critical thinking is important for

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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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Why Is Critical Thinking Important? A Survival Guide

Updated: December 7, 2023

Published: April 2, 2020

Why is critical thinking important? The decisions that you make affect your quality of life. And if you want to ensure that you live your best, most successful and happy life, you’re going to want to make conscious choices. That can be done with a simple thing known as critical thinking. Here’s how to improve your critical thinking skills and make decisions that you won’t regret.

What Is Critical Thinking?

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

How Has The Definition Evolved Over Time?

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

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

• “Reasonable, reflective thinking that is focused on deciding what to believe or do.”
• “Deciding what’s true and what you should do.”

The Importance Of Critical Thinking

Why is critical thinking important? Good question! Here are a few undeniable reasons why it’s crucial to have these skills.

1. Critical Thinking Is Universal

Critical thinking is a domain-general thinking skill. What does this mean? It means that no matter what path or profession you pursue, these skills will always be relevant and will always be beneficial to your success. They are not specific to any field.

2. Crucial For The Economy

Our future depends on technology, information, and innovation. Critical thinking is needed for our fast-growing economies, to solve problems as quickly and as effectively as possible.

3. Improves Language & Presentation Skills

In order to best express ourselves, we need to know how to think clearly and systematically — meaning practice critical thinking! Critical thinking also means knowing how to break down texts, and in turn, improve our ability to comprehend.

4. Promotes Creativity

By practicing critical thinking, we are allowing ourselves not only to solve problems but also to come up with new and creative ideas to do so. Critical thinking allows us to analyze these ideas and adjust them accordingly.

5. Important For Self-Reflection

Without critical thinking, how can we really live a meaningful life? We need this skill to self-reflect and justify our ways of life and opinions. Critical thinking provides us with the tools to evaluate ourselves in the way that we need to.

6. The Basis Of Science & Democracy

In order to have a democracy and to prove scientific facts, we need critical thinking in the world. Theories must be backed up with knowledge. In order for a society to effectively function, its citizens need to establish opinions about what’s right and wrong (by using critical thinking!).

Benefits Of Critical Thinking

We know that critical thinking is good for society as a whole, but what are some benefits of critical thinking on an individual level? Why is critical thinking important for us?

1. Key For Career Success

Critical thinking is crucial for many career paths. Not just for scientists, but lawyers , doctors, reporters, engineers , accountants, and analysts (among many others) all have to use critical thinking in their positions. In fact, according to the World Economic Forum, critical thinking is one of the most desirable skills to have in the workforce, as it helps analyze information, think outside the box, solve problems with innovative solutions, and plan systematically.

2. Better Decision Making

There’s no doubt about it — critical thinkers make the best choices. Critical thinking helps us deal with everyday problems as they come our way, and very often this thought process is even done subconsciously. It helps us think independently and trust our gut feeling.

3. Can Make You Happier!

While this often goes unnoticed, being in touch with yourself and having a deep understanding of why you think the way you think can really make you happier. Critical thinking can help you better understand yourself, and in turn, help you avoid any kind of negative or limiting beliefs, and focus more on your strengths. Being able to share your thoughts can increase your quality of life.

4. Form Well-Informed Opinions

There is no shortage of information coming at us from all angles. And that’s exactly why we need to use our critical thinking skills and decide for ourselves what to believe. Critical thinking allows us to ensure that our opinions are based on the facts, and help us sort through all that extra noise.

5. Better Citizens

One of the most inspiring critical thinking quotes is by former US president Thomas Jefferson: “An educated citizenry is a vital requisite for our survival as a free people.” What Jefferson is stressing to us here is that critical thinkers make better citizens, as they are able to see the entire picture without getting sucked into biases and propaganda.

6. Improves Relationships

While you may be convinced that being a critical thinker is bound to cause you problems in relationships, this really couldn’t be less true! Being a critical thinker can allow you to better understand the perspective of others, and can help you become more open-minded towards different views.

7. Promotes Curiosity

Critical thinkers are constantly curious about all kinds of things in life, and tend to have a wide range of interests. Critical thinking means constantly asking questions and wanting to know more, about why, what, who, where, when, and everything else that can help them make sense of a situation or concept, never taking anything at face value.

8. Allows For Creativity

Critical thinkers are also highly creative thinkers, and see themselves as limitless when it comes to possibilities. They are constantly looking to take things further, which is crucial in the workforce.

9. Enhances Problem Solving Skills

Those with critical thinking skills tend to solve problems as part of their natural instinct. Critical thinkers are patient and committed to solving the problem, similar to Albert Einstein, one of the best critical thinking examples, who said “It’s not that I’m so smart; it’s just that I stay with problems longer.” Critical thinkers’ enhanced problem-solving skills makes them better at their jobs and better at solving the world’s biggest problems. Like Einstein, they have the potential to literally change the world.

10. An Activity For The Mind

Just like our muscles, in order for them to be strong, our mind also needs to be exercised and challenged. It’s safe to say that critical thinking is almost like an activity for the mind — and it needs to be practiced. Critical thinking encourages the development of many crucial skills such as logical thinking, decision making, and open-mindness.

11. Creates Independence

When we think critically, we think on our own as we trust ourselves more. Critical thinking is key to creating independence, and encouraging students to make their own decisions and form their own opinions.

12. Crucial Life Skill

Critical thinking is crucial not just for learning, but for life overall! Education isn’t just a way to prepare ourselves for life, but it’s pretty much life itself. Learning is a lifelong process that we go through each and every day.

How to Think Critically

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

How To Improve Your Critical Thinking

• Define Your Question: When it comes to critical thinking, it’s important to always keep your goal in mind. Know what you’re trying to achieve, and then figure out how to best get there.
• Gather Reliable Information: Make sure that you’re using sources you can trust — biases aside. That’s how a real critical thinker operates!
• Ask The Right Questions: We all know the importance of questions, but be sure that you’re asking the right questions that are going to get you to your answer.
• Look Short & Long Term: When coming up with solutions, think about both the short- and long-term consequences. Both of them are significant in the equation.
• Explore All Sides: There is never just one simple answer, and nothing is black or white. Explore all options and think outside of the box before you come to any conclusions.

How Is Critical Thinking Developed At School?

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

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

How Does Critical Thinking Apply To Your Career?

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

Impress Your Employer

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

Careers That Require Critical Thinking

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

• Human resources specialist
• Marketing associate
• Business analyst

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

Photo by  Oladimeji Ajegbile  from  Pexels

What is someone with critical thinking skills capable of doing.

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

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

The Process Of Critical Thinking

The process of critical thinking is highly systematic.

What Are Your Goals?

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

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

What Does The Future Of Critical Thinking Hold?

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

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

Why Is Critical Thinking So Important?

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

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

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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.

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Critical Thinking

Developing the right mindset and skills.

By the Mind Tools Content Team

We make hundreds of decisions every day and, whether we realize it or not, we're all critical thinkers.

We use critical thinking each time we weigh up our options, prioritize our responsibilities, or think about the likely effects of our actions. It's a crucial skill that helps us to cut out misinformation and make wise decisions. The trouble is, we're not always very good at it!

In this article, we'll explore the key skills that you need to develop your critical thinking skills, and how to adopt a critical thinking mindset, so that you can make well-informed decisions.

What Is Critical Thinking?

Critical thinking is the discipline of rigorously and skillfully using information, experience, observation, and reasoning to guide your decisions, actions, and beliefs. You'll need to actively question every step of your thinking process to do it well.

Collecting, analyzing and evaluating information is an important skill in life, and a highly valued asset in the workplace. People who score highly in critical thinking assessments are also rated by their managers as having good problem-solving skills, creativity, strong decision-making skills, and good overall performance. [1]

Key Critical Thinking Skills

Critical thinkers possess a set of key characteristics which help them to question information and their own thinking. Focus on the following areas to develop your critical thinking skills:

Being willing and able to explore alternative approaches and experimental ideas is crucial. Can you think through "what if" scenarios, create plausible options, and test out your theories? If not, you'll tend to write off ideas and options too soon, so you may miss the best answer to your situation.

To nurture your curiosity, stay up to date with facts and trends. You'll overlook important information if you allow yourself to become "blinkered," so always be open to new information.

But don't stop there! Look for opposing views or evidence to challenge your information, and seek clarification when things are unclear. This will help you to reassess your beliefs and make a well-informed decision later. Read our article, Opening Closed Minds , for more ways to stay receptive.

Logical Thinking

You must be skilled at reasoning and extending logic to come up with plausible options or outcomes.

It's also important to emphasize logic over emotion. Emotion can be motivating but it can also lead you to take hasty and unwise action, so control your emotions and be cautious in your judgments. Know when a conclusion is "fact" and when it is not. "Could-be-true" conclusions are based on assumptions and must be tested further. Read our article, Logical Fallacies , for help with this.

Use creative problem solving to balance cold logic. By thinking outside of the box you can identify new possible outcomes by using pieces of information that you already have.

Self-Awareness

Many of the decisions we make in life are subtly informed by our values and beliefs. These influences are called cognitive biases and it can be difficult to identify them in ourselves because they're often subconscious.

Practicing self-awareness will allow you to reflect on the beliefs you have and the choices you make. You'll then be better equipped to challenge your own thinking and make improved, unbiased decisions.

One particularly useful tool for critical thinking is the Ladder of Inference . It allows you to test and validate your thinking process, rather than jumping to poorly supported conclusions.

Developing a Critical Thinking Mindset

Combine the above skills with the right mindset so that you can make better decisions and adopt more effective courses of action. You can develop your critical thinking mindset by following this process:

Gather Information

First, collect data, opinions and facts on the issue that you need to solve. Draw on what you already know, and turn to new sources of information to help inform your understanding. Consider what gaps there are in your knowledge and seek to fill them. And look for information that challenges your assumptions and beliefs.

Be sure to verify the authority and authenticity of your sources. Not everything you read is true! Use this checklist to ensure that your information is valid:

• Are your information sources trustworthy ? (For example, well-respected authors, trusted colleagues or peers, recognized industry publications, websites, blogs, etc.)
• Is the information you have gathered up to date ?
• Has the information received any direct criticism ?
• Does the information have any errors or inaccuracies ?
• Is there any evidence to support or corroborate the information you have gathered?
• Is the information you have gathered subjective or biased in any way? (For example, is it based on opinion, rather than fact? Is any of the information you have gathered designed to promote a particular service or organization?)

If any information appears to be irrelevant or invalid, don't include it in your decision making. But don't omit information just because you disagree with it, or your final decision will be flawed and bias.

Now observe the information you have gathered, and interpret it. What are the key findings and main takeaways? What does the evidence point to? Start to build one or two possible arguments based on what you have found.

You'll need to look for the details within the mass of information, so use your powers of observation to identify any patterns or similarities. You can then analyze and extend these trends to make sensible predictions about the future.

To help you to sift through the multiple ideas and theories, it can be useful to group and order items according to their characteristics. From here, you can compare and contrast the different items. And once you've determined how similar or different things are from one another, Paired Comparison Analysis can help you to analyze them.

The final step involves challenging the information and rationalizing its arguments.

Apply the laws of reason (induction, deduction, analogy) to judge an argument and determine its merits. To do this, it's essential that you can determine the significance and validity of an argument to put it in the correct perspective. Take a look at our article, Rational Thinking , for more information about how to do this.

Once you have considered all of the arguments and options rationally, you can finally make an informed decision.

Afterward, take time to reflect on what you have learned and what you found challenging. Step back from the detail of your decision or problem, and look at the bigger picture. Record what you've learned from your observations and experience.

Critical thinking involves rigorously and skilfully using information, experience, observation, and reasoning to guide your decisions, actions and beliefs. It's a useful skill in the workplace and in life.

You'll need to be curious and creative to explore alternative possibilities, but rational to apply logic, and self-aware to identify when your beliefs could affect your decisions or actions.

You can demonstrate a high level of critical thinking by validating your information, analyzing its meaning, and finally evaluating the argument.

Critical Thinking Infographic

See Critical Thinking represented in our infographic: An Elementary Guide to Critical Thinking .

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What is Critical Thinking?

Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas.  Critical thinking has been the subject of much debate and thought since the time of early Greek philosophers such as Plato and Socrates and has continued to be a subject of discussion into the modern age, for example the ability to recognise fake news .

Critical thinking might be described as the ability to engage in reflective and independent thinking.

In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information.

Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value. They will always seek to determine whether the ideas, arguments and findings represent the entire picture and are open to finding that they do not.

Critical thinkers will identify, analyse and solve problems systematically rather than by intuition or instinct.

Someone with critical thinking skills can:

Understand the links between ideas.

Determine the importance and relevance of arguments and ideas.

Recognise, build and appraise arguments.

Identify inconsistencies and errors in reasoning.

Approach problems in a consistent and systematic way.

Reflect on the justification of their own assumptions, beliefs and values.

Critical thinking is thinking about things in certain ways so as to arrive at the best possible solution in the circumstances that the thinker is aware of. In more everyday language, it is a way of thinking about whatever is presently occupying your mind so that you come to the best possible conclusion.

Critical Thinking is:

A way of thinking about particular things at a particular time; it is not the accumulation of facts and knowledge or something that you can learn once and then use in that form forever, such as the nine times table you learn and use in school.

The Skills We Need for Critical Thinking

The skills that we need in order to be able to think critically are varied and include observation, analysis, interpretation, reflection, evaluation, inference, explanation, problem solving, and decision making.

Specifically we need to be able to:

Think about a topic or issue in an objective and critical way.

Identify the different arguments there are in relation to a particular issue.

Evaluate a point of view to determine how strong or valid it is.

Recognise any weaknesses or negative points that there are in the evidence or argument.

Notice what implications there might be behind a statement or argument.

Provide structured reasoning and support for an argument that we wish to make.

The Critical Thinking Process

You should be aware that none of us think critically all the time.

Sometimes we think in almost any way but critically, for example when our self-control is affected by anger, grief or joy or when we are feeling just plain ‘bloody minded’.

