importance of critical thinking essay

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Why Is Critical Thinking Important? A Survival Guide

Updated: December 7, 2023

Published: April 2, 2020

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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?

You’ve surely heard of critical thinking, but you might not be entirely sure what it really means, and that’s because there are many definitions. For the most part, however, we think of critical thinking as the process of analyzing facts in order to form a judgment. Basically, it’s thinking about thinking.

How Has The Definition Evolved Over Time?

The first time critical thinking was documented is believed to be in the teachings of Socrates , recorded by Plato. But throughout history, the definition has changed.

Today it is best understood by philosophers and psychologists and it’s believed to be a highly complex concept. Some insightful modern-day critical thinking definitions include :

“Reasonable, reflective thinking that is focused on deciding what to believe or do.”
“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.

Woman deep into thought as she looks out the window, using her critical thinking skills to do some self-reflection.

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 Think Critically

Now that you know the benefits of thinking critically, how do you actually do it?

How To Improve Your Critical Thinking

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. However, much of this important skill is encouraged to be practiced at school, and rightfully so! Critical thinking goes beyond just thinking clearly — it’s also about thinking for yourself.

When a teacher asks a question in class, students are given the chance to answer for themselves and think critically about what they learned and what they believe to be accurate. When students work in groups and are forced to engage in discussion, this is also a great chance to expand their thinking and use their critical thinking skills.

How Does Critical Thinking Apply To Your Career?

Once you’ve finished school and entered the workforce, your critical thinking journey only expands and grows from here!

Impress Your Employer

Employers value employees who are critical thinkers, ask questions, offer creative ideas, and are always ready to offer innovation against the competition. No matter what your position or role in a company may be, critical thinking will always give you the power to stand out and make a difference.

Careers That Require Critical Thinking

Some of many examples of careers that require critical thinking include:

Human resources specialist
Marketing associate
Business analyst

Truth be told however, it’s probably harder to come up with a professional field that doesn’t require any critical thinking!

Photo by Oladimeji Ajegbile from Pexels

What is someone with critical thinking skills capable of doing.

Someone with critical thinking skills is able to think rationally and clearly about what they should or not believe. They are capable of engaging in their own thoughts, and doing some reflection in order to come to a well-informed conclusion.

A critical thinker understands the connections between ideas, and is able to construct arguments based on facts, as well as find mistakes in reasoning.

The Process Of Critical Thinking

The process of critical thinking is highly systematic.

What Are Your Goals?

Critical thinking starts by defining your goals, and knowing what you are ultimately trying to achieve.

Once you know what you are trying to conclude, you can foresee your solution to the problem and play it out in your head from all perspectives.

What Does The Future Of Critical Thinking Hold?

The future of critical thinking is the equivalent of the future of jobs. In 2020, critical thinking was ranked as the 2nd top skill (following complex problem solving) by the World Economic Forum .

We are dealing with constant unprecedented changes, and what success is today, might not be considered success tomorrow — making critical thinking a key skill for the future workforce.

Why Is Critical Thinking So Important?

Why is critical thinking important? Critical thinking is more than just important! It’s one of the most crucial cognitive skills one can develop.

By practicing well-thought-out thinking, both your thoughts and decisions can make a positive change in your life, on both a professional and personal level. You can hugely improve your life by working on your critical thinking skills as often as you can.

How to Write a Critical Thinking Essay: Examples & Outline

Critical thinking is the process of evaluating and analyzing information. People who use it in everyday life are open to different opinions. They rely on reason and logic when making conclusions about certain issues.

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A critical thinking essay shows how your thoughts change as you research your topic. This type of assignment encourages you to learn rather than prove what you already know. In this article, our custom writing team will:

explain how to write an excellent critical essay;
introduce 30 great essay topics;
provide a critical thinking essay example in MLA format.
🤔 Critical Thinking Essay Definition
💡 Topics & Questions
✅ Step-by-Step Guide
📑 Essay Example & Formatting Tips
✍️ Bonus Tips

🔍 References

🤔 what is a critical thinking essay.

A critical thinking essay is a paper that analyses an issue and reflects on it in order to develop an action plan. Unlike other essay types, it starts with a question instead of a thesis. It helps you develop a broader perspective on a specific issue. Critical writing aims at improving your analytical skills and encourages asking questions.

The picture shows the functions of critical thinking in writing.

Critical Thinking in Writing: Importance

When we talk about critical thinking and writing, the word “critical” doesn’t have any negative connotation. It simply implies thorough investigation, evaluation, and analysis of information. Critical thinking allows students to make objective conclusions and present their ideas logically. It also helps them avoid errors in reasoning.

The Basics: 8 Steps of Critical Thinking Psychology

Did you know that the critical thinking process consists of 8 steps? We’ve listed them below. You can try to implement them in your everyday life:

It’s possible that fallacies will occur during the process of critical thinking. Fallacies are errors in reasoning that fail to provide a reasonable conclusion. Here are some common types of fallacies:

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Generalization . It happens when you apply generally factual statements to a specific case.
Ambiguity . It occurs when the arguments are not clear and are not supported by evidence.
Appeal to authority . This mistake happens when you claim the statement is valid only because a respected person made it.
Appeal to emotion . It occurs when you use highly emotive language to convince the audience. Try to stay sensible and rely on the evidence.
Bifurcation . This mistake occurs when you choose only between two alternatives when more than two exist.
False analogy . It happens when the examples are poorly connected.

If you want to avoid these mistakes, do the following:

try not to draw conclusions too quickly,
be attentive,
carefully read through all the sources,
avoid generalizations.

How to Demonstrate Your Critical Thinking in Writing

Critical thinking encourages you to go beyond what you know and study new perspectives. When it comes to demonstrating your critical thinking skills in writing, you can try these strategies:

Read . Before you start writing an essay, read everything you can find on the subject you are about to cover. Focus on the critical points of your assignment.
Research . Look up several scholarly sources and study the information in-depth.
Evaluate . Analyze the sources and the information you’ve gathered. See whether you can disagree with the authors.
Prove . Explain why you agree or disagree with the authors’ conclusions. Back it up with evidence.

According to Purdue University, logical essay writing is essential when you deal with academic essays. It helps you demonstrate and prove the arguments. Make sure that your paper reaches a logical conclusion.

There are several main concepts related to logic:

If you want your essay to be logical, it’s better to avoid syllogistic fallacies, which happen with certain invalid deductions. If syllogisms are used carelessly, they can lead to false statements and ruin the credibility of your paper.

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💡 Critical Thinking Topics & Questions

An excellent critical thinking essay starts with a question. But how do you formulate it properly? Keep reading to find out.

How to Write Critical Thinking Questions: Examples with Answers

Asking the right questions is at the core of critical thinking. They challenge our beliefs and encourage our interest to learn more.

Here are some examples of model questions that prompt critical thinking:

What does… mean?
What would happen if…?
What are the principles of…?
Why is… important?
How does… affect…?
What do you think causes…?
How are… and… similar/different?
How do you explain….?
What are the implications of…?
What do we already know about…?

Now, let’s look at some critical thinking questions with the answers. You can use these as a model for your own questions:

Question: What would happen if people with higher income paid more taxes?

Answer: It would help society to prosper and function better. It would also help people out of poverty. This way, everyone can contribute to the economy.

Question: How does eating healthy benefit you?

Answer: Healthy eating affects people’s lives in many positive ways. It reduces cancer risk, improves your mood and memory, helps with weight loss and diabetes management, and improves your night sleep.

Critical Thinking Essay Topics

Have you already decided what your essay will be about? If not, feel free to use these essay topic examples as titles for your paper or as inspiration. Make sure to choose a theme that interests you personally:

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What are the reasons for racism in healthcare?
Why is accepting your appearance important?
Concepts of critical thinking and logical reasoning .
Nature and spirit in Ralf Waldo Emerson ’s poetry.
How does technological development affect communication in the modern world?
Social media effect on adolescents.
Is the representation of children in popular fiction accurate?
Domestic violence and its consequences.
Why is mutual aid important in society?
How do stereotypes affect the way people think?
The concept of happiness in different cultures.
The purpose of environmental art.
Why do people have the need to be praised ?
How did antibiotics change medicine and its development?
Is there a way to combat inequality in sports ?
Is gun control an effective way of crime prevention?
How our understanding of love changes through time.
The use of social media by the older generation.
Graffiti as a form of modern art .
Negative health effects of high sugar consumption.
Why are reality TV shows so popular?
Why should we eat healthily ?
How effective and fair is the US judicial system?
Reasons of Cirque du Soleil phenomenon.
How can police brutality be stopped?
Freedom of speech : does it exist?
The effects of vaccination misconceptions.
How to eliminate New Brunswick’s demographic deficit: action plan.
What makes a good movie ?
Critical analysis of your favorite book.
The connection between fashion and identity .
Taboo topics and how they are discussed in gothic literature .
Critical thinking essay on the problem of overpopulation .
Does our lifestyle affect our mental health ?
The role of self-esteem in preventing eating disorders in children .
Drug abuse among teenagers.
Rhetoric on assisted suicide .
Effects of violent video games on children’s mental health.
Analyze the effect stress has on the productivity of a team member.
Discuss the importance of the environmental studies .
Critical thinking and ethics of happy life.
The effects of human dignity on the promotion of justice.
Examine the ethics of advertising the tobacco industry.
Reasons and possible solutions of research misconduct.
Implication of parental deployment for children.
Cultural impact of superheroes on the US culture.
Examine the positive and negative impact of technology on modern society.
Critical thinking in literature: examples.
Analyze the impact of COVID-19 pandemic on economic transformation.
Benefits and drawbacks of mandatory vaccination .

Haven’t found a suitable essay idea? Try using our topic generator !

