what are some disadvantages of critical thinking

The Disadvantages of Critical Thinking: Don’t Overthink It

Sometimes, critical thinking can lead us to spend too much time and energy on analyzing every detail and possibility of a situation, which can cause stress. Overthinking can also prevent us from taking action or trusting our intuition when it is appropriate. And also make us focus on the flaws, risks, and weaknesses of an idea or a solution, rather than on its strengths, benefits, and opportunities. This can lead to a pessimistic or cynical attitude that can affect our motivation and creativity. Emphasizing the negative can also make us overlook or dismiss positive feedback. It's our duty to identify them and take actions.

Sanju Pradeepa

We’ve all had moments when we spent more time thinking than acting. And that’s usually because we got caught up in the process of critical thinking. It’s not necessarily a bad thing to indulge in. After all, it makes us analyze our decisions, weigh the pros and cons, and come out with a conclusion that is backed by facts and data.

But what if there’s a downside to critical thinking? To be clear, this isn’t an attempt to convince you to just go with your gut feeling all the time. Instead, this article is intended to provide perspective on how excessive overthinking can hinder your progress instead of helping you make an informed decision.

We’ll cover why using critical thinking too much can lead to poor decision-making, how it affects your stress levels, and when it matters most. So don’t overthink it. Let’s dive in and explore the disadvantages of critical thinking together.

Table of Contents

What is critical thinking.

Critical thinking is a term you’ve probably heard bandied about, but what does it actually mean? In short, it’s a way of examining information and forming opinions or judgments based on the evidence at hand.

It’s the ability to take an analytical approach to a problem. This means that critical thinking involves analyzing information in order to form an opinion and then continuing to assess the data in order to challenge and modify that opinion.

At its best, critical thinking can lead to more informed decisions and more effective problem-solving. But there are also some disadvantages to this method of thinking. Read on for more information.

Let’s know more about Critical Thinking – 7 Types of Critical Thinking: A Guide to Analyzing Problems

Disadvantages of Critical Thinking, When You Have Too Much

We all value the power of critical thinking; it’s an invaluable skill to have in any field. But like anything, too much of a good thing can be a problem.

When we overthink things and become overly critical, the consequences can be significant. Often, it can prevent us from making decisions in a timely manner, if at all. It can also lead to missed opportunities, as we become paralyzed by our analysis and fail to seize the moment.

Furthermore, analysis paralysis can lead to high levels of stress and anxiety as we struggle to make up our minds on a given subject or action. We might even fail to recognize the real risks at hand when focusing too much on minor details and missing out on what matters most for successful outcomes.

The takeaway here is that being critical is valuable but remember to balance it with intuition and trust your instincts before you get too deep into overthinking things.

1. Difficulty in Decision-Making

One of the biggest disadvantages of critical thinking is that it can be difficult to make decisions. Because critical thinkers are constantly analyzing and evaluating data to draw conclusions, this can be a time-consuming process.

Even after all the facts and evidence have been gathered, it can take a long time to weigh the pros and cons of each option before making the best decision possible. This means that in some cases, a critical thinker will not be able to make a decision quickly or easily.

On top of that, if there is not enough data or information available about a particular decision, it can be even harder for a critical thinker to come up with a solid solution in an efficient manner. This can cause even more delays in decision-making and may lead to frustration as well as inadequate solutions.

2. You might be overthinking every situation.

When you engage in critical thinking, you may find yourself overthinking every situation and making an issue out of things that don’t need your attention. Going back to our earlier example, if you were to critically analyze the situation of your friend sleeping at your house, you might start to worry about the extra resources it may consume or about how it may affect your relationship. While this could be true, it might also be a bit excessive. In certain situations, it’s better to accept certain things and not overthink them.

This is one of the most common disadvantages of critical thinking: overthinking can lead to analysis paralysis, where one is so focused on analyzing a situation that one becomes unable to make any decisions at all. This can lead to frustration and decreased productivity as no progress is made. Additionally, engaging in too much critical thinking can lead to stress and burnout , which are both counterproductive in any situation.

Therefore, while it’s important to engage in critical thinking when necessary and appropriate, it’s also important not to overdo it. Otherwise, the outcomes you’re hoping for will never be achieved.

3. Unavoidable biases and prejudices

You may think that critical thinking is the answer to everything, but it has its disadvantages too. Most notably, it’s impossible to completely remove our biases and prejudices when looking at the facts. We all have a unique way of looking at things , and these biases may affect how we interpret evidence.

Confirmation Bias – One of the most common biases is called “ confirmation bias,”  where people seek out evidence that supports what they already believe or look for fault in evidence that contradicts it. This often leads to people discrediting any evidence they don’t agree with.

Overconfidence – Another common bias is overconfidence, which can lead us to make more decisions than necessary or, worse yet, poor decisions based on what we think we know.

These biases can affect how people interpret evidence and make decisions, regardless of how logical and reasoned those decisions might seem. That’s why we need to be aware of our own prior beliefs , values, and experiences to prevent our biases from affecting our judgment when using critical thinking skills.

4. Disruption of Imagination and Creativity

As great as it may sound, critical thinking can have its downsides, particularly in the area of imagination and creativity. The process of critical thinking often encourages a strict focus on facts and evidence, which can lead to tunnel vision and the inability to think outside the box.

When we focus too much on analysis and facts, we can become stifled in our creative pursuits. This means that instead of creating something new or being able to think of novel solutions to problems, we are confined by existing thought patterns that don’t allow for exploration or experimentation outside of what is already known.

Limiting Ourselves – Critical thinking is great when it comes to evaluating or assessing existing information or situations, but when it comes to innovating, critical thinking can be limiting. After all, if we are stuck looking at the same evidence from different perspectives, how much further can we go? We need to be open to new ideas and experiences if we want to move forward in our creative pursuits.

Training our brain for critical thinking – An over-reliance on critical thinking skills means that our brains get trained over time to do less imaginative things because our brains become accustomed to relying on a certain pattern of thinking. This means that our brains become so accustomed to certain types of analysis that there is little room left for coming up with unique solutions or uncovering innovative ideas.

It’s true; critical thinking has its advantages. But relying too heavily on this form of thinking could mean that you’re missing out on opportunities for growth and creativity.

5. Lack of Emotional Engagement

Another possible disadvantage of critical thinking is a lack of emotional engagement. The process of critical thinking involves looking at a problem objectively, dispassionately analyzing the facts, and logically concluding. This can be helpful, but it can also lead to a disconnect with the emotional aspect of the problem or issue at hand.

At times, emotional engagement is essential for tackling certain problems. For example, certain social issues might require individuals to tap into their emotions and empathy to come up with solutions that can bring about positive change without harming anyone or anything.

Moreover, emotional understanding is important for developing solutions that take into account different perspectives and experiences. This can help create solutions that are more inclusive and equitable for everyone involved.

Ultimately, critical thinking should not be used as an exclusive method for problem solving or decision-making; it should be used in conjunction with emotional understanding and empathy. This balance between intellectual analysis and emotional engagement can help to ensure solutions that are highly effective and satisfying for everyone involved.

6. Potential for stress and anxiety

As discussed previously, critical thinking can be a great skill to have. However, it does come with disadvantages. For instance, people who engage in critical thinking can experience significant stress and anxiety as a result of constantly evaluating complex ideas and situations.

This is especially true for those who are very good at it, as they may feel pressure to always think critically and make the “right” decision. Additionally, when you’re constantly taking a hard look at problems from all angles, it can be easier to become overwhelmed. It can be difficult to decide which way to go when you have so many options available.

The constant search for evidence – People who think critically often spend a lot of time searching for evidence or trying to find the correct interpretation of facts. While this might lead to effective problem-solving and decision-making, it can also be exhausting psychologically. When you’re constantly sifting through evidence looking for the right answer, it can be hard not to become overwhelmed or discouraged if you don’t find what you’re looking for right away.

The struggle between intuition and logic – It’s also common for critical thinkers to struggle with integrating intuition into their thought processes since they tend to rely heavily on logic and evidence-based reasoning. While this type of thinking is valuable in certain scenarios, relying solely on logic can lead to overlooking potential solutions that may be based more on emotion or instinct than on facts. This can make it difficult for critical thinkers to make decisions without feeling like they’ve overlooked something important.

7. Critical thinking can be time-consuming.

You know that critical thinking is important, but have you ever considered the time it takes to think critically? Well, thinking critically can be a time-consuming endeavor .

You might not think twice about making a quick decision based on intuition or reverting to old habits, but truly making a thoughtful, well-informed decision requires more effort. It’s easy to underestimate the amount of time it can take to dig into the facts and look at an issue from all angles, but that’s what critical thinking is all about.

To ensure that you get the best possible outcome, there are several steps in critical thinking:

• Identify and analyze the problem.
• Research and gather data from reliable sources.
• Generate alternative solutions and evaluate them logically.
• Choose the most suitable option.
• Implement your chosen option, then evaluate its effectiveness and impact.
• Adjust your plan as needed.

This type of process uses up more of our precious time, but it is worth it when you come out with an informed, well-reasoned solution that you can confidently stand behind. That’s why so many organizations prioritize this way of thinking when faced with tough decisions.

8. Critical thinking can lead to uncertainty.

One of the major disadvantages of critical thinking is that it often leads to uncertainty. When you’re looking at a problem or issue from all angles and considering all the available evidence, it can be difficult to come to a definitive solution. It can be hard to know exactly what steps to take as there may be multiple potential solutions.