On the other hand, the good news is that, since our critical thinking ability varies according to our current mindset, most of the time we can learn to improve our critical thinking ability by developing certain routine activities and applying them to all problems that present themselves.

Once you understand the theory of critical thinking, improving your critical thinking skills takes persistence and practice.

Try this simple exercise to help you to start thinking critically.

Think of something that someone has recently told you. Then ask yourself the following questions:

Who said it?

Someone you know? Someone in a position of authority or power? Does it matter who told you this?

What did they say?

Did they give facts or opinions? Did they provide all the facts? Did they leave anything out?

Where did they say it?

Was it in public or in private? Did other people have a chance to respond an provide an alternative account?

When did they say it?

Was it before, during or after an important event? Is timing important?

Why did they say it?

Did they explain the reasoning behind their opinion? Were they trying to make someone look good or bad?

How did they say it?

Were they happy or sad, angry or indifferent? Did they write it or say it? Could you understand what was said?

What are you Aiming to Achieve?

One of the most important aspects of critical thinking is to decide what you are aiming to achieve and then make a decision based on a range of possibilities.

Once you have clarified that aim for yourself you should use it as the starting point in all future situations requiring thought and, possibly, further decision making. Where needed, make your workmates, family or those around you aware of your intention to pursue this goal. You must then discipline yourself to keep on track until changing circumstances mean you have to revisit the start of the decision making process.

However, there are things that get in the way of simple decision making. We all carry with us a range of likes and dislikes, learnt behaviours and personal preferences developed throughout our lives; they are the hallmarks of being human. A major contribution to ensuring we think critically is to be aware of these personal characteristics, preferences and biases and make allowance for them when considering possible next steps, whether they are at the pre-action consideration stage or as part of a rethink caused by unexpected or unforeseen impediments to continued progress.

The more clearly we are aware of ourselves, our strengths and weaknesses, the more likely our critical thinking will be productive.

The Benefit of Foresight

Perhaps the most important element of thinking critically is foresight.

Almost all decisions we make and implement don’t prove disastrous if we find reasons to abandon them. However, our decision making will be infinitely better and more likely to lead to success if, when we reach a tentative conclusion, we pause and consider the impact on the people and activities around us.

The elements needing consideration are generally numerous and varied. In many cases, consideration of one element from a different perspective will reveal potential dangers in pursuing our decision.

For instance, moving a business activity to a new location may improve potential output considerably but it may also lead to the loss of skilled workers if the distance moved is too great. Which of these is the more important consideration? Is there some way of lessening the conflict?

These are the sort of problems that may arise from incomplete critical thinking, a demonstration perhaps of the critical importance of good critical thinking.

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In Summary:

Critical thinking is aimed at achieving the best possible outcomes in any situation. In order to achieve this it must involve gathering and evaluating information from as many different sources possible.

Critical thinking requires a clear, often uncomfortable, assessment of your personal strengths, weaknesses and preferences and their possible impact on decisions you may make.

Critical thinking requires the development and use of foresight as far as this is possible. As Doris Day sang, “the future’s not ours to see”.

Implementing the decisions made arising from critical thinking must take into account an assessment of possible outcomes and ways of avoiding potentially negative outcomes, or at least lessening their impact.

• Critical thinking involves reviewing the results of the application of decisions made and implementing change where possible.

It might be thought that we are overextending our demands on critical thinking in expecting that it can help to construct focused meaning rather than examining the information given and the knowledge we have acquired to see if we can, if necessary, construct a meaning that will be acceptable and useful.

After all, almost no information we have available to us, either externally or internally, carries any guarantee of its life or appropriateness.  Neat step-by-step instructions may provide some sort of trellis on which our basic understanding of critical thinking can blossom but it doesn’t and cannot provide any assurance of certainty, utility or longevity.

Continue to: Critical Thinking and Fake News Critical Reading

See also: Analytical Skills Understanding and Addressing Conspiracy Theories Introduction to Neuro-Linguistic Programming (NLP)

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Critical Thinking and Decision-Making  - What is Critical Thinking?

Critical thinking and decision-making  -, what is critical thinking, critical thinking and decision-making what is critical thinking.

Critical Thinking and Decision-Making: What is Critical Thinking?

Lesson 1: what is critical thinking, what is critical thinking.

Critical thinking is a term that gets thrown around a lot. You've probably heard it used often throughout the years whether it was in school, at work, or in everyday conversation. But when you stop to think about it, what exactly is critical thinking and how do you do it ?

Watch the video below to learn more about critical thinking.

Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions . It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better.

This may sound like a pretty broad definition, and that's because critical thinking is a broad skill that can be applied to so many different situations. You can use it to prepare for a job interview, manage your time better, make decisions about purchasing things, and so much more.

The process

As humans, we are constantly thinking . It's something we can't turn off. But not all of it is critical thinking. No one thinks critically 100% of the time... that would be pretty exhausting! Instead, it's an intentional process , something that we consciously use when we're presented with difficult problems or important decisions.

Improving your critical thinking

In order to become a better critical thinker, it's important to ask questions when you're presented with a problem or decision, before jumping to any conclusions. You can start with simple ones like What do I currently know? and How do I know this? These can help to give you a better idea of what you're working with and, in some cases, simplify more complex issues.  

Real-world applications

Let's take a look at how we can use critical thinking to evaluate online information . Say a friend of yours posts a news article on social media and you're drawn to its headline. If you were to use your everyday automatic thinking, you might accept it as fact and move on. But if you were thinking critically, you would first analyze the available information and ask some questions :

• What's the source of this article?
• Is the headline potentially misleading?
• What are my friend's general beliefs?
• Do their beliefs inform why they might have shared this?

After analyzing all of this information, you can draw a conclusion about whether or not you think the article is trustworthy.

Critical thinking has a wide range of real-world applications . It can help you to make better decisions, become more hireable, and generally better understand the world around you.

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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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Importance of critical thinking: 13 compelling reasons

Not in the mood to read the full article? Listen to the audio podcast episode below .

What does critical thinking mean to you? The ability to think critically is an important skill to have, but not everyone is good at it. Some people think critically in certain situations, but their thinking becomes muddy in other situations. What’s important is that we can all learn this skill, which will help us make sound decisions.

Today’s workplace emphasizes data-driven decision-making, which makes critical thinking a skill more important than ever. The skill, however, is also vital to your personal life. We’ll discuss the importance of critical thinking in everyday life in this article. 

 So, what is critical thinking? Critical thinking can be defined as the mental process of analyzing and evaluating ideas and drawing logical conclusions. Before you start to apply critical thinking skills, this article dives deeper into understanding the importance of critical thinking as a soft skill.

Table of Contents

Listen to the audio article.

“Why Is Critical Thinking Important?”; listen to the audio cast of the full article on Anchor podcasts.

The importance of Critical thinking explained

It is crucial to think critically in this day and age because so much information is available. To figure out what is true and isn’t, you need to think critically and process information.

When you think critically, you make healthy, informed decisions based on facts rather than faulty assumptions. Think about how often you’ve made a decision based on emotion or gut instinct alone. These types of decisions can lead to unhealthy lifestyles, dire financial situations, unsound investments, and much more. 

Success in your personal and professional life depends on strong critical thinking abilities. So how do you improve your critical thinking? Here are some ways that can help you become a better critical thinker. Collectively these reasons illustrate why this skill is so valuable in everyday situations. 

1. Overcoming negative thinking

Critical thinking is dependent on self-confidence. You cannot critically analyze anything if you don’t believe in yourself to make the best decisions. You have to be able to assess situations and make decisions based on your end goals. 

 Making progress will be difficult if you are constantly doubting yourself. Low self-confidence makes people make less optimal decisions since they don’t think they can achieve better results. 

Becoming more confident allows you to think more critically in order to make better decisions. In addition, it negates the negative thoughts we usually have when making a decision.

2. Getting over biases

The way people make decisions is influenced by cognitive biases. This is evident when people have to choose between two options. Usually, we believe we come to an evidence-based conclusion on our own since it feels more natural to us. However, it is possible that our personal bias overshadowed the facts and truth.

However, the choice of one decision over another may not have been based on any logical reasoning. Most of the time, we make critical decisions based on biases rather than what is most optimal under the given circumstances.

It is important to be able to gather information about an issue and analyze it critically in order to challenge our own beliefs. This involves looking at your information sources objectively and determining their biases. Also, verifying the reliability of those sources with sufficient proof without depending on the face value. 

Only by doing this can one form an informed opinion on an issue and effectively engage with others in meaningful dialogue about it.

3. Improving your decision-making

Our senses allow us to critically evaluate what we see, hear, feel, smell, and read. Our mental faculties get energized and work at their best when we think critically. Whenever something doesn’t add up or doesn’t seem right, a critical thinker wants to figure out why.

Better decision-making comes from this kind of analytical thinking combined with strategic thinking; it can make people more productive and decisive.

4. Self-reflection

This means looking inward and questioning one’s own motivations, values, and beliefs. It allows people to analyze their thoughts more deeply. Although it can be uncomfortable, it is essential for growth. Without self-reflection, we are at risk of becoming stuck in our ways and resistant to change.

5. Evaluating multiple options

Critical thinking can help you solve problems more efficiently by focusing on one thing at a time. When analyzing options, you need to analyze them individually. 

 For example, Suppose you want to pick up groceries today. In that case, you have to consider everything else you have scheduled for the day, the peak time at the grocery store, the best time to get fresh produce, the availability of parking, etc. So you compare the time slots available to get to the store with these variables.

6. Gathering information from multiple sources

Critical thinking allows you to approach problems rationally. As we discussed earlier, a critical thinker approaches problems differently from those who do not possess this skill, such as gathering all relevant information from several sources before deciding.

It requires creativity, curiosity, and open-mindedness, as we must be open to new ideas and willing to look beyond what we already know. By doing so, we can see what really matters and cut through the noise.

7. Improving your ability to manage emotions

Critical thinking can provide you with effective tools for managing your emotions. You can use the skill to deal with your emotions more effectively. If you know how your emotions influence how you process information, you can learn to control these impulses before they affect your decisions.

 The key to making smart decisions is taming your emotions. Consider getting an email from your favourite brand offering a 70% discount. Your first thought may be to at the store on your way home. When you think critically, you will first check to see if you actually need more clothes this month before buying any.  

 Let’s say you were thinking about buying a new jacket.  Next, you would see whether jackets are included in the promotion. If they are, you should quickly check if there is any budget left this month to spend on clothing. If not, you might consider waiting until the next promotion is available.

8. Boosting your creativity

It’s easy to take a fly-by-the-seat-of-your-pants approach when you don’t have all the facts. That leads to mistakes, wasted time, and lost opportunities. With critical thinking, you can separate your emotions from your decisions to make more accurate choices that are more likely to lead to successful outcomes. 

Critical thinking helps you to be creative and think in unconventional ways. That could be the reason why some tech companies hire philosophy majors for their product development teams.

9. Building your character

Critical thinking skills can help you build your personality. Therefore, we must train ourselves to think in a structured way in order to develop our critical thinking skills. Although this may seem counter-intuitive, it will improve our judgment and decision-making skills in the long run. 

A critical thinker analyzes information objectively and logically. This means considering all the evidence and forming an unbiased opinion. Consequently, you can become more open-minded and open to new solutions that may push you out of your comfort zone.

Critical thinking also helps sharpen our judgment. The more confident we are in our ability to make better decisions, the less likely we are to be swayed by others. This will make our lives more fulfilling.  

10. Expanding your mental capacity

It makes us smarter. We’re better at remembering information than people who don’t use critical thinking skills. We can learn new things faster when we use critical thinking.

Spending a little extra time on something helps us remember it long-term. Our mental faculties improve when we use more mental energy to evaluate and weigh different options for a problem or opportunity.

11. Breaking bigger problems into smaller ones

Breaking down larger problems into smaller ones requires critical thinking. When faced with a huge problem, it can be overwhelming to know where to begin. Taking a step back and assessing the situation critically can help you break it down into smaller pieces.

It will give you a better idea of what you’re up against and how to deal with it. Once you have a better grasp of the situation, you can start developing smaller solutions that will eventually lead to solving the larger problem.

12. Learning new things quicker

The process of critical thinking makes it easier to learn new things. It’s about looking at things differently and finding out what’s really going on. We can learn faster and better this way.

Let’s say you’re learning a new language. It will be challenging and time-consuming to just memorize the basic syntax. With critical thinking, you can break down the parts of speech into their sub-components and understand how it all fits together. Critical thinking enhances language learning ability.

It is generally considered a necessary skill when learning any scientific subject. The World Federation for Medical Education, for example, has listed critical thinking as one of the medical training standards .

13. Positively improving relationships

Many people view critical thinking as a cold, calculating process. However, it can actually be quite valuable in our personal relationships. By critically examining our beliefs and assumptions about others, we are more likely to become tolerant and understanding. 

As humans, we tend to view things through our own limited lenses. However, we can see things from a different perspective when we think critically.

This type of thinking and communication can help build strong relationships and resolve conflicts. Critical thinking can help us build more fulfilling relationships.

Critical thinking vs strategic thinking

A critical thinker is able to think clearly and rationally while understanding logical connections between ideas. They can evaluate arguments and data and make informed decisions. On the other hand, strategic thinking is the ability to see the big picture and understand how the pieces fit together. 

When you draw inferences from information, break down facts and ideas based on their merits, or analyze trends over time, that’s strategic thinking. In order to be successful, businesses need both critical and strategic thinkers. 

While critical thinkers provide detailed analysis to enable sound decisions, strategic thinkers help identify long-term opportunities and challenges. These two types of thinking can be combined to make better decisions that lead to long-term success.

Final thoughts

You can’t overemphasize the importance of critical thinking. It is vital that we develop critical thinking in the modern world since it is absolutely essential to both our personal and career growth. It helps us stop seeing people in conflict as adversaries and work together.

Making successful decisions requires critical thinking skills. It entails analyzing information objectively and logically, considering all evidence, and coming to an unbiased conclusion. 

It also helps build one’s character and promotes creativity. It increases mental capacity and promotes smart approaches. 

