critical thinking stanford university

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Stanford LEAD Online Business Program

Choose a session:, 11 sep 2024 – 10 sep 2025, critical analytical thinking.

Critical Analytical Thinking is essentially the language of strategy. It adds structure and transparency to the analysis and formulation of strategy and helps executives make decisions in a collaborative, logical, and fact-driven fashion.

Course Introduction

This course will help you develop and hone skills necessary to analyze complex problems, formulate well-reasoned arguments, and consider alternative points of view. It will help you assess innovative business models, identify critical issues, develop and present well-reasoned positions, and evaluate evidence. You will apply those skills to address a variety of management problems in both this and subsequent courses in the LEAD Certificate program.

• Foundations of logical reasoning
• Using and interpreting evidence
• Designing experiments
• Using analogies

We will use a combination of lectures and case studies to prepare you to present written and video arguments for your positions, and to critique and debate those of your peers.

Course Faculty

Haim mendelson.

Program dates, fees, and faculty subject to change. Consistent with its non-discrimination policy, Stanford’s programs are open to participants regardless of race, color, national or ethnic origin, sex, age, disability, religion, sexual orientation, gender identity or expression, veteran status, marital status or any other characteristic protected by applicable law.

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The Undergraduate Program in Philosophy

The undergraduate program in Philosophy trains students to think clearly and critically about the deepest and broadest questions concerning being, knowledge, and value, as well as their connections to the full range of human activities and interests. The Philosophy major presents students with the perspectives of past thinkers and introduces students to a variety of methods of reasoning and judgment formation. Courses in the major equip students with core skills involved in critical reading, analytical thinking, sound argumentation, and the clear, well-organized expression of ideas.

The undergraduate degree in Philosophy provides opportunities to explore traditional core areas of philosophy and a diverse array of subfields that are cross-listed with numerous other Departments. 

• Ancient Greek Philosophy
• Philosophy of Science
• Political Philosophy
• Philosophy of Language
• Epistemology
• Metaphysics

Philosophy and Literature

• Feminist Philosophy
• Moral Psychology
• Shared Agency
• Race and Ethnicity
• Formal Philosophy
• Applied Ethics
• Philosophy of Mind

What makes the Philosophy major unique at Stanford? 

Concentrations within the major, history and philosophy of science, philosophy degree possibilities, fulfilling ways requirements in philosophy, combined major with religious studies, coterminal master's in philosophy, undergraduate honors, honors program in philosophy, graduating with distinction, learn more about the undergraduate major, how can one pursue a minor in philosophy at stanford.

Students must declare their intention to minor in Philosophy in a meeting with the Director of Undergraduate Studies no later than the last day of the quarter two quarters before degree conferral.

Learn more about the undergraduate minor

Find out more about adding PHIL as your Secondary Major:

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Supplement to Critical Thinking

Internal critical thinking dispositions.

Researchers have identified a dauntingly long list of internal critical thinking dispositions. However, the task of designing a curriculum that will foster them all is simpler than it seems. For by definition internal critical thinking dispositions are fostered by getting students into the habit of inquiry and facilitating improvement in how they do it. The obvious key to such improvement is guided and scaffolded internally motivated practice of inquiry, with feedback.

The following traits have been identified as critical thinking dispositions in the publications cited:

• wholehearted interest in the subject (Dewey 1933)
• intellectual responsibility (Dewey 1933; Siegel 1988; Paul & Elder 2006)
• concern to become and remain generally well-informed (Facione 1990a; Ennis 1991)
• flexibility in considering alternatives and options (Facione 1990a; Ennis 1991)
• fair-mindedness (Siegel 1988; Facione 1990a; Bailin et al. 1999b; Paul & Elder 2006)
• honesty in facing one’s own biases, prejudices, stereotypes. and egocentric or sociocentric tendencies (Siegel 1988; Facione 1990a; Ennis 1991)
• understanding of the opinions of other people (Facione 1990a; Paul & Elder 2006)
• prudence in suspending, making or altering judgments (Facione 1990a; Ennis 1991; Facione, Facione, & Giancarlo 2001)
• willingness to reconsider and revise views where honest reflection suggests that change is warranted (Siegel 1988; Facione, Facione, & Giancarlo 2001; Ennis 1991)
• clarity in speaking; writing or otherwise communicating (Facione, Facione, & Giancarlo 2001; Ennis 1991)
• orderliness in working with complexity (Facione 1990a; Facione, Facione, & Giancarlo 2001)
• intellectual perseverance (Facione 1990a; Halpern 1998; Paul & Elder 2006)
• reasonableness in selecting and applying criteria (Facione 1990a)
• focusing attention on the concern at hand (Facione 1990a; Ennis 1991)
• seeking as much precision as the situation requires (Facione 1990a; Ennis 1991)
• taking into account the total situation (Ennis 1991)
• seeking and offering reasons (Siegel 1988; Ennis 1991)
• suppression of impulsive activity (Halpern 1998)
• willingness to abandon non-productive strategies in an attempt to self-correct (Halpern 1998)
• awareness of the social realities that need to be overcome so that thought can become actions (Halpern 1998)
• respect for high-quality products and performances (Bailin et al. 1999b)
• independent-mindedness (Siegel 1988; Bailin et al. 1999b; Paul & Elder 2006)
• intellectual humility (Siegel 1988; Paul & Elder 2006)
• respect for others in group inquiry and deliberation (Bailin et al. 1999b)
• respect for legitimate intellectual authority (Bailin et al. 1999b)
• an intellectual work-ethic (Bailin et al. 1999b)
• anticipating possible consequences (Facione, Facione, & Giancarlo 2001)
• mature and nuanced judgment (Facione, Facione, & Giancarlo 2001)

Copyright © 2022 by David Hitchcock < hitchckd @ mcmaster . ca >

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Graphic novels can accelerate critical thinking, capture nuance and complexity of history, says Stanford historian

Historical graphic novels can provide students a nuanced perspective into complex subjects in ways that are difficult, and sometimes impossible, to characterize in conventional writing and media, says Stanford historian Tom Mullaney.

Global history is not just significant events on a timeline, it is also the ordinary, mundane moments that people experience in between. Graphic novels can capture this multidimensionality in ways that are difficult, and sometimes impossible, in more traditional media formats, says Stanford history professor Tom Mullaney .

Tom Mullaney, a professor of history in the School of Humanities and Sciences, uses graphic novels in his teachings to help students appreciate different experiences and perspectives throughout history. (Image credit: Ilmiyah Achmad)

Mullaney has incorporated graphic novels in some of his Stanford courses since 2017; in 2020, he taught a course dedicated to the study of world history through comic strip formats.

While graphic novels are not a substitute for academic literature, he said he finds them a useful teaching and research tool. They not only portray the impact of historic events on everyday lives, but because they can be read in one or two sittings, they get to it at a much faster rate than say a 10,000 word essay or autobiography could.

“It accelerates the process of getting to subtlety,” said Mullaney, a professor of history at Stanford’s School of Humanities and Sciences . “There’s just so much you can do, and so many questions you can ask, and so many perspective shifts you can carry out – like that! You can just do it – you show them something, they read it and BOOM! It’s like an accelerant. It’s awesome.”

For example, in Thi Bui’s graphic novel The Best We Could Do , themes of displacement and diaspora emerge as she talks about her family’s escape from war-torn Vietnam to the United States. The illustrated memoir shows Bui’s upbringing in suburban California and the complicated memories her parents carry with them as they move about their new life in America. In other chapters, she depicts her mother and father back in Vietnam and what their own childhood was like amidst the country’s upheaval.

Graphic novels like The Best We Could Do and also Maus , Art Spiegelman’s seminal portrayal of his Jewish family’s experience during the Holocaust, illustrate the challenges and subtleties of memory – particularly family memory – and the entanglements that arise when narrating history, Mullaney said.

Graphic novels prime readers for the complexity of doing and reading historical research and how there is no simplistic, narrative arc of history. “When I read a graphic novel, I feel prepared to ask questions that allow me to go into the harder core, peer-reviewed material,” Mullaney said.

The everyday moments that graphic novels are exceptionally good at capturing also raise questions in the reader’s mind, Mullaney said. Readers sit in the family living room and at the kitchen table with Spiegelman and Bui and follow along as their characters try to understand what their parent’s generation went through and discover it’s not always easy to grasp. “Not everything mom and dad say makes sense,” said Mullaney.

