learning the art of critical thinking

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Eight Instructional Strategies for Promoting Critical Thinking

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(This is the first post in a three-part series.)

The new question-of-the-week is:

What is critical thinking and how can we integrate it into the classroom?

This three-part series will explore what critical thinking is, if it can be specifically taught and, if so, how can teachers do so in their classrooms.

Today’s guests are Dara Laws Savage, Patrick Brown, Meg Riordan, Ph.D., and Dr. PJ Caposey. Dara, Patrick, and Meg were also guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also be interested in The Best Resources On Teaching & Learning Critical Thinking In The Classroom .

Current Events

Dara Laws Savage is an English teacher at the Early College High School at Delaware State University, where she serves as a teacher and instructional coach and lead mentor. Dara has been teaching for 25 years (career preparation, English, photography, yearbook, newspaper, and graphic design) and has presented nationally on project-based learning and technology integration:

There is so much going on right now and there is an overload of information for us to process. Did you ever stop to think how our students are processing current events? They see news feeds, hear news reports, and scan photos and posts, but are they truly thinking about what they are hearing and seeing?

I tell my students that my job is not to give them answers but to teach them how to think about what they read and hear. So what is critical thinking and how can we integrate it into the classroom? There are just as many definitions of critical thinking as there are people trying to define it. However, the Critical Think Consortium focuses on the tools to create a thinking-based classroom rather than a definition: “Shape the climate to support thinking, create opportunities for thinking, build capacity to think, provide guidance to inform thinking.” Using these four criteria and pairing them with current events, teachers easily create learning spaces that thrive on thinking and keep students engaged.

One successful technique I use is the FIRE Write. Students are given a quote, a paragraph, an excerpt, or a photo from the headlines. Students are asked to F ocus and respond to the selection for three minutes. Next, students are asked to I dentify a phrase or section of the photo and write for two minutes. Third, students are asked to R eframe their response around a specific word, phrase, or section within their previous selection. Finally, students E xchange their thoughts with a classmate. Within the exchange, students also talk about how the selection connects to what we are covering in class.

There was a controversial Pepsi ad in 2017 involving Kylie Jenner and a protest with a police presence. The imagery in the photo was strikingly similar to a photo that went viral with a young lady standing opposite a police line. Using that image from a current event engaged my students and gave them the opportunity to critically think about events of the time.

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

In the first picture, you see a strong and courageous black female, bravely standing in front of two officers in protest. She is risking her life to do so. Iesha Evans is simply proving to the world she does NOT mean less because she is black … and yet officers are there to stop her. She did not step down. In the picture below, you see Kendall Jenner handing a police officer a Pepsi. Maybe this wouldn’t be a big deal, except this was Pepsi’s weak, pathetic, and outrageous excuse of a commercial that belittles the whole movement of people fighting for their lives.

I - Identify a word or phrase, underline it, then write about it for two minutes

A white, privileged female in place of a fighting black woman was asking for trouble. A struggle we are continuously fighting every day, and they make a mockery of it. “I know what will work! Here Mr. Police Officer! Drink some Pepsi!” As if. Pepsi made a fool of themselves, and now their already dwindling fan base continues to ever shrink smaller.

R - Reframe your thoughts by choosing a different word, then write about that for one minute

You don’t know privilege until it’s gone. You don’t know privilege while it’s there—but you can and will be made accountable and aware. Don’t use it for evil. You are not stupid. Use it to do something. Kendall could’ve NOT done the commercial. Kendall could’ve released another commercial standing behind a black woman. Anything!

Exchange - Remember to discuss how this connects to our school song project and our previous discussions?

This connects two ways - 1) We want to convey a strong message. Be powerful. Show who we are. And Pepsi definitely tried. … Which leads to the second connection. 2) Not mess up and offend anyone, as had the one alma mater had been linked to black minstrels. We want to be amazing, but we have to be smart and careful and make sure we include everyone who goes to our school and everyone who may go to our school.

As a final step, students read and annotate the full article and compare it to their initial response.

Using current events and critical-thinking strategies like FIRE writing helps create a learning space where thinking is the goal rather than a score on a multiple-choice assessment. Critical-thinking skills can cross over to any of students’ other courses and into life outside the classroom. After all, we as teachers want to help the whole student be successful, and critical thinking is an important part of navigating life after they leave our classrooms.

‘Before-Explore-Explain’

Patrick Brown is the executive director of STEM and CTE for the Fort Zumwalt school district in Missouri and an experienced educator and author :

Planning for critical thinking focuses on teaching the most crucial science concepts, practices, and logical-thinking skills as well as the best use of instructional time. One way to ensure that lessons maintain a focus on critical thinking is to focus on the instructional sequence used to teach.

