short essay of critical thinking

How to Write a Critical Thinking Essay: Examples & Outline

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

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

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

🔍 References

🤔 what is a critical thinking essay.

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

The picture shows the functions of critical thinking in writing.

Critical Thinking in Writing: Importance

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

The Basics: 8 Steps of Critical Thinking Psychology

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

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

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

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

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

How to Demonstrate Your Critical Thinking in Writing

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

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

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

There are several main concepts related to logic:

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

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💡 Critical Thinking Topics & Questions

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

How to Write Critical Thinking Questions: Examples with Answers

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

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

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

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

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

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

Question: How does eating healthy benefit you?

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

Critical Thinking Essay Topics

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

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

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

✅ How to Write a Critical Thinking Essay Step by Step

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

Critical Thinking Essay Outline

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

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

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

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

How to Start a Critical Essay Introduction

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

An introduction usually has 4 functions:

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

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

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

Critical Analysis Thesis Statement & Examples

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

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

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

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

Critical Thinking Essay Body Paragraphs: How to Write

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

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

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

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

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

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

How to Write a Critical Thinking Conclusion

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

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

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

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

📑 Critical Thinking Essays Examples & Formatting Tips

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

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

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

✍️ Bonus Tips: Critical Thinking and Writing Exercises

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

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

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

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

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What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

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

Critical thinking skills help you to:

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

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

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

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

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

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

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

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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 analyze the paper again, consulting the sources it cites.

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

Nonacademic examples

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

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

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

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

When encountering information, ask:

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

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

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

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

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

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

Critical thinking skills include the ability to:

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

Ask questions such as:

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

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

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

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

Being information literate means that you:

Know how to find credible sources
Use relevant sources to inform your research
Understand what constitutes plagiarism
Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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How to Write a Critical Thinking Essay With Tips and Examples

11 December 2023

last updated

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

General Guidelines for Writing a Critical Thinking Essay

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

How to write a critical thinking essay with examples

1. Defining Characteristics of a Critical Thinking Essay

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

2. How to Identify a Critical Thinking Essay

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

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

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

Free Examples of 20 Topics for Writing a Critical Thinking Essay

1. identify communication differences between men and women.

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

2. Discuss Drug Use in Sports

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

3. Explore the Anti-Meth Campaign

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

4. Discuss Homelessness and Its Social Impacts

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

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

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

6. Explore Health Effects of Obesity

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

7. Discuss the Significance of Street Art and Graffiti

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

8. Sports On Television: Is It Necessary?

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

9. What Is the Essence of Multicultural Identity?

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

10. The Relevance of Body Size in Modeling

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

11. Understanding Multicultural Families

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

12. Changing Gender Roles: What It Means for Traditionalists

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

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

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

14. American Society and the Latino Influence

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

15. Challenges of Single-Parent Households

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

16. What Are the Features of a Good Movie?

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

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

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

18. The Dynamics of Adoption in a Multicultural Society

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

19. What Store Strategies Influence Consumers?

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

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

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

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

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

Structure of a Critical Thinking Essay

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

Sample Outline Template for Writing a Critical Thinking Essay

I. Introduction

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

A. Background Information:

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

B. Argument on an Issue

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

C. Importance of an Issue

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

III. Conclusion

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

An Example of a Critical Thinking Essay

Topic: Roles of Critical Thinking Skills

I. Introduction Sample of a Critical Thinking Essay

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

II. Examples of Body Paragraphs in a Critical Thinking Essay

A. background information of an issue.

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

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

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

III. Conclusion Sample of a Critical Thinking Essay

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

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

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

Summing Up on How to Write a Good Critical Thinking Essay

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

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

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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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–––, 1994, Watson-Glaser Critical Thinking Appraisal, Form B , San Antonio, TX: Psychological Corporation.
Weinstein, Mark, 1990, “Towards a Research Agenda for Informal Logic and Critical Thinking”, Informal Logic , 12(3): 121–143. [ Weinstein 1990 available online ]
–––, 2013, Logic, Truth and Inquiry , London: College Publications.
Willingham, Daniel T., 2019, “How to Teach Critical Thinking”, Education: Future Frontiers , 1: 1–17. [Available online at https://prod65.education.nsw.gov.au/content/dam/main-education/teaching-and-learning/education-for-a-changing-world/media/documents/How-to-teach-critical-thinking-Willingham.pdf.]
Zagzebski, Linda Trinkaus, 1996, Virtues of the Mind: An Inquiry into the Nature of Virtue and the Ethical Foundations of Knowledge , Cambridge: Cambridge University Press. doi:10.1017/CBO9781139174763

How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up topics and thinkers related to this entry at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.

Association for Informal Logic and Critical Thinking (AILACT)
Critical Thinking Across the European Higher Education Curricula (CRITHINKEDU)
Critical Thinking Definition, Instruction, and Assessment: A Rigorous Approach
Critical Thinking Research (RAIL)
Foundation for Critical Thinking
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Partnership for 21st Century Learning (P21)
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The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities , by Robert H. Ennis

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3.1: Critical Thinking in College Writing - From the Personal to the Academic

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There is something about the term “critical thinking” that makes you draw a blank every time you think about what it means.* It seems so fuzzy and abstract that you end up feeling uncomfortable, as though the term is thrust upon you, demanding an intellectual effort that you may not yet have. But you know it requires you to enter a realm of smart, complex ideas that others have written about and that you have to navigate, understand, and interact with just as intelligently. It’s a lot to ask for. It makes you feel like a stranger in a strange land.

As a writing teacher I am accustomed to reading and responding to difficult texts. In fact, I like grappling with texts that have interesting ideas no matter how complicated they are because I understand their value. I have learned through my years of education that what ultimately engages me, keeps me enthralled, is not just grammatically pristine, fluent writing, but writing that forces me to think beyond the page. It is writing where the writer has challenged herself and then offered up that challenge to the reader, like a baton in a relay race. The idea is to run with the baton.

You will often come across critical thinking and analysis as requirements for assignments in writing and upper-level courses in a variety of disciplines. Instructors have varying explanations of what they actually require of you, but, in general, they expect you to respond thoughtfully to texts you have read. The first thing you should remember is not to be afraid of critical thinking. It does not mean that you have to criticize the text, disagree with its premise, or attack the writer simply because you feel you must. Criticism is the process of responding to and evaluating ideas, argument, and style so that readers understand how and why you value these items.

Critical thinking is also a process that is fundamental to all disciplines. While in this essay I refer mainly to critical thinking in composition, the general principles behind critical thinking are strikingly similar in other fields and disciplines. In history, for instance, it could mean examining and analyzing primary sources in order to understand the context in which they were written. In the hard sciences, it usually involves careful reasoning, making judgments and decisions, and problem solving. While critical thinking may be subject-specific, that is to say, it can vary in method and technique depending on the discipline, most of its general principles such as rational thinking, making independent evaluations and judgments, and a healthy skepticism of what is being read, are common to all disciplines. No matter the area of study, the application of critical thinking skills leads to clear and flexible thinking and a better understanding of the subject at hand.

To be a critical thinker you not only have to have an informed opinion about the text but also a thoughtful response to it. There is no doubt that critical thinking is serious thinking, so here are some steps you can take to become a serious thinker and writer.

Attentive Reading: A Foundation for Critical Thinking

A critical thinker is always a good reader because to engage critically with a text you have to read attentively and with an open mind, absorbing new ideas and forming your own as you go along. Let us imagine you are reading an essay by Annie Dillard, a famous essayist, called “Living like Weasels.” Students are drawn to it because the idea of the essay appeals to something personally fundamental to all of us: how to live our lives. It is also a provocative essay that pulls the reader into the argument and forces a reaction, a good criterion for critical thinking.

So let’s say that in reading the essay you encounter a quote that gives you pause. In describing her encounter with a weasel in Hollins Pond, Dillard says, “I would like to learn, or remember, how to live . . . I don’t think I can learn from a wild animal how to live in particular . . . but I might learn something of mindlessness, something of the purity of living in the physical senses and the dignity of living without bias or motive” (220). You may not be familiar with language like this. It seems complicated, and you have to stop ever so often (perhaps after every phrase) to see if you understood what Dillard means. You may ask yourself these questions:

What does “mindlessness” mean in this context?
How can one “learn something of mindlessness?”
What does Dillard mean by “purity of living in the physical senses?”
How can one live “without bias or motive?”

These questions show that you are an attentive reader. Instead of simply glossing over this important passage, you have actually stopped to think about what the writer means and what she expects you to get from it. Here is how I read the quote and try to answer the questions above: Dillard proposes a simple and uncomplicated way of life as she looks to the animal world for inspiration. It is ironic that she admires the quality of “mindlessness” since it is our consciousness, our very capacity to think and reason, which makes us human, which makes us beings of a higher order. Yet, Dillard seems to imply that we need to live instinctually, to be guided by our senses rather than our intellect. Such a “thoughtless” approach to daily living, according to Dillard, would mean that our actions would not be tainted by our biases or motives, our prejudices. We would go back to a primal way of living, like the weasel she observes. It may take you some time to arrive at this understanding on your own, but it is important to stop, reflect, and ask questions of the text whenever you feel stumped by it. Often such questions will be helpful during class discussions and peer review sessions.

Listing Important Ideas

When reading any essay, keep track of all the important points the writer makes by jotting down a list of ideas or quotations in a notebook. This list not only allows you to remember ideas that are central to the writer’s argument, ideas that struck you in some way or the other, but it also you helps you to get a good sense of the whole reading assignment point by point. In reading Annie Dillard’s essay, we come across several points that contribute toward her proposal for better living and that help us get a better understanding of her main argument. Here is a list of some of her ideas that struck me as important:

“The weasel lives in necessity and we live in choice, hating necessity and dying at the last ignobly in its talons” (220).
“And I suspect that for me the way is like the weasel’s: open to time and death painlessly, noticing everything, remembering nothing, choosing the given with a fierce and pointed will” (221).
“We can live any way we want. People take vows of poverty, chastity, and obedience—even of silence—by choice. The thing is to stalk your calling in a certain skilled and supple way, to locate the most tender and live spot and plug into that pulse” (221).
“A weasel doesn’t ‘attack’ anything; a weasel lives as he’s meant to, yielding at every moment to the perfect freedom of single necessity” (221).
“I think it would be well, and proper, and obedient, and pure, to grasp your one necessity and not let it go, to dangle from it limp wherever it takes you” (221).

These quotations give you a cumulative sense of what Dillard is trying to get at in her essay, that is, they lay out the elements with which she builds her argument. She first explains how the weasel lives, what she learns from observing the weasel, and then prescribes a lifestyle she admires—the central concern of her essay.

Noticing Key Terms and Summarizing Important Quotes

Within the list of quotations above are key terms and phrases that are critical to your understanding of the ideal life as Dillard describes it. For instance, “mindlessness,” “instinct,” “perfect freedom of a single necessity,” “stalk your calling,” “choice,” and “fierce and pointed will” are weighty terms and phrases, heavy with meaning, that you need to spend time understanding. You also need to understand the relationship between them and the quotations in which they appear. This is how you might work on each quotation to get a sense of its meaning and then come up with a statement that takes the key terms into account and expresses a general understanding of the text:

Quote 1: Animals (like the weasel) live in “necessity,” which means that their only goal in life is to survive. They don’t think about how they should live or what choices they should make like humans do. According to Dillard, we like to have options and resist the idea of “necessity.” We fight death—an inevitable force that we have no control over—and yet ultimately surrender to it as it is the necessary end of our lives.

Quote 2: Dillard thinks the weasel’s way of life is the best way to live. It implies a pure and simple approach to life where we do not worry about the passage of time or the approach of death. Like the weasel, we should live life in the moment, intensely experiencing everything but not dwelling on the past. We should accept our condition, what we are “given,” with a “fierce and pointed will.” Perhaps this means that we should pursue our one goal, our one passion in life, with the same single-minded determination and tenacity that we see in the weasel.

Quote 3: As humans, we can choose any lifestyle we want. The trick, however, is to go after our one goal, one passion like a stalker would after a prey.

Quote 4: While we may think that the weasel (or any animal) chooses to attack other animals, it is really only surrendering to the one thing it knows: its need to live. Dillard tells us there is “the perfect freedom” in this desire to survive because to her, the lack of options (the animal has no other option than to fight to survive) is the most liberating of all.

Quote 5: Dillard urges us to latch on to our deepest passion in life (the “one necessity”) with the tenacity of a weasel and not let go. Perhaps she’s telling us how important it is to have an unwavering focus or goal in life.

Writing a Personal Response: Looking Inward

Dillard’s ideas will have certainly provoked a response in your mind, so if you have some clear thoughts about how you feel about the essay this is the time to write them down. As you look at the quotes you have selected and your explanation of their meaning, begin to create your personal response to the essay. You may begin by using some of these strategies:

Tell a story. Has Dillard’s essay reminded you of an experience you have had? Write a story in which you illustrate a point that Dillard makes or hint at an idea that is connected to her essay.
Focus on an idea from Dillard’s essay that is personally important to you. Write down your thoughts about this idea in a first person narrative and explain your perspective on the issue.
If you are uncomfortable writing a personal narrative or using “I” (you should not be), reflect on some of her ideas that seem important and meaningful in general. Why were you struck by these ideas?
Write a short letter to Dillard in which you speak to her about the essay. You may compliment her on some of her ideas by explaining why you like them, ask her a question related to her essay and explain why that question came to you, and genuinely start up a conversation with her.

This stage in critical thinking is important for establishing your relationship with a text. What do I mean by this “relationship,” you may ask? Simply put, it has to do with how you feel about the text. Are you amazed by how true the ideas seem to be, how wise Dillard sounds? Or are you annoyed by Dillard’s let-me-tell-you-how-to-live approach and disturbed by the impractical ideas she so easily prescribes? Do you find Dillard’s voice and style thrilling and engaging or merely confusing? No matter which of the personal response options you select, your initial reaction to the text will help shape your views about it.