These seemingly mundane moments also present powerful opportunities for inquiry. “The ordinary  is where the explanation lives and where you can start asking questions,” Mullaney added.

Graphic novels can also depict how in periods of war and conflict, violence can become part of everyday existence and survival. The simplicity of the format allows heavy, painful experiences to emerge from a panel untethered and unweighted from lengthy descriptions or dramatizations.

“They’re banal. They’re not dramatic. There are no strings attached. In a work of nonfiction, in an article or book, it would be almost impossible to do that. There would have to be so much expository writing and so much description that you would lose the horror of it,” Mullaney said.

A ‘fundamental misunderstanding’

Graphic novels like Maus and The Best We Could Do were included in Mullaney’s 2020 Stanford class, Global History Through Graphic Novels .

In 2020, Tom Mullaney, a professor of history, taught Global History Through Graphic Novels , a course that paired graphic novels such as Art Spiegelman’s Maus with archival materials and historical essays to examine modern world history from the 18th to the 21st century. He created a poster for the class, as shown here. (Image credit: Tom Mullaney)

In the course, Mullaney paired graphic novels with archival materials and historical essays to examine modern world history from the 18th to the 21st century.

The course syllabus also included the graphic novels Showa , Shigeru Mizuki ’s manga series about growing up in Japan before World War II, and Such a Lovely Little War , about Marcelino Truong’s experience as a child in Saigon during the Vietnam War.

Most recently, Mullaney has offered to teach a variation of the Stanford course to the public, free for high school and college students , this summer.

Registration for the online course opened shortly after news emerged and made international headlines that Maus was banned by a Tennessee school board for its depiction of nudity and use of swear words.

Within two days of Mullaney’s course registration opening, over 200 students from across the world signed up.

Mullaney believes that there is a “fundamental misunderstanding” about what young people can process when it comes to negotiating complex themes and topics – whether it is structural racism or the Holocaust. They just need some guidance, which he hopes as a teacher, he can provide.

“I think students of high school age or even younger, if they have the scaffolding they need – which is the job of educators to give them – they can handle the structural inequalities, darknesses and horrors of life,” he said.

Mullaney noted that many teenagers are already exposed to many of these difficult issues through popular media. “But they’re just doing it on their own and figuring it out for themselves – that’s not a good idea,” he said.

Mullaney said he hopes he can teach Global History Through Graphic Novels to Stanford students again this fall.

For Stanford scholars interested in learning more about the intersection of graphic novels and scholarship, there is a newly established working group through the Division of Literatures, Cultures and Languages, Comics, More than Words .

[email protected]

STANFORD ALUMNI FOR FREE SPEECH AND CRITICAL THINKING

STANFORD ALUMNI FOR FREE SPEECH AND CRITICAL THINKING  

“The first step is to remind our students and colleagues that those who hold views contrary to one’s own are rarely evil or stupid, and may know or understand things that we do not. It is only when we start with this assumption that rational discourse can begin, and that the winds of freedom can blow."  – Former Stanford Provost John Etchemendy

FEATURED ITEMS

The Fundamental Standard

"Students at Stanford are expected to show both within and without the University such respect for order, morality, personal honor and the rights of others as is demanded of good citizens. Failure to do this will be sufficient cause for removal from the University." (1896 to the present)

April 26, 2024 Letter From President Saller and Provost Martinez re Campus Protests

Back to Basics at Stanford

The Chicago Trifecta

Reader Survey: Tell Us What You Think

If interested, please  click here  to answer the question: " What are two or three things you would suggest Stanford’s leaders should do or continue doing in order to protect free speech while assuring campus safety and operations?"

Responses are anonymous. To see responses received to date to this current Survey, click here . And to see responses to prior Surveys, click here .

From Our Latest Newsletter​

"To be true to the best you know" - Jane Stanford

Special Edition - National Campus Unrest

May 9, 2024

Editor’s note: Because there are so many issues to cover, we are circulating this Special Edition a few days earlier than normal and will circulate a regular Newsletter next Monday afternoon with other items.

Universities Face Misinformation Amid Pro-Palestinian Protests

Excerpts (links in the original):

“ False reports  about a raised Palestinian flag at Harvard University. A  misinterpretation  of Muslim students gathering at the University of California, Los Angeles. Conflicting stories about a  bike lock  used during an occupation at Columbia University.