Explore-before-explain teaching is all about promoting critical thinking for learners to better prepare students for the reality of their world. What having an explore-before-explain mindset means is that in our planning, we prioritize giving students firsthand experiences with data, allow students to construct evidence-based claims that focus on conceptual understanding, and challenge students to discuss and think about the why behind phenomena.

Just think of the critical thinking that has to occur for students to construct a scientific claim. 1) They need the opportunity to collect data, analyze it, and determine how to make sense of what the data may mean. 2) With data in hand, students can begin thinking about the validity and reliability of their experience and information collected. 3) They can consider what differences, if any, they might have if they completed the investigation again. 4) They can scrutinize outlying data points for they may be an artifact of a true difference that merits further exploration of a misstep in the procedure, measuring device, or measurement. All of these intellectual activities help them form more robust understanding and are evidence of their critical thinking.

In explore-before-explain teaching, all of these hard critical-thinking tasks come before teacher explanations of content. Whether we use discovery experiences, problem-based learning, and or inquiry-based activities, strategies that are geared toward helping students construct understanding promote critical thinking because students learn content by doing the practices valued in the field to generate knowledge.

An Issue of Equity

Meg Riordan, Ph.D., is the chief learning officer at The Possible Project, an out-of-school program that collaborates with youth to build entrepreneurial skills and mindsets and provides pathways to careers and long-term economic prosperity. She has been in the field of education for over 25 years as a middle and high school teacher, school coach, college professor, regional director of N.Y.C. Outward Bound Schools, and director of external research with EL Education:

Although critical thinking often defies straightforward definition, most in the education field agree it consists of several components: reasoning, problem-solving, and decisionmaking, plus analysis and evaluation of information, such that multiple sides of an issue can be explored. It also includes dispositions and “the willingness to apply critical-thinking principles, rather than fall back on existing unexamined beliefs, or simply believe what you’re told by authority figures.”

Despite variation in definitions, critical thinking is nonetheless promoted as an essential outcome of students’ learning—we want to see students and adults demonstrate it across all fields, professions, and in their personal lives. Yet there is simultaneously a rationing of opportunities in schools for students of color, students from under-resourced communities, and other historically marginalized groups to deeply learn and practice critical thinking.

For example, many of our most underserved students often spend class time filling out worksheets, promoting high compliance but low engagement, inquiry, critical thinking, or creation of new ideas. At a time in our world when college and careers are critical for participation in society and the global, knowledge-based economy, far too many students struggle within classrooms and schools that reinforce low-expectations and inequity.

If educators aim to prepare all students for an ever-evolving marketplace and develop skills that will be valued no matter what tomorrow’s jobs are, then we must move critical thinking to the forefront of classroom experiences. And educators must design learning to cultivate it.

So, what does that really look like?

Unpack and define critical thinking

To understand critical thinking, educators need to first unpack and define its components. What exactly are we looking for when we speak about reasoning or exploring multiple perspectives on an issue? How does problem-solving show up in English, math, science, art, or other disciplines—and how is it assessed? At Two Rivers, an EL Education school, the faculty identified five constructs of critical thinking, defined each, and created rubrics to generate a shared picture of quality for teachers and students. The rubrics were then adapted across grade levels to indicate students’ learning progressions.

At Avenues World School, critical thinking is one of the Avenues World Elements and is an enduring outcome embedded in students’ early experiences through 12th grade. For instance, a kindergarten student may be expected to “identify cause and effect in familiar contexts,” while an 8th grader should demonstrate the ability to “seek out sufficient evidence before accepting a claim as true,” “identify bias in claims and evidence,” and “reconsider strongly held points of view in light of new evidence.”

When faculty and students embrace a common vision of what critical thinking looks and sounds like and how it is assessed, educators can then explicitly design learning experiences that call for students to employ critical-thinking skills. This kind of work must occur across all schools and programs, especially those serving large numbers of students of color. As Linda Darling-Hammond asserts , “Schools that serve large numbers of students of color are least likely to offer the kind of curriculum needed to ... help students attain the [critical-thinking] skills needed in a knowledge work economy. ”

So, what can it look like to create those kinds of learning experiences?

Designing experiences for critical thinking

After defining a shared understanding of “what” critical thinking is and “how” it shows up across multiple disciplines and grade levels, it is essential to create learning experiences that impel students to cultivate, practice, and apply these skills. There are several levers that offer pathways for teachers to promote critical thinking in lessons:

1.Choose Compelling Topics: Keep it relevant

A key Common Core State Standard asks for students to “write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.” That might not sound exciting or culturally relevant. But a learning experience designed for a 12th grade humanities class engaged learners in a compelling topic— policing in America —to analyze and evaluate multiple texts (including primary sources) and share the reasoning for their perspectives through discussion and writing. Students grappled with ideas and their beliefs and employed deep critical-thinking skills to develop arguments for their claims. Embedding critical-thinking skills in curriculum that students care about and connect with can ignite powerful learning experiences.

