction, and mentoring. Controversies have arisen over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.
2.1 Dewey’s Three Main Examples
2.2 dewey’s other examples, 2.3 further examples, 2.4 non-examples, 3. the definition of critical thinking, 4. its value, 5. the process of thinking critically, 6. components of the process, 7. contributory dispositions and abilities, 8.1 initiating dispositions, 8.2 internal dispositions, 9. critical thinking abilities, 10. required knowledge, 11. educational methods, 12.1 the generalizability of critical thinking, 12.2 bias in critical thinking theory and pedagogy, 12.3 relationship of critical thinking to other types of thinking, other internet resources, related entries.
Use of the term ‘critical thinking’ to describe an educational goal goes back to the American philosopher John Dewey (1910), who more commonly called it ‘reflective thinking’. He defined it as
active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends. (Dewey 1910: 6; 1933: 9)
and identified a habit of such consideration with a scientific attitude of mind. His lengthy quotations of Francis Bacon, John Locke, and John Stuart Mill indicate that he was not the first person to propose development of a scientific attitude of mind as an educational goal.
In the 1930s, many of the schools that participated in the Eight-Year Study of the Progressive Education Association (Aikin 1942) adopted critical thinking as an educational goal, for whose achievement the study’s Evaluation Staff developed tests (Smith, Tyler, & Evaluation Staff 1942). Glaser (1941) showed experimentally that it was possible to improve the critical thinking of high school students. Bloom’s influential taxonomy of cognitive educational objectives (Bloom et al. 1956) incorporated critical thinking abilities. Ennis (1962) proposed 12 aspects of critical thinking as a basis for research on the teaching and evaluation of critical thinking ability.
Since 1980, an annual international conference in California on critical thinking and educational reform has attracted tens of thousands of educators from all levels of education and from many parts of the world. Also since 1980, the state university system in California has required all undergraduate students to take a critical thinking course. Since 1983, the Association for Informal Logic and Critical Thinking has sponsored sessions in conjunction with the divisional meetings of the American Philosophical Association (APA). In 1987, the APA’s Committee on Pre-College Philosophy commissioned a consensus statement on critical thinking for purposes of educational assessment and instruction (Facione 1990a). Researchers have developed standardized tests of critical thinking abilities and dispositions; for details, see the Supplement on Assessment . Educational jurisdictions around the world now include critical thinking in guidelines for curriculum and assessment. Political and business leaders endorse its importance.
For details on this history, see the Supplement on History .
2. Examples and Non-Examples
Before considering the definition of critical thinking, it will be helpful to have in mind some examples of critical thinking, as well as some examples of kinds of thinking that would apparently not count as critical thinking.
Dewey (1910: 68–71; 1933: 91–94) takes as paradigms of reflective thinking three class papers of students in which they describe their thinking. The examples range from the everyday to the scientific.
Transit : “The other day, when I was down town on 16th Street, a clock caught my eye. I saw that the hands pointed to 12:20. This suggested that I had an engagement at 124th Street, at one o'clock. I reasoned that as it had taken me an hour to come down on a surface car, I should probably be twenty minutes late if I returned the same way. I might save twenty minutes by a subway express. But was there a station near? If not, I might lose more than twenty minutes in looking for one. Then I thought of the elevated, and I saw there was such a line within two blocks. But where was the station? If it were several blocks above or below the street I was on, I should lose time instead of gaining it. My mind went back to the subway express as quicker than the elevated; furthermore, I remembered that it went nearer than the elevated to the part of 124th Street I wished to reach, so that time would be saved at the end of the journey. I concluded in favor of the subway, and reached my destination by one o’clock.” (Dewey 1910: 68-69; 1933: 91-92)
Ferryboat : “Projecting nearly horizontally from the upper deck of the ferryboat on which I daily cross the river is a long white pole, having a gilded ball at its tip. It suggested a flagpole when I first saw it; its color, shape, and gilded ball agreed with this idea, and these reasons seemed to justify me in this belief. But soon difficulties presented themselves. The pole was nearly horizontal, an unusual position for a flagpole; in the next place, there was no pulley, ring, or cord by which to attach a flag; finally, there were elsewhere on the boat two vertical staffs from which flags were occasionally flown. It seemed probable that the pole was not there for flag-flying.
“I then tried to imagine all possible purposes of the pole, and to consider for which of these it was best suited: (a) Possibly it was an ornament. But as all the ferryboats and even the tugboats carried poles, this hypothesis was rejected. (b) Possibly it was the terminal of a wireless telegraph. But the same considerations made this improbable. Besides, the more natural place for such a terminal would be the highest part of the boat, on top of the pilot house. (c) Its purpose might be to point out the direction in which the boat is moving.
“In support of this conclusion, I discovered that the pole was lower than the pilot house, so that the steersman could easily see it. Moreover, the tip was enough higher than the base, so that, from the pilot's position, it must appear to project far out in front of the boat. Morevoer, the pilot being near the front of the boat, he would need some such guide as to its direction. Tugboats would also need poles for such a purpose. This hypothesis was so much more probable than the others that I accepted it. I formed the conclusion that the pole was set up for the purpose of showing the pilot the direction in which the boat pointed, to enable him to steer correctly.” (Dewey 1910: 69-70; 1933: 92-93)
Bubbles : “In washing tumblers in hot soapsuds and placing them mouth downward on a plate, bubbles appeared on the outside of the mouth of the tumblers and then went inside. Why? The presence of bubbles suggests air, which I note must come from inside the tumbler. I see that the soapy water on the plate prevents escape of the air save as it may be caught in bubbles. But why should air leave the tumbler? There was no substance entering to force it out. It must have expanded. It expands by increase of heat, or by decrease of pressure, or both. Could the air have become heated after the tumbler was taken from the hot suds? Clearly not the air that was already entangled in the water. If heated air was the cause, cold air must have entered in transferring the tumblers from the suds to the plate. I test to see if this supposition is true by taking several more tumblers out. Some I shake so as to make sure of entrapping cold air in them. Some I take out holding mouth downward in order to prevent cold air from entering. Bubbles appear on the outside of every one of the former and on none of the latter. I must be right in my inference. Air from the outside must have been expanded by the heat of the tumbler, which explains the appearance of the bubbles on the outside. But why do they then go inside? Cold contracts. The tumbler cooled and also the air inside it. Tension was removed, and hence bubbles appeared inside. To be sure of this, I test by placing a cup of ice on the tumbler while the bubbles are still forming outside. They soon reverse” (Dewey 1910: 70–71; 1933: 93–94).
Dewey (1910, 1933) sprinkles his book with other examples of critical thinking. We will refer to the following.
Weather : A man on a walk notices that it has suddenly become cool, thinks that it is probably going to rain, looks up and sees a dark cloud obscuring the sun, and quickens his steps (1910: 6–10; 1933: 9–13).
Disorder : A man finds his rooms on his return to them in disorder with his belongings thrown about, thinks at first of burglary as an explanation, then thinks of mischievous children as being an alternative explanation, then looks to see whether valuables are missing, and discovers that they are (1910: 82–83; 1933: 166–168).
Typhoid : A physician diagnosing a patient whose conspicuous symptoms suggest typhoid avoids drawing a conclusion until more data are gathered by questioning the patient and by making tests (1910: 85–86; 1933: 170).
Blur : A moving blur catches our eye in the distance, we ask ourselves whether it is a cloud of whirling dust or a tree moving its branches or a man signaling to us, we think of other traits that should be found on each of those possibilities, and we look and see if those traits are found (1910: 102, 108; 1933: 121, 133).
Suction pump : In thinking about the suction pump, the scientist first notes that it will draw water only to a maximum height of 33 feet at sea level and to a lesser maximum height at higher elevations, selects for attention the differing atmospheric pressure at these elevations, sets up experiments in which the air is removed from a vessel containing water (when suction no longer works) and in which the weight of air at various levels is calculated, compares the results of reasoning about the height to which a given weight of air will allow a suction pump to raise water with the observed maximum height at different elevations, and finally assimilates the suction pump to such apparently different phenomena as the siphon and the rising of a balloon (1910: 150–153; 1933: 195–198).
Diamond : A passenger in a car driving in a diamond lane reserved for vehicles with at least one passenger notices that the diamond marks on the pavement are far apart in some places and close together in others. Why? The driver suggests that the reason may be that the diamond marks are not needed where there is a solid double line separating the diamond line from the adjoining lane, but are needed when there is a dotted single line permitting crossing into the diamond lane. Further observation confirms that the diamonds are close together when a dotted line separates the diamond lane from its neighbour, but otherwise far apart.
Rash : A woman suddenly develops a very itchy red rash on her throat and upper chest. She recently noticed a mark on the back of her right hand, but was not sure whether the mark was a rash or a scrape. She lies down in bed and thinks about what might be causing the rash and what to do about it. About two weeks before, she began taking blood pressure medication that contained a sulfa drug, and the pharmacist had warned her, in view of a previous allergic reaction to a medication containing a sulfa drug, to be on the alert for an allergic reaction; however, she had been taking the medication for two weeks with no such effect. The day before, she began using a new cream on her neck and upper chest; against the new cream as the cause was mark on the back of her hand, which had not been exposed to the cream. She began taking probiotics about a month before. She also recently started new eye drops, but she supposed that manufacturers of eye drops would be careful not to include allergy-causing components in the medication. The rash might be a heat rash, since she recently was sweating profusely from her upper body. Since she is about to go away on a short vacation, where she would not have access to her usual physician, she decides to keep taking the probiotics and using the new eye drops but to discontinue the blood pressure medication and to switch back to the old cream for her neck and upper chest. She forms a plan to consult her regular physician on her return about the blood pressure medication.
Candidate : Although Dewey included no examples of thinking directed at appraising the arguments of others, such thinking has come to be considered a kind of critical thinking. We find an example of such thinking in the performance task on the Collegiate Learning Assessment (CLA+), which its sponsoring organization describes as
a performance-based assessment that provides a measure of an institution’s contribution to the development of critical-thinking and written communication skills of its students. (Council for Aid to Education 2017)
A sample task posted on its website requires the test-taker to write a report for public distribution evaluating a fictional candidate’s policy proposals and their supporting arguments, using supplied background documents, with a recommendation on whether to endorse the candidate.
Immediate acceptance of an idea that suggests itself as a solution to a problem (e.g., a possible explanation of an event or phenomenon, an action that seems likely to produce a desired result) is “uncritical thinking, the minimum of reflection” (Dewey 1910: 13). On-going suspension of judgment in the light of doubt about a possible solution is not critical thinking (Dewey 1910: 108). Critique driven by a dogmatically held political or religious ideology is not critical thinking; thus Paulo Freire (1968 [1970]) is using the term (e.g., at 1970: 71, 81, 100, 146) in a more politically freighted sense that includes not only reflection but also revolutionary action against oppression. Derivation of a conclusion from given data using an algorithm is not critical thinking.