In addition, breaking down a bigger problem into smaller pieces and understanding how the pieces fit together require critical thinking. The knowledge economy is all about finding solutions to problems. That’s why businesses need critical thinkers to find creative solutions.

Related posts

Read about how strategic thinking helps you achieve your long-term goals.

Here are some useful tips to help you make better decisions

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on 25 September 2022 by Eoghan Ryan .

Critical thinking is the ability to effectively analyse information and form a judgement.

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

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Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, frequently asked questions.

Critical thinking is important for making judgements about sources of information and forming your own arguments. It emphasises a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In an academic context, critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyse the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words ‘sponsored content’ appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarise it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it a blog? A newspaper article?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
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Defining Critical Thinking

Developing Critical Thinking

• Posted January 10, 2018
• By Iman Rastegari

In a time where deliberately false information is continually introduced into public discourse, and quickly spread through social media shares and likes, it is more important than ever for young people to develop their critical thinking. That skill, says Georgetown professor William T. Gormley, consists of three elements: a capacity to spot weakness in other arguments, a passion for good evidence, and a capacity to reflect on your own views and values with an eye to possibly change them. But are educators making the development of these skills a priority?

"Some teachers embrace critical thinking pedagogy with enthusiasm and they make it a high priority in their classrooms; other teachers do not," says Gormley, author of the recent Harvard Education Press release The Critical Advantage: Developing Critical Thinking Skills in School . "So if you are to assess the extent of critical-thinking instruction in U.S. classrooms, you’d find some very wide variations." Which is unfortunate, he says, since developing critical-thinking skills is vital not only to students' readiness for college and career, but to their civic readiness, as well.

"It's important to recognize that critical thinking is not just something that takes place in the classroom or in the workplace, it's something that takes place — and should take place — in our daily lives," says Gormley.

In this edition of the Harvard EdCast, Gormley looks at the value of teaching critical thinking, and explores how it can be an important solution to some of the problems that we face, including "fake news."

About the Harvard EdCast

The Harvard EdCast is a weekly series of podcasts, available on the Harvard University iT unes U page, that features a 15-20 minute conversation with thought leaders in the field of education from across the country and around the world. Hosted by Matt Weber and co-produced by Jill Anderson, the Harvard EdCast is a space for educational discourse and openness, focusing on the myriad issues and current events related to the field.

An education podcast that keeps the focus simple: what makes a difference for learners, educators, parents, and communities

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Why Critical Thinking Is Important (& How to Improve It)

Last updated May 1, 2023. Edited and medically reviewed by Patrick Alban, DC . Written by Deane Alban .

By improving the quality of your thoughts and your decisions, better critical thinking skills can bring about a big positive change in your life. Learn how.

The quality of your life largely depends on the quality of the decisions you make.

Amazingly, the average person makes roughly 35,000 conscious decisions every day! 

Imagine how much better your life would be if there were a way to make better decisions, day in and day out?

Well, there is and you do it by boosting a skill called critical thinking .

Learning to master critical thinking can have a profoundly positive impact on nearly every aspect of your life.

What Exactly Is Critical Thinking?

The first documented account of critical thinking is the teachings of Socrates as recorded by Plato. 

Over time, the definition of critical thinking has evolved.

Most definitions of critical thinking are fairly complex and best understood by philosophy majors or psychologists.

For example, the Foundation for Critical Thinking , a nonprofit think tank, offers this definition:

“Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.”

If that makes your head spin, here are some definitions that you may relate to more easily.

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

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Or, a catchy way of defining critical thinking is “deciding what’s true and what you should do.”

But my favorite uber-simple definition is that critical thinking is simply “thinking about thinking.”

6 Major Benefits of Good Critical Thinking Skills

Whether or not you think critically can make the difference between success and failure in just about every area of your life.

Our human brains are imperfect and prone to irrationality, distortions, prejudices, and cognitive biases .

Cognitive biases are systematic patterns of irrational thinking.

While the number of cognitive biases varies depending on the source, Wikipedia, for example, lists nearly 200 of them ! 

Some of the most well-known cognitive biases include:

• catastrophic thinking
• confirmation bias
• fear of missing out (FOMO)

Critical thinking will help you move past the limitations of irrational thinking.

Here are some of the most important ways critical thinking can impact your life.

1. Critical Thinking Is a Key to Career Success

There are many professions where critical thinking is an absolute must.

Lawyers, analysts, accountants, doctors, engineers, reporters, and scientists of all kinds must apply critical thinking frequently.

But critical thinking is a skill set that is becoming increasingly valuable in a growing number of professions.

Critical thinking can help you in any profession where you must:

• analyze information
• systematically solve problems
• generate innovative solutions
• plan strategically
• think creatively
• present your work or ideas to others in a way that can be readily understood

And, as we enter the fourth industrial revolution , critical thinking has become one of the most sought-after skills.

According to the World Economic Forum , critical thinking and complex problem-solving are the two top in-demand skills that employers look for. 

Critical thinking is considered a soft or enterprise skill — a core attribute required to succeed in the workplace . 

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According to The University of Arizona, other soft skills include : 

• interpersonal skills
• communication skills
• digital literacy

Critical thinking can help you develop the rest of these soft skills.

Developing your critical thinking can help you land a job since many employers will ask you interview questions or even give you a test to determine how well you can think critically.

It can also help you continually succeed in your career, since being a critical thinker is a powerful predictor of long-term success.

2. Critical Thinkers Make Better Decisions

Every day you make thousands of decisions.

Most of them are made by your subconscious , are not very important, and don’t require much thought, such as what to wear or what to have for lunch. 

But the most important decisions you make can be hard and require a lot of thought, such as when or if you should change jobs, relocate to a new city, buy a house, get married, or have kids.

At work, you may have to make decisions that can alter the course of your career or the lives of others.

Critical thinking helps you cope with everyday problems as they arise.

It promotes independent thinking and strengthens your inner “BS detector.”

It helps you make sense of the glut of data and information available, making you a smarter consumer who is less likely to fall for advertising hype, peer pressure, or scams.

3. Critical Thinking Can Make You Happier

Knowing and understanding yourself is an underappreciated path to happiness. 

We’ve already shown how your quality of life largely depends on the quality of your decisions, but equally as important is the quality of your thoughts.

Critical thinking is an excellent tool to help you better understand yourself and to learn to master your thoughts.

You can use critical thinking to free yourself from cognitive biases, negative thinking , and limiting beliefs that are holding you back in any area of your life.

Critical thinking can help you assess your strengths and weaknesses so that you know what you have to offer others and where you could use improvement.

Critical thinking will enable you to better express your thoughts, ideas, and beliefs.

Better communication helps others to understand you better, resulting in less frustration for both of you.

Critical thinking fosters creativity and out-of-the-box thinking that can be applied to any area of your life.

It gives you a process you can rely on, making decisions less stressful.

4. Critical Thinking Ensures That Your Opinions Are Well-Informed

We have access to more information than ever before .

Astoundingly, more data has been created in the past two years than in the entire previous history of mankind. 

Critical thinking can help you sort through the noise.

American politician, sociologist, and diplomat Daniel Patrick Moynihan once remarked , “You are entitled to your opinion. But you are not entitled to your own facts.” 

Critical thinking ensures your opinions are well-informed and based on the best available facts.

You’ll get a boost in confidence when you see that those around you trust your well-considered opinions.

5. Critical Thinking Improves Relationships

You might be concerned that critical thinking will turn you into a Spock-like character who is not very good at relationships.

But, in fact, the opposite is true.

Employing critical thinking makes you more open-minded and better able to understand others’ points of view.

Critical thinkers are more empathetic and in a better position to get along with different kinds of people.

Critical thinking keeps you from jumping to conclusions.

You can be counted on to be the voice of reason when arguments get heated.

You’ll be better able to detect when others:

• are being disingenuous
• don’t have your best interests at heart
• try to take advantage of or manipulate you

6. Critical Thinking Makes You a Better, More Informed Citizen

“An educated citizenry is a vital requisite for our survival as a free people.”

This quote has been incorrectly attributed to Thomas Jefferson , but regardless of the source, these words of wisdom are more relevant than ever. 

Critical thinkers are able to see both sides of any issue and are more likely to generate bipartisan solutions.

They are less likely to be swayed by propaganda or get swept up in mass hysteria.

They are in a better position to spot fake news when they see it.

5 Steps to Improve Your Critical Thinking Skills

Some people already have well-developed critical thinking skills.

These people are analytical, inquisitive, and open to new ideas.

And, even though they are confident in their own opinions, they seek the truth, even if it proves their existing ideas to be wrong.

They are able to connect the dots between ideas and detect inconsistencies in others’ thinking.

But regardless of the state of your critical thinking skills today, it’s a skill set you can develop.

While there are many techniques for thinking rationally, here’s a classic 5-step critical thinking process . 

How to Improve Your Critical Thinking Skills

Clearly define your question or problem.

This step is so important that Albert Einstein famously quipped:

“If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and 5 minutes thinking about solutions.”

Gather Information to Help You Weigh the Options

Consider only the most useful and reliable information from the most reputable sources.

Disregard the rest.

Apply the Information and Ask Critical Questions

Scrutinize all information carefully with a skeptic’s eye.

Not sure what questions to ask?

You can’t go wrong starting with the “5 Ws” that any good investigator asks: Who? What? Where? When? Why?

Then finish by asking “How?”

You’ll find more thought-provoking questions on this Critical Thinking Skills Cheatsheet .

Consider the Implications

Look for potential unintended consequences.

Do a thought experiment about how your solution could play out in both the short term and the long run.

Explore the Full Spectrum of Viewpoints

Examine why others are drawn to differing points of view.

This will help you objectively evaluate your own viewpoint.

You may find critical thinkers who take an opposing view and this can help you find gaps in your own logic.

Watch the Video

This TED-Ed video on YouTube elaborates on the five steps to improve your critical thinking.

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• Improve your mental clarity and focus.
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• Increase your capacity to think critically, solve problems, and make decisions.

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Critical Thinking & Why It’s So Important

Critical thinking is a cognitive skill with the power to unlock the full potential of your mind. In today’s rapidly evolving society, where information is abundant but discerning its validity is becoming increasingly challenging, the art of critical thinking has never been more crucial.

At Nichols College, we believe that cultivating strong critical thinking abilities is not just a pursuit for the academically inclined, but a fundamental necessity for individuals across all walks of life. Join us as we explore the significance of critical thinking and the remarkable impact it can have on your decision-making, problem-solving, and overall cognitive prowess.

Discover why our Graduate Certificate program in Advanced Critical Thinking and Decision Making is your gateway to becoming a perceptive and adept thinker, ready to tackle the complex challenges of today’s world with confidence and ingenuity.

What is critical thinking?

Critical thinking is a fundamental skill that allows individuals to analyze, evaluate, and interpret information objectively and rationally. It goes beyond merely accepting information at face value; instead, critical thinkers are equipped to delve deeper, question assumptions, and explore various perspectives before arriving at well-informed conclusions. This ability to think critically is highly valued across various domains, including education, business, and everyday life.

Benefits of using critical thinking

The countless advantages of critical thinking extend far beyond the realms of academia. For starters, critical thinking fosters superior decision-making by equipping individuals with the tools to weigh options, assess consequences, and arrive at better choices. Critical thinkers also benefit from heightened self-reflection, gaining a profound understanding of their own biases and areas for improvement.

Critical thinkers become well-informed individuals who can navigate the sea of information with discernment, adeptly identifying misinformation and unreliable sources. Furthermore, this invaluable skill enables creative problem-solving, allowing thinkers to craft innovative solutions to intricate challenges. Some of the most important benefits of using critical thinking include:

Better decision making

Critical thinkers excel at weighing pros and cons, considering alternatives, and anticipating potential consequences. This leads to more informed and effective decision-making processes, both in personal and professional realms.

Better self-reflection

By fostering a habit of introspection, critical thinkers become more self-aware, recognizing their own biases and limitations. This heightened self-awareness allows them to continually improve and adapt their thinking patterns.

Being well-informed

Critical thinkers actively seek out diverse sources of information, ensuring they have a comprehensive understanding of complex issues. This empowers them to engage in meaningful discussions and contribute constructively to their communities.

The ability to identify misinformation

In a world filled with misinformation, critical thinkers possess the skills to discern fact from fiction. They scrutinize sources, verify information, and avoid being misled by deceptive content.

Building creative problem solving skills

Critical thinking encourages innovative and outside-the-box problem-solving approaches. By considering multiple angles and challenging conventional ideas, critical thinkers arrive at inventive solutions to complex challenges.

What skills do critical thinkers have?

Critical thinkers possess a remarkable set of skills that elevate their cognitive abilities and enable them to approach complex issues with acuity. Embracing these skills empowers them to tackle challenges, unravel complexities, and make meaningful insights and well-informed decisions. Some of the most valuable skills critical thinkers have include:

Critical thinkers have a natural inclination to ask questions and explore topics in-depth. Their thirst for knowledge drives them to seek out answers and continually expand their understanding.

Proficient in conducting thorough research, critical thinkers gather information from reliable sources and assess its validity. They are skilled at distinguishing credible data from biased or unsubstantiated claims.

Pattern recognition

Critical thinkers recognize recurring patterns and connections between seemingly unrelated pieces of information. This allows them to draw meaningful insights and make well-founded predictions.

Bias identification

Having honed the ability to identify biases, critical thinkers remain open-minded and impartial in their assessments. They acknowledge their own biases and strive to approach each situation objectively.

How to use critical thinking skills in the workplace

In any work environment, critical thinking is a valuable asset that can enhance productivity and foster a more innovative and collaborative workplace. Employees with strong critical thinking skills contribute to problem-solving sessions, provide constructive feedback, and make informed decisions based on thorough analysis. By promoting critical thinking, organizations encourage employees to challenge assumptions, seek out novel solutions, and contribute to the overall growth and success of the company.