2. Make Local Connections: Keep it real

At The Possible Project , an out-of-school-time program designed to promote entrepreneurial skills and mindsets, students in a recent summer online program (modified from in-person due to COVID-19) explored the impact of COVID-19 on their communities and local BIPOC-owned businesses. They learned interviewing skills through a partnership with Everyday Boston , conducted virtual interviews with entrepreneurs, evaluated information from their interviews and local data, and examined their previously held beliefs. They created blog posts and videos to reflect on their learning and consider how their mindsets had changed as a result of the experience. In this way, we can design powerful community-based learning and invite students into productive struggle with multiple perspectives.

3. Create Authentic Projects: Keep it rigorous

At Big Picture Learning schools, students engage in internship-based learning experiences as a central part of their schooling. Their school-based adviser and internship-based mentor support them in developing real-world projects that promote deeper learning and critical-thinking skills. Such authentic experiences teach “young people to be thinkers, to be curious, to get from curiosity to creation … and it helps students design a learning experience that answers their questions, [providing an] opportunity to communicate it to a larger audience—a major indicator of postsecondary success.” Even in a remote environment, we can design projects that ask more of students than rote memorization and that spark critical thinking.

Our call to action is this: As educators, we need to make opportunities for critical thinking available not only to the affluent or those fortunate enough to be placed in advanced courses. The tools are available, let’s use them. Let’s interrogate our current curriculum and design learning experiences that engage all students in real, relevant, and rigorous experiences that require critical thinking and prepare them for promising postsecondary pathways.

Critical Thinking & Student Engagement

Dr. PJ Caposey is an award-winning educator, keynote speaker, consultant, and author of seven books who currently serves as the superintendent of schools for the award-winning Meridian CUSD 223 in northwest Illinois. You can find PJ on most social-media platforms as MCUSDSupe:

When I start my keynote on student engagement, I invite two people up on stage and give them each five paper balls to shoot at a garbage can also conveniently placed on stage. Contestant One shoots their shot, and the audience gives approval. Four out of 5 is a heckuva score. Then just before Contestant Two shoots, I blindfold them and start moving the garbage can back and forth. I usually try to ensure that they can at least make one of their shots. Nobody is successful in this unfair environment.

I thank them and send them back to their seats and then explain that this little activity was akin to student engagement. While we all know we want student engagement, we are shooting at different targets. More importantly, for teachers, it is near impossible for them to hit a target that is moving and that they cannot see.

Within the world of education and particularly as educational leaders, we have failed to simplify what student engagement looks like, and it is impossible to define or articulate what student engagement looks like if we cannot clearly articulate what critical thinking is and looks like in a classroom. Because, simply, without critical thought, there is no engagement.

The good news here is that critical thought has been defined and placed into taxonomies for decades already. This is not something new and not something that needs to be redefined. I am a Bloom’s person, but there is nothing wrong with DOK or some of the other taxonomies, either. To be precise, I am a huge fan of Daggett’s Rigor and Relevance Framework. I have used that as a core element of my practice for years, and it has shaped who I am as an instructional leader.

So, in order to explain critical thought, a teacher or a leader must familiarize themselves with these tried and true taxonomies. Easy, right? Yes, sort of. The issue is not understanding what critical thought is; it is the ability to integrate it into the classrooms. In order to do so, there are a four key steps every educator must take.

• Integrating critical thought/rigor into a lesson does not happen by chance, it happens by design. Planning for critical thought and engagement is much different from planning for a traditional lesson. In order to plan for kids to think critically, you have to provide a base of knowledge and excellent prompts to allow them to explore their own thinking in order to analyze, evaluate, or synthesize information.
• SIDE NOTE – Bloom’s verbs are a great way to start when writing objectives, but true planning will take you deeper than this.

QUESTIONING

• If the questions and prompts given in a classroom have correct answers or if the teacher ends up answering their own questions, the lesson will lack critical thought and rigor.
• Script five questions forcing higher-order thought prior to every lesson. Experienced teachers may not feel they need this, but it helps to create an effective habit.
• If lessons are rigorous and assessments are not, students will do well on their assessments, and that may not be an accurate representation of the knowledge and skills they have mastered. If lessons are easy and assessments are rigorous, the exact opposite will happen. When deciding to increase critical thought, it must happen in all three phases of the game: planning, instruction, and assessment.