What is critical thinking? There are many definitions. Ennis (2016) lists 14 philosophically oriented scholarly definitions and three dictionary definitions. Following Rawls (1971), who distinguished his conception of justice from a utilitarian conception but regarded them as rival conceptions of the same concept, Ennis maintains that the 17 definitions are different conceptions of the same concept. Rawls articulated the shared concept of justice as
a characteristic set of principles for assigning basic rights and duties and for determining… the proper distribution of the benefits and burdens of social cooperation. (Rawls 1971: 5)
Bailin et al. (1999b) claim that, if one considers what sorts of thinking an educator would take not to be critical thinking and what sorts to be critical thinking, one can conclude that educators typically understand critical thinking to have at least three features.
- It is done for the purpose of making up one’s mind about what to believe or do.
- The person engaging in the thinking is trying to fulfill standards of adequacy and accuracy appropriate to the thinking.
- The thinking fulfills the relevant standards to some threshold level.
One could sum up the core concept that involves these three features by saying that critical thinking is careful goal-directed thinking. This core concept seems to apply to all the examples of critical thinking described in the previous section. As for the non-examples, their exclusion depends on construing careful thinking as excluding jumping immediately to conclusions, suspending judgment no matter how strong the evidence, reasoning from an unquestioned ideological or religious perspective, and routinely using an algorithm to answer a question.
If the core of critical thinking is careful goal-directed thinking, conceptions of it can vary according to its presumed scope, its presumed goal, one’s criteria and threshold for being careful, and the thinking component on which one focuses As to its scope, some conceptions (e.g., Dewey 1910, 1933) restrict it to constructive thinking on the basis of one’s own observations and experiments, others (e.g., Ennis 1962; Fisher & Scriven 1997; Johnson 1992) to appraisal of the products of such thinking. Ennis (1991) and Bailin et al. (1999b) take it to cover both construction and appraisal. As to its goal, some conceptions restrict it to forming a judgment (Dewey 1910, 1933; Lipman 1987; Facione 1990a). Others allow for actions as well as beliefs as the end point of a process of critical thinking (Ennis 1991; Bailin et al. 1999b). As to the criteria and threshold for being careful, definitions vary in the term used to indicate that critical thinking satisfies certain norms: “intellectually disciplined” (Scriven & Paul 1987), “reasonable” (Ennis 1991), “skillful” (Lipman 1987), “skilled” (Fisher & Scriven 1997), “careful” (Bailin & Battersby 2009). Some definitions specify these norms, referring variously to “consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (Dewey 1910, 1933); “the methods of logical inquiry and reasoning” (Glaser 1941); “conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication” (Scriven & Paul 1987); the requirement that “it is sensitive to context, relies on criteria, and is self-correcting” (Lipman 1987); “evidential, conceptual, methodological, criteriological, or contextual considerations” (Facione 1990a); and “plus-minus considerations of the product in terms of appropriate standards (or criteria)” (Johnson 1992). Stanovich and Stanovich (2010) propose to ground the concept of critical thinking in the concept of rationality, which they understand as combining epistemic rationality (fitting one’s beliefs to the world) and instrumental rationality (optimizing goal fulfillment); a critical thinker, in their view, is someone with “a propensity to override suboptimal responses from the autonomous mind” (2010: 227). These variant specifications of norms for critical thinking are not necessarily incompatible with one another, and in any case presuppose the core notion of thinking carefully. As to the thinking component singled out, some definitions focus on suspension of judgment during the thinking (Dewey 1910; McPeck 1981), others on inquiry while judgment is suspended (Bailin & Battersby 2009), others on the resulting judgment (Facione 1990a), and still others on the subsequent emotive response (Siegel 1988).
In educational contexts, a definition of critical thinking is a “programmatic definition” (Scheffler 1960: 19). It expresses a practical program for achieving an educational goal. For this purpose, a one-sentence formulaic definition is much less useful than articulation of a critical thinking process, with criteria and standards for the kinds of thinking that the process may involve. The real educational goal is recognition, adoption and implementation by students of those criteria and standards. That adoption and implementation in turn consists in acquiring the knowledge, abilities and dispositions of a critical thinker.
Conceptions of critical thinking generally do not include moral integrity as part of the concept. Dewey, for example, took critical thinking to be the ultimate intellectual goal of education, but distinguished it from the development of social cooperation among school children, which he took to be the central moral goal. Ennis (1996, 2011) added to his previous list of critical thinking dispositions a group of dispositions to care about the dignity and worth of every person, which he described as a “correlative” (1996) disposition without which critical thinking would be less valuable and perhaps harmful. An educational program that aimed at developing critical thinking but not the correlative disposition to care about the dignity and worth of every person, he asserted, “would be deficient and perhaps dangerous” (Ennis 1996: 172).
Dewey thought that education for reflective thinking would be of value to both the individual and society; recognition in educational practice of the kinship to the scientific attitude of children’s native curiosity, fertile imagination and love of experimental inquiry “would make for individual happiness and the reduction of social waste” (Dewey 1910: iii). Schools participating in the Eight-Year Study took development of the habit of reflective thinking and skill in solving problems as a means to leading young people to understand, appreciate and live the democratic way of life characteristic of the United States (Aikin 1942: 17–18, 81). Harvey Siegel (1988: 55–61) has offered four considerations in support of adopting critical thinking as an educational ideal. (1) Respect for persons requires that schools and teachers honour students’ demands for reasons and explanations, deal with students honestly, and recognize the need to confront students’ independent judgment; these requirements concern the manner in which teachers treat students. (2) Education has the task of preparing children to be successful adults, a task that requires development of their self-sufficiency. (3) Education should initiate children into the rational traditions in such fields as history, science and mathematics. (4) Education should prepare children to become democratic citizens, which requires reasoned procedures and critical talents and attitudes. To supplement these considerations, Siegel (1988: 62–90) responds to two objections: the ideology objection that adoption of any educational ideal requires a prior ideological commitment and the indoctrination objection that cultivation of critical thinking cannot escape being a form of indoctrination.
Despite the diversity of our 11 examples, one can recognize a common pattern. Dewey analyzed it as consisting of five phases:
- suggestions , in which the mind leaps forward to a possible solution;
- an intellectualization of the difficulty or perplexity into a problem to be solved, a question for which the answer must be sought;
- the use of one suggestion after another as a leading idea, or hypothesis , to initiate and guide observation and other operations in collection of factual material;
- the mental elaboration of the idea or supposition as an idea or supposition ( reasoning , in the sense on which reasoning is a part, not the whole, of inference); and
- testing the hypothesis by overt or imaginative action. (Dewey 1933: 106–107; italics in original)
The process of reflective thinking consisting of these phases would be preceded by a perplexed, troubled or confused situation and followed by a cleared-up, unified, resolved situation (Dewey 1933: 106). The term ‘phases’ replaced the term ‘steps’ (Dewey 1910: 72), thus removing the earlier suggestion of an invariant sequence. Variants of the above analysis appeared in (Dewey 1916: 177) and (Dewey 1938: 101–119).
The variant formulations indicate the difficulty of giving a single logical analysis of such a varied process. The process of critical thinking may have a spiral pattern, with the problem being redefined in the light of obstacles to solving it as originally formulated. For example, the person in Transit might have concluded that getting to the appointment at the scheduled time was impossible and have reformulated the problem as that of rescheduling the appointment for a mutually convenient time. Further, defining a problem does not always follow after or lead immediately to an idea of a suggested solution. Nor should it do so, as Dewey himself recognized in describing the physician in Typhoid as avoiding any strong preference for this or that conclusion before getting further information (Dewey 1910: 85; 1933: 170). People with a hypothesis in mind, even one to which they have a very weak commitment, have a so-called “confirmation bias” (Nickerson 1998): they are likely to pay attention to evidence that confirms the hypothesis and to ignore evidence that counts against it or for some competing hypothesis. Detectives, intelligence agencies, and investigators of airplane accidents are well advised to gather relevant evidence systematically and to postpone even tentative adoption of an explanatory hypothesis until the collected evidence rules out with the appropriate degree of certainty all but one explanation. Dewey’s analysis of the critical thinking process can be faulted as well for requiring acceptance or rejection of a possible solution to a defined problem, with no allowance for deciding in the light of the available evidence to suspend judgment. Further, given the great variety of kinds of problems for which reflection is appropriate, there is likely to be variation in its component events. Perhaps the best way to conceptualize the critical thinking process is as a checklist whose component events can occur in a variety of orders, selectively, and more than once. These component events might include (1) noticing a difficulty, (2) defining the problem, (3) dividing the problem into manageable sub-problems, (4) formulating a variety of possible solutions to the problem or sub-problem, (5) determining what evidence is relevant to deciding among possible solutions to the problem or sub-problem, (6) devising a plan of systematic observation or experiment that will uncover the relevant evidence, (7) carrying out the plan of systematic observation or experimentation, (8) noting the results of the systematic observation or experiment, (9) gathering relevant testimony and information from others, (10) judging the credibility of testimony and information gathered from others, (11) drawing conclusions from gathered evidence and accepted testimony, and (12) accepting a solution that the evidence adequately supports (cf. Hitchcock 2017: 485).
Checklist conceptions of the process of critical thinking are open to the objection that they are too mechanical and procedural to fit the multi-dimensional and emotionally charged issues for which critical thinking is urgently needed (Paul 1984). For such issues, a more dialectical process is advocated, in which competing relevant world views are identified, their implications explored, and some sort of creative synthesis attempted.
If one considers the critical thinking process illustrated by the 11 examples, one can identify distinct kinds of mental acts and mental states that form part of it. To distinguish, label and briefly characterize these components is a useful preliminary to identifying abilities, skills, dispositions, attitudes, habits and the like that contribute causally to thinking critically. Identifying such abilities and habits is in turn a useful preliminary to setting educational goals. Setting the goals is in its turn a useful preliminary to designing strategies for helping learners to achieve the goals and to designing ways of measuring the extent to which learners have done so. Such measures provide both feedback to learners on their achievement and a basis for experimental research on the effectiveness of various strategies for educating people to think critically. Let us begin, then, by distinguishing the kinds of mental acts and mental events that can occur in a critical thinking process.
- Observing : One notices something in one’s immediate environment (sudden cooling of temperature in Weather , bubbles forming outside a glass and then going inside in Bubbles , a moving blur in the distance in Blur , a rash in Rash ). Or one notes the results of an experiment or systematic observation (valuables missing in Disorder , no suction without air pressure in Suction pump )
- Feeling : One feels puzzled or uncertain about something (how to get to an appointment on time in Transit , why the diamonds vary in frequency in Diamond ). One wants to resolve this perplexity. One feels satisfaction once one has worked out an answer (to take the subway express in Transit , diamonds closer when needed as a warning in Diamond ).
- Wondering : One formulates a question to be addressed (why bubbles form outside a tumbler taken from hot water in Bubbles , how suction pumps work in Suction pump , what caused the rash in Rash ).
- Imagining : One thinks of possible answers (bus or subway or elevated in Transit , flagpole or ornament or wireless communication aid or direction indicator in Ferryboat , allergic reaction or heat rash in Rash ).
- Inferring : One works out what would be the case if a possible answer were assumed (valuables missing if there has been a burglary in Disorder , earlier start to the rash if it is an allergic reaction to a sulfa drug in Rash ). Or one draws a conclusion once sufficient relevant evidence is gathered (take the subway in Transit , burglary in Disorder , discontinue blood pressure medication and new cream in Rash ).