✅ How to Write a Critical Thinking Essay Step by Step

Now, let’s focus on planning and writing your critical thinking essay. In this section, you will find an essay outline, examples of thesis statements, and a brief overview of each essay part.

Critical Thinking Essay Outline

In a critical thinking essay, there are two main things to consider: a premise and a conclusion :

A premise is a statement in the argument that explains the reason or supports a conclusion.
A conclusion indicates what the argument is trying to prove. Each argument can have only one conclusion.

When it comes to structuring, a critical thinking essay is very similar to any other type of essay. Before you start writing it, make sure you know what to include in it. An outline is very helpful when it comes to structuring a paper.

The picture enumerates the main parts of a critical essay outline: introduction, main body, conclusion.

How to Start a Critical Essay Introduction

An introduction gives readers a general idea of an essay’s contents. When you work on the introduction, imagine that you are drawing a map for the reader. It not only marks the final destination but also explains the route.

An introduction usually has 4 functions:

It catches the reader’s attention;
It states the essay’s main argument;
It provides some general information about the topic;
It shows the importance of the issue in question.

Here are some strategies that can make the introduction writing easier:

Give an overview of the essay’s topic.
Express the main idea.
Define the main terms.
Outline the issues that you are going to explore or argue about.
Explain the methodology and why you used it.
Write a hook to attract the reader’s attention.

Critical Analysis Thesis Statement & Examples

A thesis statement is an integral part of every essay. It keeps the paper organized and guides both the reader and the writer. A good thesis:

expresses the conclusion or position on a topic;
justifies your position or opinion with reasoning;
conveys one idea;
serves as the essay’s map.

To have a clearer understanding of what a good thesis is, let’s have a look at these examples.

The statement on the left is too general and doesn’t provide any reasoning. The one on the right narrows down the group of people to office workers and specifies the benefits of exercising.

Critical Thinking Essay Body Paragraphs: How to Write

Body paragraphs are the part of the essay where you discuss all the ideas and arguments. In a critical thinking essay, arguments are especially important. When you develop them, make sure that they:

reflect the key theme;
are supported by the sources/citations/examples.

Using counter-arguments is also effective. It shows that you acknowledge different points of view and are not easily persuaded.

In addition to your arguments, it’s essential to present the evidence . Demonstrate your critical thinking skills by analyzing each source and stating whether the author’s position is valid.

To make your essay logically flow, you may use transitions such as:

Accordingly,
For instance,
On the contrary,
In conclusion,
Not only… but also,
Undoubtedly.

How to Write a Critical Thinking Conclusion

In a critical thinking essay, the notion of “conclusion” is tightly connected to the one used in logic. A logical conclusion is a statement that specifies the author’s point of view or what the essay argues about. Each argument can have only one logical conclusion.

Sometimes they can be confused with premises. Remember that premises serve as a support for the conclusion. Unlike the conclusion, there can be several premises in a single argument. You can learn more about these concepts from the article on a logical consequence by Stanford Encyclopedia of Philosophy.

Keeping this in mind, have a look at these tips for finishing your essay:

Briefly sum up the main points.
Provide a final thought on the issue.
Suggest some results or consequences.
Finish up with a call for action.

📑 Critical Thinking Essays Examples & Formatting Tips

Formatting is another crucial aspect of every formal paper. MLA and APA are two popular formats when it comes to academic writing. They share some similarities but overall are still two different styles. Here are critical essay format guidelines that you can use as a reference:

Finally, you’re welcome to check out a full critical essay sample in MLA format. Download the PDF file below:

Currently, the importance of critical thinking has grown rapidly because technological progress has led to expanded access to various content-making platforms: websites, online news agencies, and podcasts with, often, low-quality information. Fake news is used to achieve political and financial aims, targeting people with low news literacy. However, individuals can stop spreading fallacies by detecting false agendas with the help of a skeptical attitude.

✍️ Bonus Tips: Critical Thinking and Writing Exercises

Critical thinking is a process different from our regular thinking. When we think in everyday life, we do it automatically. However, when we’re thinking critically, we do it deliberately.

So how do we get better at this type of thinking and make it a habit? These useful tips will help you do it:

Ask basic questions. Sometimes, while we are doing research, the explanation becomes too complicated. To avoid it, always go back to your topic.
Question basic assumptions. When thinking through a problem, ask yourself whether your beliefs can be wrong. Keep an open mind while researching your question.
Think for yourself. Avoid getting carried away in the research and buying into other people’s opinions.
Reverse things. Sometimes it seems obvious that one thing causes another, but what if it’s the other way around?
Evaluate existing evidence. If you work with sources, it’s crucial to evaluate and question them.

Another way to improve your reasoning skills is to do critical thinking exercises. Here are some of them:

Thanks for reading through our article! We hope that you found it helpful and learned some new information. If you liked it, feel free to share it with your friends.

Academic Writing: Critical Thinking & Writing

Academic Writing
Planning your writing
Structuring your assignment
Critical Thinking & Writing
Building an argument
Reflective Writing
Summarising, paraphrasing and quoting

Critical Thinking

One of the most important features of studying at university is the expectation that you will engage in thinking critically about your subject area.

Critical thinking involves asking meaningful questions concerning the information, ideas, beliefs, and arguments that you will encounter. It requires you to approach your studies with a curious, open mind, discard preconceptions, and interrogate received knowledge and established practices.

Critical thinking is key to successfully expressing your individuality as an independent learner and thinker in an academic context. It is also a valuable life skill.

Critical thinking enables you to:

Evaluate information, its validity and significance in a particular context.
Analyse and interpret evidence and data in response to a line of enquiry.
Weigh-up alternative explanations and arguments.
Develop your own evidence-based and well-reasoned arguments.
Develop well-informed viewpoints.
Formulate your own independent, justifiable ideas.
Actively engage with the wider scholarship of your academic community.

Writing Critically

Being able to demonstrate and communicate critical thinking in your written assignments through critical writing is key to achieving academic success.

Critical writing can be distinguished from descriptive writing which is concerned with conveying information rather than interrogating information. Understanding the difference between these two styles of academic writing and when to use them is important.

The balance between descriptive writing and critical writing will vary depending on the nature of the assignment and the level of your studies. Some level of descriptive writing is generally necessary to support critical writing. More sophisticated criticality is generally required at higher levels of study with less descriptive content. You will continue to develop your critical writing skills as you progress through your course.

Descriptive Writing and Critical Writing

Descriptive Writing
Critical Writing
Examples of Critical Writing

Descriptive writing demonstrates the knowledge you have of a subject, and your knowledge of what other people say about that subject. Descriptive writing often responds to questions framed as ‘what’ , ‘where’ , ‘who’ and ‘when’ .

Descriptive writing might include the following:

Description of what something is or what it is about (an account, facts, observable features, details): a topic, problem, situation, or context of the subject under discussion.
Description of where it takes place (setting and context), who is involved and when it occurs.
Re-statement or summary of what others say about the topic.
Background facts and information for a discussion.

Description usually comes before critical content so that the reader can understand the topic you are critically engaging with.

Critical writing requires you to apply interpretation, analysis, and evaluation to the descriptions you have provided. Critical writing often responds to questions framed as ‘how’ or ‘why’ . Often, critical writing will require you to build an argument which is supported by evidence.

Some indicators of critical writing are:

Investigation of positive and negative perspectives on ideas
Supporting ideas and arguments with evidence, which might include authoritative sources, data, statistics, research, theories, and quotations
Balanced, unbiased appraisal of arguments and counterarguments/alternative viewpoints
Honest recognition of the limitations of an argument and supporting evidence
Plausible, rational, convincing, and well-reasoned conclusions

Critical writing might include the following:

Applying an idea or theory to different situations or relate theory to practice. Does the idea work/not work in practice? Is there a factor that makes it work/not work? For example: 'Smith's (2008) theory on teamwork is effective in the workplace because it allows a diverse group of people with different skills to work effectively'.
Justifying why a process or policy exists. For example: 'It was necessary for the nurse to check the patient's handover notes because...'
Proposing an alternative approach to view and act on situations. For example: 'By adopting a Freirian approach, we could view the student as a collaborator in our teaching and learning'. Or: 'If we had followed the NMC guidelines we could have made the patient feel calm and relaxed during the consultation'.
Discussion of the strengths and weaknesses of an idea/theory/policy. Why does this idea/theory/policy work? Or why does this idea not work? For example: 'Although Smith's (2008) theory on teamwork is useful for large teams, there are challenges in applying this theory to teams who work remotely'.
Discussion of how the idea links to other ideas in the field (synthesis). For example: 'the user experience of parks can be greatly enhanced by examining Donnelly's (2009) customer service model used in retail’.
Discussion of how the idea compares and contrasts with other ideas/theories. For example: ‘The approach advocated by the NMC differs in comparison because of factor A and factor C’.
Discussion of the ‘’up-to-datedness” and relevance of an idea/theory/policy (its currency). For example: 'although this approach was successful in supporting the local community, Smith's model does not accommodate the needs of a modern global economy'.
Evaluating an idea/theory/policy by providing evidence-informed judgment. For example: 'Therefore, May's delivery model should be discontinued as it has created significant issues for both customers and staff (Ransom, 2018)'.
Creating new perspectives or arguments based on knowledge. For example: 'to create strong and efficient buildings, we will look to the designs provided by nature. The designs of the Sydney Opera House are based on the segments of an orange (Cook, 2019)'.

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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.

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. Moreover, 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 lane 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, 2021), others on the resulting judgment (Facione 1990a), and still others on responsiveness to reasons (Siegel 1988). Kuhn (2019) takes critical thinking to be more a dialogic practice of advancing and responding to arguments than an individual ability.

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 spacing 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 spacing 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 2016a) 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.