This can lead to indecision and doubt, which can slow down progress on any project you’re working on. Furthermore, if there are many possible solutions available, it can take time and effort to evaluate each one fully before coming to a decision.

Another downside of critical thinking is that it requires a lot of mental energy and effort. Balancing this with other aspects of work or life can be tricky, as focusing too much on one area at the expense of others is not desirable. It’s important to remember that there are limits to how much critical thinking you should do in any given situation.

While there are certain disadvantages to critical thinking, it is certainly a skill worth having. It can enable you to see past false claims and identify logical fallacies, form your own well-reasoned opinions, and spot when others might be attempting to manipulate or deceive you.

That said, it’s important to remember that critical thinking doesn’t necessarily lead to the “right” answer. It’s important to keep an open mind and be willing to have your beliefs challenged. When used responsibly, critical thinking can be an invaluable asset to anyone. 

• The Advantages & Disadvantages of Critical Thinking by MICAH MCDUNNIGAN published in CLASSROOM (https://classroom.synonym.com/)
• Is Critical Thinking Overrated?  Disadvantages Of Critical Thinking published in EGGCELLENT Work (https://eggcellentwork.com/)

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The Advantages & Disadvantages of Critical Thinking

Micah mcdunnigan.

Critical thinking is, at heart, questioning what you are told instead of taking it at face value. It is evaluating information in a rational framework where facts and reason line up to support or fail to support assertions. Critical thinking skills are highly sought, and have a number of benefits in life. However, with the upsides comes certain downsides.

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• Academic Success
• Professional Success
• Disadvantages

1 Academic Success

Memorizing what your teacher tells you and regurgitating it verbatim will only get you so far in school. Memorizing exactly what the teacher told you gives you access to a number of discrete facts you can call on for exams. This will serve you well on questions that ask for such verbatim recitation of information, but the best grades and future success will go to students who can ask questions about those facts, draw connections between them, formulate their own thoughts on the matter, and articulate them.

2 Professional Success

Critical thinking skills will make you more effective in whatever field you choose to go into. The ability to look at your professional field and make connections to identify opportunities no one else has seen yet will give you an edge. This is the way new and innovative products come about. If you are always just following the crowd, you'll never stand out. In a competitive business world, you're in professional trouble if you can't stand on your own or make valuable contributions to your employer.

Critical thinking skills can help you get along with a wider range of people. This is because if you can step back and evaluate a situation from a perspective other than your own, you can better understand why different people do what they do. This helps you avoid the social conflict that results from two narrow-minded perspectives butting heads with one another. It can expand your social circle, and lead to more harmonious interactions with everyone around you.

4 Disadvantages

The downside of critical thinking skills is that they can lead you into new and frightening territory. You might find yourself questioning the values, even the religion, by which you were raised. There is a certain existential comfort in someone else telling you how the world works, then blindly clinging to those tenets. The price of this simple comfort is forgoing a deeper understanding of how the world works, and all the opportunities this deeper thinking provides. While you can use your thinking skills to find new tenets that make sense, a modified version of those original tenets, or a new understanding of those original tenets, you might feel lost as you move between points A and B.

• 1 McGraw Hill: Introduction to Critical Thinking

About the Author

Micah McDunnigan has been writing on politics and technology since 2007. He has written technology pieces and political op-eds for a variety of student organizations and blogs. McDunnigan earned a Bachelor of Arts in international relations from the University of California, Davis.

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5 Barriers to Critical Thinking

What holds us back from thinking critically in day-to-day situations.

Posted January 18, 2019 | Reviewed by Davia Sills

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Quite often, discussions of Critical Thinking (CT) revolve around tips for what you or your students should be doing to enhance CT ability. However, it seems that there’s substantially less discussion of what you shouldn’t be doing—that is, barriers to CT.

About a year ago, I posted "5 Tips for Critical Thinking" to this blog, and after thinking about it in terms of what not to do , along with more modern conceptualizations of CT (see Dwyer, 2017), I’ve compiled a list of five major barriers to CT. Of course, these are not the only barriers to CT; rather, they are five that may have the most impact on how one applies CT.

1. Trusting Your Gut

Trust your gut is a piece of advice often thrown around in the context of being in doubt. The concept of using intuitive judgment is actually the last thing you want to be doing if critical thinking is your goal. In the past, intuitive judgment has been described as "the absence of analysis" (Hamm, 1988); and automatic cognitive processing—which generally lacks effort, intention, awareness, or voluntary control—is usually experienced as perceptions or feelings (Kahneman, 2011; Lieberman, 2003).

Given that intuitive judgment operates automatically and cannot be voluntarily "turned off," associated errors and unsupported biases are difficult to prevent, largely because reflective judgment has not been consulted. Even when errors appear obvious in hindsight, they can only be prevented through the careful, self-regulated monitoring and control afforded by reflective judgment. Such errors and flawed reasoning include cognitive biases and logical fallacies .

Going with your gut—experienced as perceptions or feelings—generally leads the thinker to favor perspectives consistent with their own personal biases and experiences or those of their group.

2. Lack of Knowledge

CT skills are key components of what CT is, and in order to conduct it, one must know how to use these skills. Not knowing the skills of CT—analysis, evaluation, and inference (i.e., what they are or how to use them)—is, of course, a major barrier to its application. However, consideration of a lack of knowledge does not end with the knowledge of CT skills.

Let’s say you know what analysis, evaluation, and inference are, as well as how to apply them. The question then becomes: Are you knowledgeable in the topic area you have been asked to apply the CT? If not, intellectual honesty and reflective judgment should be engaged to allow you to consider the nature, limits, and certainty of what knowledge you do have, so that you can evaluate what is required of you to gain the knowledge necessary to make a critically thought-out judgment.

However, the barrier here may not necessarily be a lack of topic knowledge, but perhaps rather believing that you have the requisite knowledge to make a critically thought-out judgment when this is not the case or lacking the willingness to gain additional, relevant topic knowledge.

3. Lack of Willingness

In addition to skills, disposition towards thinking is also key to CT. Disposition towards thinking refers to the extent to which an individual is willing or inclined to perform a given thinking skill, and is essential for understanding how we think and how we can make our thinking better, in both academic settings and everyday circumstances (Norris, 1992; Siegel, 1999; Valenzuela, Nieto, & Saiz, 2011; Dwyer, Hogan & Stewart, 2014).

Dispositions can’t be taught, per se, but they do play a large role in determining whether or not CT will be performed. Simply, it doesn’t matter how skilled one is at analysis, evaluation, and inference—if they’re not willing to think critically, CT is not likely to occur.

4. Misunderstanding of Truth

Truth-seeking is one such disposition towards thinking, which refers to a desire for knowledge; to seek and offer both reasons and objections in an effort to inform and to be well-informed; a willingness to challenge popular beliefs and social norms by asking questions (of oneself and others); to be honest and objective about pursuing the truth, even if the findings do not support one’s self-interest or pre-conceived beliefs or opinions; and to change one’s mind about an idea as a result of the desire for truth (Dwyer, 2017).

Though this is something for which many of us strive or even just assume we do, the truth is that we all succumb to unwarranted assumptions from time to time: that is, beliefs presumed to be true without adequate justification. For example, we might make a judgment based on an unsubstantiated stereotype or a commonsense/belief statement that has no empirical evidence to justify it. When using CT, it’s important to distinguish facts from beliefs and, also, to dig a little deeper by evaluating "facts" with respect to how much empirical support they have to validate them as fact (see " The Dirtiest Word in Critical Thinking: 'Proof' and its Burden ").

Furthermore, sometimes the truth doesn’t suit people, and so, they might choose to ignore it or try and manipulate knowledge or understanding to accommodate their bias . For example, some people may engage in wishful thinking , in which they believe something is true because they wish it to be; some might engage in relativistic thinking , in which, for them, the truth is subjective or just a matter of opinion.

5. Closed-mindedness

In one of my previous posts, I lay out " 5 Tips for Critical Thinking "—one of which is to play Devil’s Advocate , which refers to the "consideration of alternatives." There’s always more than one way to do or think about something—why not engage such consideration?

The willingness to play Devil’s Advocate implies a sensibility consistent with open-mindedness (i.e., an inclination to be cognitively flexible and avoid rigidity in thinking; to tolerate divergent or conflicting views and treat all viewpoints alike, prior to subsequent analysis and evaluation; to detach from one’s own beliefs and consider, seriously, points of view other than one’s own without bias or self-interest; to be open to feedback by accepting positive feedback, and to not reject criticism or constructive feedback without thoughtful consideration; to amend existing knowledge in light of new ideas and experiences; and to explore such new, alternative, or "unusual" ideas).

At the opposite end of the spectrum, closed-mindedness is a significant barrier to CT. By this stage, you have probably identified the inherent nature of bias in our thinking. The first step of CT is always going to be to evaluate this bias. However, one’s bias may be so strong that it leads them to become closed-minded and renders them unwilling to consider any other perspectives.

Another way in which someone might be closed-minded is through having properly researched and critically thought about a topic and then deciding that this perspective will never change, as if their knowledge will never need to adapt. However, critical thinkers know that knowledge can change and adapt. An example I’ve used in the past is quite relevant here—growing up, I was taught that there were nine planets in our solar system; however, based on further research, our knowledge of planets has been amended to now only consider eight of those as planets.