- Knowledge : One uses stored knowledge of the subject-matter to generate possible answers or to infer what would be expected on the assumption of a particular answer (knowledge of a city’s public transit system in Transit , of the requirements for a flagpole in Ferryboat , of Boyle’s law in Bubbles , of allergic reactions in Rash ).
- Experimenting : One designs and carries out an experiment or a systematic observation to find out whether the results deduced from a possible answer will occur (looking at the location of the flagpole in relation to the pilot’s position in Ferryboat , putting an ice cube on top of a tumbler taken from hot water in Bubbles , measuring the height to which a suction pump will draw water at different elevations in Suction pump , noticing the frequency of diamonds when movement to or from a diamond lane is allowed in Diamond ).
- Consulting : One finds a source of information, gets the information from the source, and makes a judgment on whether to accept it. None of our 11 examples include searching for sources of information. In this respect they are unrepresentative, since most people nowadays have almost instant access to information relevant to answering any question, including many of those illustrated by the examples. However, Candidate includes the activities of extracting information from sources and evaluating its credibility.
- Identifying and analyzing arguments : One notices an argument and works out its structure and content as a preliminary to evaluating its strength. This activity is central to Candidate . It is an important part of a critical thinking process in which one surveys arguments for various positions on an issue.
- Judging : One makes a judgment on the basis of accumulated evidence and reasoning, such as the judgment in Ferryboat that the purpose of the pole is to provide direction to the pilot.
- Deciding : One makes a decision on what to do or on what policy to adopt, as in the decision in Transit to take the subway.
By definition, a person who does something voluntarily is both willing and able to do that thing at that time. Both the willingness and the ability contribute causally to the person’s action, in the sense that the voluntary action would not occur if either (or both) of these were lacking. For example, suppose that one is standing with one’s arms at one’s sides and one voluntarily lifts one’s right arm to an extended horizontal position. One would not do so if one were unable to lift one’s arm, if for example one’s right side was paralyzed as the result of a stroke. Nor would one do so if one were unwilling to lift one’s arm, if for example one were participating in a street demonstration at which a white supremacist was urging the crowd to lift their right arm in a Nazi salute and one were unwilling to express support in this way for the racist Nazi ideology. The same analysis applies to a voluntary mental process of thinking critically. It requires both willingness and ability to think critically, including willingness and ability to perform each of the mental acts that compose the process and to coordinate those acts in a sequence that is directed at resolving the initiating perplexity.
Consider willingness first. We can identify causal contributors to willingness to think critically by considering factors that would cause a person who was able to think critically about an issue nevertheless not to do so (Hamby 2014). For each factor, the opposite condition thus contributes causally to willingness to think critically on a particular occasion. For example, people who habitually jump to conclusions without considering alternatives will not think critically about issues that arise, even if they have the required abilities. The contrary condition of willingness to suspend judgment is thus a causal contributor to thinking critically.
Now consider ability. In contrast to the ability to move one’s arm, which can be completely absent because a stroke has left the arm paralyzed, the ability to think critically is a developed ability, whose absence is not a complete absence of ability to think but absence of ability to think well. We can identify the ability to think well directly, in terms of the norms and standards for good thinking. In general, to be able do well the thinking activities that can be components of a critical thinking process, one needs to know the concepts and principles that characterize their good performance, to recognize in particular cases that the concepts and principles apply, and to apply them. The knowledge, recognition and application may be procedural rather than declarative. It may be domain-specific rather than widely applicable, and in either case may need subject-matter knowledge, sometimes of a deep kind.
Reflections of the sort illustrated by the previous two paragraphs have led scholars to identify the knowledge, abilities and dispositions of a “critical thinker”, i.e., someone who thinks critically whenever it is appropriate to do so. We turn now to these three types of causal contributors to thinking critically. We start with dispositions, since arguably these are the most powerful contributors to being a critical thinker, can be fostered at an early stage of a child’s development, and are susceptible to general improvement (Glaser 1941: 175)
8. Critical Thinking Dispositions
Educational researchers use the term ‘dispositions’ broadly for the habits of mind and attitudes that contribute causally to being a critical thinker. Some writers (e.g., Paul & Elder 2006; Hamby 2014; Bailin & Battersby 2016) propose to use the term ‘virtues’ for this dimension of a critical thinker. The virtues in question, although they are virtues of character, concern the person’s ways of thinking rather than the person’s ways of behaving towards others. They are not moral virtues but intellectual virtues, of the sort articulated by Zagzebski (1996) and discussed by Turri, Alfano, and Greco (2017).
On a realistic conception, thinking dispositions or intellectual virtues are real properties of thinkers. They are general tendencies, propensities, or inclinations to think in particular ways in particular circumstances, and can be genuinely explanatory (Siegel 1999). Sceptics argue that there is no evidence for a specific mental basis for the habits of mind that contribute to thinking critically, and that it is pedagogically misleading to posit such a basis (Bailin et al. 1999a). Whatever their status, critical thinking dispositions need motivation for their initial formation in a child—motivation that may be external or internal. As children develop, the force of habit will gradually become important in sustaining the disposition (Nieto & Valenzuela 2012). Mere force of habit, however, is unlikely to sustain critical thinking dispositions. Critical thinkers must value and enjoy using their knowledge and abilities to think things through for themselves. They must be committed to, and lovers of, inquiry.
A person may have a critical thinking disposition with respect to only some kinds of issues. For example, one could be open-minded about scientific issues but not about religious issues. Similarly, one could be confident in one’s ability to reason about the theological implications of the existence of evil in the world but not in one’s ability to reason about the best design for a guided ballistic missile.
Critical thinking dispositions can usefully be divided into initiating dispositions (those that contribute causally to starting to think critically about an issue) and internal dispositions (those that contribute causally to doing a good job of thinking critically once one has started) (Facione 1990a: 25). The two categories are not mutually exclusive. For example, open-mindedness, in the sense of willingness to consider alternative points of view to one’s own, is both an initiating and an internal disposition.
Using the strategy of considering factors that would block people with the ability to think critically from doing so, we can identify as initiating dispositions for thinking critically attentiveness, a habit of inquiry, self-confidence, courage, open-mindedness, willingness to suspend judgment, trust in reason, wanting evidence for one’s beliefs, and seeking the truth. We consider briefly what each of these dispositions amounts to, in each case citing sources that acknowledge them.
- Attentiveness : One will not think critically if one fails to recognize an issue that needs to be thought through. For example, the pedestrian in Weather would not have looked up if he had not noticed that the air was suddenly cooler. To be a critical thinker, then, one needs to be habitually attentive to one’s surroundings, noticing not only what one senses but also sources of perplexity in messages received and in one’s own beliefs and attitudes (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
- Habit of inquiry : Inquiry is effortful, and one needs an internal push to engage in it. For example, the student in Bubbles could easily have stopped at idle wondering about the cause of the bubbles rather than reasoning to a hypothesis, then designing and executing an experiment to test it. Thus willingness to think critically needs mental energy and initiative. What can supply that energy? Love of inquiry, or perhaps just a habit of inquiry. Hamby (2015) has argued that willingness to inquire is the central critical thinking virtue, one that encompasses all the others. It is recognized as a critical thinking disposition by Dewey (1910: 29; 1933: 35), Glaser (1941: 5), Ennis (1987: 12; 1991: 8), Facione (1990a: 25), Bailin et al. (1999b: 294), Halpern (1998: 452), and Facione, Facione, & Giancarlo (2001).
- Self-confidence : Lack of confidence in one’s abilities can block critical thinking. For example, if the woman in Rash lacked confidence in her ability to figure things out for herself, she might just have assumed that the rash on her chest was the allergic reaction to her medication against which the pharmacist had warned her. Thus willingness to think critically requires confidence in one’s ability to inquire (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
- Courage : Fear of thinking for oneself can stop one from doing it. Thus willingness to think critically requires intellectual courage (Paul & Elder 2006: 16).
- Open-mindedness : A dogmatic attitude will impede thinking critically. For example, a person who adheres rigidly to a “pro-choice” position on the issue of the legal status of induced abortion is likely to be unwilling to consider seriously the issue of when in its development an unborn child acquires a moral right to life. Thus willingness to think critically requires open-mindedness, in the sense of a willingness to examine questions to which one already accepts an answer but which further evidence or reasoning might cause one to answer differently (Dewey 1933; Facione 1990a; Ennis 1991; Bailin et al. 1999b; Halpern 1998, Facione, Facione, & Giancarlo 2001). Paul (1981) emphasizes open-mindedness about alternative world-views, and recommends a dialectical approach to integrating such views as central to what he calls “strong sense” critical thinking.
- Willingness to suspend judgment : Premature closure on an initial solution will block critical thinking. Thus willingness to think critically requires a willingness to suspend judgment while alternatives are explored (Facione 1990a; Ennis 1991; Halpern 1998).
- Trust in reason : Since distrust in the processes of reasoned inquiry will dissuade one from engaging in it, trust in them is an initiating critical thinking disposition (Facione 1990a, 25; Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001; Paul & Elder 2006). In reaction to an allegedly exclusive emphasis on reason in critical thinking theory and pedagogy, Thayer-Bacon (2000) argues that intuition, imagination, and emotion have important roles to play in an adequate conception of critical thinking that she calls “constructive thinking”. From her point of view, critical thinking requires trust not only in reason but also in intuition, imagination, and emotion.
- Seeking the truth : If one does not care about the truth but is content to stick with one’s initial bias on an issue, then one will not think critically about it. Seeking the truth is thus an initiating critical thinking disposition (Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001). A disposition to seek the truth is implicit in more specific critical thinking dispositions, such as trying to be well-informed, considering seriously points of view other than one’s own, looking for alternatives, suspending judgment when the evidence is insufficient, and adopting a position when the evidence supporting it is sufficient.
Some of the initiating dispositions, such as open-mindedness and willingness to suspend judgment, are also internal critical thinking dispositions, in the sense of mental habits or attitudes that contribute causally to doing a good job of critical thinking once one starts the process. But there are many other internal critical thinking dispositions. Some of them are parasitic on one’s conception of good thinking. For example, it is constitutive of good thinking about an issue to formulate the issue clearly and to maintain focus on it. For this purpose, one needs not only the corresponding ability but also the corresponding disposition. Ennis (1991: 8) describes it as the disposition “to determine and maintain focus on the conclusion or question”, Facione (1990a: 25) as “clarity in stating the question or concern”. Other internal dispositions are motivators to continue or adjust the critical thinking process, such as willingness to persist in a complex task and willingness to abandon nonproductive strategies in an attempt to self-correct (Halpern 1998: 452). For a list of identified internal critical thinking dispositions, see the Supplement on Internal Critical Thinking Dispositions .