Making an Academic Connection: Looking Outward

First year writing courses are designed to teach a range of writing— from the personal to the academic—so that you can learn to express advanced ideas, arguments, concepts, or theories in any discipline. While the example I have been discussing pertains mainly to college writing, the method of analysis and approach to critical thinking I have demonstrated here will serve you well in a variety of disciplines. Since critical thinking and analysis are key elements of the reading and writing you will do in college, it is important to understand how they form a part of academic writing. No matter how intimidating the term “academic writing” may seem (it is, after all, associated with advanced writing and becoming an expert in a field of study), embrace it not as a temporary college requirement but as a habit of mind.

To some, academic writing often implies impersonal writing, writing that is detached, distant, and lacking in personal meaning or relevance. However, this is often not true of the academic writing you will do in a composition class. Here your presence as a writer—your thoughts, experiences, ideas, and therefore who you are—is of much significance to the writing you produce. In fact, it would not be farfetched to say that in a writing class academic writing often begins with personal writing. Let me explain. If critical thinking begins with a personal view of the text, academic writing helps you broaden that view by going beyond the personal to a more universal point of view. In other words, academic writing often has its roots in one’s private opinion or perspective about another writer’s ideas but ultimately goes beyond this opinion to the expression of larger, more abstract ideas. Your personal vision—your core beliefs and general approach to life— will help you arrive at these “larger ideas” or universal propositions that any reader can understand and be enlightened by, if not agree with. In short, academic writing is largely about taking a critical, analytical stance toward a subject in order to arrive at some compelling conclusions.

Let us now think about how you might apply your critical thinking skills to move from a personal reaction to a more formal academic response to Annie Dillard’s essay. The second stage of critical thinking involves textual analysis and requires you to do the following:

Summarize the writer’s ideas the best you can in a brief paragraph. This provides the basis for extended analysis since it contains the central ideas of the piece, the building blocks, so to speak.
Evaluate the most important ideas of the essay by considering their merits or flaws, their worthiness or lack of worthiness. Do not merely agree or disagree with the ideas but explore and explain why you believe they are socially, politically, philosophically, or historically important and relevant, or why you need to question, challenge, or reject them.
Identify gaps or discrepancies in the writer’s argument. Does she contradict herself? If so, explain how this contradiction forces you to think more deeply about her ideas. Or if you are confused, explain what is confusing and why.
Examine the strategies the writer uses to express her ideas. Look particularly at her style, voice, use of figurative language, and the way she structures her essay and organizes her ideas. Do these strategies strengthen or weaken her argument? How?
Include a second text—an essay, a poem, lyrics of a song— whose ideas enhance your reading and analysis of the primary text. This text may help provide evidence by supporting a point you’re making, and further your argument.
Extend the writer’s ideas, develop your own perspective, and propose new ways of thinking about the subject at hand.

Crafting the Essay

Once you have taken notes and developed a thorough understanding of the text, you are on your way to writing a good essay. If you were asked to write an exploratory essay, a personal response to Dillard’s essay would probably suffice. However, an academic writing assignment requires you to be more critical. As counter-intuitive as it may sound, beginning your essay with a personal anecdote often helps to establish your relationship to the text and draw the reader into your writing. It also helps to ease you into the more complex task of textual analysis. Once you begin to analyze Dillard’s ideas, go back to the list of important ideas and quotations you created as you read the essay. After a brief summary, engage with the quotations that are most important, that get to the heart of Dillard’s ideas, and explore their meaning. Textual engagement, a seemingly slippery concept, simply means that you respond directly to some of Dillard’s ideas, examine the value of Dillard’s assertions, and explain why they are worthwhile or why they should be rejected. This should help you to transition into analysis and evaluation. Also, this part of your essay will most clearly reflect your critical thinking abilities as you are expected not only to represent Dillard’s ideas but also to weigh their significance. Your observations about the various points she makes, analysis of conflicting viewpoints or contradictions, and your understanding of her general thesis should now be synthesized into a rich new idea about how we should live our lives. Conclude by explaining this fresh point of view in clear, compelling language and by rearticulating your main argument.

Modeling Good Writing

When I teach a writing class, I often show students samples of really good writing that I’ve collected over the years. I do this for two reasons: first, to show students how another freshman writer understood and responded to an assignment that they are currently working on; and second, to encourage them to succeed as well. I explain that although they may be intimidated by strong, sophisticated writing and feel pressured to perform similarly, it is always helpful to see what it takes to get an A. It also helps to follow a writer’s imagination, to learn how the mind works when confronted with a task involving critical thinking. The following sample is a response to the Annie Dillard essay. Figure 1 includes the entire student essay and my comments are inserted into the text to guide your reading.

Though this student has not included a personal narrative in his essay, his own world-vievvw is clear throughout. His personal point of view, while not expressed in first person statements, is evident from the very beginning. So we could say that a personal response to the text need not always be expressed in experiential or narrative form but may be present as reflection, as it is here. The point is that the writer has traveled through the rough terrain of critical thinking by starting out with his own ruminations on the subject, then by critically analyzing and responding to Dillard’s text, and finally by developing a strong point of view of his own about our responsibility as human beings. As readers we are engaged by clear, compelling writing and riveted by critical thinking that produces a movement of ideas that give the essay depth and meaning. The challenge Dillard set forth in her essay has been met and the baton passed along to us.

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Write about your experiences with critical thinking assignments. What seemed to be the most difficult? What approaches did you try to overcome the difficulty?
Respond to the list of strategies on how to conduct textual analysis. How well do these strategies work for you? Add your own tips to the list.
Evaluate the student essay by noting aspects of critical thinking that are evident to you. How would you grade this essay? What other qualities (or problems) do you notice?

Works Cited

Dillard, Annie. “Living like Weasels.” One Hundred Great Essays. Ed. Robert DiYanni. New York: Longman, 2002. 217–221. Print.

Critical Thinking in College Writing. Authored by : Gita DasBender. Located at : http://writingspaces.org/sites/default/files/dasbender--critical-thinking.pdf . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

Understanding Critical Thinking Essays

A critical thinking essay is an academic essay that allows you to interpret and analyze situations from a certain point of you. You must analyze the topic you are given in detail, using your critical thinking skills. The main objective of this essay is for the student to use their critical thinking skills to convey their message to the audience. Depending on the topic you are given, you have to present your thoughts coherently to your audience.

When writing a critical thinking essay , you must answer the given question. Not just that, but you also have to give a very clear argument by presenting your point of view. Your essay has to be very clearly written. The audience should understand what you are talking about and where you are getting your point of view from.

This is something that is the most important. You should have sufficient information to back that up when you give your point of view.

Furthermore, you also have to make sure that it is grammatically correct and has been proofread to see if there are any errors, poor sample of the Critical Thinking Essay you may also be aware of it.

Here are some general tips on writing a critical essay here:

How to Write a Winning Critical Thinking Essay?

Many students find it hard to write a critical thinking essay. This essay allows you to showcase your analytical skills. While it seems complicated, you can break it down into more doable parts and start working on it. Here are a few steps to help you write a great critical thinking essay .

Step 1 – List down the requirements

The first thing you need to do is be very clear about what is required of you. You can only work well on a task when you know what you need to do. Many students fail to write an essay that is up to the mark because they do not fully well understand the requirements. If you feel like you don’t have clarity on certain parts, then simply tell your instructor to help you with it.

Step 2 – Understand the source material

Whatever point of view you have comes from a certain source. Therefore, you must ensure that you first understand the material and how to use it best. Once you know that, you will automatically be able to do much better.

Step 3 – Write notes

It is always recommended that you make notes of the evidence while at it. You might have so many valid points coming to mind when you write an essay . So make sure you jot them down as they come to mind. When you do that, things will automatically start seeming so much easier. Ideas will flow naturally, and you won’t have to worry about missing out on something. Interesting tips you may also find by reading an article on the topic of c ritical thinking essay vs. critical essay .

Step 4 – Identify challenges

When looking at different critical thinking essay topics, identify the primary challenges that you think you will face. Once you know what those are, the approach you will choose will be in line with what you are looking for, eventually allowing you to do a much better job. Only once you acknowledge them can you do a good job of working on them. So you need to make sure that you do a decent job with that.

Step 5 – Find solutions

In the previous step, you found out all about the challenges that you are facing. Now you need to find potential solutions that can help you with that. You are sure to do a great job with a good understanding of the source material. All you need to do is clearly understand where you are headed with things.

Structuring Your Critical Thinking Essay: A Step-by-Step Outline

Are you still worried about how to write a critical thinking essay? Don’t worry. This outline will help you structure your essay in the best way possible, again allowing you to ensure that your thoughts flow to you in the best way possible. A critical Thinking Essay is not too complicated and even can be the same as writing Capstone Project

Introduction

In the introduction, you need to give a brief background, and you also need to give your thesis statement. You can only do this well when you understand the critical thinking essay topics well. Also, reading the article about avoiding plagiarism will be helpful. Writing a critical thinking essay is not as hard as you think.

You just need to make sure that you have things planned out properly. In the introduction, you need to discuss the topic briefly and give your stance. This is the part that you need to do well on. This is because your introduction is the one part that hooks the reader, making them want to go further with it.

In the body of the essay , you need to give your main point of view, and you also need to make sure that you give sufficient evidence to support what you are saying. Like in an essay about your life , you should prove the main objects that are included.

Remember that this part is very important. All of the main arguments go here. So make sure that you plan it out very well. Present your argument very clearly and then give evidence to support it. Your main argument must be very strong to convince the reader to see things from your point of view and clearly understand what you are trying to say.

Conclusion

This is the part where you end your essay. You summarize your key arguments here by explaining your point of view in detail. In short, you need to summarize coherently what you have said by far. When you present your argument here, you allow the readers to draw a logical conclusion from the essay. So this is a very important part too.

Check the article on how to write a critical precis , that would be really helpful. Following this outline, you can add a lot of weight to your essay and structure it in a way that allows you to score very well on it.

Step-by-step guide

Now that you know what is a critical thinking essay and how to write a critical thinking essay, too, here are a few useful tips that can help you further.

Make a clear argument

When you present your ideas, there should be no ambiguity. The reader should very clearly be able to tell what you are saying. Especially your thesis statement needs to be very clear.

Make proper use of evidence

The evidence that you give also needs to be appropriately organized. Once you know exactly what you have to say, you can give your point of view much better. If you are quoting something, you need to reference it as well.

Paragraph strategically

When using paragraphs, make sure you do it strategically so you know what you are doing and how important it is. Every paragraph needs to bring in a new idea , so you know how to write in a way that allows your writing to flow coherently.

Use academic language

Remember that the essay you are writing is academic, so you must use the right language when working on it. This says a lot about your knowledge as a student.

Once done, make sure that you proofread your essay very well. When you do that, it will allow you to find mistakes that you can then instantly correct. When we are writing in a flow, we often ignore things we should ideally be paying attention to. So always make sure to go through everything once when done correctly.

This way, you will surely be able to write an excellent critical thinking essay! Good luck.

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Laura Orta is an avid author on Writing Metier's blog. Before embarking on her writing career, she practiced media law in one of the local media. Aside from writing, she works as a private tutor to help students with their academic needs. Laura and her husband share their home near the ocean in northern Portugal with two extraordinary boys and a lifetime collection of books.

Critical Thinking Essay Outline

A critical thinking essay outline is an essential part of writing an excellent essay. It helps you to organize your thoughts and ideas and ensures that your arguments are logical and well-structured. When writing a critical thinking essay outline, it's important to understand the topic well, analyze your sources carefully, and create a well-structured outline.

Critical Thinking Essay Topics

Critical thinking essay topics for your ease. This article explores a range of captivating critical thinking essay topics that will challenge your analytical abilities and stimulate intellectual discourse. Choose your topic wisely.

Critical Thinking Essay vs. Critical Essay

Both critical essays and critical thinking essays are important forms of academic writing that require careful analysis, evaluation, and reflection. While a critical essay involves analyzing and evaluating a text or idea, a critical thinking essay requires you to analyze an issue and reflect on it from different angles.

Critical Thinking Skills for writing Critical Thinking Essay

Critical thinking is an essential skill when it comes to writing a successful critical thinking essay. It involves analyzing and evaluating complex topics, making connections, and forming well-supported arguments. Developing strong critical thinking skills takes time and practice, but it can be done with the right approach. In this article, we'll explore tips and strategies to help you improve your critical thinking skills and approach your essay with confidence.

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Essay About Critical Thinking: Top 5 Examples and Prompts

Critical thinking refers to our ability to reason; if you want to write an essay about critical thinking, here are helpful essay examples and prompts for you.

Critical thinkers can understand connections between opinions or ideas and detect reasoning inconsistencies. They can also identify, analyze, and solve problems systematically since they rigorously question ideas instead of immediately accepting them as facts. However, no one can think critically all the time. Our emotions, beliefs, and current mindset affect our ability to reason.

To better understand how critical thinking applies to our lives, below are samples you need to read:

1. The Value of Teaching Critical Thinking by Kenny Ward

2. how positive thinking relates to learners by jeanne morales, 3. barriers to critical thinking by olga george, 4. the difference between creative and critical thinking by eduardo ortega, 5. critical thinking philosophy by anonymous on cram.com, 1. what is school’s role in developing critical thinking, 2. the relationship between ethics and critical thinking, 3. leaders in unifying and dividing a country, 4. critical thinking in the medical field, 5. critical thinking, decision making, and stress management, 6. the effect of social media on critical thinking skills, 7. barriers to having critical thinking skills.