Being open-minded is a valuable disposition, but so is skepticism (i.e., the inclination to challenge ideas; to withhold judgment before engaging all the evidence or when the evidence and reasons are insufficient; to take a position and be able to change position when the evidence and reasons are sufficient; and to look at findings from various perspectives).

However, one can be both open-minded and skeptical. It is closed-mindedness that is the barrier to CT, so please note that closed-mindedness and skepticism are distinct dispositions.

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

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

Hamm, R. M. (1988). Clinical intuition and clinical analysis: expertise and the cognitive continuum. In J. Dowie & A. Elstein (Eds.), Professional judgment: A reader in clinical decision making, 78–105. Cambridge: Cambridge University Press.

Kahneman, D. (2011). Thinking fast and slow. Penguin: Great Britain.

Lieberman, M. D. (2003). Reflexive and reflective judgment processes: A social cognitive neuroscience approach. Social Judgments: Implicit and Explicit Processes, 5, 44–67.

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

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

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

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

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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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10 Barriers to Critical Thinking & Tips to Overcome Them

Critical thinking is an essential life skill, especially in an age where deceptions like “my truth” and “your truth” run rampant. 

It allows us to think our way through issues and arrive at effective solutions, and it is a skill that deserves the dedication it takes to hone it.

In some cases, there are invisible barriers to critical thinking that must first be broken down before progress can be made. 

Because it is so vitally important for our teens to develop such skills—to think for themselves in a world pressuring them to tow the line—I think it’s worth addressing potential obstacles in their way. 

Here are 10 common barriers to critical thinking that may reveal themselves as you seek to teach this vital skill. 

1. Lack of Practice

Considering what causes a lack of critical thinking , the word “practice” comes to mind. 

The phrase “practice makes progress” rings true when developing critical thinking skills .

Critical thinking may be discussed at length and encouraged theoretically, but is it expressed in the assignments or exercises our teens do on a daily basis?

Sadly, many assignments simply ask for regurgitated facts from a textbook that require little to no real thinking. 

If we want to see our students thrive in the realm of critical thinking, we need to provide them with opportunities to practice and apply what they’ve learned in real-life situations.

2. Perceived Inability to Teach It

The idea that you’re not capable of teaching such a thing may just become a self-fulfilling prophecy. 

If you believe you can’t teach critical thinking, you may not even try. If you do try, you may be plagued by self-doubt that shakes your confidence. 

If you’ve ever thought …

“Why is critical thinking so difficult?”

You’re not alone.

It can be hard to plainly identify what critical thinking is and how to teach it. That’s one of the main reasons we created Philosophy Adventure —to provide an intriguing way to teach critical thinking effectively.

Get a Question-Based Critical Thinking Exercise—Free!

Introduce critical thinking gently & easily with thought-provoking exercises.

3. Normalcy Bias

Normalcy bias is a subconscious response that falsely assures things will remain the same as they always were. 

Every type of bias works against critical thinking as it uses emotion to make decisions rather than rational thought rooted in truth.

This bias encourages our minds to ignore danger and new information in favor of maintaining the safety and security of our “regular” lives. 

For example, normalcy bias leads us to believe that freedom will always be free despite growing threats to quench it. 

Frankly, it’s a dangerous barrier to critical thinking with the potential for lasting consequences.

4. Group-Think

The group-think effect is a phenomenon where individuals conform to the beliefs of others in order to avoid appearing different. 

It can lead to mass conformity in which society grows blind to flaws in opinion-based reasoning. 

Why think for yourself when someone else can do it for you? It’s a sobering thought—and a major obstacle to critical thinking—but I fear it’s one that is sweeping the world.

This is an especially tough barrier for teenagers who are often desperate to be accepted and liked by their peers. 

Rather than relying on critical thinking to decipher between right and wrong, they may cave to peer pressure because “everyone else is doing it.”

This barrier is yet another poignant example of why it’s so important to help our children develop critical thinking skills.  

5. Distorted View of Truth

We’re also susceptible to having a distorted view of what is fact and what isn’t. If we’re not careful, our view of truth can be distorted by misleading opinions.

Passionate people with deeply held beliefs are often willing to loudly defend them. 

Such passion and charisma can seduce teens and adults alike who may not fully know what they believe— or why they believe it . 

Of all the psychological obstacles to critical thinking, fear is a weighty one. 

I humbly suggest that it is the fear of failure or the fear of change that is most likely to act as a hindrance to critical thinking. 

Sometimes, when we look at an issue from every angle, we find that the only right reaction is to change. 

Likewise, if we fear failure, we’re likely to not act or try at all. 

And when it comes to trying to discern the truth in order to act upon it, not doing so can be far worse than the perceived failure itself. 

7. Viewing Everything Through the Lens of “Self”

Some people call it “egocentric thinking.” Whatever the name, it is the tendency to think about the world only as it relates to us. 

This self-centered thinking is natural, but there’s great value in training our minds to be able to view issues from another’s point of view. When problem-solving, it’s important to consider other perspectives.

This is particularly true when dealing with people who may be affected by our actions.

8. Past Experiences

Past experiences, relationships, even trauma can change us in a number of ways. 

What happened in the past surrounding any given thing most certainly influences how we think and feel about that thing in the future. 

But it’s important to recognize past experiences for what they are—a single moment (or period) of time.

They should not define our thoughts, nor should they dictate our actions as we seek to answer life’s questions objectively.  

Undoubtedly, it can be difficult to put such things in perspective so, and it calls for self-control, but it’s important to train our teens to try.  

Relying exclusively on the past to make decisions today can lead to negative outcomes as it relies on information that may not be true. 

9. Assumptions

Assumptions dampen our ability to learn. Though often flawed, assumptions quench our desire  to ask questions because we think we already know the answers. 

What a sad state to be stuck in because the truth is …

We don’t know what we don’t know.

How can we learn what we don’t know if we never root out the truth in a given matter?

Similarly, some people assume that because they don’t understand something, then it must be impossible to learn. 

That’s simply not true. We have an innate ability to learn new things, and critical thinking helps us do just that—with integrity.  

10. Time Constraints

There’s so much to learn in school that it can be hard to find the time to invest in critical thinking discussion and activities . 

This skill can often be moved to the side while teens learn about world history and how to write a proper essay—both of which are no doubt important. 

But I would argue that critical thinking gives students the foundation to not only better digest the material learned but to excel in it. 

How to Overcome Common Barriers to Critical Thinking 

We’ve established that critical thinking is an essential part of becoming a discerning adult, unmoved by news biases or passionate, emotional language. 

That being said, how do we break through the barriers that hinder critical thinking and move forward to teach such a significant skill?

You can help your students better develop their critical thinking skills by encouraging thoughtful questions and debate. 

When consuming news from around the world, inspire them to challenge their initial emotional reactions to the information presented. Teach them how to seek impartial data and use that to form an educated opinion. 

Providing real-world examples and connections between topics is a great way to encourage teens to think more deeply about a subject. 

Rather than presenting multiple choice answers or fill-in-the-blanks, ask them to talk through the question out loud based on the information they’ve been given.  

You can also try a fun exercise with these critical thinking questions for kids .

The ability to clearly vocalize beliefs and express thoughts is a priceless skill, and one that we have weaved into every lesson of Philosophy Adventure :

will your children recognize truth?

Critical thinking is a learned skill that requires practice (and breaking down barriers when they arise). 

However, the ability to identify logical fallacies in arguments and recognize deception is well worth investing in. 

Recognizing potential barriers that are obstructing that end goal is a solid first step. 

About The Author

Stacy Farrell

Advantages and Disadvantages of Critical Thinking In Education

Looking for advantages and disadvantages of Critical Thinking In Education?

We have collected some solid points that will help you understand the pros and cons of Critical Thinking In Education in detail.

But first, let’s understand the topic:

What is Critical Thinking In Education?

Critical thinking in education is when students learn to think clearly and make smart choices by asking questions, looking at all sides of a problem, and using logic before deciding what they believe or what action to take.

What are the advantages and disadvantages of Critical Thinking In Education

The following are the advantages and disadvantages of Critical Thinking In Education:

Advantages of Critical Thinking In Education

• Enhances problem-solving skills – Critical thinking helps students tackle complex issues by breaking them down into smaller, more manageable parts. This approach leads to better solutions.
• Promotes independent thinking – It allows students to rely on their own reasoning and analysis, making them self-sufficient learners who can explore ideas on their own.
• Encourages open-mindedness – Being open to different viewpoints, critical thinking teaches students to consider various perspectives before forming an opinion, which broadens their understanding.
• Improves decision-making ability – It sharpens the ability to weigh options and assess the consequences, leading to smarter choices in academic and everyday situations.
• Fosters effective communication – Critical thinking equips students with the ability to articulate their thoughts clearly and listen to others, which is key in collaborating and sharing ideas effectively.

Disadvantages of Critical Thinking In Education

• Can hinder quick decision-making – Critical thinking sometimes makes it hard to make fast choices because it asks for careful thought and weighing of options.
• May lead to overthinking – Thinking too much about all the possible outcomes and angles can make simple decisions feel more complicated than they need to be.
• Requires extensive time and resources – Teaching people to always think critically can take a lot of effort and tools, which might not always be easy to find or afford.
• Can cause analysis paralysis – When you try to think about every detail, you can get stuck and find it hard to decide on anything at all.
• Might discourage creative spontaneity – Focusing too much on critical thinking could take away from the ability to come up with new ideas quickly and act on them without second-guessing.
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Critical Thinking: A Model of Intelligence for Solving Real-World Problems

Diane f. halpern.