Examples of good critical thinking in action

The real-world application of critical thinking can be awe-inspiring, as it empowers individuals to approach various scenarios with astute judgment and creativity. In the business realm and with regard to project management, critical thinkers demonstrate their prowess by:

• Analyzing Market Trends : A marketing professional employs critical thinking skills to assess market trends, consumer behavior, and competitor strategies before devising a successful marketing campaign that aligns with the target audience’s needs.
• Problem-Solving in Project Management : A project manager utilizes critical thinking to identify potential roadblocks, consider alternative approaches, and ensure projects are executed efficiently and within budget.

Furthermore, critical thinkers shine in scientific research, meticulously evaluating data, and drawing evidence-based conclusions that contribute to groundbreaking discoveries. In everyday life, they navigate the digital landscape with discernment, identifying misinformation and making informed decisions about their health, finances, and general well-being. These examples illustrate the power of critical thinking to transform not only individual lives but also entire industries, making it an indispensable skill in the pursuit of success and progress.

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If you are eager to enhance your problem-solving abilities, decision-making processes, and overall cognitive skills, the Nichols College graduate certificate in critical thinking may be right for you. Designed to equip individuals with the necessary tools to excel in today’s complex world, this program will empower you to think critically, analyze data effectively, and approach challenges with creativity and confidence. Elevate your potential and join Nichols College in cultivating a new generation of sharp-minded leaders, ready to make a positive impact on the world. Enroll in the Advanced Critical Thinking and Decision Making certificate program today and unlock a brighter future for yourself and your community.

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Why Critical Thinking Is Important for Everyone

The Rationality of Science

Critical thinking is an important subject in education, and educators stress the importance of teaching critical thinking beginning at an early age. College professors often dedicate a fair amount of time and effort to developing and implementing lesson plans to make students better critical thinkers. But what does it mean to be a critical thinker? 

When educators are asked to define critical thinking , their answers are often ambiguous. Common responses include: “teaching them how to think,” “teaching them formal logic,” “teaching them to be thinkers,” “teaching them how to think for themselves,” or “teaching them how to solve problems.” These explanations are problematic. Logic is only a portion of what is needed to increase critical thinking; independent thinking doesn’t necessarily imply critical thinking; and teaching people how to solve problems does not bring us any closer to a consistent conceptualization of critical thinking (Stanovich and Stanovich 2010). I have done informal surveys asking people to define critical thinking in bookstores, libraries, and public parks. The answers were similar to those given by educators with little consensus.

K. Stanovich, cognitive scientist and author of The Rationality Quotient: Toward a Test of Rational Thinking , argues that the goal of critical thinking is rationality (Stanovich et al. 2016). Rationality, as defined in modern cognitive science, is concerned with what is true and what to do (Manktelow 2004). For beliefs to be rational, they must be evidence based; for actions to be rational, they need to maximize our chances of attaining goals. Educators are interested in critical thinking insofar as it reflects rational thought. Certain thinking dispositions and cognitive abilities help us form beliefs based on evidence and assist us in achieving our goals. Educators, science writers, and evidence-based practitioners emphasize the importance of critical thinking but don’t conceptualize it or what it includes as a consistent, measurable skill. Promoting critical thinking through the lense of cognitive science allows for a more objective and consistent view of a complex concept that can be studied and measured.

Society as a whole hasn’t weighed the consequences of low levels of critical thinking and how this is a real social problem. An inability to think critically may lead to myriad problems, including physicians choosing less effective medical treatments, people failing to accurately assess risks in their environment, information being misused in legal proceedings, and millions of dollars being spent on unneeded projects by government and private industry. Other consequences of poor critical thinking (irrationality) include parents failing to vaccinate their children, unnecessary surgeries, animals hunted to extinction, billions of dollars spent on quack medical treatments, and so on. Even if we ourselves develop critical thinking skills, the lack of critical thinking of others may impact us. 

Consider the spread of pseudoscientific beliefs and their overall impact. For example, jurors have confessed to making their verdicts based on astrology, and major banks and Fortune 500 companies report using graphologists in their hiring practices even though a plethora of evidence indicates that graphology is useless for the purpose. Pseudosciences, such as astrology, are large industries, involving newspaper columns, radio shows, book publishing, the internet, and magazine articles. The House of Representatives Select Committee on Aging has estimated that the amount of money wasted on medical quackery nationally reaches into the billions. Physicians are concerned about the spread of medical quackery on the internet and its impact on health. 

Tools for Critical Thinking

With the right strategies, critical thinking can be improved. A key characteristic of better critical thinking is an ability to apply scientific thinking strategies in a variety of circumstances. Scientific thinking includes knowledge in the areas of philosophy of science, research methodology, logic, and probabilistic/statistical reasoning. In one study, when using an analytical reading method derived from the “Learning Paradigm,” students showed strong improvements in their ability to evaluate primary scientific research (Jones and Hale 2019). This method focuses the attention on learning outcomes using many different types of teaching: lecture, discussion, reading, and writing. It allows students to study the material directly and interact with both their classmates and the instructor.

Fully disjunctive reasoning—the tendency to consider all possible states of the world when deciding among options or when choosing a solution in a reasoning task—is one critical thinking strategy (Reyna and Farley 2006). Teaching considering alternative hypotheses is another strategy that promotes critical thinking. When teaching students to think about alternative hypotheses, a simple instruction of “think of the opposite” is given. Studies have demonstrated this strategy can help prevent various thinking errors (Sanna and Schwartz 2006), while probabilistic thinking (thinking in terms of likelihoods and possible outcomes) is very useful but more difficult to teach. Causal reasoning, which involves establishing criteria needed to determine cause and effect and considering multiple causes and their interactions, is also important. In terms of teaching causal reasoning, it is important to stress there will be variations in outcomes even when using similar strategies in studies or when people engage in the same activities; it is important to appreciate uncertainty (Kahneman et al. 2021). 

To successfully teach critical thinking, educators must understand what critical thinking actually is and why it matters. It is possible for most people to learn critical thinking. Being a better critical thinker will assist us in making better judgments and better decisions. We live in world where information on almost anything is easy to find; however, to distinguish fact from fiction, reality from wishful thinking, and science from pseudoscience, critical thinking is essential.

Jones, N., and J. Hale. 2019. Analytical reading: Primary scientific literature. Kentucky Association of Health, Physical Education, Recreation and Dance  56(2): 8–15.

Kahneman, D., et al. 2021. Noise: A Flaw in Human Judgment . New York, NY: Little, Brown Spark.  

Manktelow, K.I. 2004. Reasoning and rationality: The pure and the practical. In K.I. Manktelow and M.C. Chung (eds.), Psychology of Reasoning: Theoretical and Historical Perspectives . Hove, England: Psychology Press, 157–177.

Reyna, V.F., and F. Farley. 2006. Risk and rationality in adolescent decision making.   Psychological Science in the Public Interest  7: 1–44.

Sanna, L., and N. Schwartz. 2006. Metacognitive experiences and human judgment: The case of hindsight bias and its debiasing.  Current Directions in Psychological   Science  15: 172–176.

Stanovich, K., R. West, and M. Toplak. 2016. The Rationality Quotient: Toward a Test of Rational Thinking . Cambridge, Massachusetts: The MIT Press.

Stanovich, K.E., and P.J. Stanovich. 2010. A framework for critical thinking, rational thinking, and intelligence. In D. Preiss and R.J. Sternberg (eds.), Innovations in Educational Psychology: Perspectives on Learning, Teaching and Human Development . New York, NY: Springer, 195–237.    

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The Importance of Critical Thinking, For Students and Ourselves

Critical thinking is a vital skill, yet it’s often neglected. In higher education, we know the importance of learning objectives that let us measure learner success. Starting with a clear definition of critical thinking allows us to identify the associated skills that we want to imbue in our students and ourselves.

Defining Critical Thinking

According to the Oxford Languages dictionary , critical thinking is “the objective analysis and evaluation of an issue in order to form a judgment.” It sounds relatively simple, yet we often form judgments without that all-important objective analysis/evaluation piece.

Employers on the Southern New Hampshire University (SNHU) Social Sciences Advisory Board tell us that they want to hire people with critical thinking skills, but applicants often lack this ability. According to Professor of Science Dr. Norman Herr , critical thinking skills can be boiled down to the following key sequential elements:

• Identification of premises and conclusions — Break arguments down into logical statements
• Clarification of arguments — Identify ambiguity in these stated assertions
• Establishment of facts — Search for contradictions to determine if an argument or theory is complete and reasonable
• Evaluation of logic — Use inductive or deductive reasoning to decide if conclusions drawn are adequately supported
• Final evaluation — Weigh the arguments against the evidence presented

As educators, we must teach our students those critical thinking skills and practice them ourselves to objectively analyze an onslaught of information. Ideas, especially plausible-sounding philosophies, should be challenged and pass the credibility litmus test.

Red Flag Alert

The School Library Journal lists four types of information that should raise red flags when we’re watching the news, reading social media, or at any point in our everyday lives when we are confronted with something purported to be “fact:”

• Fake news, which refers to purported news that is demonstrably untrue.
• Misinformation, which is spread by those who don’t realize that it’s false or only partially true.
• Disinformation, which is deliberately spread by people who know that it’s not accurate and who want to spread a false message.
• Propaganda, which is information that is spread with a specific agenda. It may or may not be false, but it’s intended to get an emotional reaction.

Get With the Times

SNHU, and other colleges and universities across the U.S., must use updated tools to help their students think critically about the information they consume. Currently, many institutions of higher learning fail to teach students how to identify misinformation sources. Sam Wineburg and Nadiv Ziv , professors of education at Stanford University, argue that many colleges offer guides to evaluating website trustworthiness, but far too many of them base their advice on a 1998 report on assessing websites. They warn that it makes no sense for colleges to share 20-year-old advice on dealing with the rapidly-changing online landscape, where two decades feels like a century.

Further, as educators in institutions of higher education, we must afford learners as many opportunities as possible to hone their critical thinking skills when interacting with instructors and fellow students. Greg Lukianoff and Johnathan Haidt , authors of The Coddling of the American Mind , contend that “one of the most brilliant features of universities is that, when they are working properly, they are communities of scholars who cancel out one another’s confirmation biases .” Without exploring opposing viewpoints, students may fall prey to confirmation bias, further cementing ideas that they already believe to be true. Being inclusive when it comes to viewpoint diversity is indispensable for avoiding these echo chambers that circumvent having one’s ideas challenged.

Separating Wheat from Chaff: Critical Thinking Examples

As we teach our students the importance of critical thinking, how do we equip them to sift through the onslaught of information they encounter every day, both personally and in their educational pursuits? And how do we do the same for ourselves?

Here are four critical thinking examples that anyone can apply when evaluating information:

• Consider whether the person who wrote or is sharing the information has any vested interest in doing so. For example, a writer may have a degree and professional experience that gives them expertise to write an article on specific communication techniques. Be aware that the writer’s credibility can be affected by outside interests. These include being paid to write a book with a certain viewpoint, giving paid seminars, affiliation with certain organizations or anything else that creates a financial or personal interest in promoting a specific perspective.
• Consider the venue in which the person is sharing the information. Newscasts and newspapers once were slanted more toward neutrality, although there was never an era when bias was completely absent. The 19th century even had its own version of “clickbait” in the form of yellow journalism . Today, it’s getting more difficult for those with critical thinking skills to find unbiased sources. Websites like Towards Data Science publish lists rating major sites on their leanings; check these lists to view content on biased sites through a more skeptical lens, verifying their claims for yourself.
• Read beyond clickbait headlines. Websites create headlines to generate traffic and ad revenue, not to support critical thinking or give accurate information. Too many people go by what the headline says without reading more deeply, even though media misrepresentation of studies is rampant . Often, the information contained within the article is not accurately represented in the headline. Sometimes there’s even a direct contradiction, or the publication is focusing on one single study that may mean nothing because other studies have contradictory results.
• Use Snopes , Fact Check , and other fact-checking websites. Ironically, Snopes itself has been the victim of misinformation campaigns designed to discredit its efforts to promote the importance of critical thinking.

Anyone in a teaching position should point their students toward reliable references. For example, at SNHU, instructors can point their students towards the Shapiro Library for their assignments. No matter where you teach, the main objective is to give them opportunities to apply critical thinking skills by evaluating material that they encounter in everyday life. Another way to do this at SNHU or in any online classroom is by incorporating elements of the four points into your announcements, discussion posts and feedback. For example, you might post two articles with differing viewpoints on the week’s material. For each, break down the publication’s possible slant, the way in which any research-based material is presented and the author’s credentials. Hypothetically, ask students whether those factors might be playing into the opinions expressed.

Misinformation Morphs into Disinformation

Misinformation, if not addressed, easily turns into disinformation when it is readily shared by students, individuals and groups that may know it is wrong. They may continue to intentionally spread it to cast doubt or stir divisiveness. Students listen to their peers, and the more critical thinking is addressed in a course, the more we prepare students not to fall into the misinformation trap.

Courtney Brown and Sherrish Holland , of the Center for the Professional Education of Teachers, argue that for educators, the challenge is now far more about how they need to inform their students to interpret and assess the information they come across and not simply how to gain access to it. The term “fake news” is used to discredit anyone trying to clarify fact from fiction. Fake news is a cover for some people when they are being deliberately deceptive. As educators become clearer about the distinction, it can be better communicated to students.

Anyone Can Promote Critical Thinking

Even if you don’t teach, use those points in conversations to help others hone their critical thinking skills, along with a dose of emotional intelligence. If someone shares misinformation with you, don’t be combative. Instead, use probing statements and questions designed to spark their critical thinking.

Here are some examples:

“That’s very interesting. Do you think the person they’re quoting might be letting his business interests color what he’s saying?”

“I know that sometimes the media oversimplifies research. I wonder who funded that study and if that’s influencing what they’re saying.”

Of course, you need to adapt to the situation and to make what you say sound organic and conversational, but the core idea remains the same. Inspire the other person to use critical thinking skills. Give them reasons to look more deeply into the topic instead of blindly accepting information. Course activities that stimulate interaction and a deep dive into course-related ideas will encourage perspective-taking and foster new avenues of thought along the path to life-long learning. As American cultural anthropologist Margaret Mead said, “Children must be taught how to think, not what to think.” While Mead was referring to younger children, this statement is apropos for learners in higher education who are tasked with dissecting volumes of information.