“Critical thinking helps you to imagine yourself in others… and to develop your ability to listen to them with an open mind, even if their views are contrary to you.”

Ward’s essay talks about the importance of teaching critical thinking. To think critically means to understand yourself better. Doing so will help you accept and learn from your mistakes. You will also better connect with the people around you because you’ll be able to put yourself in their shoes. You’ll learn to use your mind over your emotions in critical thinking.

Check out these essays about beliefs .

“Metacognition… makes me think that I don’t really have all the answers to the world, and need to keep on exercising my brain to capture knowledge, and progressively start increasing my learning, because there is a lot of stuff out there, to not be ignorant and learn.”

Morales discusses the reality that students are fond of having their “free time” but won’t use it to stimulate their brains. Further, she explains that students today cannot control their use of technology, thereby direly affecting their learning.

It’s vital that students be aware of learning, be open-minded, and ask questions to get answers. The author believes that asking questions aids a person in developing knowledge. Additionally, for Morales, it’s best to focus on one thing to avoid distractions. Because when a person multitasks, especially students, their attention gets divided, and their tasks will take longer to finish.

“To overcome this, we can try to not rely only on the first thing you hear and to do our research and ask questions when needed to gather more information.”

George’s essay tackles the barriers to his critical thinking. The first barrier is that he relies on mainstream media which has its own agenda. This is dangerous, as they can intentionally spread misinformation for their gain. The internet is also unreliable since it can fabricate data.

The second barrier he talks about is the ignorance or lack of details about a report or information. He explains that not having enough information is difficult for a critical thinker. An individual can come to the wrong conclusion about a specific story or event if the information is lacking.

“When you are thinking creatively, you are generating a new set of ideas… When you are thinking critically, you are making choices from ideas someone has already created.”

Ortega discusses what separates creative and critical thinking by laying down relevant quotes and examples in his essay.

For him, creative thinking means creating, generating, or bringing out new possibilities. Creative thinking is nonjudgemental and expansive, for you must think broadly. In contrast, critical thinking is about the ideas you already made or choosing from the ideas you already have. Therefore, critical thinking needs to be analytical, judgemental, and selective.

“I have learned that 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.”

The author describes critical thinking as the ability to reason and be an active learner. He uses it as a crucial step in his decision-making process and urges others to do the same. He also mentions that people can use their “wasted time” productively by thinking critically.

7 Prompts About Critical Thinking

Here are 7 helpful writing prompts to get you started on your next essay.

Essay about critical thinking: What is school’s role in developing critical thinking?

Critical thinking is learned, making schools primarily responsible for children developing their critical thinking abilities. In your essay, you can include why schools should pay attention to their students’ critical thinking.

Next, add existing operations schools follow to progress their student’s thought processes. Then discuss steps in developing their student’s analyzation skills as it can significantly impact their future decision-making.

While critical thinking aids us in reaching a rational decision, ethics or values help us land a morally-correct one. Create an essay that argues critical thinking needs ethics and vice versa. Explain why, and write about their relationship. You may also offer examples by sharing your experience or personal observations.

Do you want to be an influential essay writer who takes a clear stand on a specific subject? See our guide on how to write an argumentative essay .

Writing an essay about critical thinking doesn’t mean you should only talk about what critical thinking means. In this prompt, you can demonstrate your critical thinking by showing your prowess in politics.

It doesn’t have to be controversial or jargon-filled. You can pick leaders’ qualities that you know will help unify or divide a country. For example, you can point out current problems and recommend solutions that a leader with a certain quality can understand and provide.

Working in the medical field requires a lot of critical thinking. People in this field deal with their lives. It’s an intriguing prompt that will allow you to put yourself in a professional position and let your readers understand their points of view.

A great example is putting yourself in a position of a doctor who needs to choose between saving the mother or the baby inside the mother’s womb – what critical thinking should the doctor do? What should he prioritize: the hospital’s protocol, law, family’s wishes, etc.?

Writing an essay about the relationship between critical thinking, decision-making, and stress management can be engaging, as many readers will relate to your prompt. How is critical thinking affected by stress? Should we make decisions when we’re stressed?

Via this prompt, you can convince your readers that it’s vital to develop critical thinking skills continuously.

Due to today’s widespread digitalization, many people spend most of their time on social media. With this prompt, you can discuss the possible connection between diminished critical thinking skills and time spent on social networking sites. Then explain how this can be avoided.

Since critical thinking can be learned through consistent practice, why do you think some individuals, though super smart, did not attain the level of a critical thinker? You can write about the possible barriers to achieving critical thinking skills and explain why they became hindrances.

Here’s a tip: If writing an essay sounds like a lot of work, simplify it. For example, write a simple 5 paragraph essay instead.

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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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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1000-Word Philosophy: An Introductory Anthology

Philosophy, One Thousand Words at a Time

Critical Thinking: What is it to be a Critical Thinker?

Author: Carolina Flores Categories: Logic and Reasoning , Philosophy of Education , Epistemology, or Theory of Knowledge Word count: 997

Listen here

We often urge others to think critically. What does that really mean? How can we think critically?

This essay presents a general account of what it is to be a critical thinker and outlines both traditional and more recent approaches to critical thinking.

Know the Facts: A WPA (Works Progress Administration, part of the New Deal) poster, imploring the public to develop critical thinking skills. Circa late 1930-early 1940s.

1. What is Critical Thinking?

Speaking generally, critical thinking consists of reasoning and inquiring in careful ways, so as to form and update one’s beliefs based on good reasons . [1] A critical thinker is someone who typically reasons and inquires in these ways, having mastered relevant skills and developed the disposition to apply them. [2]

2. Traditional Components: Logic and Fallacies

Traditional views of critical thinking focus on deductive arguments. Arguments are sets of reasons given for a conclusion. Deductive arguments are arguments where the reasons given are supposed to be logically conclusive, that is, to guarantee the conclusion. E.g., the following is a deductive argument:

Socrates is a man.
All men are mortal.
Therefore, Socrates is mortal.

Arriving at new beliefs through deductive arguments is a way of forming beliefs based on good reasons. Accordingly, critical thinking traditionally focusses on these skills: [3]

distinguishing arguments (instances where you are offered reasons for a conclusion) from mere assertions, rhetorical questions, and attempts at manipulation through irrelevant considerations;
identifying conclusions of arguments (what the person offering the argument wants to persuade you to believe), and the reasons or premises for that conclusion;
reconstructing streamlined, complete statements of arguments in standard form (as a numbered list of premises with the conclusion at the end), or using diagrams; [4]
assessing the logical structure of deductive arguments: answering ‘Is there any way for the premises to be true while the conclusion is false?’
understanding arguments’ claims: e.g., defining unclear terms;
determining whether premises are true or likely;
imagining, proposing, and charitably responding to objections, i.e, reasons given to doubt or deny arguments’ logic, premise(s), or conclusion. [5]

To develop these skills, traditional critical thinking courses typically include propositional logic and the study of common good argument forms. [6]

They also often teach how to identify fallacies —faulty patterns of reasoning that deceptively appear to be good arguments. [7] These include:

affirming the consequent (“If Kat had won the prize, she would have had an A; Kat had an A; therefore, Kat won the prize”);
the ad hominem fallacy—where people attack the person making an argument instead of considering their argument;
begging the question —offering reasons for a conclusion that assume the conclusion, and many others. [8]

3. Additional Formal Tools: Evidence and Statistics

We often form beliefs based on observations that, unlike deductive arguments, do not provide conclusive reasons for a belief: e.g., you might conclude that your sibling is angry at you from their facial expressions or come to believe you have a cold because you have a runny nose. Here, these observations or evidence might support the belief formed but do not guarantee the truth of your belief.

Critical thinkers know how to adjust their beliefs appropriately in light of their evidence. [9] So critical thinking requires developing abilities to:

assess evidence without being unduly swayed by what one already believes;
recognize when a claim counts as evidence for (or against) a conclusion;
identify when evidence is strong (or weak);
determine the extent to which people’s views should change, given their evidence.

To develop these abilities, drawing on knowledge of probability can be helpful: e.g., basic probability offers a recipe for determining when an observation counts as evidence for a belief: when that observation is more likely if the belief is true than if it is not . It also teaches us that updating your beliefs when you get new evidence requires taking into account both (a) how confident you were on that belief beforehand and (b) how strongly the evidence supports that (new) belief. [10]

For these reasons, recent approaches to critical thinking often include instruction in probability. [11] And, because we often get evidence in the form of statistics, often presented through diagrams and graphs, such approaches tend to highlight the importance of basic statistical concepts, [12] and the ability to interpret diagrams and graphs. [13]

4. Applied Skills as Part of Being a Critical Thinker

Being a critical thinker requires more than having technical tools (such as the tools of logic or probability) stored away. It requires consistently applying them in the real world .

In recent discussions of what it is to be a critical thinker, there has been increased emphasis on navigating our informational environments in savvy ways. This requires avoiding false, misleading, manipulative, or distracting claims online, as well as making sure that one gathers information from a wide variety of reliable sources. [14] It also requires calibrating one’s trust well: one should remain open to hearing those who disagree and not let prejudice and implicit bias affect whom one trusts. [15] , [16]

Applying the tools of critical thinking throughout one’s life requires overcoming cognitive biases: [17] e.g.:

not always accepting answers that come to mind first;
resisting confirmation bias (the tendency to gather and interpret evidence in ways that confirm our beliefs), [18] and;
avoiding motivated reasoning (the tendency to reason in ways that help us believe what we wish were true, and not what is true). [19]

More generally, becoming a critical thinker requires shifting from a defensive mindset to a truth-seeking one and developing intellectual virtues such as intellectual humility and open-minded curiosity. [20] , [21] Without those, the tools of critical thinking may end up being deployed to entrench false or unreasonable beliefs.

5. Conclusion

Critical thinking is about reasoning and inquiring so as to form and update one’s beliefs based on good reasons. Because critical thinking skills are valuable in a world that emphasizes the ability to navigate information, becoming a critical thinker is practically useful to us as individuals.

It is also of crucial social and political value: e.g., a well-functioning democracy requires citizens who think critically about the world. [22] And critical thinking has liberatory potential: it provides us with tools to criticize oppressive social structures and envisage a more just, fair society. [23]

Acknowledgments

Thanks to the Teaching Philosophy Facebook Group for literature recommendations. Thanks to Chelsea Haramia, Sabrina Huwang, Izilda Jorge, Thomas Metcalf, Nathan Nobis, Elise Woodard, and anonymous referees for feedback.

[1] This definition is similar to Ennis’s (1991) definition: critical thinking, in his view, is “reasonable reflective thinking that is focused on deciding what to believe or do” (Ennis 1991, p. 6). See Hitchcock 2010 for an overview of definitions of critical thinking.

[2] While I define critical thinking in a general way here, there is disagreement about whether there are any general tools for critical thinking, as opposed to merely topic-specific ones.

There are also closely related debates about the extent to which specific critical thinking skills transfer to new domains and tasks, and about whether we should teach critical thinking on its own or, instead, in the context of specific disciplines, with discipline-internal standards made clear and an emphasis on content acquisition. See Willingham 2019 for discussion, including references to relevant empirical research.

People who have mastered critical thinking skills in a domain or subject area tend to be experts in those areas. See Expertise: What is an Expert? by Jamie Carlin Watson

[3] See this Khan Academy/Wi Phi Philosophy course for an overview.

[4] An example of an argument in standard form is: 1. Socrates is a man; 2. All men are mortal; 3. Therefore, Socrates is mortal. For other examples of arguments in standard form, see Anderson’s “Putting an Argument in Standard Form.” For examples of argument diagrams, as well as a useful program to construct such diagrams, see Cullen’s “Philosophy Mapped” website .

[5] Charitably responding involves responding to the strongest version of the objection.

[6] Propositional logic is the simplest branch of logic, i.e. the formal study of arguments and reasoning. See Tom Metcalf’s Formal Logic: Symbolizing Arguments in Sentential Logic by for an introduction.

[7] Wikipedia has extensive lists of good argument forms and of common fallacies . See Boardman et al. 2017, Howard-Snyder 2020, Lau 2011 , Vaughn 2018 for examples of critical thinking textbooks that take the traditional approach.

[8] To see why these are fallacies, note that, for all that is said, Kat could have had an A without winning the prize; perhaps she simply had high exam scores. And note that morally bad people can give good arguments.

[9] Philosophers also use the term ‘evidence’ in more technical senses than ‘relevant observations’. See Kelly 2016 for discussion of these different senses.

[10] Indeed, we can capture this insight into a domain-general formula for how to update beliefs: Bayes’ theorem. Bayes’ theorem tells us how to weigh our previous confidence and the strength of evidence. For a short explanation of Bayes’ Theorem, see Better Explained, “A Short and Intuitive Explanation of Bayes’ Theorem” . For more detailed discussion of Bayesianism, see Joyce 2019.

[11] Manley 2019.

[12] See Gigerenzer et al. 2007 for discussion of the practical importance of these concepts. An especially important statistical concept is that of base rate . The base rate of a feature in a population is what fraction of the population have that feature. Neglecting the base rate leads to the base rate fallacy , where one ends up adjusting one’s beliefs incorrectly in response to evidence (for example, taking a fallible positive test for a rare disease to indicate that one is extremely likely to have that disease, where, given the rarity of the disease, that remains unlikely).

[13] Battersby 2016.

[14] See Bergstorm and West’s “Calling Bullshit” syllabus for a range of helpful tools for avoiding such claims, and The News Literacy Project for resources on developing a healthy news diet.

[15] See Nguyen’s “Escape the Echo Chamber.” for helpful discussion of common issues with trust calibration and with information gathering.

[16] Implicit bias involves believing and acting “on basis of prejudice and stereotypes without intending to do so”: see Brownstein 2019.