Some theorists postulate skills, i.e., acquired abilities, as operative in critical thinking. It is not obvious, however, that a good mental act is the exercise of a generic acquired skill. Inferring an expected time of arrival, as in Transit , has some generic components but also uses non-generic subject-matter knowledge. Bailin et al. (1999a) argue against viewing critical thinking skills as generic and discrete, on the ground that skilled performance at a critical thinking task cannot be separated from knowledge of concepts and from domain-specific principles of good thinking. Talk of skills, they concede, is unproblematic if it means merely that a person with critical thinking skills is capable of intelligent performance.
Despite such scepticism, theorists of critical thinking have listed as general contributors to critical thinking what they variously call abilities (Glaser 1941; Ennis 1962, 1991), skills (Facione 1990a; Halpern 1998) or competencies (Fisher & Scriven 1997). Amalgamating these lists would produce a confusing and chaotic cornucopia of more than 50 possible educational objectives, with only partial overlap among them. It makes sense instead to try to understand the reasons for the multiplicity and diversity, and to make a selection according to one’s own reasons for singling out abilities to be developed in a critical thinking curriculum. Two reasons for diversity among lists of critical thinking abilities are the underlying conception of critical thinking and the envisaged educational level. Appraisal-only conceptions, for example, involve a different suite of abilities than constructive-only conceptions. Some lists, such as those in (Glaser 1941), are put forward as educational objectives for secondary school students, whereas others are proposed as objectives for college students (e.g., Facione 1990a).
The abilities described in the remaining paragraphs of this section emerge from reflection on the general abilities needed to do well the thinking activities identified in section 6 as components of the critical thinking process described in section 5 . The derivation of each collection of abilities is accompanied by citation of sources that list such abilities and of standardized tests that claim to test them.
Observational abilities : Careful and accurate observation sometimes requires specialist expertise and practice, as in the case of observing birds and observing accident scenes. However, there are general abilities of noticing what one’s senses are picking up from one’s environment and of being able to articulate clearly and accurately to oneself and others what one has observed. It helps in exercising them to be able to recognize and take into account factors that make one’s observation less trustworthy, such as prior framing of the situation, inadequate time, deficient senses, poor observation conditions, and the like. It helps as well to be skilled at taking steps to make one’s observation more trustworthy, such as moving closer to get a better look, measuring something three times and taking the average, and checking what one thinks one is observing with someone else who is in a good position to observe it. It also helps to be skilled at recognizing respects in which one’s report of one’s observation involves inference rather than direct observation, so that one can then consider whether the inference is justified. These abilities come into play as well when one thinks about whether and with what degree of confidence to accept an observation report, for example in the study of history or in a criminal investigation or in assessing news reports. Observational abilities show up in some lists of critical thinking abilities (Ennis 1962: 90; Facione 1990a: 16; Ennis 1991: 9). There are items testing a person’s ability to judge the credibility of observation reports in the Cornell Critical Thinking Tests, Levels X and Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). Norris and King (1983, 1985, 1990a, 1990b) is a test of ability to appraise observation reports.
Emotional abilities : The emotions that drive a critical thinking process are perplexity or puzzlement, a wish to resolve it, and satisfaction at achieving the desired resolution. Children experience these emotions at an early age, without being trained to do so. Education that takes critical thinking as a goal needs only to channel these emotions and to make sure not to stifle them. Collaborative critical thinking benefits from ability to recognize one’s own and others’ emotional commitments and reactions.
Questioning abilities : A critical thinking process needs transformation of an inchoate sense of perplexity into a clear question. Formulating a question well requires not building in questionable assumptions, not prejudging the issue, and using language that in context is unambiguous and precise enough (Ennis 1962: 97; 1991: 9).
Imaginative abilities : Thinking directed at finding the correct causal explanation of a general phenomenon or particular event requires an ability to imagine possible explanations. Thinking about what policy or plan of action to adopt requires generation of options and consideration of possible consequences of each option. Domain knowledge is required for such creative activity, but a general ability to imagine alternatives is helpful and can be nurtured so as to become easier, quicker, more extensive, and deeper (Dewey 1910: 34–39; 1933: 40–47). Facione (1990a) and Halpern (1998) include the ability to imagine alternatives as a critical thinking ability.
Inferential abilities : The ability to draw conclusions from given information, and to recognize with what degree of certainty one’s own or others’ conclusions follow, is universally recognized as a general critical thinking ability. All 11 examples in section 2 of this article include inferences, some from hypotheses or options (as in Transit , Ferryboat and Disorder ), others from something observed (as in Weather and Rash ). None of these inferences is formally valid. Rather, they are licensed by general, sometimes qualified substantive rules of inference (Toulmin 1958) that rest on domain knowledge—that a bus trip takes about the same time in each direction, that the terminal of a wireless telegraph would be located on the highest possible place, that sudden cooling is often followed by rain, that an allergic reaction to a sulfa drug generally shows up soon after one starts taking it. It is a matter of controversy to what extent the specialized ability to deduce conclusions from premisses using formal rules of inference is needed for critical thinking. Dewey (1933) locates logical forms in setting out the products of reflection rather than in the process of reflection. Ennis (1981a), on the other hand, maintains that a liberally-educated person should have the following abilities: to translate natural-language statements into statements using the standard logical operators, to use appropriately the language of necessary and sufficient conditions, to deal with argument forms and arguments containing symbols, to determine whether in virtue of an argument’s form its conclusion follows necessarily from its premisses, to reason with logically complex propositions, and to apply the rules and procedures of deductive logic. Inferential abilities are recognized as critical thinking abilities by Glaser (1941: 6), Facione (1990a: 9), Ennis (1991: 9), Fisher & Scriven (1997: 99, 111), and Halpern (1998: 452). Items testing inferential abilities constitute two of the five subtests of the Watson Glaser Critical Thinking Appraisal (Watson & Glaser 1980a, 1980b, 1994), two of the four sections in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), three of the seven sections in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), 11 of the 34 items on Forms A and B of the California Critical Thinking Skills Test (Facione 1990b, 1992), and a high but variable proportion of the 25 selected-response questions in the Collegiate Learning Assessment (Council for Aid to Education 2017).
Experimenting abilities : Knowing how to design and execute an experiment is important not just in scientific research but also in everyday life, as in Rash . Dewey devoted a whole chapter of his How We Think (1910: 145–156; 1933: 190–202) to the superiority of experimentation over observation in advancing knowledge. Experimenting abilities come into play at one remove in appraising reports of scientific studies. Skill in designing and executing experiments includes the acknowledged abilities to appraise evidence (Glaser 1941: 6), to carry out experiments and to apply appropriate statistical inference techniques (Facione 1990a: 9), to judge inductions to an explanatory hypothesis (Ennis 1991: 9), and to recognize the need for an adequately large sample size (Halpern 1998). The Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) includes four items (out of 52) on experimental design. The Collegiate Learning Assessment (Council for Aid to Education 2017) makes room for appraisal of study design in both its performance task and its selected-response questions.
Consulting abilities : Skill at consulting sources of information comes into play when one seeks information to help resolve a problem, as in Candidate . Ability to find and appraise information includes ability to gather and marshal pertinent information (Glaser 1941: 6), to judge whether a statement made by an alleged authority is acceptable (Ennis 1962: 84), to plan a search for desired information (Facione 1990a: 9), and to judge the credibility of a source (Ennis 1991: 9). Ability to judge the credibility of statements is tested by 24 items (out of 76) in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) and by four items (out of 52) in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). The College Learning Assessment’s performance task requires evaluation of whether information in documents is credible or unreliable (Council for Aid to Education 2017).
Argument analysis abilities : The ability to identify and analyze arguments contributes to the process of surveying arguments on an issue in order to form one’s own reasoned judgment, as in Candidate . The ability to detect and analyze arguments is recognized as a critical thinking skill by Facione (1990a: 7–8), Ennis (1991: 9) and Halpern (1998). Five items (out of 34) on the California Critical Thinking Skills Test (Facione 1990b, 1992) test skill at argument analysis. The College Learning Assessment (Council for Aid to Education 2017) incorporates argument analysis in its selected-response tests of critical reading and evaluation and of critiquing an argument.
Judging skills and deciding skills : Skill at judging and deciding is skill at recognizing what judgment or decision the available evidence and argument supports, and with what degree of confidence. It is thus a component of the inferential skills already discussed.
Lists and tests of critical thinking abilities often include two more abilities: identifying assumptions and constructing and evaluating definitions.
In addition to dispositions and abilities, critical thinking needs knowledge: of critical thinking concepts, of critical thinking principles, and of the subject-matter of the thinking.
We can derive a short list of concepts whose understanding contributes to critical thinking from the critical thinking abilities described in the preceding section. Observational abilities require an understanding of the difference between observation and inference. Questioning abilities require an understanding of the concepts of ambiguity and vagueness. Inferential abilities require an understanding of the difference between conclusive and defeasible inference (traditionally, between deduction and induction), as well as of the difference between necessary and sufficient conditions. Experimenting abilities require an understanding of the concepts of hypothesis, null hypothesis, assumption and prediction, as well as of the concept of statistical significance and of its difference from importance. They also require an understanding of the difference between an experiment and an observational study, and in particular of the difference between a randomized controlled trial, a prospective correlational study and a retrospective (case-control) study. Argument analysis abilities require an understanding of the concepts of argument, premiss, assumption, conclusion and counter-consideration. Additional critical thinking concepts are proposed by Bailin et al. (1999b: 293), Fisher & Scriven (1997: 105–106), and Black (2012).
According to Glaser (1941: 25), ability to think critically requires knowledge of the methods of logical inquiry and reasoning. If we review the list of abilities in the preceding section, however, we can see that some of them can be acquired and exercised merely through practice, possibly guided in an educational setting, followed by feedback. Searching intelligently for a causal explanation of some phenomenon or event requires that one consider a full range of possible causal contributors, but it seems more important that one implements this principle in one’s practice than that one is able to articulate it. What is important is “operational knowledge” of the standards and principles of good thinking (Bailin et al. 1999b: 291–293). But the development of such critical thinking abilities as designing an experiment or constructing an operational definition can benefit from learning their underlying theory. Further, explicit knowledge of quirks of human thinking seems useful as a cautionary guide. Human memory is not just fallible about details, as people learn from their own experiences of misremembering, but is so malleable that a detailed, clear and vivid recollection of an event can be a total fabrication (Loftus 2017). People seek or interpret evidence in ways that are partial to their existing beliefs and expectations, often unconscious of their “confirmation bias” (Nickerson 1998). Not only are people subject to this and other cognitive biases (Kahneman 2011), of which they are typically unaware, but it may be counter-productive for one to make oneself aware of them and try consciously to counteract them or to counteract social biases such as racial or sexual stereotypes (Kenyon & Beaulac 2014). It is helpful to be aware of these facts and of the superior effectiveness of blocking the operation of biases—for example, by making an immediate record of one’s observations, refraining from forming a preliminary explanatory hypothesis, blind refereeing, double-blind randomized trials, and blind grading of students’ work.
Critical thinking about an issue requires substantive knowledge of the domain to which the issue belongs. Critical thinking abilities are not a magic elixir that can be applied to any issue whatever by somebody who has no knowledge of the facts relevant to exploring that issue. For example, the student in Bubbles needed to know that gases do not penetrate solid objects like a glass, that air expands when heated, that the volume of an enclosed gas varies directly with its temperature and inversely with its pressure, and that hot objects will spontaneously cool down to the ambient temperature of their surroundings unless kept hot by insulation or a source of heat. Critical thinkers thus need a rich fund of subject-matter knowledge relevant to the variety of situations they encounter. This fact is recognized in the inclusion among critical thinking dispositions of a concern to become and remain generally well informed.