Facione (1990a: 25) divides “affective dispositions” of critical thinking into approaches to life and living in general and approaches to specific issues, questions or problems. Adapting this distinction, one can usefully divide critical thinking dispositions 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). 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. In three studies, Haran, Ritov, & Mellers (2013) found that actively open-minded thinking, including “the tendency to weigh new evidence against a favored belief, to spend sufficient time on a problem before giving up, and to consider carefully the opinions of others in forming one’s own”, led study participants to acquire information and thus to make accurate estimations.
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), Black (2012), and Blair (2021).

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. It is also helpful to be aware of the prevalence of “noise” (unwanted unsystematic variability of judgments), of how to detect noise (through a noise audit), and of how to reduce noise: make accuracy the goal, think statistically, break a process of arriving at a judgment into independent tasks, resist premature intuitions, in a group get independent judgments first, favour comparative judgments and scales (Kahneman, Sibony, & Sunstein 2021). It is helpful as well to be aware of the concept of “bounded rationality” in decision-making and of the related distinction between “satisficing” and optimizing (Simon 1956; Gigerenzer 2001).

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? In a comprehensive meta-analysis of experimental and quasi-experimental studies of strategies for teaching students to think critically, Abrami et al. (2015) found that 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), Bailin et al. (1999b), and Willingham (2019).

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.

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How to Write a Critical Thinking Essay With Tips and Examples

Icon Calendar 15 May 2024
Icon Page 2636 words
Icon Clock 12 min read

Essay writing is an integral academic exercise for students in higher educational institutions. As an example of different paper types, a critical thinking essay requires students to employ analytical and reflective writing skills. In essence, these skills underscore essential features of a critical thinking essay: analysis of information, reflection on key findings, a review of the relevance of the information, and an identification of any conclusions made by the author(s) or other scholars. Hence, a critical thinking essay is a specific type of writing that requires learners to read documents and make interpretations from their points of view. In turn, writers need to learn how to write a critical thinking essay to master their analytical, creative, and reflective skills.

General Guidelines for Writing a Critical Thinking Essay

Critical thinking is an essential skill, particularly for students who need to analyze and interpret data. In this case, the essence of this skill is that learners confront issues every day that require them to make prompt decisions. Moreover, critical thinking is the mechanism by which individuals arrive at these decisions. Therefore, a critical thinking essay is a document that allows students to address an issue holistically. Then, it means addressing issues in an essay format by using critical thinking skills from different perspectives, highlighting possible alternatives, and making well-thought-out decisions. To the audience, such a text makes it easy to understand the writer’s message and either agree or disagree with it. Besides, the decision to agree or disagree is based on the writer’s information regarding an issue in question. Hence, this is why authors of critical thinking essays need to provide details that make their arguments stronger and more palatable to the audience.

1. Defining Characteristics of a Critical Thinking Essay

When writing a critical thinking essay, students should address several essential features. Firstly, writers need to reflect on what they have read, meaning taking time to consider the relevance of the information. In this case, such an attitude helps them to make strong arguments in defense of their points of view. Secondly, learners need to analyze how the information is presented and state whether it is sufficient or needs improvement. Thirdly, writers need to review the information based on previous knowledge. Here, they should say whether the information advances a concept or theory or contradicts existing knowledge. Finally, scholars need to identify the conclusion reached by the author(s) of the information and support or challenge it.

2. How to Identify a Critical Thinking Essay

Based on the essential features described above, students can tell whether an essay that they are writing is a critical thinking paper. Ideally, learners can know that their papers are critical thinking essays if prompt requirements require them to read and analyze a text. Basically, the analysis process includes reflecting on the text, commenting on how information is presented and its relation to previous knowledge, and supporting or challenging the conclusion made. In principle, these requirements reflect the defining features of a critical thinking essay.

3. How Does a Critical Thinking Essay Differ From Other Papers

A critical thinking essay differs fundamentally from other types of essays because it requires a student to read a text, such as a book or a poem, and analyze it using the writer’s perspective. Moreover, some instructions need students to analyze a film. In other words, writing a critical thinking essay emphasizes the students’ understanding of information and the meaning of what they have read, watched, or heard. Indeed, it is a central point of difference from other types of papers that require students to refrain from personal viewpoints. Then, this feature means that instructors grade a critical thinking essay based on the writer’s ability to develop a coherent argument and use essential writing skills. In this light, one can argue that a critical thinking essay is a form of an argumentative essay.

Free Examples of 20 Topics for Writing a Critical Thinking Essay

How to write a critical thinking essay with examples

1. Identify Communication Differences Between Men and Women

Under this topic, the students’ task is to read texts that talk about how men and women communicate and identify the differences. In this case, writers should analyze what they have read and summarize it via concise statements or arguments.

2. Discuss Drug Use in Sports

Under this topic, the students’ task is to research texts, such as research journal articles and government reports, that address the problem of drug use in sports and summarize their findings.

3. Explore the Anti-Meth Campaign

Under this topic, the students’ task is to read widely about anti-meth campaigns and provide an in-depth analysis of their impacts. By reading a critical thinking essay, the audience should understand whether specific campaigns have been effective or ineffective.

4. Discuss Homelessness and Its Social Impacts

Under this topic, the students’ task is to read texts about homelessness, such as journal articles and reports by governments and other humanitarian organizations, and explain the root causes and social implications of homelessness.

5. Discuss the History of College Football in the United States

Under this topic, the students’ task is to read documents, such as books and media articles, narrating college football history in the US. After writing a critical thinking essay, the audience should identify specific challenges that college football has faced in its development in the country.

6. Explore Health Effects of Obesity

Under this topic, the students’ task is to read research studies and medical reports discussing obesity. In turn, a critical thinking essay should explain the specific causes of obesity and the risks that obese individuals face.

7. Discuss the Significance of Street Art and Graffiti

Under this topic, the students’ task is to read texts discussing the evolution of street art and graffiti and make compelling arguments as to why they are essential features of modern art.

8. Sports On Television: Is It Necessary?

Under this topic, the students’ task is to explain why television has become a critical platform for sports and how it undermines or helps advance its social and cultural significance.

9. What Is the Essence of Multicultural Identity?

Under this topic, the students’ task is to explore the phenomenon of multiculturalism that has become notable and acceptable in modern society and explain its significance.

10. The Relevance of Body Size in Modeling

Under this topic, the students’ task is to explore the modeling profession and explain why body size matters. In other words, a critical thinking essay should make a case as to why a model should have a particular body size.

11. Understanding Multicultural Families

Under this topic, the students’ task is to explore multicultural families by reading texts that address the issue from a research or commentary perspective and summarize the leading arguments.

12. Changing Gender Roles: What It Means for Traditionalists

Under this topic, the student’s task is to explore gender roles from a historical and present perspective and discuss how it threatens or cements traditional views about the roles of men and women.

13. What Is Ethnic Music, and Does It Matter in a Multicultural Society?

Under this topic, the students’ task is to study multiculturalism and identify how ethnic music is a significant characteristic.

14. American Society and the Latino Influence

Under this topic, the students’ task is to study contemporary American society’s characteristics and indicate the extent to which Latinos and their culture (Latin American) have become a significant part of the American identity.

15. Challenges of Single-Parent Households

Under this topic, the students’ task is to read research studies on single parenthood and identify its challenges.

16. What Are the Features of a Good Movie?

Under this topic, the students’ task is to watch movies they consider “good” and provide an analysis of what makes them so.

17. Describe a Poem With a First-Person Point of View

Under this topic, the students’ task is to select a poem, examine it, and describe its outstanding features, such as literary devices.

18. The Dynamics of Adoption in a Multicultural Society

Under this topic, the students’ task is to examine the aspect of adoption within the context of a multicultural society.

19. What Store Strategies Influence Consumers?

Under this topic, the students’ task is to study the phenomenon of retail stores and give an analysis of specific factors that lead to their growth or shut down.

20. Euthanasia: The Questions of Ethics, Morals, and Legality

Under this topic, the students’ task is to examine the aspect of euthanasia (mercy or assisted killing) and give an opinion on whether society should address it from a perspective of ethics, morals, or law.

How Students Can Understand if They Need to Write a Critical Thinking Essay by Looking at a Topic

When it comes to essay writing, the department’s requirements provide direction about a critical thinking topic. By reading such a topic, students get an idea of what kind of paper they are supposed to write. Regarding a critical thinking essay, a topic should require students to research a specific theme, reflect on what they have read, and comment on how the author(s) have presented information, the relevance of the information to existing knowledge, and the significance of the author’s conclusion. In turn, these five tasks underscore the essential features of a critical thinking essay.

Structure of a Critical Thinking Essay

When it comes to an essay structure, a critical thinking essay comprises three main sections: introduction, body, and conclusion. When writing each of these sections, students should capture essential features. Firstly, the introduction should provide a hook to capture the readers’ attention and formulate a thesis statement to guide the paper’s arguments and ideas. In the body, writers should use topic sentences to introduce paragraphs. Besides, students should follow a sandwich rule, where they make a claim, provide supporting facts, and explain the significance of cited evidence to the paper’s thesis. In the conclusion part, authors should restate a thesis statement, summarize the main body points, and make a concluding remark. Finally, other essential features that learners should use in the main text are transitions to give a critical thinking paper a natural and logical flow of ideas and arguments.

Sample Outline Template for Writing a Critical Thinking Essay

I. Introduction

A. Start with a hook sentence that makes a critical thinking essay interesting. B. Cover brief information about a theme discussed in body paragraphs. C. End with a thesis statement of a critical thinking essay.

A. Background Information:

introduce an issue for readers;
provide examples that support this issue;
explain how examples correlate with a theme;
finish with defining an issue for readers.