When one discredits members of marginalized groups due to (conscious or unconscious) prejudice, one commits an epistemic injustice: see Fricker 2007. For an introduction to epistemic injustice, see Huzeyfe Demitras’s Epistemic Injustice .

[17] Cognitive biases are systematic deviations from how we should reason. See Kahneman 2011 for an accessible overview of research on cognitive biases.

[18] Nickerson 1998 .

[19] Kunda 1990.

[20] An intellectual virtue is a personality trait or disposition that is helpful in reasoning well and acquiring knowledge. Some examples are intellectual humility, open-mindedness, curiosity, and perseverance. See Zagzebski 1996.

[21] See Galef’s TED talk “Why you think you’re right – even if you’re wrong” for discussion of the importance of these traits.

[22] Dewey 1923.

[23] Freire 1968/2018, hooks 2010.

Anderson, Jeremy. “Putting an Argument in Standard Form.”

Battersby, Mark. 2016. Is That a Fact?: A Field Guide to Statistical and Scientific Information . Broadview Press.

Bergstrom, Carl T. and West, Jevin. 2019. “Calling Bullshit: Data Reasoning in a Digital World.” (website)

Better Explained. 2020. “A Short and Intuitive Explanation of Bayes’ Theorem.” (website)

Boardman, Frank, Cavender, Nancy M, and Kahane, Howard . 2017. Logic and Contemporary Rhetoric: The Use of Reason in Everyday Life. Cengage Learning.

Brownstein, Michael, “Implicit Bias”, The Stanford Encyclopedia of Philosophy (Fall 2019 Edition), Edward N. Zalta (ed.).

Cullen, Simon. “Philosophy Mapped: Open Resources for Philosophy Visualization.”

Demirtas, Huzeyfe. 2020. “Epistemic Injustice.” 1000-Word Philosophy: An Introductory Anthology .

Dewey, John. 1923. Democracy and Education: An Introduction to the Philosophy of Education. Macmillan.

Ennis, Robert. 1991. “Critical Thinking: A Streamlined Conception.” Teaching Philosophy , 14(1):5-24.

Frankfurt, Harry G. 1986. On Bullshit . Princeton University Press.

Freire, Paulo. 2018 [1968]. Pedagogy of the Oppressed . Bloomsbury Publishing USA.

Fricker, Miranda. 2007. Epistemic Injustice: Power and the Ethics of Knowing . Oxford University Press.

Galef, Julia. 2016. “Why You Think You’re Right – Even If You’re Wrong.” TED Talk.

Gigerenzer, Gerd, Gaissmaier, Wolfgang, Kurz-Milcke, Elke, Schwartz, Lisa M and Woloshin, Steven. 2007. “Helping Doctors and Patients Make Sense of Health Statistics.” Psychological Science in the Public Interest , 8(2):53-96.

bell hooks. 2010. Teaching Critical Thinking: Practical Wisdom . New York and London: Routledge.

Hitchcock, David. 2020. “ Critical Thinking ” , The Stanford Encyclopedia of Philosophy (Fall 2020 Edition), Edward N. Zalta (ed.).

Howard-Snyder, Frances, Howard-Snyder, Daniel, and Wasserman, Ryan. 2020. The Power of Logic . McGraw-Hill.

Joyce, James, “ Bayes’ Theorem ” , The Stanford Encyclopedia of Philosophy (Spring 2019 Edition), Edward N. Zalta (ed.).

Kahneman, Daniel. 2011. Thinking, Fast and Slow . Macmillan.

Kelly, Thomas. 2016. “ Evidence ” , The Stanford Encyclopedia of Philosophy (Winter 2016 Edition), Edward N. Zalta (ed.).

Kunda, Ziva. 1990. “The Case for Motivated Reasoning.” Psychological Bulletin , 108(3): 480-498.

Lai, Emily R. 2011. “Critical Thinking: A Literature Review.” Pearson’s Research Reports , 6: 40-41.

Lau, Joe YF. 2011. An Introduction to Critical Thinking and Creativity: Think More, Think Better . John Wiley & Sons.

Manley, David. 2019. Reason Better: An Interdisciplinary Guide to Critical Thinking . Toronto, ON, Canada: Tophat Monocle.

Metcalf, Thomas. 2020. “Formal Logic: Symbolizing Arguments in Sentential Logic.” 1,000-Word Philosophy: An Introductory Anthology .

The News Literacy Project.

Nguyen, Thi. 2018. “Escape the Echo Chamber.” Aeon.

Nickerson, Raymond S. 1998. “Confirmation Bias: A Ubiquitous Phenomenon in Many Guises.” Review of General Psychology , 2(2):175-220.

Pynn, Geoff. 2020. “Critical Thinking: Fundamentals.” Wireless Philosophy/Khan Academy .

Vaughn, Lewis. 2018. The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims . Oxford University Press.

Willingham, Daniel T. 2019. “How to Teach Critical Thinking.” Education: Future Frontiers , 1:1-17.

Zagzebski, Linda Trinkaus. 1996. Virtues of the Mind: An Inquiry into the Nature of Virtue and the Ethical Foundations of Knowledge . Cambridge University Press.

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About the Author

Carolina Flores is a post-doctoral fellow at UC Irvine and will be an assistant professor at UC Santa Cruz starting in 2023. She earned her Ph.D. at Rutgers University, New Jersey. She specializes in philosophy of mind and social epistemology. She is especially interested in why it is so hard to change people’s minds, and in what that tells us about the mind and about human relationships and political persuasion. CarolinaFlores.org

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Critical Thinking: Definition and Analysis

This essay about the significance of critical thinking in various aspects of life, from academia to everyday interactions. It emphasizes the importance of analysis and synthesis in fostering intellectual autonomy and resilience. Through examples in different contexts, it highlights how critical thinking enables individuals to navigate complex information, evaluate arguments, and cultivate intellectual humility.

How it works

Critical thinking, a term often echoed in scholarly circles, workplaces, and beyond, is a skill of immense significance across various dimensions of life. It serves as the cornerstone of education, problem-solving, decision-making, and personal development. However, despite its ubiquitous presence, the concept of critical thinking remains somewhat enigmatic, with its definition subject to interpretation and nuanced understanding. In this exploration, we delve into the depths of critical thinking, endeavoring to unravel its essence, dissect its components, and illuminate its implications.

At its essence, critical thinking can be described as the ability to analyze, evaluate, and synthesize information or arguments in a systematic and reasoned manner.

It goes beyond mere acceptance or rejection of ideas; rather, it involves a rigorous examination of evidence, assumptions, and logical coherence. Critical thinkers engage in reflective and independent thinking, questioning assumptions, exploring alternative perspectives, and arriving at well-informed conclusions. Essentially, critical thinking acts as intellectual armor, equipping individuals with the tools to navigate the complex landscape of information and ideas in today’s world.

One of the foundational elements of critical thinking is analysis. Analysis entails breaking down complex ideas or issues into their constituent parts, closely examining them, and discerning patterns, relationships, or implications. It serves as the scaffolding for reasoned judgments by providing a framework for understanding. During analysis, evidence is scrutinized, biases are uncovered, the credibility of sources is assessed, and underlying assumptions are revealed. Through this process, a deeper understanding of the subject matter is attained, enabling individuals to evaluate its strengths and weaknesses more effectively.

However, analysis in critical thinking is not limited to deconstruction; it also involves synthesis – the integration of disparate elements into a coherent whole. Synthesis represents the culmination of analytical inquiry, where insights gleaned from individual pieces of information or perspectives are merged to form a comprehensive understanding. It is the creative aspect of critical thinking, where innovative ideas or solutions emerge from the interplay of diverse viewpoints. Thus, analysis and synthesis work in tandem to foster holistic comprehension and innovative thinking.

To underscore the significance of analysis in critical thinking, one can examine its application across various contexts. In academia, students are frequently tasked with analyzing literary texts, scientific data, historical events, or philosophical arguments. Through close examination, experimentation, or historical research, students learn to dissect complex phenomena, identify underlying themes or principles, and construct coherent interpretations. Similarly, professionals in fields such as business, law, or healthcare rely on analytical skills to dissect problems, assess risks, and formulate effective strategies. Whether it involves conducting market research, analyzing legal precedents, or diagnosing medical conditions, the ability to analyze information critically is indispensable.

Moreover, analysis in critical thinking extends beyond academic or professional domains; it permeates everyday life. Consider the deluge of information encountered through media channels, social networks, or interpersonal interactions. In an era of information overload and misinformation, the ability to analyze sources critically is paramount. Individuals must scrutinize news articles for bias, fact-check viral claims, and discern the agenda behind persuasive rhetoric. By honing analytical skills, individuals become less susceptible to manipulation and more adept at navigating the complexities of the modern world.

Furthermore, analysis in critical thinking fosters intellectual humility – the recognition of one’s fallibility and the willingness to revise beliefs in light of new evidence or perspectives. In a world marked by ideological polarization and echo chambers, intellectual humility is a rare trait. However, critical thinkers, through their commitment to rational inquiry and open-mindedness, cultivate this virtue. They recognize that truth is multifaceted and elusive, and that certainty is often illusory. Consequently, they approach arguments or viewpoints with skepticism, subjecting them to rigorous analysis before rendering judgment.

In conclusion, critical thinking, grounded in analysis, is an indispensable skill for navigating the complexities of the modern world. It empowers individuals to dissect information, evaluate arguments, and synthesize insights, fostering intellectual autonomy and resilience. Whether in academia, professional endeavors, or everyday life, the ability to think critically is indispensable. By honing analytical skills and nurturing intellectual humility, individuals can traverse the vast expanse of information and ideas with clarity and discernment. As dedicated practitioners of critical thinking, let us embrace the challenge of analysis, for therein lies the path to intellectual enlightenment and empowerment.

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41+ Critical Thinking Examples (Definition + Practices)

Critical thinking is an essential skill in our information-overloaded world, where figuring out what is fact and fiction has become increasingly challenging.

But why is critical thinking essential? Put, critical thinking empowers us to make better decisions, challenge and validate our beliefs and assumptions, and understand and interact with the world more effectively and meaningfully.

Critical thinking is like using your brain's "superpowers" to make smart choices. Whether it's picking the right insurance, deciding what to do in a job, or discussing topics in school, thinking deeply helps a lot. In the next parts, we'll share real-life examples of when this superpower comes in handy and give you some fun exercises to practice it.

Critical Thinking Process Outline

Critical thinking means thinking clearly and fairly without letting personal feelings get in the way. It's like being a detective, trying to solve a mystery by using clues and thinking hard about them.

It isn't always easy to think critically, as it can take a pretty smart person to see some of the questions that aren't being answered in a certain situation. But, we can train our brains to think more like puzzle solvers, which can help develop our critical thinking skills.

Here's what it looks like step by step:

Spotting the Problem: It's like discovering a puzzle to solve. You see that there's something you need to figure out or decide.

Collecting Clues: Now, you need to gather information. Maybe you read about it, watch a video, talk to people, or do some research. It's like getting all the pieces to solve your puzzle.

Breaking It Down: This is where you look at all your clues and try to see how they fit together. You're asking questions like: Why did this happen? What could happen next?

Checking Your Clues: You want to make sure your information is good. This means seeing if what you found out is true and if you can trust where it came from.

Making a Guess: After looking at all your clues, you think about what they mean and come up with an answer. This answer is like your best guess based on what you know.

Explaining Your Thoughts: Now, you tell others how you solved the puzzle. You explain how you thought about it and how you answered.

Checking Your Work: This is like looking back and seeing if you missed anything. Did you make any mistakes? Did you let any personal feelings get in the way? This step helps make sure your thinking is clear and fair.

And remember, you might sometimes need to go back and redo some steps if you discover something new. If you realize you missed an important clue, you might have to go back and collect more information.

Critical Thinking Methods

Just like doing push-ups or running helps our bodies get stronger, there are special exercises that help our brains think better. These brain workouts push us to think harder, look at things closely, and ask many questions.

It's not always about finding the "right" answer. Instead, it's about the journey of thinking and asking "why" or "how." Doing these exercises often helps us become better thinkers and makes us curious to know more about the world.

Now, let's look at some brain workouts to help us think better:

1. "What If" Scenarios

Imagine crazy things happening, like, "What if there was no internet for a month? What would we do?" These games help us think of new and different ideas.

Pick a hot topic. Argue one side of it and then try arguing the opposite. This makes us see different viewpoints and think deeply about a topic.

3. Analyze Visual Data

Check out charts or pictures with lots of numbers and info but no explanations. What story are they telling? This helps us get better at understanding information just by looking at it.

4. Mind Mapping

Write an idea in the center and then draw lines to related ideas. It's like making a map of your thoughts. This helps us see how everything is connected.

There's lots of mind-mapping software , but it's also nice to do this by hand.

5. Weekly Diary

Every week, write about what happened, the choices you made, and what you learned. Writing helps us think about our actions and how we can do better.

6. Evaluating Information Sources

Collect stories or articles about one topic from newspapers or blogs. Which ones are trustworthy? Which ones might be a little biased? This teaches us to be smart about where we get our info.

There are many resources to help you determine if information sources are factual or not.

7. Socratic Questioning

This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic. You can do this by yourself or chat with a friend.

Start with a Big Question:

"What does 'success' mean?"

Dive Deeper with More Questions:

"Why do you think of success that way?" "Do TV shows, friends, or family make you think that?" "Does everyone think about success the same way?"

"Can someone be a winner even if they aren't rich or famous?" "Can someone feel like they didn't succeed, even if everyone else thinks they did?"

Look for Real-life Examples:

"Who is someone you think is successful? Why?" "Was there a time you felt like a winner? What happened?"

Think About Other People's Views:

"How might a person from another country think about success?" "Does the idea of success change as we grow up or as our life changes?"