1 Department of Psychology, Claremont McKenna College, Emerita, Altadena, CA 91001, USA

Dana S. Dunn

2 Department of Psychology, Moravian College, Bethlehem, PA 18018, USA; ude.naivarom@nnud

Most theories of intelligence do not directly address the question of whether people with high intelligence can successfully solve real world problems. A high IQ is correlated with many important outcomes (e.g., academic prominence, reduced crime), but it does not protect against cognitive biases, partisan thinking, reactance, or confirmation bias, among others. There are several newer theories that directly address the question about solving real-world problems. Prominent among them is Sternberg’s adaptive intelligence with “adaptation to the environment” as the central premise, a construct that does not exist on standardized IQ tests. Similarly, some scholars argue that standardized tests of intelligence are not measures of rational thought—the sort of skill/ability that would be needed to address complex real-world problems. Other investigators advocate for critical thinking as a model of intelligence specifically designed for addressing real-world problems. Yes, intelligence (i.e., critical thinking) can be enhanced and used for solving a real-world problem such as COVID-19, which we use as an example of contemporary problems that need a new approach.

1. Introduction

The editors of this Special Issue asked authors to respond to a deceptively simple statement: “How Intelligence Can Be a Solution to Consequential World Problems.” This statement holds many complexities, including how intelligence is defined and which theories are designed to address real-world problems.

2. The Problem with Using Standardized IQ Measures for Real-World Problems

For the most part, we identify high intelligence as having a high score on a standardized test of intelligence. Like any test score, IQ can only reflect what is on the given test. Most contemporary standardized measures of intelligence include vocabulary, working memory, spatial skills, analogies, processing speed, and puzzle-like elements (e.g., Wechsler Adult Intelligence Scale Fourth Edition; see ( Drozdick et al. 2012 )). Measures of IQ correlate with many important outcomes, including academic performance ( Kretzschmar et al. 2016 ), job-related skills ( Hunter and Schmidt 1996 ), reduced likelihood of criminal behavior ( Burhan et al. 2014 ), and for those with exceptionally high IQs, obtaining a doctorate and publishing scholarly articles ( McCabe et al. 2020 ). Gottfredson ( 1997, p. 81 ) summarized these effects when she said the “predictive validity of g is ubiquitous.” More recent research using longitudinal data, found that general mental abilities and specific abilities are good predictors of several work variables including job prestige, and income ( Lang and Kell 2020 ). Although assessments of IQ are useful in many contexts, having a high IQ does not protect against falling for common cognitive fallacies (e.g., blind spot bias, reactance, anecdotal reasoning), relying on biased and blatantly one-sided information sources, failing to consider information that does not conform to one’s preferred view of reality (confirmation bias), resisting pressure to think and act in a certain way, among others. This point was clearly articulated by Stanovich ( 2009, p. 3 ) when he stated that,” IQ tests measure only a small set of the thinking abilities that people need.”

3. Which Theories of Intelligence Are Relevant to the Question?

Most theories of intelligence do not directly address the question of whether people with high intelligence can successfully solve real world problems. For example, Grossmann et al. ( 2013 ) cite many studies in which IQ scores have not predicted well-being, including life satisfaction and longevity. Using a stratified random sample of Americans, these investigators found that wise reasoning is associated with life satisfaction, and that “there was no association between intelligence and well-being” (p. 944). (critical thinking [CT] is often referred to as “wise reasoning” or “rational thinking,”). Similar results were reported by Wirthwein and Rost ( 2011 ) who compared life satisfaction in several domains for gifted adults and adults of average intelligence. There were no differences in any of the measures of subjective well-being, except for leisure, which was significantly lower for the gifted adults. Additional research in a series of experiments by Stanovich and West ( 2008 ) found that participants with high cognitive ability were as likely as others to endorse positions that are consistent with their biases, and they were equally likely to prefer one-sided arguments over those that provided a balanced argument. There are several newer theories that directly address the question about solving real-world problems. Prominent among them is Sternberg’s adaptive intelligence with “adaptation to the environment” as the central premise, a construct that does not exist on standardized IQ tests (e.g., Sternberg 2019 ). Similarly, Stanovich and West ( 2014 ) argue that standardized tests of intelligence are not measures of rational thought—the sort of skill/ability that would be needed to address complex real-world problems. Halpern and Butler ( 2020 ) advocate for CT as a useful model of intelligence for addressing real-world problems because it was designed for this purpose. Although there is much overlap among these more recent theories, often using different terms for similar concepts, we use Halpern and Butler’s conceptualization to make our point: Yes, intelligence (i.e., CT) can be enhanced and used for solving a real-world problem like COVID-19.

4. Critical Thinking as an Applied Model for Intelligence

One definition of intelligence that directly addresses the question about intelligence and real-world problem solving comes from Nickerson ( 2020, p. 205 ): “the ability to learn, to reason well, to solve novel problems, and to deal effectively with novel problems—often unpredictable—that confront one in daily life.” Using this definition, the question of whether intelligent thinking can solve a world problem like the novel coronavirus is a resounding “yes” because solutions to real-world novel problems are part of his definition. This is a popular idea in the general public. For example, over 1000 business managers and hiring executives said that they want employees who can think critically based on the belief that CT skills will help them solve work-related problems ( Hart Research Associates 2018 ).

We define CT as the use of those cognitive skills or strategies that increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned, and goal directed--the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions, when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. International surveys conducted by the OECD ( 2019, p. 16 ) established “key information-processing competencies” that are “highly transferable, in that they are relevant to many social contexts and work situations; and ‘learnable’ and therefore subject to the influence of policy.” One of these skills is problem solving, which is one subset of CT skills.

The CT model of intelligence is comprised of two components: (1) understanding information at a deep, meaningful level and (2) appropriate use of CT skills. The underlying idea is that CT skills can be identified, taught, and learned, and when they are recognized and applied in novel settings, the individual is demonstrating intelligent thought. CT skills include judging the credibility of an information source, making cost–benefit calculations, recognizing regression to the mean, understanding the limits of extrapolation, muting reactance responses, using analogical reasoning, rating the strength of reasons that support and fail to support a conclusion, and recognizing hindsight bias or confirmation bias, among others. Critical thinkers use these skills appropriately, without prompting, and usually with conscious intent in a variety of settings.

One of the key concepts in this model is that CT skills transfer in appropriate situations. Thus, assessments using situational judgments are needed to assess whether particular skills have transferred to a novel situation where it is appropriate. In an assessment created by the first author ( Halpern 2018 ), short paragraphs provide information about 20 different everyday scenarios (e.g., A speaker at the meeting of your local school board reported that when drug use rises, grades decline; so schools need to enforce a “war on drugs” to improve student grades); participants provide two response formats for every scenario: (a) constructed responses where they respond with short written responses, followed by (b) forced choice responses (e.g., multiple choice, rating or ranking of alternatives) for the same situations.

There is a large and growing empirical literature to support the assertion that CT skills can be learned and will transfer (when taught for transfer). See for example, Holmes et al. ( 2015 ), who wrote in the prestigious Proceedings of the National Academy of Sciences , that there was “significant and sustained improvement in students’ critical thinking behavior” (p. 11,199) for students who received CT instruction. Abrami et al. ( 2015, para. 1 ) concluded from a meta-analysis that “there are effective strategies for teaching CT skills, both generic and content specific, and CT dispositions, at all educational levels and across all disciplinary areas.” Abrami et al. ( 2008, para. 1 ), included 341 effect sizes in a meta-analysis. They wrote: “findings make it clear that improvement in students’ CT skills and dispositions cannot be a matter of implicit expectation.” A strong test of whether CT skills can be used for real-word problems comes from research by Butler et al. ( 2017 ). Community adults and college students (N = 244) completed several scales including an assessment of CT, an intelligence test, and an inventory of real-life events. Both CT scores and intelligence scores predicted individual outcomes on the inventory of real-life events, but CT was a stronger predictor.

Heijltjes et al. ( 2015, p. 487 ) randomly assigned participants to either a CT instruction group or one of six other control conditions. They found that “only participants assigned to CT instruction improved their reasoning skills.” Similarly, when Halpern et al. ( 2012 ) used random assignment of participants to either a learning group where they were taught scientific reasoning skills using a game format or a control condition (which also used computerized learning and was similar in length), participants in the scientific skills learning group showed higher proportional learning gains than students who did not play the game. As the body of additional supportive research is too large to report here, interested readers can find additional lists of CT skills and support for the assertion that these skills can be learned and will transfer in Halpern and Dunn ( Forthcoming ). There is a clear need for more high-quality research on the application and transfer of CT and its relationship to IQ.

5. Pandemics: COVID-19 as a Consequential Real-World Problem

A pandemic occurs when a disease runs rampant over an entire country or even the world. Pandemics have occurred throughout history: At the time of writing this article, COVID-19 is a world-wide pandemic whose actual death rate is unknown but estimated with projections of several million over the course of 2021 and beyond ( Mega 2020 ). Although vaccines are available, it will take some time to inoculate most or much of the world’s population. Since March 2020, national and international health agencies have created a list of actions that can slow and hopefully stop the spread of COVID (e.g., wearing face masks, practicing social distancing, avoiding group gatherings), yet many people in the United States and other countries have resisted their advice.