TALK TIME / CONTROL

• To increase rigor, the teacher must DO LESS. This feels counterintuitive but is accurate. Rigorous lessons involving tons of critical thought must allow for students to work on their own, collaborate with peers, and connect their ideas. This cannot happen in a silent room except for the teacher talking. In order to increase rigor, decrease talk time and become comfortable with less control. Asking questions and giving prompts that lead to no true correct answer also means less control. This is a tough ask for some teachers. Explained differently, if you assign one assignment and get 30 very similar products, you have most likely assigned a low-rigor recipe. If you assign one assignment and get multiple varied products, then the students have had a chance to think deeply, and you have successfully integrated critical thought into your classroom.

Thanks to Dara, Patrick, Meg, and PJ for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

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Strategy & Execution

Learning the Art of Critical Thinking

Learning the Art of Critical Thinking ^ ROT221

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Publication Date: January 01, 2014

Source: Rotman Management Magazine

No matter what your circumstances or goals, the authors assure us of one thing: we will be better off if we are skilled thinkers. Critical thinking, they say, is the disciplined art of ensuring that you use the best thinking you are capable of in any set of circumstances; but to maximize the quality of your thinking, you have to make learning about thinking a priority. They present four recommendations which, when applied, result in a mind practicing skilled thinking. These include 'clarify your thinking' and 'question questions'. In the end, they say the best thinkers are those who understand the development of thinking as a process occurring throughout many years of practice.

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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

Table of contents

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.

Prevent plagiarism. Run a free check.

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.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

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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The Elements of Thought

How we think….

What is Critical Thinking?

To be honest, there are many definitions of critical thinking. You can search and find dozens and dozens, each a bit different. But they all seem to boil down to what Dr. Richard Paul once said:

Critical thinking is the art of analyzing and evaluating thinking with a view to improving it.

That’s a small sentence that says quite a lot. Let’s take it apart and see what we find.

What is powerful about critical thinking is that it helps us to not  only look into our own thinking, but also the thinking of others. We can analyze what Juliet thinks of Romeo when they first meet. Then we can analyze what they think of each other on the balcony. We can also analyze what Shakespeare thinks about Juliet, and even what you think about what Shakespeare thinks about Juliet. And then we can compare all of these, evaluate how strong their (and our) thinking is, and then see if we agree with how others think. Critical thinking can help us get into anyone’s mind.

WITH A VIEW TO IMPROVING IT

We always need to grow as thinkers, to become better at analyzing and evaluating our thinking and the thinking of others. In order to become a critical thinker we need to practice enough to make it a habit. Then we can make better decisions and act in accordance with what we have carefully reasoned.

Yes, it does take work and diligence, but also creativity and imagination. In the end, we not only become better thinkers and understand the world on a deeper level, but we become better people, understanding our place in the world and what we can do to improve it.

Critical thinking is the art of analyzing and evaluating thinking with a view to improving it.

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All of our Thinker's Guides are now published by Rowman and Littlefield Publishers. In this section, you find samples sections from each guide. For the full guides, visit Rowman and Littlefield, (rowman.com)