It’s crucial to teach our students to question what they read and hear. Jerry Baldasty , provost at the University of Washington, believes that democracies live and die by the ability of their people to access information and engage in robust discussions based upon facts. It is the facts that are being attacked by misinformation. The result is a growing distrust of our core societal institution. People have lost confidence in religious organizations, higher education, government and the media as they believe deliberately deceptive information they come across.

Baldasty argues, “this is why it is crucial that we educate our students how to think critically, access and analyze data, and, above all, question the answers.” Students need critical thinking skills for much more than their self-enlightenment. They will become our leaders, politicians, teachers, researchers, advocates, authors, business owners and perhaps most importantly, voters. The more we can imbue them with critical thinking skills, the better.

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• Teaching Tips

On Critical Thinking

Several years ago some teaching colleagues were talking about the real value of teaching psychology students to think critically. After some heated discussion, the last word was had by a colleague from North Carolina. “The real value of being a good critical thinker in psychology is so you won’t be a jerk,” he said with a smile. That observation remains one of my favorites in justifying why teaching critical thinking skills should be an important goal in psychology. However, I believe it captures only a fraction of the real value of teaching students to think critically about behavior.

What I s Critical Thinking?

Although there is little agreement about what it means to think critically in psychology, I like the following broad definition: The propensity and skills to engage in activity with reflec tive skepticism focused on deciding what to believe or do

Students often arrive at their first introductory course with what they believe is a thorough grasp of how life works. After all, they have been alive for at least 18 years, have witnessed their fair shares of crisis, joy, and tragedy, and have successfully navigated their way in to your classroom.

These students have had a lot of time to develop their own personal theories about how the world works and most are quite satisfied with the results. They often pride themselves on how good they are with people as well as how astute they are in understanding and explaining the motives of others. And they think they know what psychology is. Many are surprised- and sometimes disappointed- to discover that psychology is a science, and the rigor of psychological research is a shock. The breadth and depth of psychology feel daunting. Regardless of their sophistication in the discipline, students often are armed with a single strategy to survive the experience: Memorize the book and hope it works out on the exam. In many cases, this strategy will serve them well. Unfortunately, student exposure to critical thinking skill development may be more accidental than planful on the part of most teachers. Collaboration in my department and with other colleagues over the years has persuaded me that we need to approach critical thinking skills in a purposeful, systematic, and developmental manner from the introductory course through the capstone experience, propose that we need to teach critical thinking skills in three domains of psychology: practical (the “jerk avoidance” function), theoretical (developing scientific explanations for behavior), and methodological (testing scientific ideas). I will explore each of these areas and then offer some general suggestions about how psychology teachers can improve their purposeful pursuit of critical thinking objectives.

Practical Domain

Practical critical thinking is often expressed as a long-term, implicit goal of teachers of psychology, even though they may not spend much academic time teaching how to transfer critical thinking skills to make students wise consumers, more careful judges of character, or more cautious interpreters of behavior. Accurate appraisal of behavior is essential, yet few teachers invest time in helping students understand how vulnerable their own interpretations are to error.

Encourage practice in accurate description and interpretation of behavior by presenting students with ambiguous behavior samples. Ask them to distinguish what they observe (What is the behavior?) from the inferences they draw from the behavior (What is the meaning of the behavior?). I have found that cartoons, such as Simon Bond’s Uns p eakable Acts, can be a good resource for refining observation skills. Students quickly recognize that crisp behavioral descriptions are typically consistent from observer to observer, but inferences vary wildly. They recognize that their interpretations are highly personal and sometimes biased by their own values and preferences. As a result of experiencing such strong individual differences in interpretation, students may learn to be appropriately less confident of their immediate conclusions, more tolerant of ambiguity, and more likely to propose alternative explanations. As they acquire a good understanding of scientific procedures, effective control techniques, and legitimate forms of evidence, they may be less likely to fall victim to the multitude of off-base claims about behavior that confront us all. (How many Elvis sightings can be valid in one year?)

Theoretical Domain

Theoretical critical thinking involves helping the student develop an appreciation for scientific explanations of behavior. This means learning not just the content of psychology but how and why psychology is organized into concepts, principles, laws, and theories. Developing theoretical skills begins in the introductory course where the primary critical thinking objective is understanding and applying concepts appropriately. For example, when you introduce students to the principles of reinforcement, you can ask them to find examples of the principles in the news or to make up stories that illustrate the principles.

Mid-level courses in the major require more sophistication, moving students beyond application of concepts and principles to learning and applying theories. For instance, you can provide a rich case study in abnormal psychology and ask students to make sense of the case from different perspectives, emphasizing theoretical flexibility or accurate use of existing and accepted frameworks in psychology to explain patterns of behavior. In advanced courses we can justifiably ask students to evaluate theory, selecting the most useful or rejecting the least helpful. For example, students can contrast different models to explain drug addiction in physiological psychology. By examining the strengths and weaknesses of existing frameworks, they can select which theories serve best as they learn to justify their criticisms based on evidence and reason.

Capstone, honors, and graduate courses go beyond theory evaluation to encourage students to create theory. Students select a complex question about behavior (for example, identifying mechanisms that underlie autism or language acquisition) and develop their own theory-based explanations for the behavior. This challenge requires them to synthesize and integrate existing theory as well as devise new insights into the behavior.

Methodological Domain

Most departments offer many opportunities for students to develop their methodological critical thinking abilities by applying different research methods in psychology. Beginning students must first learn what the scientific method entails. The next step is to apply their understanding of scientific method by identifying design elements in existing research. For example, any detailed description of an experimental design can help students practice distinguishing the independent from the dependent variable and identifying how researchers controlled for alternative explanations. The next methodological critical thinking goals include evaluating the quality of existing research design and challenging the conclusions of research findings. Students may need to feel empowered by the teacher to overcome the reverence they sometimes demonstrate for anything in print, including their textbooks. Asking students to do a critical analysis on a fairly sophisticated design may simply be too big a leap for them to make. They are likely to fare better if given examples of bad design so they can build their critical abilities and confidence in order to tackle more sophisticated designs. (Examples of bad design can be found in The Critical Thinking Companion for Introductory Psychology or they can be easily constructed with a little time and imagination). Students will develop and execute their own research designs in their capstone methodology courses. Asking students to conduct their own independent research, whether a comprehensive survey on parental attitudes, a naturalistic study of museum patrons’ behavior, or a well-designed experiment on paired associate learning, prompts students to integrate their critical thinking skills and gives them practice with conventional writing forms in psychology. In evaluating their work I have found it helpful to ask students to identify the strengths and weaknesses of their own work- as an additional opportunity to think critically-before giving them my feedback.

Additional Suggestions

Adopting explicit critical thinking objectives, regardless of the domain of critical thinking, may entail some strategy changes on the part of the teacher.

• Introduce psychology as an ope n-end ed, growing enterprise . Students often think that their entry into the discipline represents an end-point where everything good and true has already been discovered. That conclusion encourages passivity rather than criticality. Point out that research is psychology’ s way of growing and developing. Each new discovery in psychology represents a potentially elegant act of critical thinking. A lot of room for discovery remains. New ideas will be developed and old conceptions discarded.

• Require student performance that goes beyond memorization . Group work, essays, debates, themes, letters to famous psychologists, journals, current event examples- all of these and more can be used as a means of developing the higher skills involved in critical thinking in psychology. Find faulty cause-effect conclusions in the tabloids (e.g., “Eating broccoli increases your IQ!”) and have students design studies to confirm or discredit the headline’s claims. Ask students to identify what kinds of evidence would warrant belief in commercial claims. Although it is difficult, even well designed objective test items can capture critical thinking skills so that students are challenged beyond mere repetition and recall.

• Clarify your expectations about performance with explicit, public criteria. Devising clear performance criteria for psychology projects will enhance student success. Students often complain that they don’t understand “what you want” when you assign work. Performance criteria specify the standards that you will use to evaluate their work. For example, perfonnance criteria for the observation exercise described earlier might include the following: The student describes behavior accurately; offers i nference that is reasonable for the context; and identifies personal factors that might influence infer ence. Perfonnance criteria facilitate giving detailed feedback easily and can also promote student self-assessment.

• Label good examples of critical thinking when these occur spontaneously. Students may not recognize when they are thinking critically. When you identify examples of good thinking or exploit examples that could be improved, it enhances students’ ability to understand. One of my students made this vivid for me when she commented on the good connection she had made between a course concept and an insight from her literature class, “That is what you mean by critical thinking?” There after I have been careful to label a good critical thinking insight.

• Endorse a questioning attitude. Students often assume that if they have questions about their reading, then they are somehow being dishonorable, rude, or stupid. Having  discussions early in the course about the role of good questions in enhancing the quality of the subject and expanding the sharpness of the mind may set a more critical stage on which students can play. Model critical thinking from some insights you have had about behavior or from some research you have conducted in the past. Congratulate students who offer good examples of the principles under study. Thank students who ask concept-related questions and describe why you think their questions are good. Leave time and space for more. Your own excitement about critical thinking can be a great incentive for students to seek that excitement.

• Brace yourself . When you include more opportunity for student critical thinking in class, there is much more opportunity for the class to go astray. Stepping away from the podium and engaging the students to perform what they know necessitates some loss of control, or at least some enhanced risk. However, the advantage is that no class will ever feel completely predictable, and this can be a source of stimulation for students and the professor as well.

As far back as I can remember over 50 yrs. ago. I have been talking psychology to friends, or helping them to solve problems. I never thought about psy. back then, but now I realize I really love helping people. How can I become a critical thinker without condemning people?

using a case study explain use of critical thinking in counseling process.

Do you have any current readings with Critical Thinking Skills in Psychology, besides John Russcio’s work?

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About the Author

Jane Halonen received her PhD from the University of Wisconsin-Milwaukee in 1980. She is Professor of Psychology at Alverno College in Milwaukee, Wisconsin, where she has served as Chair of Psychology and Dean of the Behavior Sciences Department. Halonen is past president of the Council for Teachers of Undergraduate Psychology. A fellow of APA's Division 2 (Teaching), she has been active on the Committee of Undergraduate Education, helped design the 1991 APA Conference on Undergraduate Educational Quality, and currently serves as a committee member to develop standards for the teaching of high school psychology.

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Critical thinking definition

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

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

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

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

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

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

Is critical thinking useful in writing?

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

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

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

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

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Ways to improve your critical thinking

Posted: March 26, 2024 | Last updated: March 26, 2024

Critical thinking is an essential skill for anyone who wishes to be successful in business. It is what allows us to analyze information properly to find appropriate solutions to problems. But it is also important to think critically in every day life; it helps us to filter out fake news, for example.

While most of us have a certain level of critical thinking capacity, there is often room for improvement. Check out this gallery for some tips on how to improve your critical thinking.

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Understand the concept of critical thinking

Before you set about trying to build those critical thinking skills, it is important to first understand what exactly critical thinking is. Put simply, it is the ability to think about ideas and concepts in a critical way.

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It is the difference between accepting what you're told at face value and asking questions such as why you're being told that and what is the motivation of the speaker.

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Ask questions

It follows, then, that when learning to think critically it is important to ask questions. When you next read a report or listen to a presentation, try and ask as many questions as you can.

Although you run the risk of winding up the presenter, asking questions is in everyone's interest because it can help to expose weaknesses in logic and pave the way for a better solution to a problem.

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Question yourself

In addition to asking questions about the information in front of you, it is important also to question your own thoughts and actions on a regular basis.

Questioning yourself will help you identify behaviors that are unhelpful or self-defeating. All too often we continue with a certain behavior because it seems right, when in fact it is making things worse.

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Pay attention to all incoming information

It is paramount that you pay attention to all information coming your way, whether or not it comes from a source or person you agree with.

People without critical thinking skills tend to tune out information that they don't want to hear, when in fact people we don't like nearly always have something useful to say.

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Develop foresight

Good critical thinking always involves an element of foresight. Successful critical thinkers are able to use the information available to them to predict what will happen in the future.

However, foresight is not about clairvoyants and tarot cards. Instead it is about carefully considering all the possible consequences of a certain action.

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Reduce time-wasting

Critical thinking, like anything else, takes practice. It is therefore a good idea to rid your life of time-wasting activities, such as Netflix bingeing, so you have more time to practice.

That does not mean to say you shouldn't relax, however. In fact, the brain needs downtime in order to develop. Try and go for something more stimulating, though, like reading a book.

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Plan your day

The more you practice critical thinking, the more easily it will come. In the beginning, however, it takes time. It is therefore important to maximize your time by planning carefully.

Prioritize your tasks and don't bite off more than you can chew. Make sure that you are allowing yourself enough time to really focus on each of your projects and consider them critically.

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Practice critical thinking in your daily life

Do not limit your critical thinking practice to office hours. While being able to think critically is a must if you want to be successful in business, it is also an important life skill in everyday life.

Next time you are choosing a book to read or watching the news, ask yourself what you want to gain from the book, or why that newsreader is emphasizing a particular story.

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Keep a thought journal

Try to keep a record of difficult situations that arise and how you handle them. Writing down your thoughts on such situations will help you to reflect better on your own actions.

It may not be easy at first, but laying bare your reactions to a difficult situation will help you to identify and eliminate destructive behaviors and therefore solve problems more efficiently.

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Check your ego

Having a big head can inhibit critical thinking since it makes it difficult to be objective when assessing a situation. However, being too altruistic doesn't help either.

Try to assign the same level of importance to both your needs and the needs of others. When analyzing a situation, try to focus on people's motivations; why do they want a certain outcome?

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Practice active listening

Active listening involves truly paying attention while someone else is talking, and not letting your eyes glaze over and your mind run off elsewhere.

Not only is it rude not to listen properly when someone is presenting, but you will miss important information and/or ideas that should be submitted to your own mental analysis.