B. Argument on an Issue

begin with an argument on an issue;
covers examples to support this argument;
explain how examples and argument are related;
conclude how an argument on this theme is relevant.

C. Importance of an Issue

state why this issue is important;
support this statement with examples from credible sources;
explain how these examples underline the importance of an issue;
end with a concluding sentence that supports this importance.

III. Conclusion

A. Restate a thesis claim. B. Cover the key points discussed in body paragraphs. C. Provide a final thought on an issue.

An Example of a Critical Thinking Essay

Topic: Roles of Critical Thinking Skills

I. Introduction Sample of a Critical Thinking Essay

Critical thinking is a requirement in higher education because it reflects the level of mental preparedness of students intending to join the labor industry. In this case, essay writing is one of the strategies that higher education institutions use to develop these critical thinking skills in students. Writing argumentative essays has profoundly shaped my critical thinking skills and made me more reflective and analytical in my texts.

II. Examples of Body Paragraphs in a Critical Thinking Essay

A. background information of an issue.

The advent of the Internet opened a new world of research as scholars found a platform to publish research findings. Besides scholars, public and private entities have turned to the online platform to spread information they perceive as critical and needful. Over time, I have come to see the Internet as a crucial reservoir of knowledge, and I always turn to it for personal enrichment. Moreover, Gilster (1997) perceives critical thinking as a critical skill for individuals who use online platforms for academic purposes. In this case, the author demonstrates that, since the Internet is full of falsehoods and incomplete and obsolete information, it is critical for those who depend on this technology to employ critical thinking. Hence, such thinking helps users distinguish between essential, relevant information, and what appears to be irrelevant and nonessential.

On the issue of critical thinking, examining and analyzing content are fundamental exercises. In essence, critical thinking entails reading a text and interpreting it by using an analytical lens. For example, when students read novels, they can use their critical thinking skills to analyze the plot and characters and provide arguments that indicate an in-depth understanding of both (Gilster, 1997). In most cases, such ideas go beyond what is written in the novel to include the student’s interpretation of events. In my case, I use the Internet to find research and media articles on different topics, such as homelessness, substance abuse, crime, and police and law enforcement. Moreover, I use these articles to reflect on the dynamics that shape life in contemporary society, using my critical thinking skills to relate the past, present, and future. Therefore, I can state confidently that this habit has made me a strong debater on contemporary issues.

By using critical thinking skills, readers make deductions, thereby showcasing their understanding levels. As the literature suggests, critical thinking serves as a basis for knowledge accumulation and advancement (Ku & Ho, 2010). In my academic journey, I have employed critical thinking to gain insight into several issues. Furthermore, one of these issues is the significance of politics to the life of ordinary citizens. Then, many documents I have read about politics have made me conclude that politicians are selfish by default and only develop consensus when their interests are accommodated. Hence, this understanding has made me have minimal expectations from local and national political figures.

III. Conclusion Sample of a Critical Thinking Essay

Critical thinking is a key skill that helps individuals to analyze and reflect on information from diverse sources. Over the years, I have used critical thinking to analyze research and media articles published on online platforms and make logical deductions. Moreover, these deductions point to my ability to take information, analyze, and interpret it. Thus, I can confidently state that my critical thinking skills have made me aware of human weaknesses and the risk of putting too much trust in people vulnerable to shortcomings.

Gilster, P. (1997). Digital literacy: The thinking and survival skills new users need to make the Internet personally and professionally meaningful . New York, NY: Wiley.

Ku, K. Y., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning , 5 (3), 251-267.

Summing Up on How to Write a Good Critical Thinking Essay

A critical thinking essay is a document that reflects students’ ability to use analytical and reflective skills in studying an issue. Although writing a critical thinking essay assumes following a basic structure of a standard essay, it has features that distinguish it from other papers. When writing this type of essay, students should master the following tips:

read and analyze information;
reflect on study findings;
review the relevance of the information within the context of existing knowledge;
identify any conclusions made by authors or other scholars and their significance.

To Learn More, Read Relevant Articles

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2.1: Critical Thinking Essay

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Page ID 94303

Andrew Gurevich
Mt Hood Community College via MHCC Library Press

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In the first few weeks, we will watch several TED Talks about the nature of the brain, the complex relationship between critical and creative thinking, and how emerging research in hemispheric science sheds some light on how we think about the world. We will also read several articles on the same (or similar) topics. After watching these talks, we will also review some of the basic material on how arguments are evaluated in academic contexts (by exploring the Greek model of Logos, Pathos & Ethos). Then in your essay, please address the following:

What is the importance of developing a proper understanding of the nature of critical and creative thinking and how the two must be used in relationship to one another? With quotes and references to the TED Talks , class readings, and your own research and experience, please discuss what we are learning about the nature of critical and creative thinking and how we must use the two in conjunction to help us generate ideas for collaborative design and problem solving.(HINT: This should be the lens through which you generate your primary thesis statement which will, in turn, direct the ways you develop and discuss the rest of the elements you have been asked to explore. In other words, use this as the frame by which you choose what you will focus on with regard to the nature of the brain, critical thinking and argument.)
If appropriate to your thesis, discuss how the emerging research in brain hemispheric science influences our understanding of the critical and creative thinking processes.
If appropriate to your thesis, discuss how evidence-based approaches to argument (Logos) are central to properly developing, analyzing and understanding the arguments we encounter in the world.
If appropriate to your thesis, what is the importance of cultivating “intellectual humility” and avoiding the panic often associated with “being wrong” in the process of becoming strong critical and creative thinkers?

Remember, an essay is an “attempt” to interact meaningfully with concepts that require careful, thoughtful reflection and exploration. Think of this assignment as a conversation between yourself and the speakers about the substantive issues the TED Talks address.

Assignment Details:

3-5 sources consulted in the essay and listed on a Works Cited page.
3-4 pages, double-spaced, 12.pt font. MLA format.
Present your main idea in a clear thesis statement in the Introduction.
Support your claim or focus with evidence and examples from the TED Talks and some more external research.
Present one major point (in a topic sentence) per paragraph and explain it fully, with detailed support and examples, before you move on to your next point/paragraph.
Wrap up your essay with a conclusion that revisits your overall topic and thesis.
Remember to include an “in-text” citation following each source you quote, summarize or paraphrase.
We have several pages posted here in The Writing Process page that deal with proper MLA documentation. Please refer to them.
Consult the MHCC databases for relevant articles related to your research.
Submit your essay by the due date on the schedule in the appropriate place in the week’s lesson module.
Follow the submission instructions there for uploading your essay.

Things to Consider:

You may write an essay that is more personal but based in the relevant research. Or you may write an essay that is more clinical and objective in scope that looks at the issue from a societal and/or cultural perspective. Either way, pick something that is interesting to you and to your own life, career path, goals, etc. and make it relevant to the material we have been covering so far.
Remember, also, that a thesis statement may begin (in a draft form) as a question but by the time you turn your essay in, it has to be stated as an assertion.
Develop your thesis through a primary pattern of development: (personal narrative, comparison/contrast, cause/effect, etc.) These can be explored in “The Writing Process” section of our BlackBoard page.

Sample Topics:

These are listed in rough form. You may pick from these or develop your own:

Intellectual humility, grounding critical thinking in sound reasoning and authoritative, relevant support, and being curious and asking the right questions.
Importance of being wrong, withholding judgment until enough evidence is gathered, and considering multiple perspectives.
Being “critical” of something is not the same as attacking or dismissing it. Critical and Creative Thinking. What each is and how they work together.
Left and Right Hemispheres. What the new research shows and how this influences our understanding of the critical and creative thinking processes.
Memory and the pitfalls and opportunities it presents when engaged in critical and creative thinking processes.

Sample Outline:

Topic choice (converted to a workable thesis statement):

Strong critical and creative thinking skills include the abilities to: recognize the importance of being wrong, withhold judgment until enough evidence is gathered, and consider multiple perspectives.

General Introduction and a developed Thesis based on the above topics.
Importance of being wrong. Support paragraphs that use proper references to the TED Talks, your own experience and external research.
Withholding judgment until enough evidence is gathered. Support paragraphs that use proper references to the TED Talks, your own experience and external research.
Considering multiple perspectives. Support paragraphs that use proper references to the TED Talks, your own experience and external research.
Conclusion that revisits main Thesis and provides a sense of closure.

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The importance of critical thinking in writing (and how to apply it).

Woman_Using_laptop_writing_importance_of_Critical_Thinking_When_Writing - Illustration

Developing unique ideas for writing and writing a story worth reading can be challenging. Even when the ideas for writing are already in your head, writing requires research, organization, and a great deal of creativity. But, you already knew that, right?

What many people don’t know or don't realize, however, is that all those processes for effective writing depend on how well you’ve developed your critical thinking skills.

According to the Texas A&M University Writing Center, critical thinking is "the ability to view any object of study from multiple perspectives, to recognize the cultural, ideological, and cognitive frames (or schemata) we bring to understanding."

You can learn everything about story structure and all the rules that come with it such as formatting, language and grammar rules , but applying your ideas effectively in an actual piece of writing requires critical thinking.

Critical thinking is what glues all of the writing processes together and defines your writing style .

Critical Thinking Informs All Good Writing

The best writers are those who think critically and may have even undergone some form of critical thinking training . The value of critical thinking is clear thought-processing, which results in well-developed plots and writings. When you need to write a story that reads well and avoids plot holes and inconsistencies , honing your critical thinking is necessary.

You can perform the research necessary for a story and plan to finish with a strong conclusion. But, when you don’t apply critical thinking in your story, your ideas risk coming across as ambiguous or not well thought out. This is because you can’t really plan out your arguments or provide the story’s premises effectively without critical thinking.