• The Miniature Guide to Critical Thinking Concepts & Tools
• The Thinker's Guide to Analytic Thinking
• The Thinker's Guide to the Human Mind
• The Thinker's Guide for Students on How to Study & Learn a Discipline
• The Thinker's Guide to Ethical Reasoning
• Student Guide to Historical Thinking
• The Aspiring Thinker's Guide to Critical Thinking
• How to Read a Paragraph: The Art of Close Reading
• How to Write a Paragraph: The Art of Substantive Writing
• A Glossary of Critical Thinking Terms and Concepts
• The Art of Asking Essential Questions
• The Nature and Functions of Critical & Creative Thinking
• The Thinker's Guide to Scientific Thinking
• Fact over Fake: A Critical Thinker's Guide to Media Bias and Political Propaganda
• The Thinker's Guide to Fallacies: The Art of Mental Trickery
• The Thinker's Guide to Clinical Reasoning
• The Thinker's Guide to Engineering Reasoning
• The Thinker's Guide to Intellectual Standards
• How to Improve Student Learning
• A Guide for Educators to Critical Thinking Competency Standards
• The Thinker's Guide to Socratic Questioning
• The International Critical Thinking Reading and Writing Test
• The Miniature Guide for Those Who Teach on Practical Ways to Promote Active & Cooperative Learning
• A Critical Thinker's Guide to Educational Fads
• Instructor's Guide to Historical Thinking
• From Argument and Philosophy to Critical Thinking Across the Curriculum
• Reflections on the Nature of Critical Thinking, Its History, Politics, and Barriers, and on Its Status across the College & University Curriculum Part I
• Reflections on the Nature of Critical Thinking, Its History, Politics, and Barriers, and on Its Status across the College & University Curriculum Part II
• Reflections on the Nature of Critical Thinking, Its History, Politics, and Barriers, and on Its Status across the College/University Curriculum Part I
• Reflections on the Nature of Critical Thinking, Its History, Politics, and Barriers, and on Its Status across the College/University Curriculum Part II
• Inquiry: Critical Thinking Across the Disciplines
• Mass Media and Critical Thinking: Reasoning for a Second-Hand World
• Critical Thinking and Emotional Intelligence
• Critical Thinking and Command of Language
• The Need For Comprehensiveness In Critical Thinking Instruction
• A "Third Wave" Manifesto: Keynotes of the Sonoma Conference
• Critical Thinking and the State of Education Today
• Thinking Critically About Identities
• Introductions to the Memorial Issue by Guest Editors Linda Elder and Gerald Nosich
• Richard Paul's Contributions to the Field of Critical Thinking Studies and to the Establishment of First Principles in Critical Thinking
• Richard Paul and the Philosophical Foundations of Critical Thinking
• Truth-seeking Versus Confirmation Bias: How Richard Paul's Conception of Critical Thinking Cultivates Authentic Research and Fairminded Thinking
• Portaging Richard Paul's Model to Professional Practice: Ideas that Integrate
• Richard Paul's Approach to Critical Thinking: Comprehensiveness, Systematicity, and Practicality
• Making a Campus-Wide Commitment to Critical Thinking: Insights and Promising Practices Utilizing the Paul-Elder Approach at the University of Louisville
• Defining Critical Thinking
• Critical Societies: Thoughts from the Past
• Sumner's Definition of Critical Thinking
• Our Concept and Definition of Critical Thinking
• Critical Thinking: Basic Questions & Answers
• A Brief History of the Idea of Critical Thinking
• Distinguishing Between Inert Information, Activated Ignorance, Activated Knowledge
• Critical Thinking: Identifying the Targets
• Distinguishing Between Inferences and Assumptions
• Critical Thinking Development: A Stage Theory
• Becoming a Critic of Your Thinking
• Bertrand Russell on Critical Thinking
• Content Is Thinking, Thinking is Content
• Critical Thinking in Every Domain of Knowledge and Belief
• Using Intellectual Standards to Assess Student Reasoning
• Open-Minded Inquiry
• Valuable Intellectual Traits
• Universal Intellectual Standards
• Thinking With Concepts
• The Role of Socratic Questioning in Thinking, Teaching, and Learning
• The Analysis & Assessment of Thinking
• Intellectual Foundations: The Key Missing Piece in School Restructuring
• Pseudo Critical Thinking in the Educational Establishment
• Research Findings and Policy Recommendations
• Why Students and Teachers Don't Reason Well
• Critical Thinking in the Engineering Enterprise: Novices Typically Don't Even Know What Questions to Ask
• Critical Thinking Movement: 3 Waves
• University of Louisville Faculty Speak About Critical Thinking QEP (Video)
• An Overview of How to Design Instruction Using Critical Thinking Concepts
• Recommendations for Departmental Self-Evaluation
• College-Wide Grading Standards
• Sample Course: American History: 1600 to 1800
• CT Class Syllabus
• Syllabus - Psychology I
• A Sample Assignment Format
• Grade Profiles
• Critical Thinking Class: Student Understandings
• Structures for Student Self-Assessment
• Critical Thinking Class: Grading Policies
• Socratic Teaching
• John Stuart Mill: On Instruction, Intellectual Development, and Disciplined Learning
• Critical Thinking and Nursing
• A Logic of an Introductory Business Ethics Course
• Radio Show and Podcast: Critical Thinking for Everyone!
• Tactical and Structural Recommendations
• Teaching Tactics that Encourage Active Learning
• The Art of Redesigning Instruction
• Making Critical Thinking Intuitive
• Remodeled Lessons: K-3
• Remodeled Lessons: 4-6
• Remodeled Lessons: 6-9
• Remodeled Lessons: High School
• Strategy List: 35 Dimensions of Critical Thought
• Introduction to Remodeling: Components of Remodels and Their Functions
• Complex Interdisciplinary Questions Exemplified: Ecological Sustainability
• Newton, Darwin, & Einstein
• The Critical Mind is A Questioning Mind: Learning How to Ask Powerful, Probing Questions
• Three Categories of Questions: Crucial Distinctions
• Ethical Reasoning Essential to Education
• Ethics Without Indoctrination
• Engineering Reasoning
• Accelerating Change
• Critical Thinking, Moral Integrity and Citizenship
• Natural Egocentric Dispositions
• Diversity: Making Sense of It Through Critical Thinking
• Global Change: Why C.T. is Essential To the Community College Mission
• Applied Disciplines: A Critical Thinking Model for Engineering
• Critical Thinking in Everyday Life: 9 Strategies
• Developing as Rational Persons: Viewing Our Development in Stages
• How to Study and Learn (Part One)
