examples of critical thinking in the world

• The Macat Team
• Dec 3, 2019

10 examples of critical thinking that changed the world

It’s fair to say that Einstein was using critical thinking skills during the 10 years that it took him to create his Theory of General Relativity. Other physicists assumed that the differences in the ways that bodies fall were too small to be of significance, but Einstein—a 28-year-old clerk at a patent office—could see that these details deserved further investigation.

He had to come up with another, more creative, solution.

“Suddenly a thought struck me,” he recalled. “If a man falls freely, he would not feel his weight… This simple thought experiment… led me to the theory of gravity.”

From this he predicted the existence of gravitational waves, which control how every sun, planet, and object in our universe behaves.

In 2016, the LIGO collaboration proved him right: they announced their first direct detection of gravitational waves in “the scientific breakthrough of the century.” Professor Stephen Hawking said the discovery had “the potential to revolutionize astronomy.”

“Being bold enough to let your mind go where good arguments take you, even if it’s to places that make you feel uncomfortable, may lead you to discoveries about the world and yourself.” (Critical Thinking: The Art of Argument, by George W. Rainbolt and Sandra L. Dwyer)

Einstein’s Theory of General Relativity places him among the most influential nonconformists, mavericks, and free-thinkers in history. Charles Darwin might also spring to mind. Maybe Galileo, Marie Curie, or Simone de Beauvoir.

We know them as geniuses, eccentrics, independent spirits, or even rebels. But what they all have in common is the ability to think creatively and critically about the world, putting aside their peers’ ignorance or assumptions to see new connections in the most mundane situations and change our view of the universe. They are critical thinkers.

1. Albert Einstein

C.P. Snow put it best: “One of [Einstein’s] greatest intellectual gifts, in small matters as well as great, was to strip off the irrelevant frills from a problem.”

(From Einstein: The First Hundred Years )

If you take one critical thinking tip from Einstein, make it…

If something looks wrong, then it’s probably worth finding out why. Trust your own judgement based on the facts, not the assumptions of others, and look for a solution within the details.

2. Charles Darwin

Darwin’s ability to see new connections in mundane situations led him to map out a new theory—evolution—that changed the way we saw the world.

If you take one critical thinking tip from Darwin, make it…

Sometimes the most profound discoveries are hidden in seemingly unlikely places; look where others don’t, and enjoy the sense of discovery and excitement.

3. Galileo Galilei

Pioneering astronomer, philosopher, and—after his discoveries caused uproar in lazy thinkers within religious circles—“ defender of truth in the face of ignorance. ”

If you take one critical thinking tip from Galileo, make it…

Great critical thinkers evaluate arguments to see how they stand up, putting to one side the conclusions and assumptions of others—and filter for themselves what resonates as right or wrong.

4. Martin Luther King, Jr.

Inspired millions with his talent for argument; his “I have a dream” speech—a rallying cry for equal rights—still resonates 50 years on.

If you take one critical thinking tip from Martin Luther King Jr, make it…

Developing a strategy, organizing an argument, and learning the art of persuasion are the keys to changing the world.

5. Simone de Beauvoir

The most radical feminist thinker of the 20th century;  The Second Sex  was the first work to argue for equality that respected a woman’s individuality and voice.

If you take one critical thinking tip from Simone de Beauvoir, make it…

Don’t be afraid to think differently, even if that means challenging the basis of society itself.

6. Edwin Hubble

Discovered galaxies beyond the Milky Way—and proved that they were expanding—simply by gathering and analyzing more data than anyone else.

If you take one critical thinking tip from Edwin Hubble, make it…

Evidence, evidence, evidence. The more you have, and the more you can filter it to get to what’s really going on, the better your conclusion will be.

7. Marie Curie

Paved the way for x-rays and cancer treatment; her sense that pitchblende must include unknown radioactive elements led to the discovery of polonium and radium.

If you take one critical thinking tip from Marie Curie, make it…

Critical thinking is nothing to do with negativity or nitpicking. It’s about asking questions—the right questions. It’s about not accepting things on trust.

8. Sir Isaac Newton

Discovered universal gravitation “by thinking on it continually.” A genius known for a relentless passion for putting everything to rigorous test.

If you take one critical thinking tip from Sir Isaac Newton, make it…

Persistence in thinking and questioning the world around you is the key to more creative solutions where others see only masses of information.

9. Stanislav Petrov

Saved the world from a nuclear disaster during the Cold War; Petrov spotted a false computer report of an American missile strike and, trusting the facts at hand, halted a mistaken counter strike.