Critical thinking in writing is related to research in the way you deliberately search, analyze and evaluate ideas that you'll put on paper. However, critical thinking discriminates information and ideas to ensure you pick and use only the most appropriate, concise words and paragraphs that deliver messages powerfully and with great impact on readers.

Reserchers have also come to understand that critical thinking is in itself a habit and a skill, something which you can practice, polish, and develop.

Hone Your Critical Thinking Skills

To consciously direct and hone your critical thinking skills, you’ll need to answer some basic questions before writing your story:

How good is my argument or story idea?
Is my argument or idea defensible and valid?
Am I using a rational, reasonable position on the idea or issue?
What should I use to best present this idea and deal with its complexity?
Should I go deep into the topic or only touch upon the key issues lightly?
Should I address any other points of view, and which ones?
What are my goals with the story?
What sources of information should I consult?
What's the best way to present the information?

When asking (and answering) these questions, your analytical skills and quality of answers will depend greatly on the clarity of your thoughts, sources, and intentions. Once that's done sufficiently, you can apply it all to your writing.

8 Ways to Apply Critical Thinking in Your Writing

To make sure you write your story based on sound critical thinking, use these handy tips:

1. Research by questioning everything

Not all of the sources you will be using for your story, research, and critical analysis will be accurate or even relevant. Thinking critically means that you should question all your sources and be careful about the acquisition of data you’ll use in your story.

To write critically, you must examine every little piece of information before using it; validate and parse as part of your research . Basically, you need a rather active, critical and detailed approach throughout the accumulation of information.

2. Scrutinize your method of gathering information

Before you use any of the evidence or information you have found during the research for your story , look at the method for its gathering.

Think of sources you plan to use and places where you can find them. But, most importantly, think of the sources’ credibility and whether or not you can ascertain this.

Only use information that is reliable in your stories.

3. Stay true to the evidence

Before you jump into any conclusions, examine the evidence and the unbiased direction it is pointing towards.

Carefully examining the evidence for your ideas will help you find information that is valid, and any other information you might have missed out on an argument of big importance.

To avoid turning your story into a poorly written one, stay true to the evidence you’ve collected. Also consider the evidence itself in detail.

Is the evidence too broad? Does it have too many details? Are there any other explanations you can provide for it? Do you have enough evidence to support your arguments? Use only the most appropriate and accurate evidence.

4. Eliminate truisms and tautologies

Truism is a truth that is self-evident, while tautology is a statement that repeats the same thing. Both create redundancy that in most cases, doesn’t add directly to your story.

Even though truism and tautology used masterfully could give a story a certain artistic quality, you should generally try to avoid them in your writing.

Critically look for statements in your writing that repeat themselves or are self-evident. These are unnecessary features of your writing that should be removed to improve precision and clarity in your story.

5. Avoid oversimplification

There is a fine line between improving clarity and oversimplification. Try to achieve the former, while eradicating the latter as much as possible.

We are talking about using short, concise, easy to understand and simple explanations, and avoiding dumbed down explanations that insult the intelligence of the reader and demonstrate a lack of breadth and depth.

That certainly calls for high critical thinking and judgment when writing or crafting a story.

6. Plan ahead

When selecting a topic for your story, brainstorm ideas for it beforehand. Make sure the topic you chose is right for the specific purpose. Think of your objectives and goals, and also what you represent.

By brainstorming and planning ahead, you’ll be better equipped to write a story that is concise, relevant, and properly organized.

One grand factor of planning is organization. To plan ahead and do it well, you need to prioritize and reorganize your concepts, ideas, and arguments well.

In other words, you need a chronology of ideas and arguments. Use careful discretion and judgment to create a plan that makes sense and demonstrates your critical thinking abilities.

7. Define your approaches

In writing, you need arguments and ideas. But, you cannot just toss them around anyhow and expect them to make sense.

Instead, you’ll not only need good organization and planning skills, but also a strategy or an approach for presenting them in the most effective way possible.

As soon as you have all the evidence and material ready for use in your story, analyze the strengths and weaknesses of your sources and the arguments they raise. This will help you define the best possible approach for using the evidence and material in your story.

While you take care of this part, remember that each and every argument and evidence used in your story should be as reasonable as it is valid.

8. Break down your arguments

To better present the relationships between arguments in your story, and to find the best writing approach, break down arguments into smaller, easy to understand parts. For this purpose, you can use priority ranking, comparison and contrast, cause and effect, making inferences, and drawing conclusions.

Cons of Not Using Critical Thinking in Your Writing

If you are thinking applying critical thinking in writing is too much of a hassle, then understand that not incorporating critical thinking leads to poor writing.

And it’s easy to detect the effects of not using critical thinking in writing. Some of the obvious signs of not applying critical thinking is a piece of writing include:

Relationships between concepts aren’t clearly described, but only summarized or alluded to.
The arguments or thesis are repetitive and don’t relate to the rest of the story.
Poor or no order whatsoever in the presentation of arguments, summaries, and evidence.
No chronology or sequel in sentences, arguments, and or paragraphs.
Weak summaries or summaries with no order.
Relationships between arguments aren’t fully developed.
Heavy use of truisms, tautologies, and or abstractions.

If you want to write powerfully and ensure your stories (be they blogs, essays, or reports) yield results and impact readers , you have to improve clarity and add informational value. The only way to do this is by employing critical thinking in your writing.

Critical thinking is an essential skill and practice not just for good writing, but also for effective storytelling within your writings.

Alexandra Reay is a journalist, writer, and editor. She is also a professional content writer who enjoys researching and writing on the topics of self-improvement, technology innovations, and global education development. Follow her on Twitter .

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Importance of Critical Thinking for Students: Why Does It Matter

In the bustling world of education, there's a term that seems to be on everyone's lips these days: critical thinking. From classrooms to boardrooms, this skill is gaining traction like never before. But hold on a second – is it merely a trendy buzzword, or does it hold weight beyond the hype?

Critical thinking isn't a new concept; it traces its roots back to the ancient philosophers of Greece. Yet, its relevance in today's fast-paced, information-saturated society has never been more apparent. In an era where fake news spreads like wildfire and opinions often overshadow facts, the ability to think critically has become an indispensable tool for navigating the complexities of the modern world.

So, let our academic essay writing service unpack the mysteries of critical thinking skills and see why it's not just a passing trend for students but an essential skill that can shape their academic success and prepare them for the challenges that lie ahead.

What is Critical Thinking

Critical thinking is the skill of analyzing information, making decisions, and solving problems. When you're a critical thinker, you're good at looking at things closely and understanding all the different parts.

Imagine you have a big problem to solve, like how to fix a broken toy. Critical thinking is what helps you break down that problem into smaller, easier-to-handle pieces. It's like taking apart a puzzle to see how it works.

You might ask questions like, 'What's wrong with the toy?' or 'What tools do I need to fix it?' That's what critical thinkers do – they ask lots of questions to understand things better.

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Why is Critical Thinking Important

Now, you might be wondering why critical thinking matters. Well, let's think about it together.

Imagine you're at school, and your teacher gives you a tricky math problem. Without critical thinking, you might just give up and say, 'I can't do it!' But with critical thinking skills, you start to break down the problem. You might think, 'What do I know already? What steps can I take to solve it?'

See why is critical thinking important for students? It helps you tackle challenges head-on. It's like having a superpower that helps you solve problems and make smart decisions. Whether you're studying for a test, fixing something at home, or trying to understand a complicated idea, critical thinking is there to help you figure things out. And the more you practice it, the better you'll become at it!

Characteristics of Critical Thinking

When considering the importance of critical thinking for students, this skill is characterized by several key traits that shape how individuals approach problems and make decisions.

Being Analytical - Critical thinkers have a knack for breaking down complex issues into smaller, more manageable parts. This allows them to understand the underlying components of a problem and address each one systematically. Learning time management tips for students can further improve this ability by helping them organize their approach to problem-solving.
Curiosity - They possess an innate desire to explore and understand the world around them. They ask questions, seek out new information, and are always eager to learn more.
Open-mindedness - They are willing to consider alternative viewpoints and entertain ideas that may challenge their own beliefs. This openness to different perspectives enables them to approach problems from multiple angles and arrive at more well-rounded conclusions.
Skepticism - They don't accept information at face value; instead, they question assumptions and scrutinize evidence. This healthy skepticism helps them avoid being misled by misinformation or faulty reasoning.
Being Reflective - They take the time to evaluate their own thought processes and consider how their biases and assumptions may be influencing their judgments. This self-awareness allows them to make more objective decisions and continuously improve their critical thinking skills.
Decisive - Once they have carefully analyzed a situation and weighed the evidence, they are able to make confident decisions. They are not afraid to take action and stand by their choices, even in the face of uncertainty.

What are Critical Thinking Skills

What exactly do these critical thinking skills entail? Well, they involve things like evaluating evidence, identifying biases, and considering different perspectives. Ever wonder why some people seem to make better decisions than others? It often comes down to their ability to think critically.

Think about it: When you're faced with a decision, do you automatically go with your gut instinct, or do you take the time to weigh the pros and cons? Critical thinking involves being curious. It's about asking questions and seeking out information. Have you ever found yourself wondering why things are the way they are? That's your critical thinking skills kicking in.

It also requires being open-minded. Being open to new ideas can expand your thinking and lead to better solutions. And let's not forget about being skeptical. Critical thinkers don't just accept things at face value. They question assumptions and look for evidence to support claims.

