what do you learn from critical thinking class

15 Things We Have Learned About Critical Thinking

Here are the key issues to consider in critical thinking..

Posted July 27, 2018

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Not long after the publication of my book, Critical Thinking: Conceptual Perspectives and Practical Guidelines , by Cambridge University Press, Psychology Today contacted me and asked me to write a blog on the subject. I never thought I would write a blog, but when presented with the opportunity to keep sharing my thoughts on critical thinking on a regular basis, I thought, why not ? Maybe my writing might help educators, maybe they might help students and maybe they might help people in their day-to-day decision-making . If it can help, then it’s worthwhile.

To recap, critical thinking (CT) is a metacognitive process, consisting of a number of sub-skills and dispositions, that, when applied through purposeful, self-regulatory, reflective judgment, increase the chances of producing a logical solution to a problem or a valid conclusion to an argument (Dwyer, 2017; Dwyer, Hogan & Stewart, 2014).

CT, if anything, has become more necessary , in this age of information bombardment and the new knowledge economy (Dwyer, Hogan & Stewart, 2014). It allows students to gain a better understanding of complex information (Dwyer, Hogan, & Stewart, 2012; 2014; Gambrill, 2006; Halpern, 2014); it allows them to achieve higher grades and become more employable, informed and active citizens (Barton & McCully, 2007; Holmes & Clizbe, 1997; National Academy of Sciences, 2005); it facilitates good decision-making and problem-solving in social and interpersonal contexts (Ku, 2009); and it decreases the effects of cognitive biases and heuristic -based thinking (Facione & Facione, 2001; McGuinness, 2013).

It’s now been just over a year since I started writing ‘Thoughts on Thinking’. As I consider my thinking and look over my writing during this period, I thought it would be worthwhile to collate and summarise some of the broader learning that has appeared in my writings. So, here’s what we’ve learned:

We all know CT is important, but it may be the case that many educators, as well as students, don’t really know what researchers mean by "critical thinking" and/or simply haven’t researched it themselves.
Just as many don’t really know what is meant by "critical thinking", there is also the problem of ensuring consistency across how it is defined/conceptualised, trained and measured , which is no easy task.
Without adequate training in CT, it may be the case that mature students’ perceptions of how they approach CT do not match their actual ability - despite potentially enhanced autonomy, student responsibility and locus of control , it may be that an over- optimistic outlook on the benefits of experience (and its associated heuristic-based, intuitive judgment) takes centre-stage above and beyond actual ability.
Social media is many things: entertainment, education , networking and much more. It is also, unfortunately, a vehicle for promoting faulty thinking. Being able to recognise persuasion techniques, illogical argumentation and fallacious reasoning , will allow you to better assess arguments presented to you, and help you to present better arguments.
Values are unique to each and every individual. Though individuals can certainly share values, there is no guarantee that all of an individual’s values overlap with another’s. On the other hand, using the 'virtue' moniker implies that the individual is right based on some kind of ‘moral correctness’. Though there is nothing wrong with an individual presenting ideas and perspectives that they value, it is ill-conceived and dangerous to treat them as global virtues that everyone else should value too.
CT is domain-g eneral, but explicit CT training is necessary if educators want to see CT improve and flourish across domains.
A person with a strong willingness to conduct CT has the consistent internal willingness and motivation to engage problems and make decisions by using reflective judgment . Reflective judgment, the recognition of limited knowledge and how this uncertainty can affect decision-making processes, is an important aspect of critical thinking regarding ‘taking a step back’ and thinking about an argument or problem a little bit longer and considering the basis for the reasons and consequences of responding in a particular way.
There is a need for general, secondary-school training in bias and statistics. We need to teach CT to the coming generations. When not critically thinking, people don’t listen, and fail to be open-minded and reflect upon the information presented to them; they project their opinions and beliefs regardless of whether or not they have evidence to support their claims.
Be open-minded towards others. You don’t have to respect them (respect is earned, it’s not a right); but be courteous (sure, we may be in disagreement; but, hey, we’re still civilised people).
A person said what they said, not how you interpret what they said. If you are unclear as to what has been said, ask for clarification. Asking for clarity is not a sign of weakness; it is a sign of successful problem-solving.
‘Proof’ is the dirtiest word in critical thinking. Research and science do not prove things, they can only disprove. Be wary when you hear the word ‘prove’ or any of its variants thrown around; but also, be mindful that people feel safer when they are assured and words like ‘proven’ reinforce this feeling of assuredness.
Creative thinking isn’t really useful or practical in critical thinking, depending on how you conceptualize it. Critical thinking and creative thinking are very different entities if you treat the latter as something similar to lateral thinking or ‘thinking outside the box’. However, if we conceptualize creative thinking as synthesizing information for the purpose of inferring a logical and feasible conclusion or solution, then it becomes complementary to critical thinking. But then, we are not resorting to creativity alone - all other avenues involving critical thinking must be considered. That is, we can think creatively by synthesizing information we have previously thought about critically (i.e. through analysis and evaluation ) for the purpose of inferring a logical and feasible conclusion or solution. Thus, given this caveat, we can infuse our critical thinking with creative thinking, but we must do so with caution.
Changing people’s minds is not easy ; and it’s even more difficult when the person you’re working with believes they have critically thought about it. It may simply boil down to the person you’re trying to educate and their disposition towards critical thinking, but the person’s emotional investment in their stance also plays a significant role.
There is no such thing as good or bad CT – you either thought critically or you didn’t. Those who try it in good faith are likely to want to do it ‘properly’; and so, much of whether or not an individual is thinking critically comes down to intellectual humility and intellectual integrity .
Finally, there are some general tips that people find useful in applying their critical thinking:
Save your critical thinking for things that matter - things you care about.
Do it earlier in your day to avoid faulty thinking resulting from decision fatigue.
Take a step back and think about a problem a little bit longer, considering the basis for the reasons and consequences of responding in a particular way.
Play Devil’s Advocate in order to overcome bias and 'auto-pilot processing' through truly considering alternatives.
Leave emotion at the door and remove your beliefs, attitudes, opinions and personal experiences from the equation - all of which are emotionally charged.

Barton, K., & McCully, A. (2007). Teaching controversial issues where controversial issues really matter. Teaching History, 127, 13–19.

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

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learningenvironments. Metacognition and Learning, 7, 219–244.

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

Eigenauer, J.D. (2017). Don’t reinvent the critical thinking wheel: What scholarly literature tells us about critical thinking instruction. Innovation Abstracts, 39, 2.

Facione, P. A., & Facione, N. C. (2001). Analyzing explanations for seemingly irrational choices: Linking argument analysis and cognitive science. International Journal of Applied Philosophy, 15(2), 267–286.

Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work Practice, 16(3), 338–357.

Halpern, D.F. (2014). Though and knowledge. UK: Psychology Press.

Holmes, J., & Clizbe, E. (1997). Facing the 21st century. Business Education Forum, 52(1), 33–35.

Ku, K. Y. L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity,4(1), 70–76.

McGuinness, C. (2013). Teaching thinking: Learning how to think. Presented at the Psychological Society of Ireland and British Psychological Association’s Public Lecture Series. Galway, Ireland, 6th March.

National Academy of Sciences. (2005). National Academy of Engineering Institute of Medicine Rising above the gathering storm: Energising and employingAmerica for a brighter economic future. Committee on prospering in the global economy for the 21st century. Washington, DC.

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

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Critical Thinking in the Classroom: A Guide for Teachers

In the ever-evolving landscape of education, teaching students the skill of critical thinking has become a priority. This powerful tool empowers students to evaluate information, make reasoned judgments, and approach problems from a fresh perspective. In this article, we’ll explore the significance of critical thinking and provide effective strategies to nurture this skill in your students.

Why is Fostering Critical Thinking Important?