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Evaluate existing evidence

If you have a business problem to solve, the likelihood is that someone before you has solved a very similar if not identical issue. Make the most of past learnings to help you in the present.

Ask yourself whether you have encountered the issue before and, if not, speak to others. Use all the information available to you to find a successful solution.

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Engage a mentor

Like many other things in life, critical thinking can be taught. If the tips in this gallery aren't enough, it may be an idea to find a mentor who can help you on your way to becoming a critical thinking expert.

A mentor may be able to frame critical thinking in such a way that it becomes more accessible and natural to you, and they may have resources for you to practice with.

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Participate in team-building activities

Many team-building activities put on by companies have the aim of improving the critical thinking skills of employees.

Try not to let the thought of your next team-building session fill you with dread. Instead, see it as an opportunity to hone those critical thinking skills and give you a competitive advantage.

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Take on a leadership role

If you're feeling confident, why not throw yourself in the deep end and volunteer to lead a project? Leaders are required to constantly think critically, meaning you'll have loads of practice.

And as we all know, practice makes perfect. So next time your boss asks for a volunteer to head a new initiative, why not take the plunge?

Sources: (Indeed) (Small Businessify)

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Australian teachers’ adoption of critical and creative thinking as curriculum

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• Published: 26 April 2024

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Critical and creative thinking (CCT) was introduced as a General Capability in the Australian Curriculum in 2010, heralded as a call for more explicit teaching of CCT. This study was an online survey of 259 Australian teachers, exploring how they have adopted CCT as curriculum, including how confident they feel about this area of their teaching and what aspects of Australia’s CCT curriculum they teach and how. Most respondents believed it was important to teach CCT, but only a minority could recall professional learning in this area, and their confidence levels tended to be only moderate. The teachers were asked to provide examples of what they ‘say’ and ‘do’ in their teaching that best reflect their ‘typical’ approaches to teaching CCT. The examples indicated that they typically incorporated CCT into their teaching of other learning areas. However, the examples were mostly focused on only a few of the CCT General Capability sub-elements and were mostly of teachers providing students opportunities to engage in CCT skills, rather than explaining, modelling, scaffolding, or reinforcing the skills. For teachers to teach CCT more confidently and impactfully, improved professional learning and a more conducive CCT curriculum would assist.

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Introduction

Critical thinking and creative thinking, respectively, are broad and variably defined constructs. Definitions have been collated and discussed elsewhere (e.g. Ab Kadir, 2018 ; Heard Scoular et al., 2020 ; Ramalingam et al., 2020 ), but common to most notions of creative thinking is that it is exploratory, productive thinking, and common to most notions of critical thinking is that it is evaluative, reasoned thinking. Combined, these two types of thinking can lead to better outcomes than each type of thinking alone. Alghafri and Ismail ( 2014 ) describe critical and creative thinking as being two sides of the same coin, each of little use without the other. Critical thinking can both facilitate and utilise creative thinking, and vice versa. For this reason, the two constructs tend to be bundled together.

There is wide support for promoting critical and creative thinking (CCT) skills to meet individual, societal, and global priorities. CCT skills are argued to be key for individual employability and earning capacity (Foundation for Young Australians, 2016 ) and for the creation of a more just and sustainable world (Vincent-Lancrin et al., 2019 ). They are also prominent in international education movements, including 21st-century skills (Borrowski, 2019 ) and STEM education (Murphy et al., 2019 ). There is now widespread recognition in Australia and abroad that teachers should aim to develop students’ CCT skills (e.g. Australian Curriculum, Assessment and Reporting Authority [ACARA], n.da; Davies & Willing, 2023 ; Organisation for Economic Cooperation and Development, 2019 ). The importance of developing CCT in teachers themselves is also recognised (Loughland & Bostwick, 2023 ). In addition to CCT skills being worthy learning objectives in their own right, to promote careful and constructive use of knowledge, the cognitive processing that CCT involves can also strengthen the learning of knowledge itself (Australian Education Research Organisation [AERO], 2023a ; Ellerton, 2017 ; Evidence for Learning, 2023 ; Fiorella & Mayer, 2015 ; Kirschner & Hendrick, 2020 ; National Research Council, 2000 ; Rosenshine, 1995 ; Rosenshine, 2012 ; Weinstein et al., 2018 ; Willingham, 2021 ).

CCT is now included in the official curricula of many countries (Taylor et al., 2020 ), but not always as a distinct area. CCT features as a distinct area of curriculum in countries such as Australia (ACARA, n.d.a), Canada (British Columbia Curriculum, n.d.), and Singapore (Ministry of Education, Singapore, n.d.). Where specific teachable skills are articulated in curricula, they include analysing, evaluating, reasoning, drawing conclusions, and connecting, generating, testing, and/or modifying ideas (e.g. see Table  1 , for CCT concepts and skills drawn from the CCT general capability in the Australian Curriculum; ACARA, n.d.a). In cases where CCT does not feature as a distinct area of curriculum, typically CCT skills are embedded within traditional learning domains (e.g. Department for Education, 2014 ; Education Scotland, 2013 ). For example, in the UK’s national curriculum, Citizenship and Design and Technology include skills such as analysing evidence, evaluating viewpoints, presenting reasoned arguments, substantiating conclusions, using imagination, and designing and refining solutions to problems (Department for Education, 2014 ).

These concepts and skills are drawn from Australia’s CCT general capability (ACARA, n.d.a). ‘Ideas’ may refer to concrete or abstract concepts, propositions, tools, methods, products, or outcomes.

In 2010, ACARA introduced the Australian Curriculum, designed to ‘help all young Australians to become successful learners, confident and creative individuals, and active and informed citizens’ (ACARA, 2023a ). Although implementation of this curriculum is the responsibility of Australia’s state and territory authorities and implementation can vary between these jurisdictions, the Australian Curriculum describes to teachers, parents, and students ‘what is to be taught’ (ACARA, 2023a ). For details about the development of the Australian Curriculum, see ACARA ( 2023b ).

The Australian Curriculum includes CCT as one of seven ‘general capabilities’ (ACARA, n.d.a). Like the other six general capabilities (Literacy, Numeracy, Information and Communication Technology, Personal and Social, Ethical Understanding, and Intercultural Understanding), CCT is presented as a distinct area of curriculum (ACARA, 2023c ), but the intention remains that all seven general capabilities be pedagogically embedded by teachers across the disciplinary domains (called the ‘learning areas’ in the Australian Curriculum) of English, Mathematics, Science, Humanities and Social Studies, The Arts, Technologies, Health and Physical Education, and Languages. (For a discussion of pros and cons associated with the general capabilities in the Australian Curriculum, see Gilbert, 2019 ).

Australia’s CCT general capability is complex. It is comprised of ‘elements’ and ‘sub-elements’ with associated content descriptions (i.e. broad learning outcomes) from Level 1 (Foundation) to Level 6 (Years 9–10). Although there have been minor changes to its structure and content since its introduction, the CCT general capability has retained the same four-element structure: inquiring, generating, analysing, and reflecting. The current sub-elements for each of these elements and the associated content descriptions (Version 9; ACARA, n.d.b) are presented in Table  2 . Though not shown in Table  2 , the Australian Curriculum presents a learning continuum for each sub-element, which ‘describes the knowledge, skills, and behaviours that students can reasonably be expected to develop from Foundation to Year 10’ (ACARA, 2023c ).

The introduction of CCT as a general capability in the Australian Curriculum was heralded as an imperative for Australian teachers to teach CCT skills more explicitly (e.g. McIlvenny, 2013 ). ACARA called on Australian teachers to explicitly develop CCT skills (Organising Elements for Critical and Creative Thinking [Version 8.4], ACARA, n.d.a) and to explicitly teach CCT throughout the learning areas (Critical and Creative Thinking in the Learning Areas [Version 8.4], ACARA, n.d.a).

Given the apparent emphasis on the explicit teaching of CCT, it is relevant to define this term. Explicit teaching is typically defined as explaining and modelling the concepts and skills intended to be learned and providing guided practice and feedback (Archer & Hughes, 2011 ; AERO, 2023b ). Explicit teaching of CCT skills in domain-specific ways and across year levels is important because CCT skills are ‘hard won’ over the long term and not readily transferrable between domains (Willingham, 2019 , pp. 13, 14). While an intention of Australia’s CCT general capability was to facilitate explicit teaching of CCT skills at every level of schooling, there is currently little published research on the extent to which Australian teachers are explicitly teaching CCT concepts and skills.

The limited relevant evidence suggests that CCT is poorly or inconsistently understood by teachers both in Australia (Carter & Buchanan, 2022 ; Pithers & Soden, 2000 ) and internationally (Davies & Willing, 2023 ; van der Zanden et al., 2020 ). The limited research on CCT teaching in Australia includes an ACARA-commissioned consultation report about the general capabilities by The University of Queensland’s Institute for Social Science Research (ISSR, 2021 ) and a general capability focused teacher survey by Carter and Buchanan ( 2022 ).

Commissioned by ACARA, the ISSR ( 2021 ) report suggests issues associated with the CCT curriculum. The ISSR surveyed 94 teachers and school leaders, parents, academics, and professional associations. Open-ended comments were submitted by 32 respondents and were primarily negative/constructive. The comments mainly focused on the need for greater clarity of the content (e.g. elements, sub-elements, and learning continua), including the distinction between ‘critical’ and ‘creative’ thinking. For example, a national association submitted that it was ‘still not clear to the teachers we work with how creative and critical thinking are 2 different things in the elements and sub-elements’ (p. 26). Other comments concerned implementation issues, including those around teacher capability and expertise and the methods and practices associated with teaching and assessing CCT.

Carter and Buchanan ( 2022 ) surveyed 185 NSW primary teachers about all the general capabilities in the Australian Curriculum, highlighting concerns with the implementation of this curriculum more broadly. They found that while the teachers viewed all the general capabilities as important, the teachers were not confident in their knowledge of these capabilities. Almost half of the teachers reported that they did not understand the general capabilities, and most reported teaching these capabilities only occasionally or not at all. Of the 37 teachers who were interviewed in the study, only two said they taught general capabilities explicitly and none mentioned teaching CCT (i.e., only other general capabilities were mentioned). The participants in the study explained that a lack of professional learning was an impediment to their understanding of the general capabilities.

Current study

To address the lack of published research on the extent to which Australian teachers are teaching CCT as concepts and skills, the present study was a survey of Australian primary and secondary teachers. The survey was designed to explore to what extent and how Australian teachers have adopted CCT as a general capability curriculum (summarised in Table  2 ) as part of their teaching of other parts of the curriculum. Although we acknowledge other valuable ways of supporting the development of CCT (e.g. Harris et al., 2023 ; Maksić & Jošić, 2021 ), our focus was on the explicit teaching of the CCT concepts and skills identified in the Australian Curriculum’s CCT general capability. Our focus was on whether and how teachers were ‘enacting’ the Australian Curriculum CCT general capability as an ‘intended’ curriculum, but not whether or how they had accessed or worked with that curriculum (for a discussion of the processes that mediate intended and enacted curriculum, see Ross, 2023 ). Finally, our focus was on general capability CCT concepts and skills that can be learned and practised across multiple domains, rather than those specific to any particular domain (e.g. creative writing; Barton et al., 2023 ).

Our research questions were as follows:

How much importance do Australian teachers ascribe to teaching CCT?

What professional learning have they undertaken in this aspect of teaching?

How confident do they feel regarding their teaching of CCT?

What aspects of Australia's CCT general capability do they teach, and how?

What professional learning in CCT teaching do they desire?

Overall methodology

A pragmatic mixed-methods, exploratory survey was conducted. Currently practising Australian primary and secondary teachers were invited to contribute to the online survey, which was open from the beginning of the Australian school summer holiday period in December 2022 until February 2023. An online survey was selected as it was best able to gather the views and practices of a large number of teachers and uncover tendencies and patterns in how they teach CCT in relation to Australia’s CCT general capability curriculum. An online survey was considered suitable as a way to connect with practising teachers, given many teachers use social media for professional networking. The La Trobe University Ethics Project Number is HEC22350.

Questionnaire design

The questionnaire included seven sections, each described below. All but the first section offered respondents the opportunity to provide elaborative or qualifying comments in open text responses. The questionnaire was piloted with three teachers to ensure the questions were clear and to ascertain the time requirement (approximately 10 min).

The first survey section sought demographic information, including respondents’ gender (male, female, non-binary); age (five categories from ‘less than 25 years’ to ‘over 55 years’); years of teaching (undergraduate with permission to teach, postgraduate, less than 2 years, between 2 and 5 years inclusive, more than 5 and up to 10 years, more than 10 years); education sector (Catholic, Government, Independent) and setting (special, education, primary, secondary, alternative); residing state or territory; predominant teaching grade level; and any learning area specialisation(s) if applicable (English, Humanities and Social Sciences, Health and Physical Education, Languages, Mathematics, Science, Technologies, and/or The Arts).

For the subsequent sections, the following definitions of critical thinking and creative thinking were provided to respondents for reference, drawing on the introductory text of the CCT general capability of Versions 8.4 and 9 (ACARA, n.d.a; n.d.b). Footnote 1 Respondents were informed that, for the purposes of the survey, critical thinking meant ‘analysing, evaluating, and using information, ideas, evidence, and logic to draw conclusions and solve problems in reasoned ways’ and creative thinking meant ‘seeing situations in new ways, considering alternative explanations and possibilities, and identifying links between, generating, and applying ideas’.

The second section focused on any preservice or in-service education the respondents had undertaken in how to teach CCT. The categorical options for each question, respectively, were as follows: No, I did not learn about how to teach CCT; I cannot recall whether I learned about CCT teaching; Unsure if it can be classified CCT teaching; and Yes, I did learn about how to teach CCT.

The third section collected general views and practices regarding teaching CCT. Respondents were asked how much they agreed with these statements:

I believe it is important to develop Critical Thinking in my students,

I believe it is important to develop Creative Thinking in my students,

I am confident in my ability to teach Critical Thinking, and

I am confident in my ability to teach Creative Thinking.