"As the pro-Palestinian protests continue, universities are contending with fake, conflicting and confusing reports about events on and off campus. Videos and photos of the protests have flooded social media sites, and some are altered or given misleading labels or headlines....

“Experts are torn on whether a university should address misinformation about events on their campuses. [Darren Linvill, co-director of the Media Forensics Hub at Clemson University] said universities, at the very least, need to put correct information on their websites to dispel false reports.

“‘They want this to go away and want no one to talk about it, but that ship has sailed,’ Linvill said. ‘You always want to be putting out the truth. I think sitting there and letting others tell your story often goes wrong.’" …

Full article at Inside Higher Ed

How Trustees Can Save Their Schools

“In an unprecedented display of leadership, the president, flanked by the provost and the chairman of the board of trustees, announced to the chanting and drumming students encamped in the South Quad: [followed by made-up text of a speech not given]….

“Colleges now reap the grim fruit of years of tolerating intolerable behavior. How many Middlebury College students were suspended for shouting down Charles Murray and violence that left a distinguished Middlebury professor seriously injured? Zero. How many Stanford Law School students were suspended for shouting down Judge Stuart Kyle Duncan? Zero again. Washington College students who shouted down invited speaker and Princeton University Professor Robert George? …

“The 1967 Kalven Report, which articulates the principle of institutional neutrality, offers a powerful preventative to the blackmail tactics of the protests. Institutional neutrality, as Chancellor Diermeier explained, means that politics do not enter into decisions about the institution’s investments and portfolio. Divestment is off the table. Student and faculty demands regarding the portfolio must be, to use a favorite phrase of protesters, ‘non-negotiable.’ 

“With a commitment to the rule of law, the campus will enjoy robust debate and academic freedom, unfettered by the mob rule that now substitutes for freedom. This is a time for firmness, not demoralizing compromise that invites more such protests and signals that the adults are no longer in charge.”

Full op-ed by Michael Poliakoff and Paul S. Levy for American Council of Trustees and Alumni at Real Clear Education

See also our compilation of the Chicago Trifecta , including the Kalven Report.

Age of Unreason

“Last week, a disruptive ‘Free Palestine’ protest broke out on my campus, the University of Southern California. As a philosophy major, I’m often curious to talk with people and ask them why they believe the things they do. So, I spoke with one of the protesters. He was outfitted in black jeans and a black shirt bearing the phrase ‘Free Palestine.’ He wore sunglasses and a mask emblazoned with the flag of Palestine. He carried a large Palestinian flag. I suspect that he was a student, but I could not confirm this....

“Continuing in attempted Socratic fashion, I asked: ‘So the morality of something depends on individual intuition? There is, as the saying goes, ‘no right or wrong, but thinking makes it so?’

“‘Yeah, morality is, like, just what people believe, and what people believe changes over time and across cultures,’ he said.

“‘If that is the case, then I don’t see why you are marching,’ I responded. ‘One person thinks genocide is bad, and the other thinks it is fine. In your view, both are equally correct because there is no correct answer. What right do you have, then, to march up and down this campus telling others to change their opinion to match yours, if yours is no more right or wrong than theirs?’

“At this point, the protestor offered several incoherent sentences before shouting wildly at me. This drew the attention of his fellow marchers, who accosted me similarly. I left to avoid a scene....

“In part, today’s campus protests are the fruit of our educational institutions’ failure to impart an appreciation of the humanities. They point to a troubled future: one where slogans replace arguments, contradiction is accepted as fact, and public disorder is mistaken for private virtue.

“We need to reverse course. Students shouldn’t be able to graduate from college without studying the Federalist Papers or Aristotle’s Ethics or having read Shakespeare and Tolstoy. Universities must once again transmit the best of the Western tradition, the ideas that have guided countless young people throughout the ages and taught them how to interrogate our world in search of truth. Only folly and arrogance prevent us from doing so once again.”

Full op-ed by USC undergraduate Chad Beauchamp at City Journal

Universities Consider Divestment Demands

“As pro-Palestinian protests have  spread across college campuses nationwide  two key demands have emerged: that colleges disclose how endowment funds are invested, and that they divest from weapons manufacturers and other businesses profiting off of the war in Gaza.