Think About What It Means:

"How does your idea of success shape what you want in life?" "Are there problems with only wanting to be rich or famous?"

Look Back and Think:

"After talking about this, did your idea of success change? How?" "Did you learn something new about what success means?"

8. Six Thinking Hats

Edward de Bono came up with a cool way to solve problems by thinking in six different ways, like wearing different colored hats. You can do this independently, but it might be more effective in a group so everyone can have a different hat color. Each color has its way of thinking:

White Hat (Facts): Just the facts! Ask, "What do we know? What do we need to find out?"

Red Hat (Feelings): Talk about feelings. Ask, "How do I feel about this?"

Black Hat (Careful Thinking): Be cautious. Ask, "What could go wrong?"

Yellow Hat (Positive Thinking): Look on the bright side. Ask, "What's good about this?"

Green Hat (Creative Thinking): Think of new ideas. Ask, "What's another way to look at this?"

Blue Hat (Planning): Organize the talk. Ask, "What should we do next?"

When using this method with a group:

Explain all the hats.
Decide which hat to wear first.
Make sure everyone switches hats at the same time.
Finish with the Blue Hat to plan the next steps.

9. SWOT Analysis

SWOT Analysis is like a game plan for businesses to know where they stand and where they should go. "SWOT" stands for Strengths, Weaknesses, Opportunities, and Threats.

There are a lot of SWOT templates out there for how to do this visually, but you can also think it through. It doesn't just apply to businesses but can be a good way to decide if a project you're working on is working.

Strengths: What's working well? Ask, "What are we good at?"

Weaknesses: Where can we do better? Ask, "Where can we improve?"

Opportunities: What good things might come our way? Ask, "What chances can we grab?"

Threats: What challenges might we face? Ask, "What might make things tough for us?"

Steps to do a SWOT Analysis:

Goal: Decide what you want to find out.
Research: Learn about your business and the world around it.
Brainstorm: Get a group and think together. Talk about strengths, weaknesses, opportunities, and threats.
Pick the Most Important Points: Some things might be more urgent or important than others.
Make a Plan: Decide what to do based on your SWOT list.
Check Again Later: Things change, so look at your SWOT again after a while to update it.

Now that you have a few tools for thinking critically, let’s get into some specific examples.

Everyday Examples

Life is a series of decisions. From the moment we wake up, we're faced with choices – some trivial, like choosing a breakfast cereal, and some more significant, like buying a home or confronting an ethical dilemma at work. While it might seem that these decisions are disparate, they all benefit from the application of critical thinking.

10. Deciding to buy something

Imagine you want a new phone. Don't just buy it because the ad looks cool. Think about what you need in a phone. Look up different phones and see what people say about them. Choose the one that's the best deal for what you want.

11. Deciding what is true

There's a lot of news everywhere. Don't believe everything right away. Think about why someone might be telling you this. Check if what you're reading or watching is true. Make up your mind after you've looked into it.

12. Deciding when you’re wrong

Sometimes, friends can have disagreements. Don't just get mad right away. Try to see where they're coming from. Talk about what's going on. Find a way to fix the problem that's fair for everyone.

13. Deciding what to eat

There's always a new diet or exercise that's popular. Don't just follow it because it's trendy. Find out if it's good for you. Ask someone who knows, like a doctor. Make choices that make you feel good and stay healthy.

14. Deciding what to do today

Everyone is busy with school, chores, and hobbies. Make a list of things you need to do. Decide which ones are most important. Plan your day so you can get things done and still have fun.

15. Making Tough Choices

Sometimes, it's hard to know what's right. Think about how each choice will affect you and others. Talk to people you trust about it. Choose what feels right in your heart and is fair to others.

16. Planning for the Future

Big decisions, like where to go to school, can be tricky. Think about what you want in the future. Look at the good and bad of each choice. Talk to people who know about it. Pick what feels best for your dreams and goals.

Job Examples

17. solving problems.

Workers brainstorm ways to fix a machine quickly without making things worse when a machine breaks at a factory.

18. Decision Making

A store manager decides which products to order more of based on what's selling best.

19. Setting Goals

A team leader helps their team decide what tasks are most important to finish this month and which can wait.

20. Evaluating Ideas

At a team meeting, everyone shares ideas for a new project. The group discusses each idea's pros and cons before picking one.

21. Handling Conflict

Two workers disagree on how to do a job. Instead of arguing, they talk calmly, listen to each other, and find a solution they both like.

22. Improving Processes

A cashier thinks of a faster way to ring up items so customers don't have to wait as long.

23. Asking Questions

Before starting a big task, an employee asks for clear instructions and checks if they have the necessary tools.

24. Checking Facts

Before presenting a report, someone double-checks all their information to make sure there are no mistakes.

25. Planning for the Future

A business owner thinks about what might happen in the next few years, like new competitors or changes in what customers want, and makes plans based on those thoughts.

26. Understanding Perspectives

A team is designing a new toy. They think about what kids and parents would both like instead of just what they think is fun.

School Examples

27. researching a topic.

For a history project, a student looks up different sources to understand an event from multiple viewpoints.

28. Debating an Issue

In a class discussion, students pick sides on a topic, like school uniforms, and share reasons to support their views.

29. Evaluating Sources

While writing an essay, a student checks if the information from a website is trustworthy or might be biased.

30. Problem Solving in Math

When stuck on a tricky math problem, a student tries different methods to find the answer instead of giving up.

31. Analyzing Literature

In English class, students discuss why a character in a book made certain choices and what those decisions reveal about them.

32. Testing a Hypothesis

For a science experiment, students guess what will happen and then conduct tests to see if they're right or wrong.

33. Giving Peer Feedback

After reading a classmate's essay, a student offers suggestions for improving it.

34. Questioning Assumptions

In a geography lesson, students consider why certain countries are called "developed" and what that label means.

35. Designing a Study

For a psychology project, students plan an experiment to understand how people's memories work and think of ways to ensure accurate results.

36. Interpreting Data

In a science class, students look at charts and graphs from a study, then discuss what the information tells them and if there are any patterns.

Critical Thinking Puzzles

Not all scenarios will have a single correct answer that can be figured out by thinking critically. Sometimes we have to think critically about ethical choices or moral behaviors.

Here are some mind games and scenarios you can solve using critical thinking. You can see the solution(s) at the end of the post.

37. The Farmer, Fox, Chicken, and Grain Problem

A farmer is at a riverbank with a fox, a chicken, and a grain bag. He needs to get all three items across the river. However, his boat can only carry himself and one of the three items at a time.

Here's the challenge:

If the fox is left alone with the chicken, the fox will eat the chicken.
If the chicken is left alone with the grain, the chicken will eat the grain.

How can the farmer get all three items across the river without any item being eaten?

38. The Rope, Jar, and Pebbles Problem

You are in a room with two long ropes hanging from the ceiling. Each rope is just out of arm's reach from the other, so you can't hold onto one rope and reach the other simultaneously.

Your task is to tie the two rope ends together, but you can't move the position where they hang from the ceiling.

You are given a jar full of pebbles. How do you complete the task?

39. The Two Guards Problem

Imagine there are two doors. One door leads to certain doom, and the other leads to freedom. You don't know which is which.

In front of each door stands a guard. One guard always tells the truth. The other guard always lies. You don't know which guard is which.

You can ask only one question to one of the guards. What question should you ask to find the door that leads to freedom?

40. The Hourglass Problem

You have two hourglasses. One measures 7 minutes when turned over, and the other measures 4 minutes. Using just these hourglasses, how can you time exactly 9 minutes?

41. The Lifeboat Dilemma

Imagine you're on a ship that's sinking. You get on a lifeboat, but it's already too full and might flip over.

Nearby in the water, five people are struggling: a scientist close to finding a cure for a sickness, an old couple who've been together for a long time, a mom with three kids waiting at home, and a tired teenager who helped save others but is now in danger.

You can only save one person without making the boat flip. Who would you choose?

42. The Tech Dilemma

You work at a tech company and help make a computer program to help small businesses. You're almost ready to share it with everyone, but you find out there might be a small chance it has a problem that could show users' private info.

If you decide to fix it, you must wait two more months before sharing it. But your bosses want you to share it now. What would you do?

43. The History Mystery

Dr. Amelia is a history expert. She's studying where a group of people traveled long ago. She reads old letters and documents to learn about it. But she finds some letters that tell a different story than what most people believe.

If she says this new story is true, it could change what people learn in school and what they think about history. What should she do?

The Role of Bias in Critical Thinking

Have you ever decided you don’t like someone before you even know them? Or maybe someone shared an idea with you that you immediately loved without even knowing all the details.

This experience is called bias, which occurs when you like or dislike something or someone without a good reason or knowing why. It can also take shape in certain reactions to situations, like a habit or instinct.

Bias comes from our own experiences, what friends or family tell us, or even things we are born believing. Sometimes, bias can help us stay safe, but other times it stops us from seeing the truth.

Not all bias is bad. Bias can be a mechanism for assessing our potential safety in a new situation. If we are biased to think that anything long, thin, and curled up is a snake, we might assume the rope is something to be afraid of before we know it is just a rope.

While bias might serve us in some situations (like jumping out of the way of an actual snake before we have time to process that we need to be jumping out of the way), it often harms our ability to think critically.

How Bias Gets in the Way of Good Thinking

Selective Perception: We only notice things that match our ideas and ignore the rest.

It's like only picking red candies from a mixed bowl because you think they taste the best, but they taste the same as every other candy in the bowl. It could also be when we see all the signs that our partner is cheating on us but choose to ignore them because we are happy the way we are (or at least, we think we are).

Agreeing with Yourself: This is called “ confirmation bias ” when we only listen to ideas that match our own and seek, interpret, and remember information in a way that confirms what we already think we know or believe.

An example is when someone wants to know if it is safe to vaccinate their children but already believes that vaccines are not safe, so they only look for information supporting the idea that vaccines are bad.

Thinking We Know It All: Similar to confirmation bias, this is called “overconfidence bias.” Sometimes we think our ideas are the best and don't listen to others. This can stop us from learning.

Have you ever met someone who you consider a “know it”? Probably, they have a lot of overconfidence bias because while they may know many things accurately, they can’t know everything. Still, if they act like they do, they show overconfidence bias.

There's a weird kind of bias similar to this called the Dunning Kruger Effect, and that is when someone is bad at what they do, but they believe and act like they are the best .

Following the Crowd: This is formally called “groupthink”. It's hard to speak up with a different idea if everyone agrees. But this can lead to mistakes.

An example of this we’ve all likely seen is the cool clique in primary school. There is usually one person that is the head of the group, the “coolest kid in school”, and everyone listens to them and does what they want, even if they don’t think it’s a good idea.

How to Overcome Biases

Here are a few ways to learn to think better, free from our biases (or at least aware of them!).

Know Your Biases: Realize that everyone has biases. If we know about them, we can think better.

Listen to Different People: Talking to different kinds of people can give us new ideas.

Ask Why: Always ask yourself why you believe something. Is it true, or is it just a bias?

Understand Others: Try to think about how others feel. It helps you see things in new ways.

Keep Learning: Always be curious and open to new information.

In today's world, everything changes fast, and there's so much information everywhere. This makes critical thinking super important. It helps us distinguish between what's real and what's made up. It also helps us make good choices. But thinking this way can be tough sometimes because of biases. These are like sneaky thoughts that can trick us. The good news is we can learn to see them and think better.

There are cool tools and ways we've talked about, like the "Socratic Questioning" method and the "Six Thinking Hats." These tools help us get better at thinking. These thinking skills can also help us in school, work, and everyday life.

We’ve also looked at specific scenarios where critical thinking would be helpful, such as deciding what diet to follow and checking facts.

Thinking isn't just a skill—it's a special talent we improve over time. Working on it lets us see things more clearly and understand the world better. So, keep practicing and asking questions! It'll make you a smarter thinker and help you see the world differently.

Critical Thinking Puzzles (Solutions)

The farmer, fox, chicken, and grain problem.

The farmer first takes the chicken across the river and leaves it on the other side.
He returns to the original side and takes the fox across the river.
After leaving the fox on the other side, he returns the chicken to the starting side.
He leaves the chicken on the starting side and takes the grain bag across the river.
He leaves the grain with the fox on the other side and returns to get the chicken.
The farmer takes the chicken across, and now all three items -- the fox, the chicken, and the grain -- are safely on the other side of the river.

The Rope, Jar, and Pebbles Problem

Take one rope and tie the jar of pebbles to its end.
Swing the rope with the jar in a pendulum motion.
While the rope is swinging, grab the other rope and wait.
As the swinging rope comes back within reach due to its pendulum motion, grab it.
With both ropes within reach, untie the jar and tie the rope ends together.

The Two Guards Problem

The question is, "What would the other guard say is the door to doom?" Then choose the opposite door.

The Hourglass Problem

Start both hourglasses.
When the 4-minute hourglass runs out, turn it over.
When the 7-minute hourglass runs out, the 4-minute hourglass will have been running for 3 minutes. Turn the 7-minute hourglass over.
When the 4-minute hourglass runs out for the second time (a total of 8 minutes have passed), the 7-minute hourglass will run for 1 minute. Turn the 7-minute hourglass again for 1 minute to empty the hourglass (a total of 9 minutes passed).

The Boat and Weights Problem

Take the cat over first and leave it on the other side. Then, return and take the fish across next. When you get there, take the cat back with you. Leave the cat on the starting side and take the cat food across. Lastly, return to get the cat and bring it to the other side.