Experimental educational interventions, with control groups, have shown that education can improve critical thinking skills and dispositions, as measured by standardized tests. For information about these tests, see the Supplement on Assessment .
What educational methods are most effective at developing the dispositions, abilities and knowledge of a critical thinker? Abrami et al. (2015) found that in the experimental and quasi-experimental studies that they analyzed dialogue, anchored instruction, and mentoring each increased the effectiveness of the educational intervention, and that they were most effective when combined. They also found that in these studies a combination of separate instruction in critical thinking with subject-matter instruction in which students are encouraged to think critically was more effective than either by itself. However, the difference was not statistically significant; that is, it might have arisen by chance.
Most of these studies lack the longitudinal follow-up required to determine whether the observed differential improvements in critical thinking abilities or dispositions continue over time, for example until high school or college graduation. For details on studies of methods of developing critical thinking skills and dispositions, see the Supplement on Educational Methods .
12. Controversies
Scholars have denied the generalizability of critical thinking abilities across subject domains, have alleged bias in critical thinking theory and pedagogy, and have investigated the relationship of critical thinking to other kinds of thinking.
McPeck (1981) attacked the thinking skills movement of the 1970s, including the critical thinking movement. He argued that there are no general thinking skills, since thinking is always thinking about some subject-matter. It is futile, he claimed, for schools and colleges to teach thinking as if it were a separate subject. Rather, teachers should lead their pupils to become autonomous thinkers by teaching school subjects in a way that brings out their cognitive structure and that encourages and rewards discussion and argument. As some of his critics (e.g., Paul 1985; Siegel 1985) pointed out, McPeck’s central argument needs elaboration, since it has obvious counter-examples in writing and speaking, for which (up to a certain level of complexity) there are teachable general abilities even though they are always about some subject-matter. To make his argument convincing, McPeck needs to explain how thinking differs from writing and speaking in a way that does not permit useful abstraction of its components from the subject-matters with which it deals. He has not done so. Nevertheless, his position that the dispositions and abilities of a critical thinker are best developed in the context of subject-matter instruction is shared by many theorists of critical thinking, including Dewey (1910, 1933), Glaser (1941), Passmore (1980), Weinstein (1990), and Bailin et al. (1999b).
McPeck’s challenge prompted reflection on the extent to which critical thinking is subject-specific. McPeck argued for a strong subject-specificity thesis, according to which it is a conceptual truth that all critical thinking abilities are specific to a subject. (He did not however extend his subject-specificity thesis to critical thinking dispositions. In particular, he took the disposition to suspend judgment in situations of cognitive dissonance to be a general disposition.) Conceptual subject-specificity is subject to obvious counter-examples, such as the general ability to recognize confusion of necessary and sufficient conditions. A more modest thesis, also endorsed by McPeck, is epistemological subject-specificity, according to which the norms of good thinking vary from one field to another. Epistemological subject-specificity clearly holds to a certain extent; for example, the principles in accordance with which one solves a differential equation are quite different from the principles in accordance with which one determines whether a painting is a genuine Picasso. But the thesis suffers, as Ennis (1989) points out, from vagueness of the concept of a field or subject and from the obvious existence of inter-field principles, however broadly the concept of a field is construed. For example, the principles of hypothetico-deductive reasoning hold for all the varied fields in which such reasoning occurs. A third kind of subject-specificity is empirical subject-specificity, according to which as a matter of empirically observable fact a person with the abilities and dispositions of a critical thinker in one area of investigation will not necessarily have them in another area of investigation.
The thesis of empirical subject-specificity raises the general problem of transfer. If critical thinking abilities and dispositions have to be developed independently in each school subject, how are they of any use in dealing with the problems of everyday life and the political and social issues of contemporary society, most of which do not fit into the framework of a traditional school subject? Proponents of empirical subject-specificity tend to argue that transfer is more likely to occur if there is critical thinking instruction in a variety of domains, with explicit attention to dispositions and abilities that cut across domains. But evidence for this claim is scanty. There is a need for well-designed empirical studies that investigate the conditions that make transfer more likely.
It is common ground in debates about the generality or subject-specificity of critical thinking dispositions and abilities that critical thinking about any topic requires background knowledge about the topic. For example, the most sophisticated understanding of the principles of hypothetico-deductive reasoning is of no help unless accompanied by some knowledge of what might be plausible explanations of some phenomenon under investigation.
Critics have objected to bias in the theory, pedagogy and practice of critical thinking. Commentators (e.g., Alston 1995; Ennis 1998) have noted that anyone who takes a position has a bias in the neutral sense of being inclined in one direction rather than others. The critics, however, are objecting to bias in the pejorative sense of an unjustified favoring of certain ways of knowing over others, frequently alleging that the unjustly favoured ways are those of a dominant sex or culture (Bailin 1995). These ways favour:
- reinforcement of egocentric and sociocentric biases over dialectical engagement with opposing world-views (Paul 1981, 1984; Warren 1998)
- distancing from the object of inquiry over closeness to it (Martin 1992; Thayer-Bacon 1992)
- indifference to the situation of others over care for them (Martin 1992)
- orientation to thought over orientation to action (Martin 1992)
- being reasonable over caring to understand people’s ideas (Thayer-Bacon 1993)
- being neutral and objective over being embodied and situated (Thayer-Bacon 1995a)
- doubting over believing (Thayer-Bacon 1995b)
- reason over emotion, imagination and intuition (Thayer-Bacon 2000)
- solitary thinking over collaborative thinking (Thayer-Bacon 2000)
- written and spoken assignments over other forms of expression (Alston 2001)
- attention to written and spoken communications over attention to human problems (Alston 2001)
- winning debates in the public sphere over making and understanding meaning (Alston 2001)
A common thread in this smorgasbord of accusations is dissatisfaction with focusing on the logical analysis and evaluation of reasoning and arguments. While these authors acknowledge that such analysis and evaluation is part of critical thinking and should be part of its conceptualization and pedagogy, they insist that it is only a part. Paul (1981), for example, bemoans the tendency of atomistic teaching of methods of analyzing and evaluating arguments to turn students into more able sophists, adept at finding fault with positions and arguments with which they disagree but even more entrenched in the egocentric and sociocentric biases with which they began. Martin (1992) and Thayer-Bacon (1992) cite with approval the self-reported intimacy with their subject-matter of leading researchers in biology and medicine, an intimacy that conflicts with the distancing allegedly recommended in standard conceptions and pedagogy of critical thinking. Thayer-Bacon (2000) contrasts the embodied and socially embedded learning of her elementary school students in a Montessori school, who used their imagination, intuition and emotions as well as their reason, with conceptions of critical thinking as
thinking that is used to critique arguments, offer justifications, and make judgments about what are the good reasons, or the right answers. (Thayer-Bacon 2000: 127–128)
Alston (2001) reports that her students in a women’s studies class were able to see the flaws in the Cinderella myth that pervades much romantic fiction but in their own romantic relationships still acted as if all failures were the woman’s fault and still accepted the notions of love at first sight and living happily ever after. Students, she writes, should
be able to connect their intellectual critique to a more affective, somatic, and ethical account of making risky choices that have sexist, racist, classist, familial, sexual, or other consequences for themselves and those both near and far… critical thinking that reads arguments, texts, or practices merely on the surface without connections to feeling/desiring/doing or action lacks an ethical depth that should infuse the difference between mere cognitive activity and something we want to call critical thinking. (Alston 2001: 34)
Some critics portray such biases as unfair to women. Thayer-Bacon (1992), for example, has charged modern critical thinking theory with being sexist, on the ground that it separates the self from the object and causes one to lose touch with one’s inner voice, and thus stigmatizes women, who (she asserts) link self to object and listen to their inner voice. Her charge does not imply that women as a group are on average less able than men to analyze and evaluate arguments. Facione (1990c) found no difference by sex in performance on his California Critical Thinking Skills Test. Kuhn (1991: 280–281) found no difference by sex in either the disposition or the competence to engage in argumentative thinking.
The critics propose a variety of remedies for the biases that they allege. In general, they do not propose to eliminate or downplay critical thinking as an educational goal. Rather, they propose to conceptualize critical thinking differently and to change its pedagogy accordingly. Their pedagogical proposals arise logically from their objections. They can be summarized as follows:
- Focus on argument networks with dialectical exchanges reflecting contesting points of view rather than on atomic arguments, so as to develop “strong sense” critical thinking that transcends egocentric and sociocentric biases (Paul 1981, 1984).
- Foster closeness to the subject-matter and feeling connected to others in order to inform a humane democracy (Martin 1992).
- Develop “constructive thinking” as a social activity in a community of physically embodied and socially embedded inquirers with personal voices who value not only reason but also imagination, intuition and emotion (Thayer-Bacon 2000).
- In developing critical thinking in school subjects, treat as important neither skills nor dispositions but opening worlds of meaning (Alston 2001).
- Attend to the development of critical thinking dispositions as well as skills, and adopt the “critical pedagogy” practised and advocated by Freire (1968 [1970]) and hooks (1994) (Dalgleish, Girard, & Davies 2017).
A common thread in these proposals is treatment of critical thinking as a social, interactive, personally engaged activity like that of a quilting bee or a barn-raising (Thayer-Bacon 2000) rather than as an individual, solitary, distanced activity symbolized by Rodin’s The Thinker . One can get a vivid description of education with the former type of goal from the writings of bell hooks (1994, 2010). Critical thinking for her is open-minded dialectical exchange across opposing standpoints and from multiple perspectives, a conception similar to Paul’s “strong sense” critical thinking (Paul 1981). She abandons the structure of domination in the traditional classroom. In an introductory course on black women writers, for example, she assigns students to write an autobiographical paragraph about an early racial memory, then to read it aloud as the others listen, thus affirming the uniqueness and value of each voice and creating a communal awareness of the diversity of the group’s experiences (hooks 1994: 84). Her “engaged pedagogy” is thus similar to the “freedom under guidance” implemented in John Dewey’s Laboratory School of Chicago in the late 1890s and early 1900s. It incorporates the dialogue, anchored instruction, and mentoring that Abrami (2015) found to be most effective in improving critical thinking skills and dispositions.
What is the relationship of critical thinking to problem solving, decision-making, higher-order thinking, creative thinking, and other recognized types of thinking? One’s answer to this question obviously depends on how one defines the terms used in the question. If critical thinking is conceived broadly to cover any careful thinking about any topic for any purpose, then problem solving and decision making will be kinds of critical thinking, if they are done carefully. Historically, ‘critical thinking’ and ‘problem solving’ were two names for the same thing. If critical thinking is conceived more narrowly as consisting solely of appraisal of intellectual products, then it will be disjoint with problem solving and decision making, which are constructive.