“Student stipulations vary by campus, often going beyond disclosure and divestment, but those two themes are universal. And while national news coverage focuses on the use of force to clear encampments,  violent clashes  with police and protester arrests, it belies the fact that some colleges are making negotiations on these demands....

“Brown University has arguably taken the biggest step in  striking a deal with protesters  who folded up their tents in exchange for face time with board members to make a pitch for divesting from companies profiting off the war. A divestment vote is scheduled for October....

“Elsewhere, Northwestern University has  agreed to reestablish an Advisory Committee on Investment Responsibility , which will include student, faculty and staff representatives, and provide funding for both Palestinian students and visiting faculty members, among other moves....

“Mary Papazian, executive vice president of the Association of Governing Boards of Universities and Colleges, identifies the two responses -- meeting directly with protesters or arresting them -- as two points at opposite ends of a response spectrum. But she believes presidents can operate in the middle, engaging protesters indirectly and keeping order without mass arrests, depending on the situation....

“And regardless of what decision a president makes on encampment protests, they should be able to explain what led to their decision and discuss their positions clearly and transparently, Papazian argues.

“’There has to be clarity about whatever action it is that the president takes. There may be good reasons for it but it has to be articulated and explained clearly and consistently,' she said."

See also “What Does Divestment from Israel Really Mean?” at Vox

Articles of General Interest

The Consequences of Capitulation

Full article at Simple Justice 

Why the Campus Protests Are So Troubling

Full op-ed by Thomas Friedman at NY Times

Stanford Has ‘No Plans’ to Cancel Commencement

Full article at Stanford Daily

Berkeley Law School Dean Edwin Chemerinsky re Campus Speech

Full interview (one hour) at YouTube and also at Reason

Listen to What They’re Chanting

Full op-ed at The Atlantic

Specific Issues at Other Colleges and Universities

Pro-Palestinian GWU Student Tribunal Calls for Campus Leaders to be Beheaded

Full article at College Fix

Some UNC Faculty to Withhold Final Grades for All Students Until Suspended Protesters Are Re-Instated

Full articl e at Carolina Journal

Harvard Threatens to Place Its Occupiers on Involuntary Leave, Citing Indefensible Behavior

Full article at Campus Reform

Protesters March to Harvard President Garber’s Home and Demand Start of Negotiations

Full article at Harvard Crimson

Why I Ended the University of Chicago Protest Encampment

Full statement by University of Chicago President Paul Alivisatos at WSJ

U Chicago Says Free Speech Is Sacred, but Some Students See Hypocrisy

Full article at NY Times

Columbia Law School Students Send Menacing Email to Jewish Classmates: ‘You Threaten Everyone's Safety’

Full article at Free Beacon

A Message from Jewish Students at Columbia University

Full letter at Google Docs

Behind the Ivy Intifada

Full op-ed by Columbia Prof. Musa al-Gharbi at Compact

Columbia Custodian Trapped by Angry Mob Speaks Out

Full article at Free Press

Why I’m Not Calling the Police on My Students’ Encampment 

Full statement by Wesleyan University President Michael S. Roth at New Republic

Activist Groups Trained Students for Months Before Campus Protests

Full article at WSJ

UCLA, Yale and Michigan Up Next on Congressional Hot Seat

ACTA Survey Finds Texans Support Strong Actions at University of Texas in Response to Protests

Full article at ACTA website

“Though a university should not punish a student for holding up a placard, it has a legitimate interest in preventing a group from permanently repurposing its walls as political billboards or from forcing students to walk through a gauntlet of intimidating slogan-chanters on their way to class every day.” – Harvard Prof. Steve Pinker

Comments and Questions from Our  Readers

S ee more reader co mments on our  Reader Comments  webpage.

Need Dialog, Not Prohibitions

I suggest the university produce forums in which ultimate concerns about war and peace presently unfolding be formally debated, subject to the rules of decorum. This is what the university is for, not prohibitions on argument or advocacy. Silence renders learning impossible. 

Hoping for Balanced Speech at Stanford

I am so in  support of the opinions expressed here and hope Stanford will adopt a more balanced  approach to free speech. I can only hope.

Teaching Young People and Others How to Disagree Civilly

While I believe that supporting free speech is very important in and of itself, I also believe that there is a related component that is often ignored. That component is teaching people, especially young people, how to disagree civilly/how to constructively respond to free speech they might not agree with.