Critical Thinking Skills Examples

Critical thinking is important in many different fields. Here are some examples to show how it's used in various industries:

A person is considering investing in a stock but must analyze market trends, company performance, and risk factors to make an informed decision about whether it's a wise investment.
A community is facing water pollution issues, and local leaders need to evaluate different strategies for addressing the problem, such as implementing new regulations, investing in infrastructure improvements, or promoting public education campaigns.
Lawyers must critically examine the evidence, witness testimonies, and legal precedents to build a persuasive argument and advocate for their client's interests in court.
Diplomats from different countries are negotiating a treaty to address a global crisis, such as climate change or nuclear disarmament. They must carefully consider each country's interests, propose compromises, and anticipate potential challenges to reach a mutually beneficial agreement.
In history class, students review a document from the Civil Rights Movement challenging common beliefs. They analyze its context, the author's perspective, and its impact, fostering critical thinking skills for students by exploring diverse viewpoints.

How to Develop Critical Thinking Skills in Students

Developing critical thinking skills in students is like growing a strong tree. It takes time, care, and the right tools. But how can teachers help their students become critical thinkers? Well, our psychology essay writing service offers the following methods:

Encourage Questioning: Encourage students to ask questions about the material they're learning. Questions like 'Why does this happen?' or 'What if things were different?' help them engage with the material on a deeper level and think critically about the underlying concepts.
Provide Real-World Context: Connect classroom lessons to real-world situations whenever possible. For example, when teaching math, use real-life examples like budgeting or calculating percentages in everyday scenarios. This helps students see the practical applications of what they're learning and encourages them to think critically about how concepts apply outside the classroom.
Promote Collaborative Learning: Encourage students to work together on projects and assignments. When students collaborate, they are exposed to different perspectives and ideas, which challenges them to think critically about their own assumptions and consider alternative viewpoints.
Offer Constructive Feedback: Provide youngsters with feedback that encourages them to think critically about their work. Instead of simply correcting mistakes, ask questions that prompt students to reflect on their reasoning and problem-solving strategies. Encouraging students to analyze their own work and identify areas for improvement helps them develop a habit of critical self-reflection.

Why are Critical Thinking Skills Important

Critical thinking skills are like superpowers for your brain, and our paper writing service experts can attest to it. After all, they help you make good decisions, solve problems, and understand things better. But why are they so important in life?

Imagine you're trying to decide which phone to buy. You see lots of ads, and they all say their phone is the best. Critical thinking helps you ask questions like, 'What features are most important to me?' and 'Can I trust these ads?' By thinking critically, you can weigh the options and make the best choice for you.

Now, think about when you're watching the news. Sometimes, different news channels tell different stories about the same event. Critical thinking helps you ask questions like, 'Who is telling this story, and why?' and 'Are there other perspectives I should consider?' By thinking critically, you can understand the news better and make up your own mind about what's true.

In school, critical thinking helps you do better in every subject. When you're studying history, critical thinking helps you ask questions like, 'Why did this event happen?' and 'What were the consequences?' By thinking critically, you can understand the past better and learn from it.

So, whether you're choosing a phone, watching the news, studying history, or making everyday decisions, you should know how to increase critical thinking skills. They help you think smarter, understand better, and make the best choices for yourself and others.

Critical Thinking Skills in Nursing

Critical thinking skills in nursing are all about thinking carefully and making smart decisions while caring for patients. They use these skills to analyze information, solve problems, and make quick decisions to provide the best possible care.

Why do critical thinking skills matter in this field? Well, imagine a nurse needs to decide how to treat a patient who suddenly feels very sick. By using critical thinking, the nurse can quickly figure out what might be wrong, decide on the best treatment, and act fast to help the patient feel better.

So, as per our nursing essay writing service , these skills are crucial because they help nurses keep patients safe and improve their health. When they can think critically, they can catch problems early, make better decisions, and provide more effective care. So, it's not just about knowing what to do; it's about being able to think quickly and make the right choices when it really counts.

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Our critical essays aren't just for reading – they're for diving in, debating, and discovering new insights.

What are the 5 Critical Thinking Skills in Nursing

Here are five critical thinking skills every nurse should develop:

Analysis : When wondering how to develop critical thinking skills in nursing, first, you need to be able to carefully examine patient data, such as vital signs and lab results, to identify patterns, trends, and potential issues. This skill helps them assess the patient's condition accurately and determine the best course of action.
Evaluation : Nurses must evaluate the effectiveness of different treatment options and interventions to ensure they are providing the best possible care for their patients. This involves weighing the pros and cons of each option and considering factors such as the patient's preferences and medical history.
Inference : They often need to make educated guesses or inferences based on limited information, such as a patient's symptoms or test results. This skill requires the ability to draw logical conclusions and anticipate potential outcomes to provide timely and appropriate care.
Explanation : Clear communication is crucial in nursing, and nurses must be able to explain the reasoning behind their decisions and actions to patients, families, and other members of the healthcare team. This helps build trust and ensures everyone is on the same page regarding the patient's care plan.
Self-regulation : Finally, nurses must continually reflect on their own practice and seek opportunities for improvement. This involves being open to feedback, learning from mistakes, and staying up-to-date on the latest evidence-based practices and guidelines.

In closing, let's remember the importance of critical thinking for students. It's not just about passing tests or following trends. By nurturing critical thinking skills, we're helping students become the heroes of their own stories, equipped to tackle whatever challenges come their way.

So, let's cheer on their critical thinking adventures because, with every question they ask and the problem they solve, they're gearing up to make their mark on the world.

What is Critical Thinking Skills in Education?

How to develop critical thinking skills in students, how to develop critical thinking skills in nursing, related articles.

Critical thinking definition

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

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

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

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

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

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

Is critical thinking useful in writing?

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

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

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

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

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The Importance of Critical Thinking in Education Essay

The capacity to evaluate data neutrally and interpret it is what people mean when they talk about critical thinking, mentioned in the 16 th point of the article. It requires the analysis of several sources, including data, facts, observable occurrences, and research results, among other things (Pherson & Pherson, 2020). Therefore, this skill assists in making informed and reasonable decisions and correctly assessing the situation. These characteristics of critical thinking are valuable for the teaching profession and their development and improvement can help to considerably increase the quality of teaching.

Ethnic and critical thinking content and perspectives can be accommodated for various learning styles by using multiple teaching strategies. This is quite beneficial for students who come from different cultural backgrounds and were placed primarily in educational systems to continue schooling within a new environment. Moreover, developing this skill in school helps to make acceptable conclusions from a collection of knowledge and differentiate between relevant details and those that are less valuable.

It is possible to enhance one’s teaching in multicultural education by offering training in cultural awareness and critical thinking to migrants enrolled in educational institutions. Students will only be able to develop the skills necessary to work and interact in communities if they can assess, evaluate, and integrate the knowledge that assists them in comprehending social, cultural, and economic policies (Rieckmann, 2018). Therefore, students that are taught to think critically at a young age have the potential to have a positive effect on the social, cultural, and economic spheres of life (Wong, 2020). They are given the opportunity to make right decisions, implement their knowledge in different situations and soberly react to various situations.

In conclusion, critical thinking is a valuable characteristic that is beneficial for teachers and students. It requires an acceptance and appreciation of cultural variety and respect for human dignity and universal human rights. When it comes to promoting intercultural education and critical thinking skills in all educational institutions, teachers and mentors should work together. This will guarantee that the traits and knowledge that make up these subjects are successfully conveyed to students. There are several ways in which instructors may aid students in becoming self-directed learners and making them critical thinkers is the preferred option.

Pherson, K. H., & Pherson, R. H. (2020). Critical thinking for strategic intelligence . Cq Press.

Rieckmann, M. (2018). Learning to transform the world: Key competencies in education for sustainable development. Issues and Trends in Education for Sustainable Development , 39 , 39-59.

Wong, P. H. (2020). Cultural differences as excuses? Human rights and cultural values in global ethics and governance of AI. Philosophy & Technology , 33 (4), 705-715.

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Essays on Critical Thinking

Critical thinking essay topics and outline examples, essay title 1: the power of critical thinking: developing analytical skills for effective decision-making.

Thesis Statement: This essay explores the significance of critical thinking in everyday life, emphasizing the development of analytical skills, their application in decision-making, and their role in problem-solving.

Introduction
Understanding Critical Thinking: Definition and Importance
The Components of Critical Thinking: Analysis, Evaluation, and Inference
Real-World Applications: Critical Thinking in Personal and Professional Settings
Problem-Solving: How Critical Thinking Enhances Decision-Making
Critical Thinking Exercises: Strategies for Developing Analytical Skills
Educational Approaches: Promoting Critical Thinking in Schools and Workplaces
Conclusion: Empowering Individuals with the Tools of Critical Thinking

Essay Title 2: Critical Thinking in a Digital Age: Navigating Information, Media Literacy, and Fact-Checking

Thesis Statement: This essay examines the role of critical thinking in the digital age, emphasizing the importance of media literacy, information evaluation, and fact-checking in a world inundated with information.

The Information Age: The Abundance of Information and Its Challenges
Media Literacy: Teaching Individuals to Analyze News and Online Content
Fact-Checking and Misinformation: The Spread of Fake News
Critical Consumption: Strategies for Evaluating Sources and Claims
Critical Thinking Tools: Critical Appraisal and Skepticism
Technology and Critical Thinking: Digital Tools for Analyzing Information
Conclusion: Navigating the Digital World with Critical Thinking Skills

Essay Title 3: Critical Thinking and Problem-Solving in the Workplace: Enhancing Productivity and Innovation

Thesis Statement: This essay focuses on the importance of critical thinking and problem-solving skills in the workplace, highlighting their role in enhancing productivity, fostering innovation, and improving decision-making processes.