For each statement, a 5-point Likert scale applied: 1—strongly disagree, 2—disagree, 3—neutral, 4—agree, and 5—strongly agree.

Respondents were also asked how often they provide opportunities for their students to practise critical thinking and creative thinking, respectively. The options were as follows:

I am unsure that I ever do,

About once a year,

About once a term,

About monthly,

About weekly,

Most lessons, and

Usually every lesson.

The fourth section focused on respondents’ confidence in their understanding of the sub-elements in Australia's CCT general capability, and the fifth section focused on their confidence to explicitly teach these sub-elements. Refer to Table  2 for the sub-elements and descriptors presented in the survey. In both sections, for each sub-element, the scale ranged from ‘1—not confident at all’ to ‘5—extremely confident’. For these sections, the descriptors in the latest version of the Australian Curriculum CCT general capability (i.e. Version 9, not Version 8.4) were used as the basis for seeking the respondents’ self-ratings. We decided to use Version 9 sub-element descriptors for two reasons. First, the differences in wording between the previous Version 8.4 (released in 2018) and Version 9 (released in 2022) are minor, but the text is clearer in Version 9 (ISSR, 2021 ). Second, we believed that our findings and any recommendations based on these findings would have greater utility by focusing on the latest version compared with using the superseded version.

In the sixth section, in relation to teaching critical thinking and creative thinking, respectively, the respondents were asked to provide ‘up to three examples of what you say’ and ‘up to three examples of what you do’ that ‘best reflect your typical approach’. The intention was to invite a range of teaching practices that teachers use to teach CCT.

Section 7 asked the respondents if they would ‘like (more) education or guidance regarding effective ways to teach CCT’: No—I am not interested in learning more about teaching this area of curriculum; Yes—I would like more understanding and guidance regarding this area of curriculum. A description of the kind of professional learning they desired was invited in the associated textbox.

Recruitment

The survey link was promoted via our university social media platforms and respective professional and collegial teacher networks via LinkedIn, Facebook, Twitter, and email. Our teacher networks (connected by LinkedIn, Facebook, and Twitter) included teachers in the Government, Catholic, and Independent sectors and in metropolitan and regional areas, mostly in Victoria. Several Facebook groups such as Victorian Teachers Online and QLD Primary Teachers were also asked to promote the link via their pages. In the blurb above the survey link, onward sharing to other potentially interested teachers across Australia (snowballing) was encouraged.

The participant information and consent statement were presented on the first page of the survey. Clicking ‘start’ at the end of this information, to proceed to the survey questions, was considered ‘conduct implying consent’ (National Health and Medical Research Council, Australian Research Council, & Universities Australia, 2023 , p. 16). Respondents had the option to skip any question or exit the survey at any point.

Participants

A total of 259 teachers responded to the survey, 86 of whom responded to the open-ended questions seeking CCT teaching examples. Most (80%) of the respondents were female; most were aged 36–45 (32%) or 46–55 (31%) years, followed by over 55 (18%) or 26–35 (17%); most had been teaching for over 10 years (64%), followed by 5–10 years (21%); and most were teaching in Government schools (71%), with the remaining in Independent (16%) and Catholic (13%) schools. The majority taught in primary (68%) or secondary (28%) settings, and in Victoria (58%), NSW (17%), Queensland (8%), or WA (7%), but all school settings and Australian states and territories were represented. There was an even spread of teachers across all year levels (18–20% in Years 1–2, 3–4, 5–6, and 9–10, respectively) with fewer teaching Foundation and Year 7–8 (12%, respectively). Although 4% selected ‘none of the areas listed’, all Learning Area specialisations were represented, most frequently English (26%), Mathematics (18%), Science (14%), and Humanities (16%). Technologies, HPE, Arts, and Languages were less frequently selected (9%, 5%, 5%, and 2%, respectively).

Data analyses

Descriptive and inferential quantitative analyses were conducted with Microsoft Excel (Version 2302) and IBM SPSS (Version 29). The qualitative coding of respondents’ free-text responses involved a basic non-hermeneutic form of qualitative analysis known as ‘directed content analysis’ (Hsieh & Shannon, 2005 ), assisted by Microsoft Excel (Version 2302) and NVivo (Version 1.7.1).

Each respondent’s CCT teaching examples (typically multiple examples per respondent) were analysed by two members of the research team, achieving consensus through discussion where initial codings differed. For each respondent, their examples were copied to one row in Excel. The remainder of the row was divided into the sub-elements of the Australian Curriculum CCT general capability (Version 9; see Table  2 ). The examples text for each respondent was analysed for full or partial connection with one or more sub-elements. For example, if a concept or skill from a sub-element (even if not the whole sub-element) was addressed in an example, this was reflected by placing an x in the cell representing that sub-element. In addition, we analysed how each identified sub-element was taught. Five ways of teaching were identified: (1) providing opportunity for students to engage in the skill (e.g., by prompting an action or asking a question); (2) modelling the skill; (3) providing scaffolded guidance (e.g., providing steps to follow or a thinking tool); (4) labelling the CCT concept or skill and explaining its meaning or value; and/or (5) providing constructive feedback or positive reinforcement. A single teaching example could be categorised as constituting more than one of these pedagogical practices.

A large majority of respondents believed it was important to develop their students’ critical thinking (65% strongly agreed and 27% agreed) and creative thinking (61% strongly agreed and 30% agreed), respectively. The mean agreement rating for critical thinking was m  = 4.51 (SD = .85) and for creative thinking was m  = 4.45 (SD = .85). No grouping variable was statistically significantly associated with the level of importance that respondents ascribed to teaching CCT.

Congruent with the high levels of perceived importance, most of the teachers also self-reported that they provided regular opportunities for their students to practise CCT. Opportunities for critical thinking were reportedly provided weekly by 34% of the teachers, most lessons by 34%, and usually every lesson by 8%. Similarly, opportunities for creative thinking were provided weekly by 32%, most lessons by 31%, and usually every lesson by 9%. The remaining believed they facilitated CCT less than weekly, with 7 and 8% feeling ‘unsure’ that they ‘ever do’ provide opportunities for critical and creative thinking, respectively.

What professional learning have teachers undertaken in CCT teaching?

A total of 34% of the respondents could recall receiving preservice (9.5%) and/or in-service (29.4%) professional learning in CCT teaching. Recalling participating in any professional learning in CCT was associated with increased confidence levels (see the next section) and was also statistically significantly associated with greater self-reported frequency of providing opportunities for critical thinking ( m  = 5.23, SD = 1.50 versus m  = 4.86, SD = 1.47, p  = .05).

Our content analysis of the respondents’ descriptions of the CCT professional learning that they could recall engaging in revealed some common ideas. In their descriptions of their preservice learning, many teachers reported learning that CCT is important and the end goal of teaching. They also reported that their learning tended to be based on philosophical or theoretical discussions, rather than focused on specific strategies for teaching CCT. Some recalled discussions about teaching CCT through problem-based learning or inquiry. A few respondents reported learning explicit pedagogies in their arts and media disciplines.

The teachers’ descriptions of their in-service learning about CCT sometimes identified the provider of the professional learning and not its content. When details were reported about the content of their learning, mostly respondents recalled learning general strategies or philosophies underpinning CCT teaching, including ways to engage students in thinking, the importance of open-ended tasks or inquiry learning, ‘21st-century skills’, and ‘buzzwords’. Overall, the teachers tended to report that the in-service training they had received was broad or vague; only a few teachers reported learning specific methods or practices for teaching CCT.

How confident do teachers feel regarding their teaching of CCT?

In response to the general statement ‘I am confident in my ability to teach critical thinking’, a modest majority (62.7%) of the teachers agreed: 51.3% agreed and 11.5% strongly agreed. In response to the general statement ‘I am confident in my ability to teach creative thinking’, fewer (57.1%) agreed: 46.1% agreed and 11.0% strongly agreed. Overall, the mean confidence ratings were therefore moderate. For teaching critical thinking, the mean was m  = 3.60 (SD = .89) and for teaching creative thinking, the mean was m  = 3.50 (SD = .94). Recalling any professional learning in CCT was associated with higher confidence regarding teaching both critical thinking ( m  = 3.98, SD = .83 versus m  = 3.42, SD = .86, p  < .001) and creative thinking ( m  = 3.84, SD = .89 versus m  = 3.33, SD = .91, p  < .001). Reporting a STEM specialisation (i.e. science, mathematics , or technology) was associated with greater confidence in teaching creative thinking ( m  = 3.62, SD = .87 versus m  = 3.31, SD = 1.00, p  = .01).

In relation to the specific Australian Curriculum CCT general capability sub-elements, confidence levels tended also to be moderate. As can be seen in Table  3 , the teachers’ self-rated understanding of the sub-element descriptions varied significantly between sub-elements (several statistically significant differences were observed) whereas their levels of confidence in their ability to explicitly teach the sub-elements, while only moderate, were relatively stable across sub-elements.

As shown in Table  3 , the teachers’ confidence in their ability to explicitly teach the sub-elements tended to be lower than their self-rated understanding of the sub-element descriptions, particularly for the Generating sub-elements. The Inquiring sub-element ‘Develop questions’ was an exception to this pattern: The teachers felt more confident in their ability to teach question-development than in their understanding of the sub-element description. They were most confident in their ability to teach the Inquiring sub-elements and one Analyse sub-element: ‘Draw conclusions and provide reasons’. The teachers reported least confidence in their ability to teach the Generating sub-elements. In the textboxes, some teachers commented on perceived challenges in addressing the CCT general capability ‘in practice’.

What aspects of Australia’s CCT general capability do teachers teach, and how?

Across all the ‘say’ and ‘do’ examples of typical CCT teaching shared by the 86 teachers who responded to this part of the survey, every Australian Curriculum CCT sub-element was represented at least partially. The examples shared by the teachers indicated that they incorporate CCT into their teaching of other learning area content, as intended by the Australian Curriculum. As shown in Table  4 , the examples most frequently related to ‘Consider alternatives’, ‘Identify, process, and evaluate information’, and ‘Draw conclusions and provide reasons’. The examples were mostly of the teachers providing opportunities for students to engage in CCT skills (e.g., asking questions or prompting), rather than explicitly labelling, explaining, modelling, scaffolding, or reinforcing CCT skills.

It was rare for a CCT sub-element to be represented fully in the teachers’ examples of their ‘typical approach’ to teaching CCT; instead, the examples tended to focus on very specific CCT skills, that is, components of sub-elements. For example, many teachers shared examples of asking their students to consider an alternative approach (e.g. ‘What is another way you can do that?’), which we coded as ‘Consider alternatives’ even though most of that sub-element description was not addressed in the example. Some teachers asked their students to consider how or where they could seek information, which we coded as ‘Identify, process, and evaluate information’, even though that full sub-element was not addressed, or they asked their students to provide a reason for an answer or view, which we coded as ‘Draw conclusions and provide reasons’, even though that full sub-element was not addressed.

We found that the coding was most difficult for the Generating sub-elements. Most of our inter-coder conferencing was focused on this element because there is some conceptual overlap between the sub-elements within the Generating element (between ‘create possibilities’ and ‘consider alternatives’), and between the Generating sub-elements and other elements (e.g., between ‘put ideas into action’ and ‘evaluate actions and outcomes’).

Table 5 shows some differences in the foci of the shared teaching examples based on setting (primary versus secondary) and specialisation (STEM versus non-STEM). As can be seen in Table  5 , primary teachers were more than twice as likely to provide examples of teaching the skills involved in ‘Developing questions’ whereas secondary teachers were more than twice as likely to do so for skills involved in ‘Create possibilities’, ‘Put ideas into action’, ‘Interpret concepts and problems’, and ‘Transfer knowledge’. STEM teachers were more than twice as likely to address ‘Put ideas into action’, whereas non-STEM teachers were twice as likely to address ‘Interpret concepts and problems’.

What kind(s) of professional learning in CCT teaching do teachers desire?

Most of the respondents (82%) endorsed the statement that they would ‘like (more) education or guidance regarding effective ways to teach CCT’. The textbox elaborations revealed that most respondents would value professional learning focused on implementation of CCT teaching in real-world classrooms while considering the need for curriculum integration and time efficiency. They would value practical examples of explicit CCT teaching, including observations of expert teachers, and high-quality CCT teaching materials they could adapt for use in their classroom. There were also a few responses requesting professional learning on teaching CCT to students with diverse learning needs, including behavioural challenges and low literacy, as well as on the assessment of CCT and on the link between CCT and background knowledge.

This study explored practising Australian teachers’ adoption of CCT as curriculum via a national online survey. Despite Australia’s CCT general capability being in place for over a decade, the findings suggest that ‘typical’ teacher practice in this area does not align strongly with this curriculum. The teachers generally viewed teaching CCT as important, and most reported providing regular opportunities for their students to engage in CCT. However, we found a skewed emphasis on some elements of the CCT general capability curriculum, while other elements were relatively neglected. This may reflect jurisdictional or school-based implementation issues and/or an inappropriate curriculum structure. Further, while teachers reported providing opportunities for their students to exercise CCT skills, there was minimal evidence of CCT being explicitly taught as intended by ACARA. The modest alignment between the intended curriculum and enacted teacher practice is consistent with the participants (a) reporting limited professional learning in this area and (b) rating their understanding and confidence re the CCT general capability as only moderate.

The Australian Curriculum presents the CCT general capability as comprised of four elements and includes learning continua that suggest each element should be addressed at all levels. However, based on the ‘typical’ CCT teaching examples shared in this study, teachers do not appear to be emphasising each element equally. Instead, different patterns in the teachers’ examples were observed based on their setting and nominated specialisation. For example, primary teachers were more likely than secondary teachers to share examples of teaching ‘developing questions’ and ‘metacognition’ but less likely to share examples of most other sub-elements. Similarly, there were differences in the examples provided by STEM specialised teachers compared to other teachers. STEM specialised teachers were more likely to share examples of ‘considering alternatives’, ‘putting ideas into action’ and ‘metacognition’, but less likely to share examples of teaching other skills. The shared examples reflect the practices of only some teachers and should not be considered exhaustive. It is likely that many practices occur that were not captured in the shared examples. However, it is also possible that certain CCT skills may be viewed in certain teaching contexts to be more/less relevant or useful. Future qualitative research with teachers is warranted because, if teachers do hold such views, such insights should not be ignored. It is also possible that teachers in certain contexts may require more guidance in how to pedagogically integrate certain CCT skills. Further research with teachers may inform improved curricular frameworks and/or professional learning offerings.