Bloom’s taxonomy of educational objectives used the phrase “intellectual abilities and skills” for what had been labeled “critical thinking” by some, “reflective thinking” by Dewey and others, and “problem solving” by still others (Bloom et al. 1956: 38). Thus, the so-called “higher-order thinking skills” at the taxonomy’s top levels of analysis, synthesis and evaluation are just critical thinking skills, although they do not come with general criteria for their assessment (Ennis 1981b). The revised version of Bloom’s taxonomy (Anderson et al. 2001) likewise treats critical thinking as cutting across those types of cognitive process that involve more than remembering (Anderson et al. 2001: 269–270). For details, see the Supplement on History .
As to creative thinking, it overlaps with critical thinking (Bailin 1987, 1988). Thinking about the explanation of some phenomenon or event, as in Ferryboat , requires creative imagination in constructing plausible explanatory hypotheses. Likewise, thinking about a policy question, as in Candidate , requires creativity in coming up with options. Conversely, creativity in any field needs to be balanced by critical appraisal of the draft painting or novel or mathematical theory.
- Abrami, Philip C., Robert M. Bernard, Eugene Borokhovski, David I. Waddington, C. Anne Wade, and Tonje Person, 2015, “Strategies for Teaching Students to Think Critically: A Meta-analysis”, Review of Educational Research , 85(2): 275–314. doi:10.3102/0034654314551063
- Aikin, Wilford M., 1942, The Story of the Eight-year Study, with Conclusions and Recommendations , Volume I of Adventure in American Education , New York and London: Harper & Brothers. [ Aikin 1942 available online ]
- Alston, Kal, 1995, “Begging the Question: Is Critical Thinking Biased?”, Educational Theory , 45(2): 225–233. doi:10.1111/j.1741-5446.1995.00225.x
- –––, 2001, “Re/Thinking Critical Thinking: The Seductions of Everyday Life”, Studies in Philosophy and Education , 20(1): 27–40. doi:10.1023/A:1005247128053
- American Educational Research Association, 2014, Standards for Educational and Psychological Testing / American Educational Research Association, American Psychological Association, National Council on Measurement in Education , Washington, DC: American Educational Research Association.
- Anderson, Lorin W., David R. Krathwohl, Peter W. Airiasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Raths, and Merlin C. Wittrock, 2001, A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives , New York: Longman, complete edition.
- Bailin, Sharon, 1987, “Critical and Creative Thinking”, Informal Logic , 9(1): 23–30. [ Bailin 1987 available online ]
- –––, 1988, Achieving Extraordinary Ends: An Essay on Creativity , Dordrecht: Kluwer. doi:10.1007/978-94-009-2780-3
- –––, 1995, “Is Critical Thinking Biased? Clarifications and Implications”, Educational Theory , 45(2): 191–197. doi:10.1111/j.1741-5446.1995.00191.x
- Bailin, Sharon and Mark Battersby, 2009, “Inquiry: A Dialectical Approach to Teaching Critical Thinking”, in Juho Ritola (ed.), Argument Cultures: Proceedings of OSSA 09 , CD-ROM (pp. 1–10), Windsor, ON: OSSA. [ Bailin & Battersby 2009 available online ]
- –––, 2016, “Fostering the Virtues of Inquiry”, Topoi , 35(2): 367–374. doi:10.1007/s11245-015-9307-6
- Bailin, Sharon, Roland Case, Jerrold R. Coombs, and Leroi B. Daniels, 1999a, “Common Misconceptions of Critical Thinking”, Journal of Curriculum Studies , 31(3): 269–283. doi:10.1080/002202799183124
- –––, 1999b, “Conceptualizing Critical Thinking”, Journal of Curriculum Studies , 31(3): 285–302. doi:10.1080/002202799183133
- Berman, Alan M., Seth J. Schwartz, William M. Kurtines, and Steven L. Berman, 2001, “The Process of Exploration in Identity Formation: The Role of Style and Competence”, Journal of Adolescence , 24(4): 513–528. doi:10.1006/jado.2001.0386
- Black, Beth (ed.), 2012, An A to Z of Critical Thinking , London: Continuum International Publishing Group.
- Bloom, Benjamin Samuel, Max D. Engelhart, Edward J. Furst, Walter H. Hill, and David R. Krathwohl, 1956, Taxonomy of Educational Objectives. Handbook I: Cognitive Domain , New York: David McKay.
- Casserly, Megan, 2012, “The 10 Skills That Will Get You Hired in 2013”, Forbes , Dec. 10, 2012. Available at https://www.forbes.com/sites/meghancasserly/2012/12/10/the-10-skills-that-will-get-you-a-job-in-2013/#79e7ff4e633d ; accessed 2017 11 06.
- Center for Assessment & Improvement of Learning, 2017, Critical Thinking Assessment Test , Cookeville, TN: Tennessee Technological University.
- Cohen, Jacob, 1988, Statistical Power Analysis for the Behavioral Sciences , Hillsdale, NJ: Lawrence Erlbaum Associates, 2nd edition.
- College Board, 1983, Academic Preparation for College. What Students Need to Know and Be Able to Do , New York: College Entrance Examination Board, ERIC document ED232517.
- Commission on the Relation of School and College of the Progressive Education Association, 1943, Thirty Schools Tell Their Story , Volume V of Adventure in American Education , New York and London: Harper & Brothers.
- Council for Aid to Education, 2017, CLA+ Student Guide . Available at http://cae.org/images/uploads/pdf/CLA_Student_Guide_Institution.pdf ; accessed 2017 09 26.
- Dalgleish, Adam, Patrick Girard, and Maree Davies, 2017, “Critical Thinking, Bias and Feminist Philosophy: Building a Better Framework through Collaboration”, Informal Logic , 37(4): 351–369. [ Dalgleish et al. available online ]
- Dewey, John, 1910, How We Think , Boston: D.C. Heath. [ Dewey 1910 available online ]
- –––, 1916, Democracy and Education: An Introduction to the Philosophy of Education , New York: Macmillan.
- –––, 1933, How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process , Lexington, MA: D.C. Heath.
- –––, 1936, “The Theory of the Chicago Experiment”, Appendix II of Mayhew & Edwards 1936: 463–477.
- –––, 1938, Logic: The Theory of Inquiry , New York: Henry Holt and Company.
- Dominguez, Caroline (coord.), 2018a, A European Collection of the Critical Thinking Skills and Dispositions Needed in Different Professional Fields for the 21st Century , Vila Real, Portugal: UTAD. Available at http://bit.ly/CRITHINKEDUO1 ; accessed 2018 04 09.
- ––– (coord.), 2018b, A European Review on Critical Thinking Educational Practices in Higher Education Institutions , Vila Real: UTAD. Available at http://bit.ly/CRITHINKEDUO2 ; accessed 2018 04 14.
- Dumke, Glenn S., 1980, Chancellor’s Executive Order 338 , Long Beach, CA: California State University, Chancellor’s Office. Available at https://www.calstate.edu/eo/EO-338.pdf ; accessed 2017 11 16.
- Ennis, Robert H., 1958, “An Appraisal of the Watson-Glaser Critical Thinking Appraisal”, The Journal of Educational Research , 52(4): 155–158. doi:10.1080/00220671.1958.10882558
- –––, 1962, “A Concept of Critical Thinking: A Proposed Basis for Research on the Teaching and Evaluation of Critical Thinking Ability”, Harvard Educational Review , 32(1): 81–111.
- –––, 1981a, “A Conception of Deductive Logical Competence”, Teaching Philosophy , 4(3/4): 337–385. doi:10.5840/teachphil198143/429
- –––, 1981b, “Eight Fallacies in Bloom’s Taxonomy”, in C. J. B. Macmillan (ed.), Philosophy of Education 1980: Proceedings of the Thirty-seventh Annual Meeting of the Philosophy of Education Society , Bloomington, IL: Philosophy of Education Society, pp. 269–273.
- –––, 1984, “Problems in Testing Informal Logic, Critical Thinking, Reasoning Ability”. Informal Logic , 6(1): 3–9. [ Ennis 1984 available online ]
- –––, 1987, “A Taxonomy of Critical Thinking Dispositions and Abilities”, in Joan Boykoff Baron and Robert J. Sternberg (eds.), Teaching Thinking Skills: Theory and Practice , New York: W. H. Freeman, pp. 9–26.
- –––, 1989, “Critical Thinking and Subject Specificity: Clarification and Needed Research”, Educational Researcher , 18(3): 4–10. doi:10.3102/0013189X018003004
- –––, 1991, “Critical Thinking: A Streamlined Conception”, Teaching Philosophy , 14(1): 5–24. doi:10.5840/teachphil19911412
- –––, 1996, “Critical Thinking Dispositions: Their Nature and Assessability”, Informal Logic , 18(2–3): 165–182. [ Ennis 1996 available online ]
- –––, 1998, “Is Critical Thinking Culturally Biased?”, Teaching Philosophy , 21(1): 15–33. doi:10.5840/teachphil19982113
- –––, 2011, “Critical Thinking: Reflection and Perspective Part I”, Inquiry: Critical Thinking across the Disciplines , 26(1): 4–18. doi:10.5840/inquiryctnews20112613
- –––, 2013, “Critical Thinking across the Curriculum: The Wisdom CTAC Program”, Inquiry: Critical Thinking across the Disciplines , 28(2): 25–45. doi:10.5840/inquiryct20132828
- –––, 2016, “Definition: A Three-Dimensional Analysis with Bearing on Key Concepts”, in Patrick Bondy and Laura Benacquista (eds.), Argumentation, Objectivity, and Bias: Proceedings of the 11th International Conference of the Ontario Society for the Study of Argumentation (OSSA), 18–21 May 2016 , Windsor, ON: OSSA, pp. 1–19. Available at http://scholar.uwindsor.ca/ossaarchive/OSSA11/papersandcommentaries/105 ; accessed 2017 12 02.
- –––, 2018, “Critical Thinking Across the Curriculum: A Vision”, Topoi , 37(1): 165–184. doi:10.1007/s11245-016-9401-4
- Ennis, Robert H., and Jason Millman, 1971, Manual for Cornell Critical Thinking Test, Level X, and Cornell Critical Thinking Test, Level Z , Urbana, IL: Critical Thinking Project, University of Illinois.
- Ennis, Robert H., Jason Millman, and Thomas Norbert Tomko, 1985, Cornell Critical Thinking Tests Level X & Level Z: Manual , Pacific Grove, CA: Midwest Publication, 3rd edition.
- –––, 2005, Cornell Critical Thinking Tests Level X & Level Z: Manual , Seaside, CA: Critical Thinking Company, 5th edition.
- Ennis, Robert H. and Eric Weir, 1985, The Ennis-Weir Critical Thinking Essay Test: Test, Manual, Criteria, Scoring Sheet: An Instrument for Teaching and Testing , Pacific Grove, CA: Midwest Publications.
- Facione, Peter A., 1990a, Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction , Research Findings and Recommendations Prepared for the Committee on Pre-College Philosophy of the American Philosophical Association, ERIC Document ED315423.
- –––, 1990b, California Critical Thinking Skills Test, CCTST – Form A , Millbrae, CA: The California Academic Press.