Could instruction in CT encourage more people to accept and comply with simple life-saving measures? There are many possible reasons to believe that by increasing citizens’ CT abilities, this problematic trend can be reversed for, at least, some unknown percentage of the population. We recognize the long history of social and cognitive research showing that changing attitudes and behaviors is difficult, and it would be unrealistic to expect that individuals with extreme beliefs supported by their social group and consistent with their political ideologies are likely to change. For example, an Iranian cleric and an orthodox rabbi both claimed (separately) that the COVID-19 vaccine can make people gay ( Marr 2021 ). These unfounded opinions are based on deeply held prejudicial beliefs that we expect to be resistant to CT. We are targeting those individuals who beliefs are less extreme and may be based on reasonable reservations, such as concern about the hasty development of the vaccine and the lack of long-term data on its effects. There should be some unknown proportion of individuals who can change their COVID-19-related beliefs and actions with appropriate instruction in CT. CT can be a (partial) antidote for the chaos of the modern world with armies of bots creating content on social media, political and other forces deliberately attempting to confuse issues, and almost all media labeled “fake news” by social influencers (i.e., people with followers that sometimes run to millions on various social media). Here, are some CT skills that could be helpful in getting more people to think more critically about pandemic-related issues.

Reasoning by Analogy and Judging the Credibility of the Source of Information

Early communications about the ability of masks to prevent the spread of COVID from national health agencies were not consistent. In many regions of the world, the benefits of wearing masks incited prolonged and acrimonious debates ( Tang 2020 ). However, after the initial confusion, virtually all of the global and national health organizations (e.g., WHO, National Health Service in the U. K., U. S. Centers for Disease Control and Prevention) endorse masks as a way to slow the spread of COVID ( Cheng et al. 2020 ; Chu et al. 2020 ). However, as we know, some people do not trust governmental agencies and often cite the conflicting information that was originally given as a reason for not wearing a mask. There are varied reasons for refusing to wear a mask, but the one most often cited is that it is against civil liberties ( Smith 2020 ). Reasoning by analogy is an appropriate CT skill for evaluating this belief (and a key skill in legal thinking). It might be useful to cite some of the many laws that already regulate our behavior such as, requiring health inspections for restaurants, setting speed limits, mandating seat belts when riding in a car, and establishing the age at which someone can consume alcohol. Individuals would be asked to consider how the mandate to wear a mask compares to these and other regulatory laws.

Another reason why some people resist the measures suggested by virtually every health agency concerns questions about whom to believe. Could training in CT change the beliefs and actions of even a small percentage of those opposed to wearing masks? Such training would include considering the following questions with practice across a wide domain of knowledge: (a) Does the source have sufficient expertise? (b) Is the expertise recent and relevant? (c) Is there a potential for gain by the information source, such as financial gain? (d) What would the ideal information source be and how close is the current source to the ideal? (e) Does the information source offer evidence that what they are recommending is likely to be correct? (f) Have you traced URLs to determine if the information in front of you really came from the alleged source?, etc. Of course, not everyone will respond in the same way to each question, so there is little likelihood that we would all think alike, but these questions provide a framework for evaluating credibility. Donovan et al. ( 2015 ) were successful using a similar approach to improve dynamic decision-making by asking participants to reflect on questions that relate to the decision. Imagine the effect of rigorous large-scale education in CT from elementary through secondary schools, as well as at the university-level. As stated above, empirical evidence has shown that people can become better thinkers with appropriate instruction in CT. With training, could we encourage some portion of the population to become more astute at judging the credibility of a source of information? It is an experiment worth trying.

6. Making Cost—Benefit Assessments for Actions That Would Slow the Spread of COVID-19

Historical records show that refusal to wear a mask during a pandemic is not a new reaction. The epidemic of 1918 also included mandates to wear masks, which drew public backlash. Then, as now, many people refused, even when they were told that it was a symbol of “wartime patriotism” because the 1918 pandemic occurred during World War I ( Lovelace 2020 ). CT instruction would include instruction in why and how to compute cost–benefit analyses. Estimates of “lives saved” by wearing a mask can be made meaningful with graphical displays that allow more people to understand large numbers. Gigerenzer ( 2020 ) found that people can understand risk ratios in medicine when the numbers are presented as frequencies instead of probabilities. If this information were used when presenting the likelihood of illness and death from COVID-19, could we increase the numbers of people who understand the severity of this disease? Small scale studies by Gigerenzer have shown that it is possible.

Analyzing Arguments to Determine Degree of Support for a Conclusion

The process of analyzing arguments requires that individuals rate the strength of support for and against a conclusion. By engaging in this practice, they must consider evidence and reasoning that may run counter to a preferred outcome. Kozyreva et al. ( 2020 ) call the deliberate failure to consider both supporting and conflicting data “deliberate ignorance”—avoiding or failing to consider information that could be useful in decision-making because it may collide with an existing belief. When applied to COVID-19, people would have to decide if the evidence for and against wearing a face mask is a reasonable way to stop the spread of this disease, and if they conclude that it is not, what are the costs and benefits of not wearing masks at a time when governmental health organizations are making them mandatory in public spaces? Again, we wonder if rigorous and systematic instruction in argument analysis would result in more positive attitudes and behaviors that relate to wearing a mask or other real-world problems. We believe that it is an experiment worth doing.

7. Conclusions

We believe that teaching CT is a worthwhile approach for educating the general public in order to improve reasoning and motivate actions to address, avert, or ameliorate real-world problems like the COVID-19 pandemic. Evidence suggests that CT can guide intelligent responses to societal and global problems. We are NOT claiming that CT skills will be a universal solution for the many real-world problems that we confront in contemporary society, or that everyone will substitute CT for other decision-making practices, but we do believe that systematic education in CT can help many people become better thinkers, and we believe that this is an important step toward creating a society that values and practices routine CT. The challenges are great, but the tools to tackle them are available, if we are willing to use them.

Author Contributions

Conceptualization, D.F.H. and D.S.D.; resources, D.F.H.; data curation, writing—original draft preparation, D.F.H.; writing—review and editing, D.F.H. and D.S.D. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

No IRB Review.

Informed Consent Statement

No Informed Consent.

Conflicts of Interest

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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1 Barriers to critical thinking

First, let’s briefly examine some barriers to critical thinking.

Take another look at the visual summary below on critical and analytical thinking, which was introduced at the end of Session 3. Note the warning sign next to the ‘black pit’ to the lower right of this figure.

This figure shows a visual summary of critical and analytical thinking. It includes phrases such as ‘objective analysis and evaluation of an issue in order to form a judgement’, ‘abilities’, ‘dispositions’ and ‘questioning’.

We have provided you with a larger version of this image in PDF format [ Tip: hold Ctrl and click a link to open it in a new tab. ( Hide tip ) ] .

What are the common pitfalls or barriers to thinking critically and analytically? Some of these were highlighted in the visual summary, and include:

• Misunderstanding . This can arise due to language or cultural differences, a lack of awareness of the ‘processes’ involved, or a misunderstanding that critical thinking means making ‘negative’ comments (as discussed in Sessions 3 and 4).
• Reluctance to critique the ‘norm’ or experts in a field and consider alternative views (feeling out of your ‘comfort zone’ or fearful of being wrong).
• Lack of detailed knowledge . Superficial knowledge (not having read deeply enough around the subject).
• Wanting to know the answers without having to ask questions .

Why do you think being aware of these potential pitfalls is important?

As a critical and reflective thinker, you will need to be aware of the barriers, acknowledge the challenges they may present, and overcome these as best you can. This starts with an understanding of expectations. Some students feel anxious about questioning the work of experts. Critical thinking does not mean that you are challenging someone’s work or telling them that they are wrong, but encourages a deeper understanding, a consideration of alternative views, and engagement in thought, discourse or research that informs your independent judgement. At postgraduate level you will also need to read widely around a subject in order to engage effectively with critical and analytical thinking, and to ask questions: there are no ‘right’ or ‘wrong’ answers, only supported arguments. This is at the heart of postgraduate study.

Critical thinking encourages you to be constructive, by considering the strengths and weaknesses of a claim and differing sides to an argument. It helps you to clarify points, encourages deeper thought, and allows you to determine whether information that you come across is accurate and reliable. This helps you to form your own judgement, and drives research forward.

People can find it difficult to think critically, irrespective of their education or intellectual ability. The key to understanding critical thinking is not only knowing and making sure that you understand the process, but also being able to put this into practice by applying your knowledge.

Critical and reflective thinking are complex and lifelong skills that you continue to develop as part of your personal and professional growth. In your everyday life, you may also come across those who do not exercise critical thinking, and this might impact on decisions that affect you. It is important to recognise this, and to use critical and reflective thinking to ensure that your own view is informed by reasoned judgement, supported by evidence.

Take another look at the visual summary. You will see two aspects to critical thinking: one focusing on the disposition of the person engaged in critical and reflective thinking, and the other concerning their abilities. Let’s focus here on dispositions. At a personal level, barriers to critical thinking can arise through:

• an over-reliance on feelings or emotions
• self-centred or societal/cultural-centred thinking (conformism, dogma and peer-pressure)
• unconscious bias, or selective perception
• an inability to be receptive to an idea or point of view that differs from your own (close-mindedness)
• unwarranted assumptions or lack of relevant information
• fear of being wrong (anxious about being taken out of your ‘comfort zone’)
• poor communication skills or apathy
• lack of personal honesty.