Our findings suggest that explicit teaching of CCT skills (explaining, modelling, providing guided practice and feedback) is not common. The relative lack of examples of explicit teaching of CCT skills suggests the intentions of the Australian Curriculum CCT general capability are not being realised. According to the Victorian Curriculum and Assessment Authority (VCAA, n.d.), ‘explicit attention to’ and ‘explicit support to develop’ students’ CCT skills is necessary to build students’ capacity to manage their thinking productively and purposefully. The relative lack of explicit teaching in the teachers' examples warrants attention because explaining and modelling skills and providing scaffolded practice and feedback are effective ways to teach skills (AERO, 2023a ; Archer & Hughes, 2011 ; Berger & Foster, 2020 ; Fisher & Frey, 2021 ), and these methods may currently be underutilised in relation to developing students’ CCT skills.

Merely providing opportunities to engage in CCT skills may develop or consolidate these skills for students who already have the required dispositions and confidence, but it may not address the needs of other students. CCT scaffolding can be provided in several ways and offers a ‘safety net’ for students (Vigors, 2022 , p. 45). In the words of Vigors, ‘modelling our thinking and naming what we are doing through think alouds allows our students to see and hear what effective thinkers do… to demystify the type(s) of thinking being asked of the students’ ( 2022 , p. 45). The power of explicit positive feedback can also be harnessed to strengthen CCT (Scott & Landrum, 2020 ). Professional learning in the explicit teaching of CCT skills was specifically requested by many of the teachers.

While examples of explicit teaching were rare, there were nonetheless many examples shared by the teachers that showcased their significant practical expertise in harnessing opportunities to encourage CCT. This is unsurprising, given most respondents to our survey had at least 10 years of teaching experience and an interest in CCT. There were also some examples of explicit teaching of CCT skills. This means it should not be assumed that Australian teachers do not know what CCT skills are or that they teach CCT skills just by giving students ‘problems they can’t solve’ (Duggan, 2022 ; Sweller, 2022 ). Some teachers may require more support to teach CCT more effectively; however, our findings indicate that many teachers are employing sound CCT teaching practices. Many teaching examples were provided of using questions to prompt CCT in relation to the topic being taught. Strategic questioning is a well-established pedagogy for engagement, consolidation, and extension (Galatis, 2019 ; Hopkins & Craig, 2015 ; Ritchhart & Church, 2020 ; Rosenshine, 2012 , pp. 14–15).

A potential explanation for the poor alignment between the CCT general capability sub-elements and the teachers’ shared examples could be the lack of effective preparation participants reported receiving. Only a minority could recall preservice or in-service professional learning in this area. Professional learning unable to be recalled might be considered ineffective. The professional learning that was recalled tended to be reported to be philosophical rather than pedagogical in focus and was rarely specific to the Australian Curriculum CCT general capability. Unsurprisingly, the teachers’ confidence in their understanding of, and their ability to explicitly teach, the CCT general capability sub-elements tended to be only moderate. Improved professional learning may be needed, either as part of teachers’ initial teacher education or as part of their in-service professional learning. Recalling any CCT professional learning was associated with greater confidence to teach CCT and with providing more frequent opportunities for critical thinking, and many of our respondents called for more guidance in this aspect of their teaching. If teachers are to play a strong role in promoting CCT and the associated benefits to individuals and society, there needs to be investment in equipping them with the conceptual and pedagogical expertise to do so. However, improved professional learning may not be the only area of potential improvement.

It is possible that the current design of Australia’s CCT general capability curriculum may not be practicable. Presently, this curriculum is complicated and is, itself, part of a complex broader curriculum. The CCT general capability is comprised of four elements and ten sub-elements and, at each of the six levels, each sub-element has multiple links to other same-level content descriptions and elaborations in the eight learning areas (e.g. English, Mathematics, Science, etc.). Significant issues with this ‘matrix approach’ to curriculum design have been highlighted by Gilbert ( 2019 ). Moreover, CCT reporting, if mandated at all, is mandated only at the general capability level, not by element or sub-element (e.g. VCAA, 2023 ) and this reporting is not required to be linked to any specific learning area(s). Responsibility for teaching CCT in any one learning area—or at all—is therefore dissipated. Such issues may explain why the general capabilities in the Australian Curriculum, in general, are rarely taught (Carter & Buchanan, 2022 ) and why confidence with the CCT general capability, in the current study, was not high.

The current CCT general capability is likely to be difficult to integrate, in its entirety, into one’s teaching of the wider curriculum simply because it is so complex. It is possible that a simplified CCT general capability, consisting of essential, explicitly teachable CCT concepts and skills, all general enough to be applicable or adaptable across learning areas and accessible to learners of all ages and diverse abilities, might be more readily taught. Simplifying the current CCT general capability structure, by identifying teachable skills that contribute to critical thinking and creative thinking, respectively, such as those shown in Table  1 , might facilitate greater teacher confidence and improved learning and consolidation of those skills for students. CCT concepts and skills self-evidently related to critical thinking and creative thinking, respectively, might be more easily integrated into teachers’ own CCT schemas (Cottingham, 2022 ) and, therefore, into their daily pedagogical practice. Such a curricular re-organisation might also address previously identified weaknesses in the structure and clarity of the current CCT general capability (ISSR, 2021 ).

Limitations

The findings of this study should be interpreted with caution in three respects. First, our sample was not nationally representative. In addition to most of the teachers practising in Victoria, the sample snowballing that was encouraged may have resulted in the recruitment of clusters of teachers with similar views and approaches, further narrowing the representativeness of our sample and reducing the generalisability of our findings. Due to self-selection, our sample almost certainly over-represents teachers with an interest in teaching CCT.

Second, care should be taken when drawing inferences about the teacher-provided examples of ‘typical teaching’ in this study. While it is reasonable to assume that the examples shared by the teachers reflect their front-of-mind, typical CCT teaching practices, the examples do not represent a complete catalogue of every CCT teaching practice they engage in. There may be additional CCT skills, and more explicit teaching of these skills (i.e., explaining, modelling, scaffolding, and reinforcing), beyond what was conveyed in the teachers’ contributed examples.

Finally, this study employed an exploratory survey methodology. While exploratory survey research enables the identification of patterns, including sub-group analyses, future in-depth qualitative research would afford opportunities for clarification and deeper understanding that are not possible in survey research.

Notwithstanding these limitations, the patterns revealed in this study indicate that more research is needed with respect to jurisdiction/school-based implementation and/or improvement of the Australian Curriculum CCT general capability. Our findings also highlight the need for nuanced, evidence-based scholarly discourse about the teaching of CCT in schools. Beyond focusing on whether CCT can/should be taught (e.g. Sweller, 2022 ), our research shows there is a need to focus on the curricular frameworks and resources and professional learning that teachers need to maximise students’ CCT capabilities, including through explicit teaching of CCT concepts and skills.

Many Australian teachers are committed to teaching thinking skills that help their students to critically and creatively utilise and enrich their learning, but many of these teachers do not feel well prepared to implement Australia’s CCT general capability curriculum. The teachers’ CCT teaching examples do not reflect holistic adoption of this curriculum. Based on our findings, we argue that one area deserving of increased attention is CCT-focused teacher education. We believe teacher education has an important role to play in ensuring all teachers are skilled and confident in teaching CCT as part of their regular teaching. Our findings equally raise questions, however, regarding the extent to which the nature of the current CCT general capability is fit for purpose. The complexity of this general capability may be sub-optimal because it does not efficiently facilitate explicit, integrated CCT teaching. Despite this, hearteningly, our research has found that many teachers are incorporating CCT teaching as part of their teaching practice.

Version 8.4: ‘Critical thinking … involves students learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems’. ‘Creative thinking involves students learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations, and seeing or making new links that generate a positive outcome’. Version 9: ‘Critical thinking involves students analysing and assessing possibilities against criteria for judgement. They construct and evaluate arguments, and use information, evidence and logic to draw reasoned conclusions and to solve problems’. ‘Creative thinking involves students learning to generate and apply new ideas and see existing situations in new ways. They identify alternative explanations and possibilities and create new links to generate successful outcomes’.

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Murphy, K., Murphy, S. & Swain, N. Australian teachers’ adoption of critical and creative thinking as curriculum. Aust. Educ. Res. (2024). https://doi.org/10.1007/s13384-024-00714-3

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Wolverine Stories: Rob Patterson

As told by David Nelson

If it's something you're passionate about, go for it. You can do it. If I can do it, you can too.

Coming Back to School

This program is the second time I've been to UVU. I started here in 2001 in computer science, and then I transferred to Arizona State to finish my degree. Then I worked in IT for a long time.

As I aged, I looked around and saw this antisocial behavior around me, and I decided I needed to be doing something better for the world. I felt like education was the rising tide that lifts all boats. If we can have a more educated populace, we can have a better society.

I decided to come back here just because I remember liking Utah. I remember being happy. So I figured, why not? I felt empowered to make this pivot in my career later in life because I planned on it; I saved up for a few years so that I could afford to change my life and go back to pursue something that would hopefully make me happier.

When I moved from Arizona to Utah, I had four sisters in the area. We left Arizona one by one, and every sister who came here ended up liking it and stayed. Now, they have little families here. Utah has become the root of most of my family. So, I moved to Utah and enrolled at UVU.

A Passion for Science

I chose science because, as a kid, I always had a passion for science. When I was in college the first time, I told myself I wasn't ambitious or smart enough to do it, which I realize is a narrative that isn't necessarily true. I got back into science and realized that I can do it. For a lot of my life, I felt like I was smart but didn't have the attention span and the willpower to sit down and power through homework that involved science. But I realized that when you're in the program, you are kind of forced to partner up with your fellow students to form study groups that enable you to do more than you think you can.

In chemistry, it's a little bit like learning a foreign language. First, you learn some words, and eventually, you learn full sentences. You don't get the opportunity to see how much you understand until you actually try. When you get the opportunity to do hands-on work in chemistry, you realize how far you need to grow. But you also realize that you are capable. Just being able to do it with your own hands feels great.

Applying Knowledge to Research

As part of my undergraduate studies, I get the opportunity to do undergraduate research. In my case, I partnered with a project that is monitoring Utah Lake soil samples and water samples for pesticides. It's important because Utah Lake is a fragile ecosystem. It's a shallow lake with not a lot of volume of water. It's got a lot of surface area. But, because of the nature of the drainage patterns in the surrounding farming communities, it accumulates a lot of pesticides. It's important to monitor what's going on in our lake.

Preserving areas in Utah is important to me because Utah is beautiful. There are a lot of habitats that are fragile, vulnerable, or endangered. It's important that we save as many wild places as possible for future generations to enjoy.

An Invaluable Mentor

[UVU professor] Sally Rocks’s lab is an analytical lab. What I'm doing, specifically, is taking little samples of water, and we do a little bit of preparation with only water to isolate where we think the pesticides will be. We take that water and run it through a machine that uses UV light to tell us what kind of compounds are in there. By reading the data from that, we can suspect whether the contaminants of pesticides are in the water. From there, we have other machines that are a little bit more complex but more precise. The machines I use are HPLC, which is high-pressure liquid chromatography, and GCM, which is a gas chromatography-mass spectrometer. And through kind of some very brilliant physics, it can tell us kind of exactly what compounds are in that aerosolized sample.

Dr. Rocks has been an amazing mentor for me at UVU. She's got such a bright mind and a passion for learning. She's got industry experience that I think is invaluable. She'll take any opportunity she can to teach you about something cool that she's learned. She used to work in the mining industry, and she knows a lot about things that a lot of professors wouldn't know. You can see her face light up when she gets to impart some knowledge from her experience.

Amazing Peer Support

The resources that I found most helpful on campus were the math and science tutoring centers. They both have amazing peer support. Anybody who needs help in any math or science should check out the tutoring center. Also, the professors here seem amazingly willing to accommodate — even outside of their office hours — to help you learn, because they do have a passion for teaching.

The Importance of Critical Thinking

Something that I've learned at UVU, being an older student, is that it's important to teach students the value of cross-cutting concepts and just critical thinking in general. It’s important that we understand how to critically look at information, evaluate truth claims, and analyze something on our own. Especially now, media literacy is so important. I do believe that higher education has helped me become a better critical thinker.

The biggest impact I want for students is to have the knowledge and develop the community to where they're good citizens, good neighbors, and they're kind to each other. I want students to have the critical thinking skills to know how to support democracy to have a thriving society that we need.

Advice to Students: Explore Your Interests

I have advice for two different types of students. The first is for high school students: My advice would be to explore a wide variety of classes to see what your interests really are. Don't be afraid to pursue something that maybe isn't as lucrative as you hoped it would be. But if it's something you're passionate about, go for it. For the returning student: you can do it. If I can do it, you can too. It's tough, but ultimately, it's been great. I've loved it. I feel like I've been part of the community, even though I'm 20 years older than most of these students. I feel like they've been so friendly and willing to form study groups and just be inclusive.

Visit the archive to read more Wolverine Stories .

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Critical thinking under game pressure is important for the team - Fuli

Fiji Airways Fijiana 7s Head Coach, Saiasi Fuli says critical thinking is a challenge that the girls are trying to tackle when it comes to the pressure of the game and what they need to do while on the field.

Fuli says they always encourage them to work hard and put in the extra effort when tiredness strikes.

He says intensity is also a weakness in the team that they spotted in the last tournament and they are working together on fixing this issue.

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The Fijiana 7s are in Pool C with Australia, Brazil and Great Britain in the HSBC SVNS Sigapore 7s that will be held from next Friday to Sunday.

The team will be leaving our shores on Saturday.

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