Critical Thinking in Business: Identifying Problems and Opportunities
Decision-Making: Utilizing Critical Thinking to Make Informed Choices
Team Collaboration: The Role of Critical Thinking in Group Dynamics
Innovation and Creativity: Critical Thinking as a Catalyst for New Ideas
Leadership and Critical Thinking: Shaping Effective Managers and Executives
Training and Development: Strategies for Enhancing Critical Thinking in the Workplace
Conclusion: Fostering a Culture of Critical Thinking in Organizations

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Critical Thinking and Its Impact on People in a Personal, Cultural and Political Level

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Why Critical Thinking is Essential to Nursing Associate Practice

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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.

The subject is complex: several different definitions exist, which generally include the rational, skeptical, and unbiased analysis or evaluation of factual evidence. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities as well as a commitment to overcome native egocentrism and sociocentrism.

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Harnessing the Power of Critical Thinking in Daily Life

This essay about critical thinking outlines its importance and practical applications in everyday life. It defines critical thinking as the art of analyzing and evaluating information to form reasoned conclusions, emphasizing the importance of questioning information, structuring thoughts, and self-reflection. The essay discusses how critical thinking encourages creativity and systematic problem-solving, which are valuable in both professional and personal settings. Challenges such as information overload and the necessity for constant skepticism are also addressed. Furthermore, the essay explores the role of critical thinking in education, advocating for a learning environment that promotes independent thought and exploration. Overall, it presents critical thinking as a vital skill that enhances decision-making and fosters a more informed, discerning society.

How it works

Critical thinking isn’t merely a buzzword or a skill reserved for the confines of academia; it’s a robust, everyday tool that can dramatically enhance our decision-making and problem-solving capabilities. So, what exactly is critical thinking? Simply put, it’s the art of analyzing and evaluating information to reach well-reasoned conclusions. It’s about being actively engaged in your thought processes, challenging conventional wisdom, and not taking things at face value.

Critical thinking starts with questioning. Whenever you encounter new information, whether through a conversation, reading, or media, it involves pausing and asking yourself: What is the evidence? Who benefits from this information? Could there be a bias? Consider a scenario where you read a headline that feels emotionally charged; a critical thinker would step back and assess the source, check for other evidence, and not let initial emotions drive immediate reactions.

Structuring your thoughts is another cornerstone of critical thinking. It’s not just about what you think but how you organize those thoughts. This could mean prioritizing what’s most important or structuring your day to optimize for peak mental performance. For example, in planning a project, critical thinking helps lay out clear, manageable steps, ensuring that each phase builds on the previous one for coherent results.

Self-reflection is a significant, albeit challenging, aspect of critical thinking. It requires us to examine our own beliefs and motivations critically, asking ourselves why we hold certain views and being open to adjusting those views in light of new evidence. This self-examination extends to recognizing personal biases—everyone has them, and they can color our perceptions and decisions in subtle, sometimes profound ways.

Critical thinking also dovetails with creativity. It pushes us to question existing approaches and brainstorm innovative solutions. This creative problem-solving becomes invaluable in workplaces that value adaptability and forward-thinking, where the usual solutions don’t always resolve new or complex problems.

However, developing and maintaining strong critical thinking skills is not without its challenges. It demands a consistent, deliberate effort and the mental flexibility to consider multiple viewpoints and outcomes. In today’s fast-paced world, where information overload is common, it can be particularly daunting to sift through vast amounts of data to find what’s relevant and true.

Moreover, instilling critical thinking in educational environments can be tricky. It requires creating a space where questioning is encouraged, and students aren’t penalized for thinking outside the box or challenging the status quo. Educators must strike a balance between guiding students and giving them the freedom to explore ideas independently.

In the real world, critical thinking is more than an academic exercise; it’s a practical skill that affects every decision we make. From discerning which job offer to accept to navigating personal relationships, the ability to analyze facts dispassionately, understand logical connections, and make informed judgments is invaluable. It helps us avoid manipulation and make decisions that align with our values and goals.

In essence, critical thinking is about cultivating a mindset that questions, analyzes, and innovates. It empowers us to tackle complex challenges, reduces our susceptibility to misinformation, and enhances our ability to communicate effectively. By fostering this skill, we can improve not only our own lives but also contribute to a more rational, informed society.

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The Importance Of Critical Thinking

Critical thinking is closely related to logic, it is not a raw collection of information. Critical thinking has to do with the ability to think rationally about what to do and what to believe in. Even though critical thinking has much to do with exposing fallacies within preconceived ideas, it does not mean that critical thinkers have to be critical of other people. They simply derive suitable conclusions from facts. This helps them play a role in co-operative reasoning and other constructive tasks. It helps them conceptualize and analyze problems which may otherwise escape other people’s attentions. This is why knowing when to assess a situation critically is very important for individuals to not just possess but also work on.

Critical thinking is a huge asset for career oriented people. No matter what field a person works in, they always require the aptitude to think critically, analyze and evaluate problems mindfully. This skill is what leads to systematic solving of problems. The knowledge economy of the 21st century is fast paced. It is rapidly changing and the ability to think effectively and critically is a good form of adaptation. If one is able to think on their toes they are able to integrate new ideas quickly in their work and not lose. This is a vital quality that affects an individual’s overall presentation skills. Having a mind that is prone to analyzing and thinking critically allows people to present even the most mundane arguments in a cohesive and articulate manner. This allows them to connect and present data in a much better manner. They are able to deliver information logically and with clear progression allowing others a better understanding as well.

One may think that logic and precision makes it difficult to think out of the box, but it might actually does the opposite. It creates an ability to come up with ideas that are effective when solving problems and modifying situations to suit real life difficulties and issues. Critical thinking is a useful tool for self-evaluation. This provides people with the means to look at themselves and be able to find the areas of their own personality that need to be worked on.

Critically active minds are guaranteed to survive in the 21st century world where ideas require progressive, intellectual and rational development. The implementation of such ideas ultimately leads to personal and professional success.

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Explained: Importance of critical thinking, problem-solving skills in curriculum

F uture careers are no longer about domain expertise or technical skills. Rather, critical thinking and problem-solving skills in employees are on the wish list of every big organization today. Even curriculums and pedagogies across the globe and within India are now requiring skilled workers who are able to think critically and are analytical.

The reason for this shift in perspective is very simple.

These skills provide a staunch foundation for comprehensive learning that extends beyond books or the four walls of the classroom. In a nutshell, critical thinking and problem-solving skills are a part of '21st Century Skills' that can help unlock valuable learning for life.

Over the years, the education system has been moving away from the system of rote and other conventional teaching and learning parameters.

They are aligning their curriculums to the changing scenario which is becoming more tech-driven and demands a fusion of critical skills, life skills, values, and domain expertise. There's no set formula for success.

Rather, there's a defined need for humans to be more creative, innovative, adaptive, agile, risk-taking, and have a problem-solving mindset.

In today's scenario, critical thinking and problem-solving skills have become more important because they open the human mind to multiple possibilities, solutions, and a mindset that is interdisciplinary in nature.

Therefore, many schools and educational institutions are deploying AI and immersive learning experiences via gaming, and AR-VR technologies to give a more realistic and hands-on learning experience to their students that hone these abilities and help them overcome any doubt or fear.

ADVANTAGES OF CRITICAL THINKING AND PROBLEM-SOLVING IN CURRICULUM

Ability to relate to the real world: Instead of theoretical knowledge, critical thinking, and problem-solving skills encourage students to look at their immediate and extended environment through a spirit of questioning, curiosity, and learning. When the curriculum presents students with real-world problems, the learning is immense.

Confidence, agility & collaboration : Critical thinking and problem-solving skills boost self-belief and confidence as students examine, re-examine, and sometimes fail or succeed while attempting to do something.

They are able to understand where they may have gone wrong, attempt new approaches, ask their peers for feedback and even seek their opinion, work together as a team, and learn to face any challenge by responding to it.

Willingness to try new things: When problem-solving skills and critical thinking are encouraged by teachers, they set a robust foundation for young learners to experiment, think out of the box, and be more innovative and creative besides looking for new ways to upskill.

It's important to understand that merely introducing these skills into the curriculum is not enough. Schools and educational institutions must have upskilling workshops and conduct special training for teachers so as to ensure that they are skilled and familiarized with new teaching and learning techniques and new-age concepts that can be used in the classrooms via assignments and projects.

Critical thinking and problem-solving skills are two of the most sought-after skills. Hence, schools should emphasise the upskilling of students as a part of the academic curriculum.

The article is authored by Dr Tassos Anastasiades, Principal- IB, Genesis Global School, Noida.

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Explained: Importance of critical thinking, problem-solving skills in curriculum

ORIGINAL RESEARCH article

This article is part of the research topic.

Education for the Future: Learning and Teaching for Sustainable Development in Education

Blending Pedagogy: Equipping Student Teachers to Foster Transversal Competencies in Future-oriented Education Provisionally Accepted

1 Department of Education, Faculty of Educational Sciences, University of Helsinki, Finland

The final, formatted version of the article will be published soon.

Blended teaching and learning, combining online and face-to-face instruction, and shared reflection are gaining in popularity worldwide and present evolving challenges in the field of teacher training and education. There is also a growing need to focus on transversal competencies such as critical thinking and collaboration. This study is positioned at the intersection of blended education and transversal competencies in the context of a blended ECEC teacher-training program (1000+) at the University of Helsinki. Blended education is a novel approach to training teachers, and there is a desire to explore how such an approach supports the acquisition of transversal competencies and whether the associated methods offer something essential for the development of teacher training. The aim is to explore what transversal competencies this teacher-training program supports for future teachers, and how students reflect on their learning experiences. The data consist of documents from teacher-education curricula and essays from the students on the 1000+ program. They were content-analyzed from a scoping perspective. Students' experiences of studying enhanced the achievement of generic goals in teacher education, such as to develop critical and reflective thinking, interaction competence, collaboration skills, and independent and collective expertise. We highlight the importance of teacher development in preparing for education in the future during the teacher training. Emphasizing professional development, we challenge the conventional teaching paradigm by introducing a holistic approach.