The Lifeboat Dilemma

There isn’t one correct answer to this problem. Here are some elements to consider:

Moral Principles: What values guide your decision? Is it the potential greater good for humanity (the scientist)? What is the value of long-standing love and commitment (the elderly couple)? What is the future of young children who depend on their mothers? Or the selfless bravery of the teenager?
Future Implications: Consider the future consequences of each choice. Saving the scientist might benefit millions in the future, but what moral message does it send about the value of individual lives?
Emotional vs. Logical Thinking: While it's essential to engage empathy, it's also crucial not to let emotions cloud judgment entirely. For instance, while the teenager's bravery is commendable, does it make him more deserving of a spot on the boat than the others?
Acknowledging Uncertainty: The scientist claims to be close to a significant breakthrough, but there's no certainty. How does this uncertainty factor into your decision?
Personal Bias: Recognize and challenge any personal biases, such as biases towards age, profession, or familial status.

The Tech Dilemma

Again, there isn’t one correct answer to this problem. Here are some elements to consider:

Evaluate the Risk: How severe is the potential vulnerability? Can it be easily exploited, or would it require significant expertise? Even if the circumstances are rare, what would be the consequences if the vulnerability were exploited?
Stakeholder Considerations: Different stakeholders will have different priorities. Upper management might prioritize financial projections, the marketing team might be concerned about the product's reputation, and customers might prioritize the security of their data. How do you balance these competing interests?
Short-Term vs. Long-Term Implications: While launching on time could meet immediate financial goals, consider the potential long-term damage to the company's reputation if the vulnerability is exploited. Would the short-term gains be worth the potential long-term costs?
Ethical Implications : Beyond the financial and reputational aspects, there's an ethical dimension to consider. Is it right to release a product with a known vulnerability, even if the chances of it being exploited are low?
Seek External Input: Consulting with cybersecurity experts outside your company might be beneficial. They could provide a more objective risk assessment and potential mitigation strategies.
Communication: How will you communicate the decision, whatever it may be, both internally to your team and upper management and externally to your customers and potential users?

The History Mystery

Dr. Amelia should take the following steps:

Verify the Letters: Before making any claims, she should check if the letters are actual and not fake. She can do this by seeing when and where they were written and if they match with other things from that time.
Get a Second Opinion: It's always good to have someone else look at what you've found. Dr. Amelia could show the letters to other history experts and see their thoughts.
Research More: Maybe there are more documents or letters out there that support this new story. Dr. Amelia should keep looking to see if she can find more evidence.
Share the Findings: If Dr. Amelia believes the letters are true after all her checks, she should tell others. This can be through books, talks, or articles.
Stay Open to Feedback: Some people might agree with Dr. Amelia, and others might not. She should listen to everyone and be ready to learn more or change her mind if new information arises.

Ultimately, Dr. Amelia's job is to find out the truth about history and share it. It's okay if this new truth differs from what people used to believe. History is about learning from the past, no matter the story.

Experimenter Bias (Definition + Examples)
Hasty Generalization Fallacy (31 Examples + Similar Names)
Ad Hoc Fallacy (29 Examples + Other Names)
Confirmation Bias (Examples + Definition)
Equivocation Fallacy (26 Examples + Description)

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Home — Essay Samples — Education — Studying Process — Critical Thinking

Essays on Critical Thinking

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

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

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

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

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

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

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

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

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

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Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings.

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

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25 Critical Thinking Examples

critical thinking examples and definition, explained below

Critical thinking is the ability to analyze information and make reasoned decisions. It involves suspended judgment, open-mindedness, and clarity of thought.

It involves considering different viewpoints and weighing evidence carefully. It is essential for solving complex problems and making good decisions.

People who think critically are able to see the world in a more nuanced way and understand the interconnectedness of things. They are also better able to adapt to change and handle uncertainty.

In today’s fast-paced world, the ability to think critically is more important than ever and necessary for students and employees alike.

Critical Thinking Examples

1. identifying strengths and weaknesses.

Critical thinkers don’t just take things at face value. They stand back and contemplate the potential strengths and weaknesses of something and then make a decision after contemplation.

This helps you to avoid excessive bias and identify possible problems ahead of time.

For example, a boxer about to get in the ring will likely need to evaluate the strengths and weaknesses of his opponent. He might learn that his opponent’s left hook is very strong, but his opponent also gets tired after the third round. With this knowledge, he can go into the bout with strong defenses in the first three rounds before going on the offense.

Here, the boxer’s critical thinking skills will help him win his match.

2. Creating a Hypothesis based on Limited Data

When scientists set out to test a new theory, they first need to develop a hypothesis. This is an educated guess about how things work, based on what is already known.

Once a hypothesis has been developed, experiments can be designed to test it.

However, sometimes scientists may find themselves working with limited data. In such cases, they may need to make some assumptions in order to form a hypothesis.

For example, if they are studying a phenomenon that occurs infrequently, they may need to extrapolate from the data they do have in order to form a hypothesis.

Here, the scientist is engaged in critical thinking: they use the limited data to come up with a tentative judgment.

3. Moderating a Debate

A debate moderator needs to have strong critical thinking skills. They need to use objective evaluations, analysis, and critique to keep the discussion on track and ensure that all sides are heard fairly.

This means being able to identify when a point has been made sufficiently, or when someone is beginning to veer off topic and being able to direct the conversation accordingly.

Similarly, they need to be able to assess each argument objectively and consider its merits, rather than getting caught up in the emotion of the debate. If someone is using an unfair point or one that is not factual, the moderator needs to be switched on and identify this.

By remaining calm and impartial, the moderator can help to ensure that a debate is productive and respectful.

4. Judging and Adjudicating

A judge or adjudicator needs to weigh the evidence and make a determination based on the facts.

This requires the adjudicator to be able to try to see both sides of an argument. They need the ability to see past personal biases and to critically evaluate the credibility of all sides.

In addition, judges and adjudicators must be able to think quickly and make sound decisions in the face of complex issues.

For example, if you were to be adjudicating the above debate, you need to hear both sides of the argument and then decide who won. It’s your job to evaluate, see strengths and weaknesses in arguments, and come to a conclusion.

5. Grading an Essay

Teachers need critical thinking skills when grading essays so that they can effectively assess the quality of the writing. By critically analyzing the essay, teachers can identify any errors or weaknesses in the argument.

Furthermore, they can also determine whether the essay meets the required standards for the assignment. Even a very well-written essay may deserve a lower grade if the essay doesn’t directly answer the essay question.

A teacher needs to be able to read an essay and understand not only what the student is trying to say, but also how well they are making their argument. Are they using evidence effectively? Are they drawing valid conclusions? A teacher needs to be able to evaluate an essay holistically in order to give a fair grade.

In order to properly evaluate an essay, teachers need to be able to think critically about the writing. Only then can they provide an accurate assessment of the work.

6. Active Reading

Active reading is a skill that requires the reader to be engaged with the text in order to fully understand it. This means not only being able to read the words on the page, but also being able to interpret the meaning behind them.

In order to do this, active readers need to have good critical thinking skills.

They need to be able to ask questions about the text and look for evidence to support their answers. Additionally, active readers need to be able to make connections between the text and their own experiences.

Active reading leads to better comprehension and retention of information.

7. Deciding Whether or Not to Believe Something

When trying to determine whether or not to believe something, you’re engaging in critical thinking.

For example, you might need to consider the source of the information. If the information comes from a reliable source, such as a reputable news organization or a trusted friend, then it is more likely to be accurate.

However, if the source is less reliable, such as an anonymous website or a person with a known bias, then the information should be viewed with more skepticism.

In addition, it is important to consider the evidence that is being presented. If the evidence is well-supported and logically presented, then it is more likely to be true. However, if the evidence is weak or relies on fallacious reasoning, then the claim is less likely to be true.

8. Determining the Best Solution to a Situation

Determining the best solution to a problem generally requires you to critique the different options. There are often many different factors to consider, and it can be difficult to know where to start.

However, there are some general guidelines that can help to make the process a little easier.

For example, if you have a few possible solutions to the problem, it is important to weigh the pros and cons of each one. Consider both the short-term and long-term effects of each option before making a decision.

Furthermore, it is important to be aware of your own biases. Be sure to consider all of the options objectively, without letting your personal preferences get in the way.

9. Giving Formative Feedback

Formative feedback is feedback that you give to someone part-way through a learning experience. To do this, you need to think critically.

For example, one thing you need to do is see where the student’s strengths and weaknesses like. Perhaps the student is doing extremely well at a task, so your feedback might be that they should try to extend themselves by adding more complexity to the task.

Or, perhaps the student is struggling, so you suggest to them that they approach the learning experience from a different angle.

10. Giving Summative Feedback

Summative feedback occurs at the end of a learning scenario. For example, the written feedback at the end of an essay or on a report card is summative.

When providing summative feedback, it is important to take a step back and consider the situation from multiple perspectives. What are areas for improvement and where exactly might the student have missed some key points? How could the student have done better?

Asking yourself these questions is all part of the process of giving feedback, and they can all be considered examples of critical thinking. You’re literally critiquing the student’s work and identifying opportunities for improvement.

11. Evaluating Evidence

When evaluating evidence, critical thinkers take a step back and look at the bigger picture. They consider all of the available information and weigh it up. They look at logical flaws, the reliability of the evidence, and its validity.

This process allows them to arrive at a conclusion that is based on sound reasoning, rather than emotion or personal bias.

For example, when a social scientist looks at the evidence from his study, he needs to evaluate whether the data was corrupted and ensure the methodology was sound in order to determine if the evidence is valuable or not.

12. Media Literacy

Media literacy seems to be in short supply these days. Too many people take information off the internet or television and just assume it is true.

A person with media literacy, however, will not just trust what they see and read. Instead, they look at the data and weigh up the evidence. They will see if there was a sound study to back up claims. They will see if there is bias in the media source and whether it’s just following an ideological line.

Furthermore, they will make sure they seek out trustworthy media sources. These are not just media sources you like or that confirm your own point of view. They need to be sources that do their own research, find solid data, and don’t pursue one blind agenda.

13. Asking your Own Questions

Asking your own questions is an important part of critical thinking. When you ask questions, you are forcing yourself to think more deeply about the information you are considering.

Asking questions also allows you to gather more information from others who may have different perspectives.

This helps you to better understand the issue and to come up with your own conclusions.

So, often at schools, we give students a list of questions to ask about something in order to dig deeper into it. For example, in a book review lesson, the teacher might give a list of questions to ask about the book’s characters and plot.

14. Conducting Rigorous Research

Research is a process of inquiry that encompasses the gathering of data, interpretation of findings, and communication of results. The researcher needs to engage in critical thinking throughout the process, but most importantly, when designing their methodology.

Research can be done through a variety of methods, such as experiments, surveys, interviews, and observations. Each method has strengths and weaknesses.

Once the data has been collected, it must be analyzed and interpreted. This is often done through statistical methods or qualitative analysis.

Research is an essential tool for discovering new knowledge and for solving problems, but researchers need to think critically about how valid and reliable their data truly is.

15. Examining your own Beliefs and Prejudices

It’s important to examine your own beliefs and prejudices in order to ensure that they are fair and accurate. People who don’t examine their own beliefs have not truly critically examined their lives.

One way to do this is to take the time to consider why you believe what you do. What experiences have you had that have led you to this belief? Are there other ways to interpret these experiences? It’s also important to be aware of the potential for confirmation bias , which is when we seek out information that confirms our existing beliefs, while ignoring information that contradicts them.

This can lead us to hold onto inaccurate or unfair beliefs even when presented with evidence to the contrary.

To avoid this, it’s important to seek out diverse perspectives, and to be open-minded when considering new information. By taking these steps, you can help ensure that your beliefs are fair and accurate.

16. Looking at a Situation from Multiple Perspectives

One of the most important critical thinking skills that you can learn in life is how to look at a situation from multiple perspectives.

Being able to see things from different angles can help you to understand complex issues, spot potential problems, and find creative solutions. It can also help you to build better relationships, as you will be able to see where others are coming from and find common ground.

There are a few simple techniques that you can use to develop this skill.

First, try to imagine how someone else would feel in the same situation.

Second, put yourself in their shoes and try to see things from their point of view.

Finally, ask yourself what other factors may be influencing their perspective. By taking the time to view things from multiple angles, you will be better prepared to deal with whatever life throws your way.

17. Considering Implications before Taking Action

When faced with a difficult decision, it is important to consider the implications of each possible action before settling on a course of action.

This is because the consequences of our actions can be far-reaching and often unforeseen.

For example, a seemingly small decision like whether to attend a party or not might have much larger implications. If we decide to go to the party, we might miss an important deadline at work.

However, if we stay home, we might miss out on an opportunity to meet new people and make valuable connections.

In either case, our choice can have a significant impact on our lives.

Fortunately, critical thinking can help people to make well-informed decisions that could have a positive impact on their lives.

For example, you might have to weight up the pros and cons of attending the party and identify potential downsides, like whether you might be in a car with an impaired driver, and whether the party is really worth losing your job.

Having weighed up the potential outcomes, you can make a more rational and informed decision.

18. Reflective Practice

Reflecting on your actions is an important part of critical thinking. When you take the time to reflect, you are able to step back and examine your choices and their consequences more objectively.

This allows you to learn from your mistakes and make better decisions in the future.

In order to reflect effectively, it is important to be honest with yourself and open to learning new things. You must also be willing to question your own beliefs and assumptions. By taking these steps, you can develop the critical thinking skills that are essential for making sound decisions next time.

This will also, fortunately, help you to constantly improve upon yourself.

19. Problem-Solving

Problem-solving requires the ability to think critically in order to accurately assess a situation and determine the best course of action.

This means being able to identify the root cause of a problem , as well as any potential obstacles that may stand in the way of a solution. It also involves breaking down a problem into smaller, more manageable pieces in order to more easily find a workable solution.

In addition, critical thinking skills also require the ability to think creatively in order to come up with original solutions to these problems.