Stanford Internet Observatory

If your leadership team has not looked into the Stanford Internet Observatory, and its link to the Election Integrity Partnership, funded through the Obama/Biden Department of Homeland Security, please take a look. This is a powerful online censorship weapon. The university has no business participating in the policing of election related free speech in our country.  

Question About Ties to the Alumni Association

Q.  I notice that the SAA website contains no links to the Stanford Alumni for Free Speech and Critical Thinking website. Why is that?

A. Our website is not linked at the SAA website since we intentionally did not seek to become an affiliate of SAA. Among other things, we wanted to maintain independence, including since SAA became a subsidiary of 

the university in the mid-1990’s. That said, there are a number of current and former Stanford administrators and trustees who receive our Newsletters and read the materials that are posted at the website.

Member,  Alumni Free Speech Alliance

Stanford Alumni for Free Speech and Critical Thinking is an independent, diverse, and nonpartisan group of Stanford alumni committed to promoting and safeguarding freedom of thought and expression, intellectual diversity and inclusion, and academic freedom at Stanford.  

We believe innovation and positive change for the co mmon good is achieved through free and active discourse from varying viewpoints, the freedom to question both popular and unpopular opinions, and the freedom to seek truth without fear of reprisal from those who disagree, within the confines of humanity and mutual respect.  

Our goal is to support students, faculty, administrators, and staff in efforts that assure the Stanford community is truly inclusive as to what can be said in and outside the classroom, the kinds of speakers that can be invited, and what should always be the core principles of a great university like Stanford.  We also advocate that Stanford incorporates the  Chicago Trifecta , the gold standard for freedom of speech and expression at college and university campuses, and that Stanford abides by these principles in both its policies and its actions.  

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Legal Studies: Critical Thinking Tools

Critical thinking and argumentation are skills that will make you stand out in college and the competitive job market. Through lessons from Stanford University’s law, business and education experts, you will identify flaws in your critical thinking, learn to analyze a complex set of facts, weigh evidence, anticipate the other side’s points, and deliver a better argument. Students will sharpen their argumentative skills through lively debates, role-playing, and group work. Finally, students will have their day in ‘court’ as an attorney or witness in a mock trial, awaiting the judge’s verdict. This course will dive into human rights issues of global interest, and students will develop a network of like-minded peers. While this course  is valuable for future attorneys, any student will benefit from it. Students will work collaboratively in an inclusive learning environment, supporting diverse viewpoints.

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*The course will meet for two hours daily (Monday–Friday) for a live online class during this window of time. The third hour is used for online office hours. Students will be admitted to and attend just one course section and time. The exact course time and office hour schedule will be set closer to the start of the program. In addition to the live meeting times, students complete out-of-class learning assignments such as assigned readings, group work, pre-recorded online lectures, and more.

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Critical pedagogy : Background information

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• Research shows how to improve students' critical thinking about scientific evidence

Research shows how to improve students' critical thinking about scientific evidence

Professor Carl Wieman co-authored a study about improving critical thinking skills through introductory lab course activities.

Introductory lab courses are ubiquitous in science education, but there has been little evidence of how or whether they contribute to learning. They are often seen as primarily "cookbook" exercises in which students simply follow instructions to confirm results given in their textbooks, while learning little.

In a study  published today in the Proceedings of the National Academy of Sciences, scientists from Stanford and the University of British Columbia show that guiding students to autonomous, iterative decision-making while carrying out common physics lab course experiments can significantly improve students' critical thinking skills.

Read full article.

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The Power of Speech & Debate Education

Debate is a valuable activity for students of all skill levels.  Debate teaches useful skills for other academic pursuits and life more generally.   Most obviously, debaters build confidence speaking in public and expressing their ideas eloquently.  That comfort speaking in front of others is useful in so many areas of life, from interviews to school presentations to discussions in college seminars.