• How to Study and Learn (Part Two)
• How to Study and Learn (Part Three)
• How to Study and Learn (Part Four)
• The Art of Close Reading (Part One)
• The Art of Close Reading (Part Two)
• The Art of Close Reading (Part Three)
• Looking To The Future With a Critical Eye: A Message for High School Graduates
• Becoming a Critic Of Your Thinking
• Reading Backwards: Classic Books Online
• Liberating the Mind: Overcoming Sociocentric Thought and Egocentric Tendencies
• The Miniature Guide to Critical Thinking for Children
• Fairminded Fran and the Three Small Black Community Cats
• Teacher's Manual Part 1 for the Miniature Guide to Critical Thinking for Children
• Teacher's Manual Part 2 for the Miniature Guide to Critical Thinking for Children
• Critical Thinking Handbook K-3rd Grades
• Teacher's Handbook for 'Critical Thinking for Children'
• Think About Fran & Sam
• Critical Thinking Handbook 4th-6th Grades
• Critical Thinking Handbook 6th-9th Grades
• Critical Thinking Handbook High School
• Critical Thinking - Basic Theory & Instructional Structures Handbook
• 1 Table of Contents
• 2 Garbage and Powerful Ideas
• 3 Elements and Standards
• 4 Questions
• 5 Socratic Questioning
• 6 Designing Structures
• 7 Content as Thinking
• 8 Affective Dimension of Thinking....Ego and Non
• 9 Where Do We Stand
• Card 1 - Teach for Depth of Understanding
• Card 2 - The Elements of Thought
• Card 3 - Questions for Socratic Dialogue
• Card 4 - Intellectual Standards
• Card 5 - Dimensions of Critical Thought
• Card 6 - Intellectual Virtues
• Poster 1 - Analysis of Thought
• Poster 2 - Intellectual Standards
• Poster 3 - Elements of Thought
• Poster 4 - Elements, Standards, and Traits
• Poster 5 - Parts of Thinking
• Chapter 1 - The Critical Thinking Movement in Historical Perspective
• Chapter 2 - Critical thinking Basic Questions and Answers
• Chapter 3 - The Logic of Creative and Critical Thinking
• Chapter 4 - Critical Thinking in North America
• Chapter 5 - Background Logic, Critical Thinking, and Irrational Language Games
• Chapter 6 - A Model for the National Assessment of Higher Order Thinking
• Chapter 7 - Using Intellectual Standards to Assess Student Reasoning
• Chapter 8 - Why Students - and Teachers - Don't Reason Well
• Chapter 9 - Critical Thinking Fundamentals to Education for a Free Society
• Chapter 10 - Critical Thinking and the Critical Person
• Chapter 11 - Critical Thinking and the Nature of Prejudice
• Chapter 12 - Ethics Without Indoctrination
• Chapter 13 - Critical Thinking, Moral Integrity, and Citizenship Teaching for the Intellectual Virtues
• Chapter 14 - Dialogical Thinking Critical Thinking Thought Essential to the Acquisition of Rational Knowledge and Passions
• Chapter 15 - Power, Vested Interest, and Prejudice On the Need for Critical Thinking in the Ethics of Social and Economic Development
• Chapter 16 - The Critical Connection Higher Order Thinking that Unifies Curriculum, Instruction, and Learning
• Chapter 17 - Dialogical and Dialectical Thinking
• Chapter 18 - The Art of Redesigning Instruction
• Chapter 19 - Using Critical Thinking to Identify National Bias in the News
• Chapter 20 - Socratic Questioning
• Chapter 21 - Strategies Thirty-Five Dimensions of Critical Thinking
• Chapter 22 - Critical Thinking in the Elementary Classroom
• Chapter 23 - Critical Thinking in Elementary Social Studies
• Chapter 24 - Critical Thinking in Elementary Language Arts
• Chapter 25 - Critical Thinking in Elementary Science
• Chapter 26 - Teaching Critical Thinking in the Strong Sense A Focus on Self-Deception, World Views, and a Dialectical Mode of Analysis
• Chapter 27 - Critical Thinking Staff Development The Lesson Plan Remodeling Approach
• Chapter 28 - The Greensboro Plan A Sample Staff Development Plan
• Chapter 29 - Critical Thinking and Learning Centers
• Chapter 30 - McPeck's Mistakes Why Critical Thinking Applies Across Disciplines and Domains
• Chapter 31 - Bloom's Taxonomy and Critical Thinking Instruction Recall is Not Knowledge
• Chapter 32 - Critical and Cultural Literacy Where E.D. Hirsch Goes Wrong
• Chapter 33 - Critical Thinking and General Semantics On the Primacy of Natural Languages
• Chapter 34 - Philosophy and Cognitive Psychology Contrasting Assumptions
• Chapter 35 - The Contribution of Philosophy to Thinking
• Chapter 36 - Critical Thinking and Social Studies
• Chapter 37 - Critical Thinking and Language Arts
• Chapter 38 - Critical Thinking and Science
• Chapter 39 - Critical Thinking, Human Development, and Rational Productivity
• Chapter 40 - What Critical Thinking Means to Me The Views of Teachers
• Chapter 41 - Glossary An Educators Guide to Critical Thinking Terms and Concepts
• Arabic - The Miniature Guide to Critical Thinking Concepts & Tools
• Bulgarian - The Miniature Guide to Critical Thinking Concepts & Tools
• French - Asking Questions
• French - Elements of Thought
• French - How Skilled Is Your Thinking
• French - Miniature Guide to Critical Thinking Concepts & Tools
• French - Miniature Guide to Critical Thinking for Children
• French - Scientific Thinking
• French - Stages of Development
• French - Strategic Thinking
• French - Thinker's Guide to Engineering Reasoning
• French - Tools for Taking Charge
• French - Universal Intellectual Standards
• German - Miniature Guide to Critical Thinking Concepts & Tools
• Persian - Miniature Guide to Critical Thinking Concepts & Tools
• Spanish - Miniature Guide to Critical Thinking Concepts & Tools
• Spanish - Active and Cooperative Learning
• Spanish - Critical Thinking Competency Standards
• Spanish - Miniature Guide to Critical Thinking for Children
• Spanish - Teacher's Manual to the Miniature Guide to Critical Thinking for Children
• Spanish - Thinker's Guide to Analytic Thinking
• Spanish - Thinker's Guide to Asking Essential Questions
• Spanish - Thinker's Guide to How to Improve Student Learning
• Spanish - Thinker's Guide to How to Read a Paragraph
• Spanish - Thinker's Guide to How to Study and Learn a Discipline
• Spanish - Thinker's Guide to How to Write a Paragraph
• Thai - Miniature Guide to Critical Thinking Concepts & Tools
• Thai - The Aspiring Thinker's Guide to Critical Thinking
• Turkish - Miniature Guide to Critical Thinking Concepts & Tools
• Turkish - Miniature Guide to Critical Thinking for Children
• Turkish - Thinker's Guide on How to Detect Media Bias and Propaganda
• Korean - Thinker's Guide to Analytic Thinking
• Korean - How to Read a Paragraph
• Korean - How to Write a Paragraph
• Persian - The Thinker's Guide to Clinical Reasoning