Go Deeper: Problem-Solving Examples

20. Brainstorming New Solutions

When brainstorming new solutions , critical thinking skills are essential in order to generate fresh ideas and identify potential issues.

For example, the ability to identify the problems with the last solution you tried is important in order to come up with better solutions this time. Similarly, analytical thinking is necessary in order to evaluate the feasibility of each idea. Furthermore, it is also necessary to consider different perspectives and adapt to changing circumstances.

By utilizing all of these critical thinking skills, it will be possible to develop innovative solutions that are both practical and effective.

21. Reserving Judgment

A key part of critical thinking is reserving judgment. This means that we should not rush to conclusions, but instead take the time to consider all the evidence before making up our minds.

By reserving judgment, we can avoid making premature decisions that we might later regret. We can also avoid falling victim to confirmation bias, which is the tendency to only pay attention to information that supports our existing beliefs.

Instead, by keeping an open mind and considering all the evidence, we can make better decisions and reach more accurate conclusions.

22. Identifying Deceit

Critical thinking is an important skill to have in any situation, but it is especially important when trying to identify deceit.

There are a few key things to look for when using critical thinking to identify deceit.

First, pay attention to the person’s body language. Second, listen closely to what the person is saying and look for any inconsistencies. Finally, try to get a sense of the person’s motive – why would they want to deceive you?

Each of these questions helps you to not just take things at their face value. Instead, you’re critiquing the situation and coming to a conclusion using all of your intellect and senses, rather than just believing what you’re told.

23. Being Open-Minded to New Evidence that Contradicts your Beliefs

People with critical thinking skills are more open-minded because they are willing to consider different points of view and evidence.

They also realize that their own beliefs may be wrong and are willing to change their minds if new information is presented.

Similarly, people who are not critical thinkers tend to be close-minded because they fail to critique themselves and challenge their own mindset. This can lead to conflicts, as closed-minded people are not willing to budge on their beliefs even when presented with contradictory evidence.

Critical thinkers, on the other hand, are able to have more productive conversations as they are willing to listen to others and consider different viewpoints. Ultimately, being open-minded and willing to change one’s mind is a sign of intelligence and maturity.

24. Accounting for Bias

We all have biases, based on our individual experiences, perspectives, and beliefs. These can lead us to see the world in a certain way and to interpret information in a way that supports our existing views.

However, if we want to truly understand an issue, it is important to try to put aside our personal biases and look at the evidence objectively.

This is where critical thinking skills come in.

By using critical thinking, we can examine the evidence dispassionately and assess different arguments without letting our own prejudices get in the way. Start by looking at weaknesses and logical flaws in your own thinking.

Play the devil’s advocate.

In this way, you can start to get a more accurate picture of an issue and make more informed decisions.

25. Basing your Beliefs on Logic and Reasoning

In order to lead a successful and fulfilling life, it is important to base your beliefs on logic and reasoning.

This does not mean that you should never believe in something without evidence, but it does mean that you should be thoughtful and intentional about the things that you choose to believe.

One way to ensure that your beliefs are based on logic and reasoning is to seek out reliable sources of information. Another method is to use thought games to follow all your thoughts to their logical conclusions.

By basing your beliefs on logic and reasoning, you will be more likely to make sound decisions, and less likely to be swayed by emotions or misinformation.

Critical thinking is an important skill for anyone who wants to be successful in the modern world. It allows us to evaluate information and make reasoned decisions, rather than simply accepting things at face value.

Thus, employers often want to employ people with strong critical thinking skills. These employees will be able to solve problems by themselves and identify ways to improve the workplace. They will be able to push back against bad decisions and use their own minds to make good decisions.

Furthermore, critical thinking skills are important for students. This is because they need to be able to evaluate information and think through problems with a critical mindset in order to learn and improve.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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A Crash Course in Critical Thinking

What you need to know—and read—about one of the essential skills needed today..

Posted April 8, 2024 | Reviewed by Michelle Quirk

In research for "A More Beautiful Question," I did a deep dive into the current crisis in critical thinking.
Many people may think of themselves as critical thinkers, but they actually are not.
Here is a series of questions you can ask yourself to try to ensure that you are thinking critically.

Conspiracy theories. Inability to distinguish facts from falsehoods. Widespread confusion about who and what to believe.

These are some of the hallmarks of the current crisis in critical thinking—which just might be the issue of our times. Because if people aren’t willing or able to think critically as they choose potential leaders, they’re apt to choose bad ones. And if they can’t judge whether the information they’re receiving is sound, they may follow faulty advice while ignoring recommendations that are science-based and solid (and perhaps life-saving).

Moreover, as a society, if we can’t think critically about the many serious challenges we face, it becomes more difficult to agree on what those challenges are—much less solve them.

On a personal level, critical thinking can enable you to make better everyday decisions. It can help you make sense of an increasingly complex and confusing world.

In the new expanded edition of my book A More Beautiful Question ( AMBQ ), I took a deep dive into critical thinking. Here are a few key things I learned.

First off, before you can get better at critical thinking, you should understand what it is. It’s not just about being a skeptic. When thinking critically, we are thoughtfully reasoning, evaluating, and making decisions based on evidence and logic. And—perhaps most important—while doing this, a critical thinker always strives to be open-minded and fair-minded . That’s not easy: It demands that you constantly question your assumptions and biases and that you always remain open to considering opposing views.

In today’s polarized environment, many people think of themselves as critical thinkers simply because they ask skeptical questions—often directed at, say, certain government policies or ideas espoused by those on the “other side” of the political divide. The problem is, they may not be asking these questions with an open mind or a willingness to fairly consider opposing views.

When people do this, they’re engaging in “weak-sense critical thinking”—a term popularized by the late Richard Paul, a co-founder of The Foundation for Critical Thinking . “Weak-sense critical thinking” means applying the tools and practices of critical thinking—questioning, investigating, evaluating—but with the sole purpose of confirming one’s own bias or serving an agenda.

In AMBQ , I lay out a series of questions you can ask yourself to try to ensure that you’re thinking critically. Here are some of the questions to consider:

Why do I believe what I believe?
Are my views based on evidence?
Have I fairly and thoughtfully considered differing viewpoints?
Am I truly open to changing my mind?

Of course, becoming a better critical thinker is not as simple as just asking yourself a few questions. Critical thinking is a habit of mind that must be developed and strengthened over time. In effect, you must train yourself to think in a manner that is more effortful, aware, grounded, and balanced.

For those interested in giving themselves a crash course in critical thinking—something I did myself, as I was working on my book—I thought it might be helpful to share a list of some of the books that have shaped my own thinking on this subject. As a self-interested author, I naturally would suggest that you start with the new 10th-anniversary edition of A More Beautiful Question , but beyond that, here are the top eight critical-thinking books I’d recommend.

The Demon-Haunted World: Science as a Candle in the Dark , by Carl Sagan

This book simply must top the list, because the late scientist and author Carl Sagan continues to be such a bright shining light in the critical thinking universe. Chapter 12 includes the details on Sagan’s famous “baloney detection kit,” a collection of lessons and tips on how to deal with bogus arguments and logical fallacies.

Clear Thinking: Turning Ordinary Moments Into Extraordinary Results , by Shane Parrish

The creator of the Farnham Street website and host of the “Knowledge Project” podcast explains how to contend with biases and unconscious reactions so you can make better everyday decisions. It contains insights from many of the brilliant thinkers Shane has studied.

Good Thinking: Why Flawed Logic Puts Us All at Risk and How Critical Thinking Can Save the World , by David Robert Grimes

A brilliant, comprehensive 2021 book on critical thinking that, to my mind, hasn’t received nearly enough attention . The scientist Grimes dissects bad thinking, shows why it persists, and offers the tools to defeat it.

Think Again: The Power of Knowing What You Don't Know , by Adam Grant

Intellectual humility—being willing to admit that you might be wrong—is what this book is primarily about. But Adam, the renowned Wharton psychology professor and bestselling author, takes the reader on a mind-opening journey with colorful stories and characters.

Think Like a Detective: A Kid's Guide to Critical Thinking , by David Pakman

The popular YouTuber and podcast host Pakman—normally known for talking politics —has written a terrific primer on critical thinking for children. The illustrated book presents critical thinking as a “superpower” that enables kids to unlock mysteries and dig for truth. (I also recommend Pakman’s second kids’ book called Think Like a Scientist .)

Rationality: What It Is, Why It Seems Scarce, Why It Matters , by Steven Pinker

The Harvard psychology professor Pinker tackles conspiracy theories head-on but also explores concepts involving risk/reward, probability and randomness, and correlation/causation. And if that strikes you as daunting, be assured that Pinker makes it lively and accessible.

How Minds Change: The Surprising Science of Belief, Opinion and Persuasion , by David McRaney

David is a science writer who hosts the popular podcast “You Are Not So Smart” (and his ideas are featured in A More Beautiful Question ). His well-written book looks at ways you can actually get through to people who see the world very differently than you (hint: bludgeoning them with facts definitely won’t work).

A Healthy Democracy's Best Hope: Building the Critical Thinking Habit , by M Neil Browne and Chelsea Kulhanek

Neil Browne, author of the seminal Asking the Right Questions: A Guide to Critical Thinking, has been a pioneer in presenting critical thinking as a question-based approach to making sense of the world around us. His newest book, co-authored with Chelsea Kulhanek, breaks down critical thinking into “11 explosive questions”—including the “priors question” (which challenges us to question assumptions), the “evidence question” (focusing on how to evaluate and weigh evidence), and the “humility question” (which reminds us that a critical thinker must be humble enough to consider the possibility of being wrong).

Warren Berger is a longtime journalist and author of A More Beautiful Question .

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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-a-Survival-Guide

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

What Is Critical Thinking?

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

How Has The Definition Evolved Over Time?

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

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

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

The Importance Of Critical Thinking

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

1. Critical Thinking Is Universal

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

2. Crucial For The Economy

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

3. Improves Language & Presentation Skills

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

4. Promotes Creativity

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

5. Important For Self-Reflection

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

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

6. The Basis Of Science & Democracy

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

Benefits Of Critical Thinking

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

1. Key For Career Success

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

2. Better Decision Making

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

3. Can Make You Happier!

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

4. Form Well-Informed Opinions

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

5. Better Citizens

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

6. Improves Relationships

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

7. Promotes Curiosity

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

8. Allows For Creativity

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

9. Enhances Problem Solving Skills

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

10. An Activity For The Mind

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

11. Creates Independence

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

12. Crucial Life Skill

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

How to Think Critically

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

How To Improve Your Critical Thinking

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

How Is Critical Thinking Developed At School?

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

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

How Does Critical Thinking Apply To Your Career?

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

Impress Your Employer

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

Careers That Require Critical Thinking

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

Human resources specialist
Marketing associate
Business analyst

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

Photo by Oladimeji Ajegbile from Pexels

What is someone with critical thinking skills capable of doing.

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

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

The Process Of Critical Thinking

The process of critical thinking is highly systematic.

What Are Your Goals?

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

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

What Does The Future Of Critical Thinking Hold?

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

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

Why Is Critical Thinking So Important?

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

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

75 Critical Thinking Essay Topics

Critical thinking requires students to think for themselves, question everything, and look at both sides of an issue before coming to a conclusion. In critical thinking essay writing, these same skills are applied to examine a topic more closely. In this type of essay, the writer must not only present their own opinion on the subject but must also back it up with evidence and reasoning.

Critical thinking essays can be challenging to write depending on the topic, course, and length of the assignment. However, there are some tips and tricks that can make the process a little bit easier. Take a look at our detailed guide breaking down the components of an excellent critical thinking essay, and consider using any of our 75 critical thinking essay topics at the end to get started.

Essential Things to Consider When Writing a Critical Thinking Essay

When writing a critical thinking essay, students must look past surface-level information and delve deeper into the subject matter. This requires a lot of research and analysis, which can be tough for some students. However, if you take the time to plan your essay and follow these tips, you should be able to write a great critical thinking essay that will impress your instructor.

1. Do Your Research

Before you can start writing your essay, you need to make sure that you have enough evidence to support your claims. This means doing a lot of research on your topic. Try to find reliable sources from experts in the field that you can use to back up your points. Once you have gathered all of your evidence, you can plan out your essay.

2. Create An Outline

An outline will help keep your thoughts organized and ensure that you don’t forget any vital information. Your outline should include a thesis, an introduction, body paragraphs, and a conclusion. Each part of your outline should also have a few key details that you want to discuss to help make the writing process go smoothly.

3. Write A Thesis Statement

Your thesis statement is the most essential part of your essay. It should be a clear and concise statement that presents your argument. Your thesis statement should be included in your introduction and reaffirmed in your conclusion.

It is important to note that because this is a critical thinking essay, your thesis should be more than just a statement of fact. Instead, it should be an arguable claim that you will be defending throughout your essay.

For example, if you are writing about the death penalty, your thesis statement needs to be more than, “The death penalty is wrong.” This thesis doesn’t leave room for discussion or debate. A better thesis statement would be, “The death penalty is a violation of human rights and it should be abolished.” This thesis statement presents an argument that can be debated and discussed.

4. Write The Introduction

Your introduction should start with a hook that grabs the reader’s attention. You can use a surprising statistic, a quote, or a rhetorical question. After the hook, you should provide some background information on your topic. This will help orient the reader and give them context for your argument. Finally, you should end your introduction with your thesis statement.

5. Write The Body Paragraphs

Each body paragraph should start with a topic sentence that introduces the paragraph’s main point. The rest of the paragraph should be used to support this point with evidence and reasoning. You should have at least three body paragraphs in your essay, but you can have more if needed.

Pro Tip: Critical thinking essays examine and analyze – they don’t just restate facts. When presenting your evidence, be sure to discuss it critically. What are the implications of this evidence? How does it support your argument?