But the benefits of debating are not limited to the skills built while students are speaking—the preparation for competition teaches critical thinking and research skills, as well.  As F. Scott Fitzgerald once said, “The test of a first-rate intelligence is the ability to hold two opposed ideas in mind at the same time and still retain the ability to function.”  Debate tests and builds that ability by forcing students to see both sides of issues.  Debaters flex their analytical muscles, learning to find the weak points in opponent’s arguments.  They learn to explain their own ideas and assess different viewpoints, whether in a debate round, a political discussion, a classroom, or a written essay.  And debate requires students to research their ideas and support them with evidence, teaching them to conduct research and assess sources.  According to Arne Duncan, then-Secretary of Education , debate is “uniquely suited” to build skills required of a modern citizen, including critical thinking, communication, collaboration, and creativity.

Those skills help students express their thoughts better in their academic work and their college applications (not to mention around your dinner table!).   The College Board recently revamped the SAT test to focus more on exactly the sorts of skills debate teaches.  As the New York Times explained , students taking the new version of the test must write “a critical response to a specific argument” based on analysis rather than personal experience.  Debaters are used to responding to unfamiliar arguments in time-sensitive situations; thinking critically about a written passage on the SAT is not so different from responding to an opponent’s argument in a debate round.  Debaters likewise outscore non-debaters on every section of the ACT .  Studies across the country have found that high school debate improves reading ability, grades, school attendance, self-esteem, and interest in school.  Duffin, Frank, Latitudes in Learning, “Debate Across the Curriculum Results” (2005).  Many universities even offer scholarships specifically for college debaters .

For those who commit to speech and debate, it offers a lifetime of benefits.  Forbes published an article titled “How to Find the Millennials Who Will Lead Your Company,” suggesting that the leaders of the future are ex-debaters.  As that article notes, debate teaches “how to persuade, how to present clearly, and how to connect with an audience,” exactly the skills businesses look for in their young employees.  You’ll find ex-debaters in every area of public life, from Bruce Springsteen to Oprah Winfrey to Nelson Mandela.  60% of Congressional representatives participated in debate, as well as at least a third of the Supreme Court.  There are ex-debaters excelling in business, law, politics, academia, and many other fields.

Perhaps most important of all, debate is fun!  You may have to cajole your son or daughter to go to their test prep class or do their homework, but debate makes learning a game; students build their critical thinking and speaking skills without it ever feeling like work.   Debate gives students a rare opportunity to take ownership over their own intellectual development.  And throughout the years of practice and competition, debate builds lifelong friendships and community, teaching teamwork as well. 

For help getting started with competitive speech & debate, please visit our how to select the right program & format guide .

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Teaching Critical Thinking (Supplementary Materials)

The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and while it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. We demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. This study reports the results of applying that structure in an introductory physics lab course. Students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. These instructions were slowly faded across the course. After the instructions had been removed, students in the experimental condition were 12 times more likely to spontaneously propose or make changes to improve their experimental methods than a control group, who performed traditional experimental activities. They were also four times more likely to identify and explain a limitation of a physical model using their data. Students in the experimental condition also showed much more sophisticated reasoning about their data. These differences between the groups were seen to persist into a subsequent course taken the following year.

This file contains the supplementary materials related to the research article published in PNAS (doi:10.1073/pnas.1505329112)

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Critical Thinking: A Simple Guide and Why It’s Important

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Critical Thinking: A Simple Guide and Why It’s Important was originally published on Ivy Exec .

Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.

At its essence, critical thinking is the ability to analyze, evaluate, and synthesize information in a logical and reasoned manner. It’s not merely about accumulating knowledge but harnessing it effectively to make informed decisions and solve complex problems. In the dynamic landscape of modern careers, honing this skill is paramount.

The Impact of Critical Thinking on Your Career

☑ problem-solving mastery.

Visualize critical thinking as the Sherlock Holmes of your career journey. It facilitates swift problem resolution akin to a detective unraveling a mystery. By methodically analyzing situations and deconstructing complexities, critical thinkers emerge as adept problem solvers, rendering them invaluable assets in the workplace.

☑ Refined Decision-Making

Navigating dilemmas in your career path resembles traversing uncertain terrain. Critical thinking acts as a dependable GPS, steering you toward informed decisions. It involves weighing options, evaluating potential outcomes, and confidently choosing the most favorable path forward.

☑ Enhanced Teamwork Dynamics

Within collaborative settings, critical thinkers stand out as proactive contributors. They engage in scrutinizing ideas, proposing enhancements, and fostering meaningful contributions. Consequently, the team evolves into a dynamic hub of ideas, with the critical thinker recognized as the architect behind its success.