Be aware that thinking critically is not simply adhering to a formula. For example, reflect on the following questions:

• How can you communicate with those who do not actively engage with critical thinking and are unwilling to engage in a meaningful dialogue?
• How would you react or respond when you experience a lack of critical thinking in the media, amongst your own family members, colleagues at work, or on your course?

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Is critical thinking overrated  disadvantages of critical thinking.

An argument for the notion that critical thinking is overrated

Fans of Sheldon Cooper on the syndicated comedy series “The Big Bang Theory” might be inclined to agree with the argument that critical thinking is overrated. Sheldon is the quintessential critical thinker, but is completely lacking in social skills, empathy, and tact.

When it comes to matters of heart and his romance with Amy, he is totally hopeless and hapless at saying or doing anything that requires using normal emotional responses. Sheldon has the ability to painstakingly analyze, develop, and provide evidence for his ideas and theories, but he is completely lacking in social skills, and–in what we will cover in detail below–emotional intelligence.

Table of Contents

What are some disadvantages of critical thinking?

Fact gathering, analysis, and the belief that emotion has no place in critical thinking can lead to “analysis paralysis,” when intuition and experience can work faster and better. Rigid critical thinkers frequently:

• consider both the positive and negative sides of everything
• are more prone to think negatively than positively—hence, the term “critical”
• often suffer from depression, OCD, or anxiety when their critical thinking habits don’t produce desired results
• tend towards perfectionism, when excellence will suffice
• are hypercritical of themselves and others
• avoid any decision that has an emotional element whatsoever

Critical thinkers need to develop emotional intelligence

There is a middle ground and a hybrid form of critical thinking where emotions can be factored into critical thinking. Emotional intelligence according to  Psychology Today   is “the ability to identify and manage one’s own emotions, as well as the emotions of others.”

Emotional intelligence includes the “ability to identify and name one’s own emotions” and apply those emotions to clear thinking and problem solving. Emotional intelligence also includes the ability to manage and regulate emotions and  apply them to tasks that include critical thinking  and problem solving.

For people in leadership positions, emotional intelligence is an essential element of problem solving. Having emotional intelligence is likewise an essential ingredient to successfully managing people.

• The Ultimate Guide To Critical Thinking
• Is Critical Thinking A Soft Skill Or Hard Skill?
• How To Improve Critical Thinking Skills At Work And Make Better Decisions
• 5 Creative and Critical Thinking Examples In Workplace
• 25 In-Demand Jobs That Require Critical Thinking and Problem-Solving Skills

Elements of emotional intelligence

Daniel Goldman, Ph.D., the author of the New York Times bestseller  Emotional Intelligence and Social intelligence: The New Science of Human Relationships,   describes the five key elements to emotional intelligence:

1 . Practicing self-awareness : Knowing how you feel and how your emotions and actions can affect those around you. This means having a clear understanding of your weaknesses and strengths.

Self-aware leaders and team members spend a few minutes each day keeping a journal. They are slow to display anger and rarely give in to strong emotions. They know that, no matter what the situation, they can always choose how to react.

2.  Staying in control through self-regulation : This is the ability to avoid stereotyping others, engaging in personal attacks, or making rushed emotional decisions.

Emotionally intelligent people have a solid foundation of values and a code of ethics. They hold themselves accountable and admit and learn from their mistakes. Their stress-relieving practices involve deep-breathing to restore personal calm and often writing down their negative feelings on a sheet of paper, ripping it up, and throwing it away.

3.  Being self-motivated : Emotionally intelligent people are relentlessly dedicated to reaching their goals. They have high personal standards of their own and their group’s quality of work.

Self-motivated people constantly re-examine what they really love about their career. They can always see something positive in any bad situation—if only a lesson learned for future reference.

4.  Walking a mile in the other person’s shoes : Having empathy is another key element of emotional intelligence. This involves a dedication to developing the people on their team, giving constructive feedback, challenging those who are acting unfairly, and always listening to those who ask for help.

Empathetic people take time to look at situations from the perspective of others—even if their opinions and attitudes don’t seem to make good sense. That involves active listening and being sensitive to the feelings and emotions of others.

5.  Having social skills : Social skills—successfully dealing with people with a variety of backgrounds, etc.—are what make a leader and team member great communicators. Their excitement and enthusiasm are infectious, and they set the ideal example for hard work and dedication.

Good social skills include conflict resolution, improving communication skills, and getting into the habit of praising others when the praise is earned.

Employers, however, do not think that critical thinking is overrated

The bottom line is that critical thinking is a necessary skill for almost every job. Employees who can analyze evidence, question and test assumptions and hypotheses and draw conclusions from a variety of data inputs are widely sought after.

According to the  National Association of Colleges and Employers , employers who responded to their survey “rated critical thinking/problem solving as  the most essential competency  among new hires.”

Critical thinking/problem solving was rated 4.62 on a scale of 5. Teamwork/collaboration and professionalism/work ethic ranked just below with scores of 4.56 and 4.46, respectively.

The hybrid combination of critical thinking and emotional intelligence

So, while critical thinking is mainly a rational process, humans can never be 100% rational. To be completely rational would require abandoning our humanity, empathy and ethics.

Part of the process in communicating with others is recognizing that sometimes critical thinking is overrated and can be emotionally challenging. Expressions of emotion must be listened to. They can be evidence of deeper problems and require flexibility and openness to authentic expressions of others.

Your takeaways

• Dr. Sheldon Cooper, the brilliant, but socially challenged character in  The Big Bang Theory,  is a classic example of how critical thinking can be overrated.
• There are some disadvantages to critical thinking. They include overthinking, emphasizing the negative, and perfectionism.
• Critical thinking often includes a rigid avoidance of emotion. However, emotional intelligence can be combined with critical thinking for better communication and problem solving.
• Elements of emotional intelligence are self-awareness, self-regulation, self-motivation, empathy, and social skills.
• Nevertheless, employers place a premium on critical thinking skills. Combining critical thinking skills with emotional intelligence is a hybrid solution to problem solving and communication requiring a human touch.
• 10 Best Books On Critical Thinking And Problem Solving
• 12 Common Barriers To Critical Thinking (And How To Overcome Them)
• How To Promote Critical Thinking In The Workplace
• Critical Thinking vs Problem Solving: What’s the Difference?
• Brainstorming: Techniques Used To Boost Critical Thinking and Creativity
• 11 Principles Of Critical Thinking  

Jenny Palmer

Founder of Eggcellentwork.com. With over 20 years of experience in HR and various roles in corporate world, Jenny shares tips and advice to help professionals advance in their careers. Her blog is a go-to resource for anyone looking to improve their skills, land their dream job, or make a career change.

Further Reading...

5 Creative and Critical Thinking Examples In Workplace  

17 Tips To Improve Your Ability To Work Independently

9 Most Sought-After Soft Skills In The Workplace

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Critical Thinking vs Problem Solving: What's the Difference?

25 in-demand jobs that require critical thinking and problem-solving skills  .

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Why is critical thinking important?

What do lawyers, accountants, teachers, and doctors all have in common?

What is critical thinking?

The Oxford English Dictionary defines critical thinking as “The objective, systematic, and rational analysis and evaluation of factual evidence in order to form a judgment on a subject, issue, etc.” Critical thinking involves the use of logic and reasoning to evaluate available facts and/or evidence to come to a conclusion about a certain subject or topic. We use critical thinking every day, from decision-making to problem-solving, in addition to thinking critically in an academic context!

Why is critical thinking important for academic success?

You may be asking “why is critical thinking important for students?” Critical thinking appears in a diverse set of disciplines and impacts students’ learning every day, regardless of major.

Critical thinking skills are often associated with the value of studying the humanities. In majors such as English, students will be presented with a certain text—whether it’s a novel, short story, essay, or even film—and will have to use textual evidence to make an argument and then defend their argument about what they’ve read. However, the importance of critical thinking does not only apply to the humanities. In the social sciences, an economics major , for example, will use what they’ve learned to figure out solutions to issues as varied as land and other natural resource use, to how much people should work, to how to develop human capital through education. Problem-solving and critical thinking go hand in hand. Biology is a popular major within LAS, and graduates of the biology program often pursue careers in the medical sciences. Doctors use critical thinking every day, tapping into the knowledge they acquired from studying the biological sciences to diagnose and treat different diseases and ailments.

Students in the College of LAS take many courses that require critical thinking before they graduate. You may be asked in an Economics class to use statistical data analysis to evaluate the impact on home improvement spending when the Fed increases interest rates (read more about real-world experience with Datathon ). If you’ve ever been asked “How often do you think about the Roman Empire?”, you may find yourself thinking about the Roman Empire more than you thought—maybe in an English course, where you’ll use text from Shakespeare’s Antony and Cleopatra to make an argument about Roman imperial desire.  No matter what the context is, critical thinking will be involved in your academic life and can take form in many different ways.

The benefits of critical thinking in everyday life

Building better communication.

One of the most important life skills that students learn as early as elementary school is how to give a presentation. Many classes require students to give presentations, because being well-spoken is a key skill in effective communication. This is where critical thinking benefits come into play: using the skills you’ve learned, you’ll be able to gather the information needed for your presentation, narrow down what information is most relevant, and communicate it in an engaging way. 