• Relationships

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The Art Of Critical Thinking: How To Build The Sharpest Reasoning Possible For Yourself Paperback – November 7, 2019

Do you want to improve your brain power by thinking critically in your daily life?

Are you interested in deepening your understanding without judgement, bias, or manipulation?

Are you seeking confidence in your arguments and wish to think more efficiently?

If you find yourself wanting to know more about critical thinking strategies, you've found the perfect solution.

This workbook is for the individual who wants to think clearly and organized - for the person who wants to make the best decisions for themselves.

Critical thinking is a mindset more than a technique.

It allows us to unlock our intellectual independence and gives us wisdom and authority.

The process of thinking critically allows improvement in our quality of life through rational and unbiased evaluation.

With a plethora of actionable techniques, this guide will provide you with the steps to easily integrate critical thinking into your life.

The Critical Thinking Academy disseminates critical thinking skills to executives and students.

In their 2019 article, Benefits of Critical Thinking , they explain that, "critical thinking is not natural to us.

It is an acquired skill that requires conscious and cognitive effort.

These skills can be applied to any situation in life that calls for reflection, analysis, and planning.

It is imperative for good academic performance and career progression."

This workbook includes:

• Over 10 critical thinking tactics you can use in your DAILY life (and the vital lessons you could be missing).
• How to be an independent thinker and form opinions through owning your perceptions and doing the research required.
• The 7 thinking habits that complement critical thinking and immensely improve your thought process.
• How critical thinking applies to the professional world and how it benefits any career or business and a break-down of various professions that require critical thinking.
• The top 7 questions you must ask yourself when arriving at a conclusion (to avoid being rash and biased, but instead, rational).
• A Guaranteed Way to Improve Critical Thinking - 20+ strategies and techniques to practice your critical thinking skills.
• An in-depth look at the critical thinking process which encourages well-thought-out decisions on complex problems (like buying a house, choosing a car, or picking a university).
• A list of over 10 fallacies and biases that are causing self-sabotaging decision-making and how your actions may be causing incorrect judgement throughout your life.

... and much, much more!

It's time to accept and take personal responsibility for your thinking.

Remember, learning how to think critically is a gradual process, but one that allows clear problem-solving skills.

Click "Add to Cart" now to start your journey of owning your decisions and confidently supporting what you believe in.