If you take one critical thinking tip from Stanislav Petrov, make it…

Form your own judgement based on the facts, and—once you’re sure of your ground—be willing to back it against all comers.

10. W. E. B. Du Bois

Inspired American civil rights movements by refusing to accept that some inequality could be exchanged for legal rights—a view held by other black intellectuals—and publishing his ideas in The Souls of Black Folk .

If you take one critical thinking tip from W. E. B. Du Bois, make it…

Critical thinking is important because it is what makes us adaptable, enables us to act independently, and allows us to move beyond what we already know or guess.

Can you suggest any other great critical thinkers or examples of great critical thinking? Let us know in the comments section below:

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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.

Related posts:

• 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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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.

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.

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Critical Thinking Definition, Skills, and Examples

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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.

Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful details to solve problems or make decisions. Employers prioritize the ability to think critically—find out why, plus see how you can demonstrate that you have this ability throughout the job application process. 

Why Do Employers Value Critical Thinking Skills?

Employers want job candidates who can evaluate a situation using logical thought and offer the best solution.

 Someone with critical thinking skills can be trusted to make decisions independently, and will not need constant handholding.

Hiring a critical thinker means that micromanaging won't be required. Critical thinking abilities are among the most sought-after skills in almost every industry and workplace. You can demonstrate critical thinking by using related keywords in your resume and cover letter, and during your interview.

Examples of Critical Thinking

The circumstances that demand critical thinking vary from industry to industry. Some examples include:

• A triage nurse analyzes the cases at hand and decides the order by which the patients should be treated.
• A plumber evaluates the materials that would best suit a particular job.
• An attorney reviews evidence and devises a strategy to win a case or to decide whether to settle out of court.
• A manager analyzes customer feedback forms and uses this information to develop a customer service training session for employees.

Promote Your Skills in Your Job Search

If critical thinking is a key phrase in the job listings you are applying for, be sure to emphasize your critical thinking skills throughout your job search.

Add Keywords to Your Resume

You can use critical thinking keywords (analytical, problem solving, creativity, etc.) in your resume. When describing your  work history , include top critical thinking skills that accurately describe you. You can also include them in your  resume summary , if you have one.

For example, your summary might read, “Marketing Associate with five years of experience in project management. Skilled in conducting thorough market research and competitor analysis to assess market trends and client needs, and to develop appropriate acquisition tactics.”

Mention Skills in Your Cover Letter

Include these critical thinking skills in your cover letter. In the body of your letter, mention one or two of these skills, and give specific examples of times when you have demonstrated them at work. Think about times when you had to analyze or evaluate materials to solve a problem.

Show the Interviewer Your Skills

You can use these skill words in an interview. Discuss a time when you were faced with a particular problem or challenge at work and explain how you applied critical thinking to solve it.

Some interviewers will give you a hypothetical scenario or problem, and ask you to use critical thinking skills to solve it. In this case, explain your thought process thoroughly to the interviewer. He or she is typically more focused on how you arrive at your solution rather than the solution itself. The interviewer wants to see you analyze and evaluate (key parts of critical thinking) the given scenario or problem.

Of course, each job will require different skills and experiences, so make sure you read the job description carefully and focus on the skills listed by the employer.

Top Critical Thinking Skills

Keep these in-demand critical thinking skills in mind as you update your resume and write your cover letter. As you've seen, you can also emphasize them at other points throughout the application process, such as your interview. 

Part of critical thinking is the ability to carefully examine something, whether it is a problem, a set of data, or a text. People with  analytical skills  can examine information, understand what it means, and properly explain to others the implications of that information.

• Asking Thoughtful Questions
• Data Analysis
• Interpretation
• Questioning Evidence
• Recognizing Patterns

Communication

Often, you will need to share your conclusions with your employers or with a group of colleagues. You need to be able to  communicate with others  to share your ideas effectively. You might also need to engage in critical thinking in a group. In this case, you will need to work with others and communicate effectively to figure out solutions to complex problems.

• Active Listening
• Collaboration
• Explanation
• Interpersonal
• Presentation
• Verbal Communication
• Written Communication

Critical thinking often involves creativity and innovation. You might need to spot patterns in the information you are looking at or come up with a solution that no one else has thought of before. All of this involves a creative eye that can take a different approach from all other approaches.