Typically, the first step in creating a presentation is choosing a topic. For example, your professor might assign a presentation on the Gilded Age and provide a list of figures from the 1870s—1890s to choose from. You’ll use your critical thinking skills to narrow down your choices. You may ask yourself:

• What figure am I most familiar with?
• Who am I most interested in? 
• Will I have to do additional research? 

After choosing your topic, your professor will usually ask a guiding question to help you form a thesis: an argument that is backed up with evidence. Critical thinking benefits this process by allowing you to focus on the information that is most relevant in support of your argument. By focusing on the strongest evidence, you will communicate your thesis clearly.

Finally, once you’ve finished gathering information, you will begin putting your presentation together. Creating a presentation requires a balance of text and visuals. Graphs and tables are popular visuals in STEM-based projects, but digital images and graphics are effective as well. Critical thinking benefits this process because the right images and visuals create a more dynamic experience for the audience, giving them the opportunity to engage with the material.

Presentation skills go beyond the classroom. Students at the University of Illinois will often participate in summer internships to get professional experience before graduation. Many summer interns are required to present about their experience and what they learned at the end of the internship. Jobs frequently also require employees to create presentations of some kind—whether it’s an advertising pitch to win an account from a potential client, or quarterly reporting, giving a presentation is a life skill that directly relates to critical thinking. 

Fostering independence and confidence

An important life skill many people start learning as college students and then finessing once they enter the “adult world” is how to budget. There will be many different expenses to keep track of, including rent, bills, car payments, and groceries, just to name a few! After developing your critical thinking skills, you’ll put them to use to consider your salary and budget your expenses accordingly. Here’s an example:

• You earn a salary of $75,000 a year. Assume all amounts are before taxes.
• 1,800 x 12 = 21,600
• 75,000 – 21,600 = 53,400
• This leaves you with $53,400
• 320 x 12 = 3,840 a year
• 53,400-3,840= 49,560
• 726 x 12 = 8,712
• 49,560 – 8,712= 40,848
• You’re left with $40,848 for miscellaneous expenses. You use your critical thinking skills to decide what to do with your $40,848. You think ahead towards your retirement and decide to put $500 a month into a Roth IRA, leaving $34,848. Since you love coffee, you try to figure out if you can afford a daily coffee run. On average, a cup of coffee will cost you $7. 7 x 365 = $2,555 a year for coffee. 34,848 – 2,555 = 32,293
• You have $32,293 left. You will use your critical thinking skills to figure out how much you would want to put into savings, how much you want to save to treat yourself from time to time, and how much you want to put aside for emergency funds. With the benefits of critical thinking, you will be well-equipped to budget your lifestyle once you enter the working world.

Enhancing decision-making skills

Choosing the right university for you.

One of the biggest decisions you’ll make in your life is what college or university to go to. There are many factors to consider when making this decision, and critical thinking importance will come into play when determining these factors.

Many high school seniors apply to colleges with the hope of being accepted into a certain program, whether it’s biology, psychology, political science, English, or something else entirely. Some students apply with certain schools in mind due to overall rankings. Students also consider the campus a school is set in. While some universities such as the University of Illinois are nestled within college towns, New York University is right in Manhattan, in a big city setting. Some students dream of going to large universities, and other students prefer smaller schools. The diversity of a university’s student body is also a key consideration. For many 17- and 18-year-olds, college is a time to meet peers from diverse racial and socio-economic backgrounds and learn about life experiences different than one’s own.

With all these factors in mind, you’ll use critical thinking to decide which are most important to you—and which school is the right fit for you.

Develop your critical thinking skills at the University of Illinois

At the University of Illinois, not only will you learn how to think critically, but you will put critical thinking into practice. In the College of LAS, you can choose from 70+ majors where you will learn the importance and benefits of critical thinking skills. The College of Liberal Arts & Sciences at U of I offers a wide range of undergraduate and graduate programs in life, physical, and mathematical sciences; humanities; and social and behavioral sciences. No matter which program you choose, you will develop critical thinking skills as you go through your courses in the major of your choice. And in those courses, the first question your professors may ask you is, “What is the goal of critical thinking?” You will be able to respond with confidence that the goal of critical thinking is to help shape people into more informed, more thoughtful members of society.

With such a vast representation of disciplines, an education in the College of LAS will prepare you for a career where you will apply critical thinking skills to real life, both in and outside of the classroom, from your undergraduate experience to your professional career. If you’re interested in becoming a part of a diverse set of students and developing skills for lifelong success, apply to LAS today!

Read more first-hand stories from our amazing students at the LAS Insider blog .

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Does constructivism learning approach lead to developing creative thinking skills? The mediating role of online collaborative learning environments

• Published: 22 April 2024

Cite this article

• S. Vijayakumar Bharathi   ORCID: orcid.org/0000-0002-9667-6181 1 &
• Mandaar B. Pande 1  

In this study, we evaluate the impact of online collaborative learning environments (OCLE) on the development of creative learning skills through a constructivism learning approach. OCLE is an online platform, which provides a convenient environment for students to engage, communicate, organize, collaborate, and retain their learning experiences. For this study, we have specifically chosen 6 out of the 12 tenets from the taxonomy of the constructivist tenets that were laid down in our earlier work. We have evaluated the intervention of OCLE between constructivism learning approach and the development of creative learning skills. Secondly, we have explored the role of OCLE in either enabling or inhibiting the development of creative thinking skills. The empirical study is conducted on a sample of 417 students pursuing their postgraduate (MBA) in management. The study finds that OCLE significantly mediates the impact of certain constructivist tenets such as optimizing known knowledge, experiential learning, and adaptive cognition towards developing creative thinking skills. In addition, OCLE significantly impacts towards developing creative thinking skills. Our study contributes in extending students’ online learning experience to a hybrid learning mode and the development of creative thinking skills in the post-pandemic environment.

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Data Availability

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Vijayakumar Bharathi, S., Pande, M.B. Does constructivism learning approach lead to developing creative thinking skills? The mediating role of online collaborative learning environments . J. Comput. Educ. (2024). https://doi.org/10.1007/s40692-024-00321-2

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What are the disadvantages of critical thinking?

Table of Contents

• 1 What are the disadvantages of critical thinking?
• 2 How do critical thinkers solve the problems?
• 3 What are the 6 barriers to critical thinking?
• 4 What are examples of critical thinking?
• 5 What are the barriers in critical thinking?
• 6 Does philosophy improve critical thinking?

The Flip Side to the Coin: 5 Disadvantages of Critical Thinking

• Your Peers’ Jokes Are Not Funny Anymore. Hanging out with your friends can be a surreal experience.
• You Think about Gender Equality too Much.
• You Feel Shame When Your Group Mates Speak.
• You Are Alone with Your Books.
• Your Only Adequate Companion Is You.

What causes lack of critical thinking?

According the Surgeon General, mental disability and mental illness can cause a variety of obstacles, including disturbances of thought and perception or cognitive dysfunction. As a result, individuals suffering from such issues may be at an intellectual disadvantage.

How do you identify critical thinking problems?

Steps to Critical Thinking As It Relates To Problem Solving:

• Identify the Problem. The first task is to determine if a problem exists.
• Analyze the problem, look at it from different angles.
• Brainstorm and come up with a several possible solutions.
• Decide which solution fits the situation best.
• Take action.

How do critical thinkers solve the problems?

Critical thinking helps us to be more flexible to changes. Students can reflect on their learning experiences critically and make effective decisions. With critical thinking, you can take apart facts from opinionated facts. You start considering all possible options for reaching a prospective solution.

Is critical thinking negative?

Critical thinking is not negative and should not be perceived as such. Whilst critical thinking is about judgement, which can include finding faults, it has more emphasis on questioning and analysis, whereas criticism will have negative undertones as it is finding fault based on passive thinking and / or emotion.

Is critical thinking harmful?

Critical thinking is definitely beneficial, and not harmful. Critical thinking helps us understand life in general, and through understanding, making progress. Through critical thinking and the application of logic (applying logic is part of learning to think critically) we, as a society, can move forward.

What are the 6 barriers to critical thinking?

Critical and reflective thinking are complex and lifelong skills that you continue to develop as part of your personal and professional growth. In your everyday life, you may also come across those who do not exercise critical thinking, and this might impact on decisions that affect you.

How can I improve my critical thinking skills?

How To Improve Your Critical Thinking Skills

• Know exactly what you want. Knowing exactly what you want is the first step of critical thinking.
• Deal with your biases.
• Consider the consequences of your options.
• Do your research.
• Accept the fact that you’re not always right.
• Break it down.
• Don’t overcomplicate things.

What are 5 steps to critical thinking?

5 Easy Steps to Improve Critical Thinking Gather information (DISCOVER, DREAM) Apply the information (DESIGN, DELIVER) Consider the implications (DEBRIEF, DISCOVER, DESIGN) Explore other points of view (DEBRIEF)

What are examples of critical thinking?

Valuable critical thinking examples

• Promoting a teamwork approach to problem-solving. Any department within a company is a team and effective collaboration is important to its success.
• Self-evaluating your contributions to company goals.
• Practicing self-reflection.
• Making informed decisions.
• Using your time wisely.

How can I improve my critical thinking?

What’s the difference between critical thinking and criticism?