- –––, 1990c, The California Critical Thinking Skills Test--College Level. Technical Report #3. Gender, Ethnicity, Major, CT Self-Esteem, and the CCTST , ERIC Document ED326584.
- –––, 1992, California Critical Thinking Skills Test: CCTST – Form B, Millbrae, CA: The California Academic Press.
- –––, 2000, “The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill”, Informal Logic , 20(1): 61–84. [ Facione 2000 available online ]
- Facione, Peter A. and Noreen C. Facione, 1992, CCTDI: A Disposition Inventory , Millbrae, CA: The California Academic Press.
- Facione, Peter A., Noreen C. Facione, and Carol Ann F. Giancarlo, 2001, California Critical Thinking Disposition Inventory: CCTDI: Inventory Manual , Millbrae, CA: The California Academic Press.
- Facione, Peter A., Carol A. Sánchez, and Noreen C. Facione, 1994, Are College Students Disposed to Think? , Millbrae, CA: The California Academic Press. ERIC Document ED368311.
- Fisher, Alec, and Michael Scriven, 1997, Critical Thinking: Its Definition and Assessment , Norwich: Centre for Research in Critical Thinking, University of East Anglia.
- Freire, Paulo, 1968 [1970], Pedagogia do Oprimido . Translated as Pedagogy of the Oppressed , Myra Bergman Ramos (trans.), New York: Continuum, 1970.
- Glaser, Edward Maynard, 1941, An Experiment in the Development of Critical Thinking , New York: Bureau of Publications, Teachers College, Columbia University.
- Halpern, Diane F., 1998, “Teaching Critical Thinking for Transfer Across Domains: Disposition, Skills, Structure Training, and Metacognitive Monitoring”, American Psychologist , 53(4): 449–455. doi:10.1037/0003-066X.53.4.449
- –––, 2016, Manual: Halpern Critical Thinking Assessment , Mödling, Austria: Schuhfried. Available at https://drive.google.com/file/d/0BzUoP_pmwy1gdEpCR05PeW9qUzA/view ; accessed 2017 12 01.
- Hamby, Benjamin, 2014, The Virtues of Critical Thinkers , Doctoral dissertation, Philosophy, McMaster University. [ Hamby 2014 available online ]
- –––, 2015, “Willingness to Inquire: The Cardinal Critical Thinking Virtue”, in Martin Davies and Ronald Barnett (eds.), The Palgrave Handbook of Critical Thinking in Higher Education , New York: Palgrave Macmillan, pp. 77–87.
- Haynes, Ada, Elizabeth Lisic, Kevin Harris, Katie Leming, Kyle Shanks, and Barry Stein, 2015, “Using the Critical Thinking Assessment Test (CAT) as a Model for Designing Within-Course Assessments: Changing How Faculty Assess Student Learning”, Inquiry: Critical Thinking Across the Disciplines , 30(3): 38–48. doi:10.5840/inquiryct201530316
- Hitchcock, David, 2017, “Critical Thinking as an Educational Ideal”, in his On Reasoning and Argument: Essays in Informal Logic and on Critical Thinking , Dordrecht: Springer, pp. 477–497. doi:10.1007/978-3-319-53562-3_30
- hooks, bell, 1994, Teaching to Transgress: Education as the Practice of Freedom , New York and London: Routledge.
- –––, 2010, Teaching Critical Thinking: Practical Wisdom , New York and London: Routledge.
- Johnson, Ralph H., 1992, “The Problem of Defining Critical Thinking”, in Stephen P, Norris (ed.), The Generalizability of Critical Thinking , New York: Teachers College Press, pp. 38–53.
- Kahane, Howard, 1971, Logic and Contemporary Rhetoric: The Use of Reason in Everyday Life , Belmont, CA: Wadsworth.
- Kahneman, Daniel, 2011, Thinking, Fast and Slow , New York: Farrar, Straus and Giroux.
- Kenyon, Tim, and Guillaume Beaulac, 2014, “Critical Thinking Education and Debasing”, Informal Logic , 34(4): 341–363. [ Kenyon & Beaulac 2014 available online ]
- Krathwohl, David R., Benjamin S. Bloom, and Bertram B. Masia, 1964, Taxonomy of Educational Objectives, Handbook II: Affective Domain , New York: David McKay.
- Kuhn, Deanna, 1991, The Skills of Argument , New York: Cambridge University Press. doi:10.1017/CBO9780511571350
- Lipman, Matthew, 1987, “Critical Thinking–What Can It Be?”, Analytic Teaching , 8(1): 5–12. [ Lipman 1987 available online ]
- Loftus, Elizabeth F., 2017, “Eavesdropping on Memory”, Annual Review of Psychology , 68: 1–18. doi:10.1146/annurev-psych-010416-044138
- Martin, Jane Roland, 1992, “Critical Thinking for a Humane World”, in Stephen P. Norris (ed.), The Generalizability of Critical Thinking , New York: Teachers College Press, pp. 163–180.
- Mayhew, Katherine Camp, and Anna Camp Edwards, 1936, The Dewey School: The Laboratory School of the University of Chicago, 1896–1903 , New York: Appleton-Century. [ Mayhew & Edwards 1936 available online ]
- McPeck, John E., 1981, Critical Thinking and Education , New York: St. Martin’s Press.
- Nickerson, Raymond S., 1998, “Confirmation Bias: A Ubiquitous Phenomenon in Many Guises”, Review of General Psychology , 2(2): 175–220. doi:10.1037/1089-2680.2.2.175
- Nieto, Ana Maria, and Jorge Valenzuela, 2012, “A Study of the Internal Structure of Critical Thinking Dispositions”, Inquiry: Critical Thinking across the Disciplines , 27(1): 31–38. doi:10.5840/inquiryct20122713
- Norris, Stephen P., 1985, “Controlling for Background Beliefs When Developing Multiple-choice Critical Thinking Tests”, Educational Measurement: Issues and Practice , 7(3): 5–11. doi:10.1111/j.1745-3992.1988.tb00437.x
- Norris, Stephen P. and Robert H. Ennis, 1989, Evaluating Critical Thinking (The Practitioners’ Guide to Teaching Thinking Series), Pacific Grove, CA: Midwest Publications.
- Norris, Stephen P. and Ruth Elizabeth King, 1983, Test on Appraising Observations , St. John’s, NL: Institute for Educational Research and Development, Memorial University of Newfoundland.
- –––, 1984, The Design of a Critical Thinking Test on Appraising Observations , St. John’s, NL: Institute for Educational Research and Development, Memorial University of Newfoundland. ERIC Document ED260083.
- –––, 1985, Test on Appraising Observations: Manual , St. John’s, NL: Institute for Educational Research and Development, Memorial University of Newfoundland.
- –––, 1990a, Test on Appraising Observations , St. John’s, NL: Institute for Educational Research and Development, Memorial University of Newfoundland, 2nd edition.
- –––, 1990b, Test on Appraising Observations: Manual , St. John’s, NL: Institute for Educational Research and Development, Memorial University of Newfoundland, 2nd edition.
- Obama, Barack, 2014, State of the Union Address , January 28, 2014. [ Obama 2014 available online ]
- OCR [Oxford, Cambridge and RSA Examinations], 2011, AS/A Level GCE: Critical Thinking – H052, H452 , Cambridge: OCR. Information available at http://www.ocr.org.uk/qualifications/as-a-level-gce-critical-thinking-h052-h452/ ; accessed 2017 10 12.
- OECD [Organization for Economic Cooperation and Development] Centre for Educational Research and Innovation, 2018, Fostering and Assessing Students’ Creative and Critical Thinking Skills in Higher Education , Paris: OECD. Available at http://www.oecd.org/education/ceri/Fostering-and-assessing-students-creative-and-critical-thinking-skills-in-higher-education.pdf ; accessed 2018 04 22.
- Ontario Ministry of Education, 2013, The Ontario Curriculum Grades 9 to 12: Social Sciences and Humanities . Available at http://www.edu.gov.on.ca/eng/curriculum/secondary/ssciences9to122013.pdf ; accessed 2017 11 16.
- Passmore, John Arthur, 1980, The Philosophy of Teaching , London: Duckworth.
- Paul, Richard W., 1981, “Teaching Critical Thinking in the ‘Strong’ Sense: A Focus on Self-Deception, World Views, and a Dialectical Mode of Analysis”, Informal Logic , 4(2): 2–7. [ Paul 1981 available online ]
- –––, 1984, “Critical Thinking: Fundamental to Education for a Free Society”, Educational Leadership , 42(1): 4–14.
- –––, 1985, “McPeck’s Mistakes”, Informal Logic , 7(1): 35–43. [ Paul 1985 available online ]
- Paul, Richard W. and Linda Elder, 2006, The Miniature Guide to Critical Thinking: Concepts and Tools , Dillon Beach, CA: Foundation for Critical Thinking, 4th edition.
- Payette, Patricia, and Edna Ross, 2016, “Making a Campus-Wide Commitment to Critical Thinking: Insights and Promising Practices Utilizing the Paul-Elder Approach at the University of Louisville”, Inquiry: Critical Thinking Across the Disciplines , 31(1): 98–110. doi:10.5840/inquiryct20163118
- Possin, Kevin, 2008, “A Field Guide to Critical-Thinking Assessment”, Teaching Philosophy , 31(3): 201–228. doi:10.5840/teachphil200831324
- –––, 2013a, “Some Problems with the Halpern Critical Thinking Assessment (HCTA) Test”, Inquiry: Critical Thinking across the Disciplines , 28(3): 4–12. doi:10.5840/inquiryct201328313
- –––, 2013b, “A Serious Flaw in the Collegiate Learning Assessment (CLA) Test”, Informal Logic , 33(3): 390–405. [ Possin 2013b available online ]
- –––, 2014, “Critique of the Watson-Glaser Critical Thinking Appraisal Test: The More You Know, the Lower Your Score”, Informal Logic , 34(4): 393–416. [ Possin 2014 available online ]
- Rawls, John, 1971, A Theory of Justice , Cambridge, MA: Harvard University Press.
- Rousseau, Jean-Jacques, 1762, Émile , Amsterdam: Jean Néaulme.
- Scheffler, Israel, 1960, The Language of Education , Springfield, IL: Charles C. Thomas.
- Scriven, Michael, and Richard W. Paul, 1987, Defining Critical Thinking , Draft statement written for the National Council for Excellence in Critical Thinking Instruction. Available at http://www.criticalthinking.org/pages/defining-critical-thinking/766 ; accessed 2017 11 29.
- Sheffield, Clarence Burton Jr., 2018, “Promoting Critical Thinking in Higher Education: My Experiences as the Inaugural Eugene H. Fram Chair in Applied Critical Thinking at Rochester Institute of Technology”, Topoi , 37(1): 155–163. doi:10.1007/s11245-016-9392-1
- Siegel, Harvey, 1985, “McPeck, Informal Logic and the Nature of Critical Thinking”, in David Nyberg (ed.), Philosophy of Education 1985: Proceedings of the Forty-First Annual Meeting of the Philosophy of Education Society , Normal, IL: Philosophy of Education Society, pp. 61–72.