Keywords: blended teacher training, Transversal competencies, future of education, Teacher Education, early childhood education

Received: 19 Jan 2024; Accepted: 15 May 2024.

Copyright: © 2024 Niemi, Kangas and Köngäs. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Laura H. Niemi, Department of Education, Faculty of Educational Sciences, University of Helsinki, Helsinki, 00014, Uusimaa, Finland

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What Is Critical Thinking?
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.
The Importance Of Critical Thinking, and how to improve it
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.
How to Write a Critical Thinking Essay: Examples & Outline
Arrange your ideas in a logical order. Decision making. Evaluate your options and alternatives and choose the one you prefer. Commitment. Think of how you can express your ideas to others. Debate. Defend your point of view. It's possible that fallacies will occur during the process of critical thinking.
How to Use Critical Thinking in Your Essay and Write Smarter
Decision making is an important skill in critical thinking because it requires you to decide which choice is the best or most useful among the many available alternatives. You use decision making when you choose your topic and thesis statement, organize your essay, do research, and determine which information is relevant. Decision making is ...
Critical Thinking & Writing
One of the most important features of studying at university is the expectation that you will engage in thinking critically about your subject area. Critical thinking involves asking meaningful questions concerning the information, ideas, beliefs, and arguments that you will encounter. It requires you to approach your studies with a curious ...
Critical Thinking
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 ...
3.1: Critical Thinking in College Writing
Let us now think about how you might apply your critical thinking skills to move from a personal reaction to a more formal academic response to Annie Dillard's essay. The second stage of critical thinking involves textual analysis and requires you to do the following: Summarize the writer's ideas the best you can in a brief paragraph.
How to Write a Critical Thinking Essay: Complete Guide
As every piece of academic writing, critical thinking essay format consists of an introduction, several body paragraphs, and conclusion. Choose a central problem or argument. At college you may be asked to critically analyze essays, articles, controversial opinions, literature, etc. If you will have a chance to pick a topic by yourself, make ...
How to Write a Critical Thinking Essay With Tips and Examples
Structure of a Critical Thinking Essay. When it comes to an essay structure, a critical thinking essay comprises three main sections: introduction, body, and conclusion.When writing each of these sections, students should capture essential features. Firstly, the introduction should provide a hook to capture the readers' attention and formulate a thesis statement to guide the paper's ...
2.1: Critical Thinking Essay
Sample Outline: Strong critical and creative thinking skills include the abilities to: recognize the importance of being wrong, withhold judgment until enough evidence is gathered, and consider multiple perspectives. General Introduction and a developed Thesis based on the above topics. Importance of being wrong.
PDF The Role of Critical Thinking in Academic
an 'insider's', or emic perspective. Given the importance of demonstrating a critical approach in writing, it is surprising, as Wingate (2011) points out, that there has not been more research on students' perceptions ... argument, but descriptions of core characteristics of essays which demonstrate critical thinking. In this regard I ...
The Importance of Critical Thinking in Writing (and How to Apply It)
Critical thinking is an essential skill and practice not just for good writing, but also for effective storytelling within your writings. Alexandra Reay is a journalist, writer, and editor. She is also a professional content writer who enjoys researching and writing on the topics of self-improvement, technology innovations, and global education ...
Importance of Critical Thinking for Students
Characteristics of Critical Thinking. When considering the importance of critical thinking for students, this skill is characterized by several key traits that shape how individuals approach problems and make decisions. Being Analytical - Critical thinkers have a knack for breaking down complex issues into smaller, more manageable parts.
Using Critical Thinking in Essays and other Assignments
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 ...
Importance of Critical Thinking
Critical thinking is the ability of a person to doubt the displayed information, including the one given to a person at an early age, that is, taken on faith from an authority (adult). It is the most general definition of critical thinking, including many specific cases from different areas (Facione & Gittens, 2022).
Essay on Critical Thinking
Essay on Critical Thinking. The concepts of critical thinking and creative thinking are both gaining increasing importance in the world today. Critical thinking allows people to understand difficult concepts in a manner that is clearer and more defined. They can more readily understand those concepts if they employ critical thinking.
The Importance of Critical Thinking in Education Essay
The Importance of Critical Thinking in Education Essay. The capacity to evaluate data neutrally and interpret it is what people mean when they talk about critical thinking, mentioned in the 16 th point of the article. It requires the analysis of several sources, including data, facts, observable occurrences, and research results, among other ...
Critical Thinking In Everyday Life: Make Skills More Valuable: [Essay
The importance of critical thinking can not be overrated. Critical thinking is a valuable tool that is used in every aspect of life. There is always a... read full [Essay Sample] for free ... This essay shows that critical thinking is used in every area of life, but there is a greater understanding of it that is not often realized even when it ...
How to Write a Critical Thinking Essay Guide with Examples
This particular term refers to a type of essay written to discuss a specific idea, voice clip, written piece or a video, using purely one's ideas, writing an argumentative essay, critical analysis essays and suggestions, with no input from other sources of information. Critical thinking reading and writing are often required by university lecturers as well as other teachers to test the ...
Critical Thinking Essay: Most Exciting Examples and Topics Ideas
Essay Title 3: Critical Thinking and Problem-Solving in the Workplace: Enhancing Productivity and Innovation. Thesis Statement: This essay focuses on the importance of critical thinking and problem-solving skills in the workplace, highlighting their role in enhancing productivity, fostering innovation, and improving decision-making processes ...
(PDF) Importance of Critical Thinking
Browne and Keeley (2013) go on to say that the term "critical. thinking" refers to: 1) awareness of a set of interrelated critical questions; 2) ability to ask. and answer critical questions ...
The Importance of Critical Thinking Skills
People with critical thinking have the consistency of living rationally. He will be able to understand logical connections between ideas. Reasons will be relying on instead of emotion. Thinking critically means seeing things from many perspectives with an open minded way. A critical thinker is able to understand what happened, use information ...
Harnessing the Power of Critical Thinking in Daily Life
This essay about critical thinking outlines its importance and practical applications in everyday life. It defines critical thinking as the art of analyzing and evaluating information to form reasoned conclusions, emphasizing the importance of questioning information, structuring thoughts, and self-reflection.
The Importance Of Critical Thinking: An Essay Sample
Critical thinking is a useful tool for self-evaluation. This provides people with the means to look at themselves and be able to find the areas of their own personality that need to be worked on. Critically active minds are guaranteed to survive in the 21st century world where ideas require progressive, intellectual and rational development.
Explained: Importance of critical thinking, problem-solving skills in
Critical thinking and problem-solving skills are two of the most sought-after skills. Hence, schools should emphasise the upskilling of students as a part of the academic curriculum.
Frontiers
Blended teaching and learning, combining online and face-to-face instruction, and shared reflection are gaining in popularity worldwide and present evolving challenges in the field of teacher training and education. There is also a growing need to focus on transversal competencies such as critical thinking and collaboration. This study is positioned at the intersection of blended education and ...

Why Is Critical Thinking Important? A Survival Guide

What Is Critical Thinking?

How Has The Definition Evolved Over Time?

The Importance Of Critical Thinking

1. Critical Thinking Is Universal

2. Crucial For The Economy

3. Improves Language & Presentation Skills

4. Promotes Creativity

5. Important For Self-Reflection

6. The Basis Of Science & Democracy

Benefits Of Critical Thinking

1. Key For Career Success

2. Better Decision Making

3. Can Make You Happier!

4. Form Well-Informed Opinions

5. Better Citizens

6. Improves Relationships

7. Promotes Curiosity

8. Allows For Creativity

9. Enhances Problem Solving Skills

10. An Activity For The Mind

11. Creates Independence

12. Crucial Life Skill

How to Think Critically

How To Improve Your Critical Thinking

How Is Critical Thinking Developed At School?

How Does Critical Thinking Apply To Your Career?

Impress Your Employer

Careers That Require Critical Thinking

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The Process Of Critical Thinking

What Are Your Goals?

What Does The Future Of Critical Thinking Hold?

Why Is Critical Thinking So Important?

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How to Write Critical Thinking Questions: Examples with Answers

Critical Thinking Essay Topics

✅ How to Write a Critical Thinking Essay Step by Step

Critical Thinking Essay Outline

How to Start a Critical Essay Introduction

Critical Analysis Thesis Statement & Examples

Critical Thinking Essay Body Paragraphs: How to Write

How to Write a Critical Thinking Conclusion

📑 Critical Thinking Essays Examples & Formatting Tips

✍️ Bonus Tips: Critical Thinking and Writing Exercises

Academic Writing: Critical Thinking & Writing

Critical Thinking

Writing Critically

Descriptive Writing and Critical Writing

Further Reading

Essential Links

Bibliography

Critical Thinking

2.1 Dewey’s Three Main Examples

2. Examples and Non-Examples

8. Critical Thinking Dispositions

12. Controversies

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How to Write a Critical Thinking Essay With Tips and Examples

General Guidelines for Writing a Critical Thinking Essay

1. Defining Characteristics of a Critical Thinking Essay

2. How to Identify a Critical Thinking Essay

3. How Does a Critical Thinking Essay Differ From Other Papers

Free Examples of 20 Topics for Writing a Critical Thinking Essay

1. Identify Communication Differences Between Men and Women

2. Discuss Drug Use in Sports

3. Explore the Anti-Meth Campaign

4. Discuss Homelessness and Its Social Impacts

5. Discuss the History of College Football in the United States

6. Explore Health Effects of Obesity

7. Discuss the Significance of Street Art and Graffiti

8. Sports On Television: Is It Necessary?

9. What Is the Essence of Multicultural Identity?

10. The Relevance of Body Size in Modeling