Strategies to cultivate critical thinking, real-world example, concluding thoughts.

Critical thinking is a key skill that goes far beyond the four walls of a classroom. It equips students to better understand and interact with the world around them. Here are some reasons why fostering critical thinking is important:

Making Informed Decisions: Critical thinking enables students to evaluate the pros and cons of a situation, helping them make informed and rational decisions.
Developing Analytical Skills: Critical thinking involves analyzing information from different angles, which enhances analytical skills.
Promoting Independence: Critical thinking fosters independence by encouraging students to form their own opinions based on their analysis, rather than relying on others.

what do you learn from critical thinking class

Creating an environment that encourages critical thinking can be accomplished in various ways. Here are some effective strategies:

Socratic Questioning: This method involves asking thought-provoking questions that encourage students to think deeply about a topic. For example, instead of asking, “What is the capital of France?” you might ask, “Why do you think Paris became the capital of France?”
Debates and Discussions: Debates and open-ended discussions allow students to explore different viewpoints and challenge their own beliefs. For example, a debate on a current event can engage students in critical analysis of the situation.
Teaching Metacognition: Teaching students to think about their own thinking can enhance their critical thinking skills. This can be achieved through activities such as reflective writing or journaling.
Problem-Solving Activities: As with developing problem-solving skills , activities that require students to find solutions to complex problems can also foster critical thinking.

As a school leader, I’ve seen the transformative power of critical thinking. During a school competition, I observed a team of students tasked with proposing a solution to reduce our school’s environmental impact. Instead of jumping to obvious solutions, they critically evaluated multiple options, considering the feasibility, cost, and potential impact of each. They ultimately proposed a comprehensive plan that involved water conservation, waste reduction, and energy efficiency measures. This demonstrated their ability to critically analyze a problem and develop an effective solution.

Critical thinking is an essential skill for students in the 21st century. It equips them to understand and navigate the world in a thoughtful and informed manner. As a teacher, incorporating strategies to foster critical thinking in your classroom can make a lasting impact on your students’ educational journey and life beyond school.

1. What is critical thinking? Critical thinking is the ability to analyze information objectively and make a reasoned judgment.

2. Why is critical thinking important for students? Critical thinking helps students make informed decisions, develop analytical skills, and promotes independence.

3. What are some strategies to cultivate critical thinking in students? Strategies can include Socratic questioning, debates and discussions, teaching metacognition, and problem-solving activities.

4. How can I assess my students’ critical thinking skills? You can assess critical thinking skills through essays, presentations, discussions, and problem-solving tasks that require thoughtful analysis.

5. Can critical thinking be taught? Yes, critical thinking can be taught and nurtured through specific teaching strategies and a supportive learning environment.

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Critical Thinking: Where to Begin

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If you are new to critical thinking or wish to deepen your conception of it, we recommend you review the content below and bookmark this page for future reference.

Our Conception of Critical Thinking...

"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness..."

"Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fairminded way. People who think critically attempt, with consistent and conscious effort, to live rationally, reasonably, and empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking. They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason. They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.

They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society. At the same time, they recognize the complexities often inherent in doing so. They strive never to think simplistically about complicated issues and always to consider the rights and needs of relevant others. They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement. They embody the Socratic principle: The unexamined life is not worth living , because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world."

Why Critical Thinking?

The Problem:

Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or down-right prejudiced. Yet the quality of our lives and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.

A Brief Definition:

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

A well-cultivated critical thinker:

raises vital questions and problems, formulating them clearly and precisely;
gathers and assesses relevant information, using abstract ideas to interpret it effectively;
comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
communicates effectively with others in figuring out solutions to complex problems.

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, and a commitment to overcoming our native egocentrism and sociocentrism. Read more about our concept of critical thinking .