- –––, 1988, Educating Reason: Rationality, Critical Thinking, and Education , New York: Routledge.
- –––, 1999, “What (Good) Are Thinking Dispositions?”, Educational Theory , 49(2): 207–221. doi:10.1111/j.1741-5446.1999.00207.x
- Simpson, Elizabeth, 1966–67, “The Classification of Educational Objectives: Psychomotor Domain”, Illinois Teacher of Home Economics , 10(4): 110–144, ERIC document ED0103613. [ Simpson 1966–67 available online ]
- Skolverket, 2011, Curriculum for the Compulsory School, Preschool Class and the Recreation Centre , Stockholm: Ordförrådet AB. Available at http://malmo.se/download/18.29c3b78a132728ecb52800034181/pdf2687.pdf ; accessed 2017 11 16.
- Smith, B. Othanel, 1953, “The Improvement of Critical Thinking”, Progressive Education , 30(5): 129–134.
- Smith, Eugene Randolph, Ralph Winfred Tyler, and the Evaluation Staff, 1942, Appraising and Recording Student Progress , Volume III of Adventure in American Education , New York and London: Harper & Brothers.
- Splitter, Laurance J., 1987, “Educational Reform through Philosophy for Children”, Thinking: The Journal of Philosophy for Children , 7(2): 32–39. doi:10.5840/thinking1987729
- Stanovich Keith E., and Paula J. Stanovich, 2010, “A Framework for Critical Thinking, Rational Thinking, and Intelligence”, in David D. Preiss and Robert J. Sternberg (eds), Innovations in Educational Psychology: Perspectives on Learning, Teaching and Human Development , New York: Springer Publishing, pp 195–237.
- Stanovich Keith E., Richard F. West, and Maggie E. Toplak, 2011, “Intelligence and Rationality”, in Robert J. Sternberg and Scott Barry Kaufman (eds.), Cambridge Handbook of Intelligence , Cambridge: Cambridge University Press, 3rd edition, pp. 784–826. doi:10.1017/CBO9780511977244.040
- Tankersley, Karen, 2005, Literacy Strategies for Grades 4–12: Reinforcing the Threads of Reading , Alexandria, VA: Association for Supervision and Curriculum Development.
- Thayer-Bacon, Barbara J., 1992, “Is Modern Critical Thinking Theory Sexist?”, Inquiry: Critical Thinking Across the Disciplines , 10(1): 3–7. doi:10.5840/inquiryctnews199210123
- –––, 1993, “Caring and Its Relationship to Critical Thinking”, Educational Theory , 43(3): 323–340. doi:10.1111/j.1741-5446.1993.00323.x
- –––, 1995a, “Constructive Thinking: Personal Voice”, Journal of Thought , 30(1): 55–70.
- –––, 1995b, “Doubting and Believing: Both are Important for Critical Thinking”, Inquiry: Critical Thinking across the Disciplines , 15(2): 59–66. doi:10.5840/inquiryctnews199515226
- –––, 2000, Transforming Critical Thinking: Thinking Constructively , New York: Teachers College Press.
- Toulmin, Stephen Edelston, 1958, The Uses of Argument , Cambridge: Cambridge University Press.
- Turri, John, Mark Alfano, and John Greco, 2017, “Virtue Epistemology”, in Edward N. Zalta (ed.), The Stanford Encyclopedia of Philosophy (Winter 2017 Edition). URL = < https://plato.stanford.edu/archives/win2017/entries/epistemology-virtue/ >
- Warren, Karen J. 1988. “Critical Thinking and Feminism”, Informal Logic , 10(1): 31–44. [ Warren 1988 available online ]
- Watson, Goodwin, and Edward M. Glaser, 1980a, Watson-Glaser Critical Thinking Appraisal, Form A , San Antonio, TX: Psychological Corporation.
- –––, 1980b, Watson-Glaser Critical Thinking Appraisal: Forms A and B; Manual , San Antonio, TX: Psychological Corporation,
- –––, 1994, Watson-Glaser Critical Thinking Appraisal, Form B , San Antonio, TX: Psychological Corporation.
- Weinstein, Mark, 1990, “Towards a Research Agenda for Informal Logic and Critical Thinking”, Informal Logic , 12(3): 121–143. [ Weinstein 1990 available online ]
- –––, 2013, Logic, Truth and Inquiry , London: College Publications.
- Zagzebski, Linda Trinkaus, 1996, Virtues of the Mind: An Inquiry into the Nature of Virtue and the Ethical Foundations of Knowledge , Cambridge: Cambridge University Press. doi:10.1017/CBO9781139174763
How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up this entry topic at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.
- Association for Informal Logic and Critical Thinking (AILACT)
- Center for Teaching Thinking (CTT)
- Critical Thinking Across the European Higher Education Curricula (CRITHINKEDU)
- Critical Thinking Definition, Instruction, and Assessment: A Rigorous Approach (criticalTHINKING.net)
- Critical Thinking Research (RAIL)
- Foundation for Critical Thinking
- Insight Assessment
- Partnership for 21st Century Learning (P21)
- The Critical Thinking Consortium
- The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities , by Robert H. Ennis
abilities | bias, implicit | children, philosophy for | civic education | decision-making capacity | Dewey, John | dispositions | education, philosophy of | epistemology: virtue | logic: informal
Copyright © 2018 by David Hitchcock < hitchckd @ mcmaster . ca >
Support SEP
Mirror sites.
View this site from another server:
- Info about mirror sites
![it is critical thinking important Stanford Center for the Study of Language and Information](https://plato.stanford.edu/archIves/symbols/SU_csli.png)
The Stanford Encyclopedia of Philosophy is copyright © 2016 by The Metaphysics Research Lab , Center for the Study of Language and Information (CSLI), Stanford University
Library of Congress Catalog Data: ISSN 1095-5054
![](http://blog10.website/777/templates/cheerup2/res/banner1.gif)
COMMENTS
According to the University of the People in California, having critical thinking skills is important because they are [1]: Universal. Crucial for the economy. Essential for improving language and presentation skills. Very helpful in promoting creativity. Important for self-reflection.
Critical thinking can help you better understand yourself, and in turn, help you avoid any kind of negative or limiting beliefs, and focus more on your strengths. Being able to share your thoughts can increase your quality of life. 4. Form Well-Informed Opinions.
The importance of critical thinking cannot be overstated because its relevance extends into every area of life, from politics, to science, to religion, to ethics. Not only does critical thinking help us draw inferences for ourselves, it helps us identify and evaluate the assumptions behind statements, the moral implications of statements, and ...
Critical thinking in the workplace Here are some of the ways critical thinking is important to the workplace: Some professions require it For career success in law, education, research, medical, finance and many other career fields, it's important to display critical thinking skills. It's an essential facet of any profession where the goal is ...
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 ...
Critical Thinking: A Simple Guide and Why It's Important was originally published on Ivy Exec. Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.
Critical thinking is the discipline of rigorously and skillfully using information, experience, observation, and reasoning to guide your decisions, actions, and beliefs. You'll need to actively question every step of your thinking process to do it well. Collecting, analyzing and evaluating information is an important skill in life, and a highly ...
In a time where deliberately false information is continually introduced into public discourse, and quickly spread through social media shares and likes, it is more important than ever for young people to develop their critical thinking. That skill, says Georgetown professor William T. Gormley, consists of three elements: a capacity to spot ...
Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. ... It is an important part of a critical thinking process in which one surveys arguments for various positions on an issue ...
Critical thinking is a fundamental skill that allows individuals to analyze, evaluate, and interpret information objectively and rationally. It goes beyond merely accepting information at face value; instead, critical thinkers are equipped to delve deeper, question assumptions, and explore various perspectives before arriving at well-informed ...
Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions. It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better. This may sound like a pretty broad definition, and that's because critical thinking is a ...
Critical thinking is characterized by a broad set of related skills usually including the abilities to. 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.
A critical thinker analyzes information objectively and logically. This means considering all the evidence and forming an unbiased opinion. Consequently, you can become more open-minded and open to new solutions that may push you out of your comfort zone. Critical thinking also helps sharpen our judgment.
Critical thinking capacity does all that and more. 4. It's a multi-faceted practice. Critical thinking is known for encompassing a wide array of disciplines, and cultivating a broad range of cognitive talents. One could indeed say that it's a cross-curricular activity for the mind, and the mind must be exercised just like a muscle to stay ...
Critical thinking might be described as the ability to engage in reflective and independent thinking. In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information. Critical thinkers rigorously question ideas and assumptions rather than accepting them ...
A Brief Definition: Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. A well-cultivated critical thinker: communicates effectively with others in figuring out solutions to complex problems. Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking.
Summary. Critical thinking is the ability to analyze and effectively break down an issue in order to make a decision or find a solution. At the heart of critical thinking is the ability to ...
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 phenomena, and research findings. Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful ...
According to the University of Edinburgh, critical thinking skills are important because they allow you to think actively when gathering evidence to reach a considered conclusion. Critical thinking means considering questions such as who, what, where, how, and when, allowing you to examine all sources of information [1].
6 important critical thinking skills you should master. There are several critical thinking skills that everyone should strive to master. These skills are essential for making sound decisions and solving problems effectively. Analysis: This is the ability to break down complex information into smaller, more manageable parts. This involves ...
The key critical thinking skills are identifying biases, inference, research, identification, curiosity, and judging relevance. Let's explore these six critical thinking skills you should learn and why they're so important to the critical thinking process. 1. Identifying biases.
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 ...
Critical thinking allows you to always soberly assess the situations taking place in your work, give an objective assessment, including your own actions and the actions of others, effectively ...
Critical thinking is a fundamental skill that enables individuals to navigate the complexities of the modern world effectively. It is a disciplined process of. ... It enables individuals to critically evaluate information, identify biases, and make well-reasoned decisions on important issues. A survey by the Pew Research Center found that only ...
An important point in the critical thinking process is the development of the ability to identify biases and maintain an impartial view in evaluations. To improve this aspect it is advisable to have tools to be able to identify and recognize the prejudices and biases you have and try to leave them completely aside when thinking about the solution.
Critical thinking is an important factor that can provide competencies in student success (Verawati et al., 2021). It is argued that critical thinking practices activated in learning environments suitable for the student level will be effective in the development of students' critical thinking skills (Sezer et al., 2022).
On the other hand, critical thinking uses a dynamic and iterative cognitive effort that actively questions hypotheses, seeks evidence, and evaluates arguments. To differentiate between ordinary and critical thinking, for illustration, consider a packaged fruit juice advertisement with a persuasive message about its benefits. The persuasion in ...
Especially in an age of AI, the conversation about DOK (critical thinking) is extremely important. As educators, we're constantly striving to create engaging learning experiences that prepare our students for the complexities of the 21st century. Depth of Knowledge (DOK) offers a powerful framework for crafting lessons that push students ...
It's important to think critically about the places you search for information and the information you find. The following tutorials and workshops will support you to develop a questioning approach to information and learn more about critical evaluation. ... Evaluating information and critical thinking (Word document, 629 KB) Learn how to think ...
Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. ... It is an important part of a critical thinking process in which one surveys arguments for various positions on an issue ...