• Print length 152 pages
• Language English
• Publisher M & M Limitless Online Inc.
• Publication date November 7, 2019
• Dimensions 6 x 0.35 x 9 inches
• ISBN-10 1646960270
• ISBN-13 978-1646960279
• See all details

Product details

• Publisher ‏ : ‎ M & M Limitless Online Inc. (November 7, 2019)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 152 pages
• ISBN-10 ‏ : ‎ 1646960270
• ISBN-13 ‏ : ‎ 978-1646960279
• Item Weight ‏ : ‎ 8.1 ounces
• Dimensions ‏ : ‎ 6 x 0.35 x 9 inches
• #1,108 in Business Decision Making
• #1,611 in Decision-Making & Problem Solving
• #2,014 in Communication & Social Skills (Books)

About the author

Patrick magana.

Patrick Magana is a bestselling author and personal development specialist based in San Francisco, California.

From a young age, he was fascinated by the art of living a fulfilling, deep, and meaningful life. Consequently, he has spent the last two decades reading and researching about the habits, skills, and tactics to conquer your fears and develop your full potential. From reading the latest science and studying psychology in college to trying every hack himself, Patrick believes in a holistic approach to reach long-term, sustainable results.

If you don’t know the science and background mechanisms, your talk is superficial and probably not applicable to your situation. But a scientist without personal experience cannot empathize with the reader and has no real way of connecting for a profound, substantial change.

By combining the best of these two worlds, Patrick’s books provide straight to the point guidance based on scientific evidence for every area of your life.

Unlike the personal development guru’s, who are talking about over-hyped strategies that rarely work in the real-world or are bullshitting you with being “positive all the time”, he wants to have a real, meaningful impact.

Customer reviews

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To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

Customers say

Customers have mixed opinions about the depth of analysis. Some find the ideas practical and useful for developing thinking skills, while others say the rest of the book is filler. Opinions are mixed on the writing quality, with some finding it well-written and enticing, while other find numerous spelling and grammar errors.

AI-generated from the text of customer reviews

Customers are mixed about the depth of analysis. Some mention that the book provides practical ideas to develop deeper thinking skills, and good advice, while others say that the rest of the book is filler.

"...I found a lot of good insight that reminded me of the same training courses I went through in college for an English literature course...." Read more

"This book really doesn't present depth on the topic . Its oversimplified" Read more

" Very practical ideas to develop deeper thinking skills . Easy to read, and its free which makes it great for everyone." Read more

"Consists of well rounded, thoughtful approach to logical reasoning .A good read! A must for your library!..." Read more

Customers are mixed about the writing quality. Some mention that it's well written and entices them to continue, while others say that there are numerous spelling and grammar errors.

"Very practical ideas to develop deeper thinking skills. Easy to read , and its free which makes it great for everyone." Read more

"...Short enough to complete in a few hours and written well to entice you to continue reading.Cons: None that stood out to me...." Read more

"...I was taken out of the reading experience by some glaring grammar mistakes . Not a big deal, but still...." Read more

"Good advice and a simple read . It makes you want to be a more of a critical thinker. Take a read if you like." Read more

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Professors say they teach critical thinking. But is that what students are learning?

Suzanne Cooper. " Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools . February 21, 2024

Faculty Authors

Suzanne Cooper

What’s the issue.

The ability to think critically is an essential skill for professionals, including doctors, government officials, and educators. But are instructors at professional schools teaching it, or do they just think they are? Approaches to teaching and assessing critical thinking skills vary substantially across academic disciplines and are not standardized. And little data exists on how much students are learning—or even whether they know their instructors are trying to teach them critical thinking. 

What does the research say? 

The researchers, including Suzanne Cooper, the Edith M. Stokey Senior Lecturer in Public Policy at HKS, compared instructors’ approaches to teaching critical thinking with students’ perceptions of what they were being taught. They surveyed instructors and conducted focus groups with students at three professional schools (Harvard Medical School, Harvard Kennedy School, and the Harvard Graduate School of Education). 

The researchers found that more than half (54%) of faculty surveyed said they explicitly taught critical thinking in their courses (27% said they did not and 19% were unsure). When the researchers talked to students, however, the consensus was that critical thinking was primarily being taught implicitly. One student said discussions, debates, and case study analyses were viewed as opportunities “for critical thinking to emerge” but that methods and techniques were not a specific focus. The students were also generally unable to recall or define key terms, such as “metacognition” (an understanding of one’s own thought process) and “cognitive biases” (systematic deviations from norms or rationality in which individuals create their own subjective reality). 

Based on their findings, the researchers recommend that faculty should be required to teach critical thinking explicitly and be given specific approaches and definitions that are appropriate to their academic discipline. They also recommend that professional schools consider teaching core critical thinking skills, as well as skills specific to their area of study.   

More from HKS

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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.

Are there any services that can help me use more critical thinking?

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