Critical thinking is an active process as we are effectively thinking about our own thinking, constantly evaluating our thoughts and actualising. Criticism is a passive process whereby we act on our first desire, thought or emotion without any evaluation.

What are the barriers in critical thinking?

What are the basic skills of critical thinking?

Why do need critical thinking?

Does philosophy improve critical thinking?

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• How does economics play a role in everyday life? →

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Jessica Grose

Get tech out of the classroom before it’s too late.

By Jessica Grose

Opinion Writer

Jaime Lewis noticed that her eighth-grade son’s grades were slipping several months ago. She suspected it was because he was watching YouTube during class on his school-issued laptop, and her suspicions were validated. “I heard this from two of his teachers and confirmed with my son: Yes, he watches YouTube during class, and no, he doesn’t think he can stop. In fact, he opted out of retaking a math test he’d failed, just so he could watch YouTube,” she said.

She decided to do something about it. Lewis told me that she got together with other parents who were concerned about the unfettered use of school-sanctioned technology in San Luis Coastal Unified School District, their district in San Luis Obispo, Calif. Because they knew that it wasn’t realistic to ask for the removal of the laptops entirely, they went for what they saw as an achievable win: blocking YouTube from students’ devices. A few weeks ago, they had a meeting with the district superintendent and several other administrators, including the tech director.

To bolster their case, Lewis and her allies put together a video compilation of clips that elementary and middle school children had gotten past the district’s content filters.

Their video opens on images of nooses being fitted around the necks of the terrified women in the TV adaptation of “The Handmaid’s Tale.” It ends with the notoriously violent “Singin’ in the Rain” sequence from “A Clockwork Orange.” (Several versions of this scene are available on YouTube. The one she pointed me to included “rape scene” in the title.) Their video was part of a PowerPoint presentation filled with statements from other parents and school staff members, including one from a middle school assistant principal, who said, “I don’t know how often teachers are using YouTube in their curriculum.”

That acknowledgment gets to the heart of the problem with screens in schools. I heard from many parents who said that even when they asked district leaders how much time kids were spending on their screens, they couldn’t get straight answers; no one seemed to know, and no one seemed to be keeping track.

Eric Prater, the superintendent of the San Luis Coastal Unified School District, told me that he didn’t realize how much was getting through the schools’ content filters until Lewis and her fellow parents raised concerns. “Our tech department, as I found out from the meeting, spends quite a lot of time blocking certain websites,” he said. “It’s a quite time-consuming situation that I personally was not aware of.” He added that he’s grateful this was brought to his attention.

I don’t think educators are the bad guys here. Neither does Lewis. In general, educators want the best for students. The bad guys, as I see it, are tech companies.

One way or another, we’ve allowed Big Tech’s tentacles into absolutely every aspect of our children’s education, with very little oversight and no real proof that their devices or programs improve educational outcomes. Last year Collin Binkley at The Associated Press analyzed public records and found that “many of the largest school systems spent tens of millions of dollars in pandemic money on software and services from tech companies, including licenses for apps, games and tutoring websites.” However, he continued, schools “have little or no evidence the programs helped students.”

It’s not just waste, very likely, of taxpayer money that’s at issue. After reading many of the over 900 responses from parents and educators to my questionnaire about tech in schools and from the many conversations I had over the past few weeks with readers, I’m convinced that the downsides of tech in schools far outweigh the benefits.

Though tech’s incursion into America’s public schools — particularly our overreliance on devices — hyperaccelerated in 2020, it started well before the Covid-19 pandemic. Google, which provides the operating system for lower-cost Chromebooks and is owned by the same parent company as YouTube, is a big player in the school laptop space, though I also heard from many parents and teachers whose schools supply students with other types and brands of devices.

As my newsroom colleague Natasha Singer reported in 2017 (by which point “half the nation’s primary- and secondary-school students” were, according to Google, using its education apps), “Google makes $30 per device by selling management services for the millions of Chromebooks that ship to schools. But by habituating students to its offerings at a young age, Google obtains something much more valuable”: potential lifetime customers.

The issue goes beyond access to age-inappropriate clips or general distraction during school hours. Several parents related stories of even kindergartners reading almost exclusively on iPads because their school districts had phased out hard-copy books and writing materials after shifting to digital-only curriculums. There’s evidence that this is harmful: A 2019 analysis of the literature concluded that “readers may be more efficient and aware of their performance when reading from paper compared to screens.”

“It seems to be a constant battle between fighting for the students’ active attention (because their brains are now hard-wired for the instant gratification of TikTok and YouTube videos) and making sure they aren’t going to sites outside of the dozens they should be,” Nicole Post, who teaches at a public elementary school in Missouri, wrote to me. “It took months for students to listen to me tell a story or engage in a read-aloud. I’m distressed at the level of technology we’ve socialized them to believe is normal. I would give anything for a math or social studies textbook.”

I’ve heard about kids disregarding teachers who tried to limit tech use, fine motor skills atrophying because students rarely used pencils and children whose learning was ultimately stymied by the tech that initially helped them — for example, students learning English as a second language becoming too reliant on translation apps rather than becoming fluent.

Some teachers said they have programs that block certain sites and games, but those programs can be cumbersome. Some said they have software, like GoGuardian, that allows them to see the screens of all the students in their classes at once. But classroom time is zero sum: Teachers are either teaching or acting like prison wardens; they can’t do both at the same time.

Resources are finite. Software costs money . Replacing defunct or outdated laptops costs money . When it comes to I.T., many schools are understaffed . More of the money being spent on tech and the maintenance and training around the use of that tech could be spent on other things, like actual books. And badly monitored and used tech has the most potential for harm.

I’ve considered the counterarguments: Kids who’d be distracted by tech would find something else to distract them; K-12 students need to gain familiarity with tech to instill some vague work force readiness.

But on the first point, I think other forms of distraction — like talking to friends, doodling and daydreaming — are better than playing video games or watching YouTube because they at least involve children engaging with other children or their own minds. And there’s research that suggests laptops are uniquely distracting . One 2013 study found that even being next to a student who is multitasking on a computer can hurt a student’s test scores.

On the second point, you can have designated classes to teach children how to keyboard, code or use software that don’t require them to have laptops in their hands throughout the school day. And considering that various tech companies are developing artificial intelligence that, we’re meant to understand, will upend work as we know it , whatever tech skills we’re currently teaching will probably be obsolete by the time students enter the work force anyway. By then, it’ll be too late to claw back the brain space of our nation’s children that we’ve already ceded. And for what? So today’s grade schoolers can be really, really good at making PowerPoint presentations like the ones they might one day make as white-collar adults?

That’s the part that I can’t shake: We’ve let tech companies and their products set the terms of the argument about what education should be, and too many people, myself included, didn’t initially realize it. Companies never had to prove that devices or software, broadly speaking, helped students learn before those devices had wormed their way into America’s public schools. And now the onus is on parents to marshal arguments about the detriments of tech in schools.

Holly Coleman, a parent of two who lives in Kansas and is a substitute teacher in her district, describes what students are losing:

They can type quickly but struggle to write legibly. They can find info about any topic on the internet but can’t discuss that topic using recall, creativity or critical thinking. They can make a beautiful PowerPoint or Keynote in 20 minutes but can’t write a three-page paper or hand-make a poster board. Their textbooks are all online, which is great for the seams on their backpack, but tangible pages under your fingers literally connect you to the material you’re reading and learning. These kids do not know how to move through their day without a device in their hand and under their fingertips. They never even get the chance to disconnect from their tech and reconnect with one another through eye contact and conversation.

Jonathan Haidt’s new book, “The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness,” prescribes phone-free schools as a way to remedy some of the challenges facing America’s children. I agree that there’s no place for smartphones on a K-12 campus. But if you take away the phones and the kids still have near-constant internet connectivity on devices they have with them in every class, the problem won’t go away.

When Covid hit and screens became the only way for millions of kids to “attend” school, not having a personal device became an equity issue. But we’re getting to a point where the opposite may be true. According to the responses to my questionnaire, during the remote-school era, private schools seemed to rely far less on screens than public schools, and many educators said that they deliberately chose lower-tech school environments for their own children — much the same way that some tech workers intentionally send their kids to screen-free schools.

We need to reframe the entire conversation around tech in schools because it’s far from clear that we’re getting the results we want as a society and because parents are in a defensive crouch, afraid to appear anti-progress or unwilling to prepare the next generation for the future. “I feel like a baby boomer attacking like this,” said Lewis.

But the drawbacks of constant screen time in schools go beyond data privacy, job security and whether a specific app increases math performance by a standard deviation. As Lewis put it, using tech in the classroom makes students “so passive, and it requires so little agency and initiative.” She added, “I’m very concerned about the species’ ability to survive and the ability to think critically and the importance of critical thinking outside of getting a job.”

If we don’t hit pause now and try to roll back some of the excesses, we’ll be doing our children — and society — a profound disservice.

The good news is that sometimes when the stakes become clear, educators respond: In May, Dr. Prater said, “we’re going to remove access to YouTube from our district devices for students.” He added that teachers will still be able to get access to YouTube if they want to show instructional videos. The district is also rethinking its phone policy to cut down on personal device use in the classroom. “For me,” he said, “it’s all about how do you find the common-sense approach, going forward, and match that up with good old-fashioned hands-on learning?” He knows technology can cause “a great deal of harm if we’re not careful.”

Jessica Grose is an Opinion writer for The Times, covering family, religion, education, culture and the way we live now.