6. Write The Conclusion

The conclusion of a critical thinking essay should be just as strong as the introduction. You should start by restating your thesis statement. Then, you should provide a brief summary of the main points of your essay. Finally, you should end with a strong closing statement that leaves the reader thinking about your argument long after they finish reading, such as a call to action or a final thought-provoking question.

Citing Sources in a Critical Thinking Essay

Since this type of essay will rely on evidence and reasoning, it is important to use credible sources. Be sure to only use reliable sources from experts in the field. When you do use sources, be sure to cite them properly. This will show that you are using other people’s work ethically, and it will also help strengthen your argument by showing that you have looked at the issue from multiple perspectives.

Citing sources has many different rules that you will need to follow depending on the formatting style that you are using. The most common formatting styles are MLA, APA, and Chicago. Be sure to check with your professor to see which style they prefer before you start writing your essay.

When citing in MLA format, you’ll need to use in-text citations. These are brief citations included in the body of your essay whenever you use a source. The full citation for each source is listed in the Works Cited section at the end of your paper.

When citing in APA format, you’ll need to use in-text citations and a reference list. The in-text citations are brief citations included in the body of your essay whenever you use a source. The reference list is a list of all the sources that you used – usually included at the end of your paper.

When citing in Chicago style, you’ll need to use footnotes or endnotes. These are brief citations at the bottom of each page (footnotes) or the end of your paper (endnotes).

Any of these 75 critical thinking essay topics will help students struggling to find an arguable and interesting topic.

Critical Thinking Essay Topics About Social Issues

Is democracy the best form of government?
Is capitalism good or bad?
Is socialism a viable alternative to capitalism?
Does religion do more harm than good?
Should creationism be taught in schools?
Is the death penalty ethical?
Are zoos cruel?
Is it ethical to eat meat?
Is climate change real?
Who is responsible for climate change?
Should wealthy nations do more to help developing nations?
Is immigration a good or bad thing?
What are the root causes of terrorism?
Is terrorism ever justified?
Are gun laws too strict or not strict enough?
Is healthcare a human right?
Should abortion be legal?
What are the ethical implications of stem cell research?
What should be done about the global water crisis?
How can we best help refugees?

Critical Thinking Essay Topics About General Issues

Should people be judged by their looks?
Is it better to be single or in a relationship?
Are men and women equal?
Should parents be held responsible for their children’s actions?
Is it better to grow up with siblings or as an only child?
Should the drinking age be lowered?
Is drug legalization a good or bad idea?
What are the best ways to deal with stress?
How can we prevent bullying?
Are social media and technology making us more or less connected?
Should parents monitor their children’s internet use?
Should schools ban cell phones?
How can we reduce the number of teenage pregnancies?
What is the best way to deal with teenage rebellion?
Is homeschooling a good or bad idea?
Should all students be required to learn a foreign language?
Should schools start later in the morning?
Are there better alternatives to traditional schooling?
Is college tuition too high?
Should student loans be forgiven?
Should colleges be free to attend?
What are the best ways to prepare for a job interview?
How can we better retain employees?
What are the best ways to motivate employees?
How can we reduce workplace stress?
Should remote working be encouraged?
What are the pros and cons of globalization?
Is consumerism a good or bad thing?
How can we reduce our reliance on fossil fuels?

Critical Thinking Essay Topics About The Environment and Conservation

What are the best ways to reduce pollution?
Should we be doing more to conserve water?
How can we reduce food waste?
Is nuclear energy a good or bad thing?
What are the best ways to deal with climate change?
Is overpopulation a real problem?
What can we do to reduce our reliance on plastic?
Should we be doing more to protect endangered species?
How can we best preserve our natural resources?
What is the best way to deal with hazardous waste?
What are the best ways to reduce deforestation?

Critical Thinking Essay Topics About Technology

Should we be doing more to regulate the internet?
How can we best protect our privacy online?
What are the best ways to deal with cyberbullying?
Is social media a good or bad thing?
Are we too reliant on technology?
What are the best ways to deal with data breaches?
Should we be worried about artificial intelligence?
What are the best ways to deal with tech monopolies?

Critical Thinking Essay Topics About American Classics

Explore the theme of capitalism in Fight Club.
What is the significance of the title The Great Gatsby?
Is Atticus Finch a good father?
What is the significance of the title To Kill a Mockingbird?
Is Holden Caulfield a sympathetic character?
How does Steinbeck portray the American dream in The Grapes of Wrath?
How does Fitzgerald use symbolism in The Great Gatsby?

When writing on any of these 75 critical thinking essay topics, be sure to support your position with solid reasoning, examples, and evidence.

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How to Write a Critical Thinking Essay: Examples & Outline
write the abstract is a single paragraph (around 250 words). Format. double-spaced with 1-inch margins; page header with page numbers on the flush right; 10-12-point font. make the paper double-spaced with 1-inch margins; create a page header with page numbers flush right; use an 11-12-point font. In-text citations.
What Is Critical Thinking?
Critical thinking is the ability to effectively analyze information and form a judgment. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Evaluate and respond to arguments.
How to Write a Critical Thinking Essay: The Complete Guide
Step #1: Choose a Topic. The initial step should be to choose an appropriate topic. If it is a school or college project, you will most likely receive the subject from your professor. If your teachers do not assign a topic, you may choose one. The best themes for critical thinking include books, a film, art, or a law.
How to Write a Critical Thinking Essay: Complete Guide
As every piece of academic writing, critical thinking essay format consists of an introduction, several body paragraphs, and conclusion. Choose a central problem or argument. At college you may be asked to critically analyze essays, articles, controversial opinions, literature, etc. If you will have a chance to pick a topic by yourself, make ...
How to Write a Critical Thinking Essay With Tips and Examples
Free Examples of 20 Topics for Writing a Critical Thinking Essay. 1. Identify Communication Differences Between Men and Women. Under this topic, the students' task is to read texts that talk about how men and women communicate and identify the differences.
How to Write a Critical Thinking Essay Guide with Examples
This should be noted especially in academic writing and critical thinking compositions. The conclusion of an essay is like the final wrapping of a gift; it needs to be: Of the appropriate size; Fit properly. Sum up every written idea in the paper. Reflect the main theme indicated. Considering the weightiness of this essay type, we are pleased ...
Critical Thinking
Critical Thinking. Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms ...
How to Use Critical Thinking in Your Essay and Write Smarter
In fact, without critical thinking, essays would be highly illogical. Critical thinking allows you to dig under the surface to understand and articulate a subject or point of view. ... Used primarily in literary criticism, deep reading is the close examination of a literary text--a novel, short story, poem, etc.--for its symbolism ...
3.1: Critical Thinking in College Writing
While in this essay I refer mainly to critical thinking in composition, the general principles behind critical thinking are strikingly similar in other fields and disciplines. In history, for instance, it could mean examining and analyzing primary sources in order to understand the context in which they were written. ... In short, academic ...
How to Write a Critical Thinking Essay? Step by Step
A critical thinking essay is an academic essay that allows you to interpret and analyze situations from a certain point of you. You must analyze the topic you are given in detail, using your critical thinking skills. ... In short, you need to summarize coherently what you have said by far. When you present your argument here, you allow the ...
Essay About Critical Thinking: Top 5 Examples and Prompts
3. Leaders in Unifying and Dividing a Country. Writing an essay about critical thinking doesn't mean you should only talk about what critical thinking means. In this prompt, you can demonstrate your critical thinking by showing your prowess in politics. It doesn't have to be controversial or jargon-filled.
Using Critical Thinking in Essays and other Assignments
Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process ...
Critical Thinking: What is it to be a Critical Thinker?
This essay presents a general account of what it is to be a critical thinker and outlines both traditional and more recent approaches to critical thinking. ... critical thinking consists of reasoning and inquiring in careful ways, ... "A Short and Intuitive Explanation of Bayes' Theorem." (website) Boardman, Frank, Cavender, Nancy M, and ...
Critical Thinking: Definition and Analysis
Essay Example: Critical thinking, a term often echoed in scholarly circles, workplaces, and beyond, is a skill of immense significance across various dimensions of life. It serves as the cornerstone of education, problem-solving, decision-making, and personal development. ... short deadlines. 100% Plagiarism-Free.
41+ Critical Thinking Examples (Definition + Practices)
Critical thinking is an essential skill in our information-overloaded world, where figuring out what is fact and fiction has become increasingly ... While writing an essay, a student checks if the information from a website is trustworthy or might be biased. 30. Problem Solving in Math ... Short-Term vs. Long-Term Implications: ...
Critical Thinking: A Short Introduction
Sometimes Critical Thinking is interpreted to mean criticising what someone says or writes. In some ways, this definition may be correct, but it also implies an aspect of negativity, which is not necessarily the case. In fact, the converse is sometimes true: Critical Thinking can lead to a very positive critique of what has been said or written ...
Critical Thinking Essay: Most Exciting Examples and Topics Ideas
2 pages / 1121 words. Critical thinking is the objective analysis of facts to form a judgment. It involves five core skills: reasoning, analyzing, decision making, problem solving and evaluating. There are several reasons as to why I think studying critical thinking was essential to me.
25 Critical Thinking Examples (2024)
25 Critical Thinking Examples. Critical thinking is the ability to analyze information and make reasoned decisions. It involves suspended judgment, open-mindedness, and clarity of thought. It involves considering different viewpoints and weighing evidence carefully. It is essential for solving complex problems and making good decisions.
A Crash Course in Critical Thinking
Here is a series of questions you can ask yourself to try to ensure that you are thinking critically. Conspiracy theories. Inability to distinguish facts from falsehoods. Widespread confusion ...
Essay on Critical Thinking
Essay on Critical Thinking. The concepts of critical thinking and creative thinking are both gaining increasing importance in the world today. Critical thinking allows people to understand difficult concepts in a manner that is clearer and more defined. They can more readily understand those concepts if they employ critical thinking.
The Importance Of Critical Thinking, and how to improve it
Critical thinking can help you better understand yourself, and in turn, help you avoid any kind of negative or limiting beliefs, and focus more on your strengths. Being able to share your thoughts can increase your quality of life. 4. Form Well-Informed Opinions.
Importance of Critical Thinking in Education Essay
Importance of Critical Thinking in Education Essay: Delve into the illuminating exploration of the "Importance of Critical Thinking in Education" with this insightful essay. Uncover the transformative power of fostering critical thinking skills in students, examining its role in cultivating independent thought, problem-solving, and informed decision-making.
Critical Thinking Essay Examples
1 2 3. Critical thinking is the analysis of available facts, evidence, observations, and arguments to form a judgment. The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition. In addition to possessing strong critical-thinking skills, one must be disposed to ...
75 Critical Thinking Essay Topics
3. Write A Thesis Statement. Your thesis statement is the most essential part of your essay. It should be a clear and concise statement that presents your argument. Your thesis statement should be included in your introduction and reaffirmed in your conclusion. It is important to note that because this is a critical thinking essay, your thesis ...

How to Write a Critical Thinking Essay: Examples & Outline

🔍 References

Critical Thinking in Writing: Importance

The Basics: 8 Steps of Critical Thinking Psychology

How to Demonstrate Your Critical Thinking in Writing

💡 Critical Thinking Topics & Questions

How to Write Critical Thinking Questions: Examples with Answers

Critical Thinking Essay Topics

✅ How to Write a Critical Thinking Essay Step by Step

Critical Thinking Essay Outline

How to Start a Critical Essay Introduction

Critical Analysis Thesis Statement & Examples

Critical Thinking Essay Body Paragraphs: How to Write

How to Write a Critical Thinking Conclusion

📑 Critical Thinking Essays Examples & Formatting Tips

✍️ Bonus Tips: Critical Thinking and Writing Exercises

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What Is Critical Thinking? | Definition & Examples

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How to Write a Critical Thinking Essay With Tips and Examples

General Guidelines for Writing a Critical Thinking Essay

1. Defining Characteristics of a Critical Thinking Essay

2. How to Identify a Critical Thinking Essay

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

Free Examples of 20 Topics for Writing a Critical Thinking Essay

2. Discuss Drug Use in Sports

3. Explore the Anti-Meth Campaign

4. Discuss Homelessness and Its Social Impacts

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

6. Explore Health Effects of Obesity

7. Discuss the Significance of Street Art and Graffiti

8. Sports On Television: Is It Necessary?

9. What Is the Essence of Multicultural Identity?

10. The Relevance of Body Size in Modeling

11. Understanding Multicultural Families

12. Changing Gender Roles: What It Means for Traditionalists

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

14. American Society and the Latino Influence

15. Challenges of Single-Parent Households

16. What Are the Features of a Good Movie?

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

18. The Dynamics of Adoption in a Multicultural Society

19. What Store Strategies Influence Consumers?

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

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

Structure of a Critical Thinking Essay

Sample Outline Template for Writing a Critical Thinking Essay

B. Argument on an Issue

C. Importance of an Issue

An Example of a Critical Thinking Essay

I. Introduction Sample of a Critical Thinking Essay

II. Examples of Body Paragraphs in a Critical Thinking Essay

III. Conclusion Sample of a Critical Thinking Essay

Summing Up on How to Write a Good Critical Thinking Essay

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Critical Thinking

2.1 Dewey’s Three Main Examples

2. Examples and Non-Examples

8. Critical Thinking Dispositions

12. Controversies

Support SEP

3.1: Critical Thinking in College Writing - From the Personal to the Academic

Attentive Reading: A Foundation for Critical Thinking

Listing Important Ideas

Noticing Key Terms and Summarizing Important Quotes

Writing a Personal Response: Looking Inward

Making an Academic Connection: Looking Outward

Crafting the Essay

Modeling Good Writing

Works Cited

Understanding Critical Thinking Essays

How to Write a Winning Critical Thinking Essay?