The Essential Dimensions of Critical Thinking

Our conception of critical thinking is based on the substantive approach developed by Dr. Richard Paul and his colleagues at the Center and Foundation for Critical Thinking over multiple decades. It is relevant to every subject, discipline, and profession, and to reasoning through the problems of everyday life. It entails five essential dimensions of critical thinking:

At the left is an overview of the first three dimensions. In sum, the elements or structures of thought enable us to "take our thinking apart" and analyze it. The intellectual standards are used to assess and evaluate the elements. The intellectual traits are dispositions of mind embodied by the fairminded critical thinker. To cultivate the mind, we need command of these essential dimensions, and we need to consistently apply them as we think through the many problems and issues in our lives.

The Elements of Reasoning and Intellectual Standards

To learn more about the elements of thought and how to apply the intellectual standards, check out our interactive model. Simply click on the link below, scroll to the bottom of the page, and explore the model with your mouse.

Why the Analysis of Thinking Is Important If you want to think well, you must understand at least the rudiments of thought, the most basic structures out of which all thinking is made. You must learn how to take thinking apart. Analyzing the Logic of a Subject When we understand the elements of reasoning, we realize that all subjects, all disciplines, have a fundamental logic defined by the structures of thought embedded within them. Therefore, to lay bare a subject’s most fundamental logic, we should begin with these questions:

Going Deeper...

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Our online bookstore houses numerous books and teacher's manuals , Thinker's Guides , videos , and other educational materials .

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Watch our Event Calendar , which provides an overview of all upcoming conferences and academies hosted by the Foundation for Critical Thinking. Clicking an entry on the Event Calendar will bring up that event's details, and the option to register. For those interested in online learning, the Foundation offers accredited online courses in critical thinking for both educators and the general public, as well as an online test for evaluating basic comprehension of critical thinking concepts . We are in the process of developing more online learning tools and tests to offer the community.

Utilizing this Website

This website contains large amounts research and an online library of articles , both of which are freely available to the public. We also invite you to become a member of the Critical Thinking Community , where you will gain access to more tools and materials. If you cannot locate a resource on a specific topic or concept, try searching for it using our Search Tool . The Search Tool is at the upper-right of every page on the website.

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What is Critical Thinking?

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

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

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

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

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

Someone with critical thinking skills can:

Understand the links between ideas.

Determine the importance and relevance of arguments and ideas.

Recognise, build and appraise arguments.

Identify inconsistencies and errors in reasoning.

Approach problems in a consistent and systematic way.

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

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

Critical Thinking is:

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

The Skills We Need for Critical Thinking

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

Specifically we need to be able to:

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

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

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

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

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

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

The Critical Thinking Process

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

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

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

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

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

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

Who said it?

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

What did they say?

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

Where did they say it?

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

When did they say it?

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

Why did they say it?

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

How did they say it?

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

What are you Aiming to Achieve?

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

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

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

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

The Benefit of Foresight

Perhaps the most important element of thinking critically is foresight.

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

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

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

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

In Summary:

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

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

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

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

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

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

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

Continue to: Critical Thinking and Fake News Critical Reading

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

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COMMENTS

What Are Critical Thinking Skills and Why Are They Important?
Learn what critical thinking skills are, why they’re important, and how to develop and apply them in your workplace and everyday life. We often use critical thinking skills without even realizing it.
15 Things We Have Learned About Critical Thinking
Save your critical thinking for things that matter - things you care about. Do it earlier in your day to avoid faulty thinking resulting from decision fatigue.
Critical Thinking in the Classroom: A Guide for Teachers
1. What is critical thinking? Critical thinking is the ability to analyze information objectively and make a reasoned judgment. 2. Why is critical thinking important for students? Critical thinking helps students make informed decisions, develop analytical skills, and promotes independence. 3.
Critical Thinking: Where to Begin
"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
6 Benefits of Critical Thinking and Why They Matter
Critical thinking is known for encompassing a wide array of disciplines, and cultivating a broad range of cognitive talents. One could indeed say that it’s a cross-curricular activity for the mind, and the mind must be exercised just like a muscle to stay healthy.
Critical Thinking | SkillsYouNeed
In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information. Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value.