☑ Communication Prowess

Effective communication is the cornerstone of professional interactions. Critical thinking enriches communication skills, enabling the clear and logical articulation of ideas. Whether in emails, presentations, or casual conversations, individuals adept in critical thinking exude clarity, earning appreciation for their ability to convey thoughts seamlessly.

☑ Adaptability and Resilience

Perceptive individuals adept in critical thinking display resilience in the face of unforeseen challenges. Instead of succumbing to panic, they assess situations, recalibrate their approaches, and persist in moving forward despite adversity.

☑ Fostering Innovation

Innovation is the lifeblood of progressive organizations, and critical thinking serves as its catalyst. Proficient critical thinkers possess the ability to identify overlooked opportunities, propose inventive solutions, and streamline processes, thereby positioning their organizations at the forefront of innovation.

☑ Confidence Amplification

Critical thinkers exude confidence derived from honing their analytical skills. This self-assurance radiates during job interviews, presentations, and daily interactions, catching the attention of superiors and propelling career advancement.

So, how can one cultivate and harness this invaluable skill?

✅ developing curiosity and inquisitiveness:.

Embrace a curious mindset by questioning the status quo and exploring topics beyond your immediate scope. Cultivate an inquisitive approach to everyday situations. Encourage a habit of asking “why” and “how” to deepen understanding. Curiosity fuels the desire to seek information and alternative perspectives.

✅ Practice Reflection and Self-Awareness:

Engage in reflective thinking by assessing your thoughts, actions, and decisions. Regularly introspect to understand your biases, assumptions, and cognitive processes. Cultivate self-awareness to recognize personal prejudices or cognitive biases that might influence your thinking. This allows for a more objective analysis of situations.

✅ Strengthening Analytical Skills:

Practice breaking down complex problems into manageable components. Analyze each part systematically to understand the whole picture. Develop skills in data analysis, statistics, and logical reasoning. This includes understanding correlation versus causation, interpreting graphs, and evaluating statistical significance.

✅ Engaging in Active Listening and Observation:

Actively listen to diverse viewpoints without immediately forming judgments. Allow others to express their ideas fully before responding. Observe situations attentively, noticing details that others might overlook. This habit enhances your ability to analyze problems more comprehensively.

✅ Encouraging Intellectual Humility and Open-Mindedness:

Foster intellectual humility by acknowledging that you don’t know everything. Be open to learning from others, regardless of their position or expertise. Cultivate open-mindedness by actively seeking out perspectives different from your own. Engage in discussions with people holding diverse opinions to broaden your understanding.

✅ Practicing Problem-Solving and Decision-Making:

Engage in regular problem-solving exercises that challenge you to think creatively and analytically. This can include puzzles, riddles, or real-world scenarios. When making decisions, consciously evaluate available information, consider various alternatives, and anticipate potential outcomes before reaching a conclusion.

✅ Continuous Learning and Exposure to Varied Content:

Read extensively across diverse subjects and formats, exposing yourself to different viewpoints, cultures, and ways of thinking. Engage in courses, workshops, or seminars that stimulate critical thinking skills. Seek out opportunities for learning that challenge your existing beliefs.

✅ Engage in Constructive Disagreement and Debate:

Encourage healthy debates and discussions where differing opinions are respectfully debated.

This practice fosters the ability to defend your viewpoints logically while also being open to changing your perspective based on valid arguments. Embrace disagreement as an opportunity to learn rather than a conflict to win. Engaging in constructive debate sharpens your ability to evaluate and counter-arguments effectively.

✅ Utilize Problem-Based Learning and Real-World Applications:

Engage in problem-based learning activities that simulate real-world challenges. Work on projects or scenarios that require critical thinking skills to develop practical problem-solving approaches. Apply critical thinking in real-life situations whenever possible.

This could involve analyzing news articles, evaluating product reviews, or dissecting marketing strategies to understand their underlying rationale.

In conclusion, critical thinking is the linchpin of a successful career journey. It empowers individuals to navigate complexities, make informed decisions, and innovate in their respective domains. Embracing and honing this skill isn’t just an advantage; it’s a necessity in a world where adaptability and sound judgment reign supreme.

So, as you traverse your career path, remember that the ability to think critically is not just an asset but the differentiator that propels you toward excellence.