• Flexibility
• Conceptualization
• Imagination
• Drawing Connections
• Synthesizing

Open-Mindedness

To think critically, you need to be able to put aside any assumptions or judgments and merely analyze the information you receive. You need to be objective, evaluating ideas without bias.

• Objectivity
• Observation

Problem Solving

Problem-solving is another critical thinking skill that involves analyzing a problem, generating and implementing a solution, and assessing the success of the plan. Employers don’t simply want employees who can think about information critically. They also need to be able to come up with practical solutions.

• Attention to Detail
• Clarification
• Decision Making
• Groundedness
• Identifying Patterns

More Critical Thinking Skills

• Inductive Reasoning
• Deductive Reasoning
• Noticing Outliers
• Adaptability
• Emotional Intelligence
• Brainstorming
• Optimization
• Restructuring
• Integration
• Strategic Planning
• Project Management
• Ongoing Improvement
• Causal Relationships
• Case Analysis
• Diagnostics
• SWOT Analysis
• Business Intelligence
• Quantitative Data Management
• Qualitative Data Management
• Risk Management
• Scientific Method
• Consumer Behavior

Key Takeaways

• Demonstrate that you have critical thinking skills by adding relevant keywords to your resume.
• Mention pertinent critical thinking skills in your cover letter, too, and include an example of a time when you demonstrated them at work.
• Finally, highlight critical thinking skills during your interview. For instance, you might discuss a time when you were faced with a challenge at work and explain how you applied critical thinking skills to solve it.

University of Louisville. " What is Critical Thinking ."

American Management Association. " AMA Critical Skills Survey: Workers Need Higher Level Skills to Succeed in the 21st Century ."

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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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What is Critical Thinking?

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

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

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

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

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

Someone with critical thinking skills can:

Understand the links between ideas.

Determine the importance and relevance of arguments and ideas.

Recognise, build and appraise arguments.

Identify inconsistencies and errors in reasoning.

Approach problems in a consistent and systematic way.

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

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

Critical Thinking is:

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

The Skills We Need for Critical Thinking

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

Specifically we need to be able to:

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

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

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

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

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

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

The Critical Thinking Process

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

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

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

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

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

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

Who said it?

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

What did they say?

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

Where did they say it?

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

When did they say it?

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

Why did they say it?

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

How did they say it?

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

What are you Aiming to Achieve?

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

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

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

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

The Benefit of Foresight

Perhaps the most important element of thinking critically is foresight.

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

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

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

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

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In Summary:

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

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

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

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

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

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

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

Continue to: Critical Thinking and Fake News Critical Reading

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

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Best Critical Thinking Examples to Help You Improve Your Critical and Analytical Skills

Critical thinking has been studied since ancient times. Greek philosophers such as Aristotle and Plato provided us with good critical thinking examples and the foundations for this field. Socrates is widely regarded as one of the fathers of critical thinking and deductive reasoning, a valuable skill in a world plagued with fake news and overwhelming amounts of information.

However, what is critical thinking? How can we use it in everyday life? In this article, we will explain what critical thinking is and why it is important, provide tips for improving your critical thinking skills, and offer the best examples of critical thinking.

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What is critical thinking.

Critical thinking is the ability to think clearly and logically about what to do or believe. To do so, you must establish logical connections between ideas, evaluate arguments, approach problems systematically, and reflect on your values and beliefs. Logical thinking and scientific thinking are types of thinking that depend on these skills.

Additionally, the critical thinking process involves challenging knowledge to discover the truth. It involves reviewing knowledge and information to make an informed decision. You can improve your critical thinking skills by becoming more adept at analyzing problems, identifying biases, practicing active listening and inductive reasoning, and avoiding emotional reasoning.

Where Is Critical Thinking Used?

• Progressive education
• Risk assessment
• Programming
• SAT standardized tests

Why Is Critical Thinking Important?

Critical thinking is important because it allows you to better synthesize, analyze and interpret information. Other critical thinking skills like problem-solving , observation, and communication, can help you advance in your career. All of these skills can enable you to understand yourself better and make better life decisions.

Many people believe they are critical thinkers. However, when drawing conclusions in real life most people rely on common sense and numerous fallacies. To avoid this, we must have critical thinking dispositions to gain more insight, learn to identify a weak argument, and make better decisions. Understanding critical thinking concepts is crucial if you want to understand your thoughts, emotions, or live a better life.

Real-World Examples of Critical Thinking

People live their lives based on the choices they make. As a result, they require critical thinking skills and a constructive approach to problem-solving to make their lives easier. For example, if you need to deliver to multiple locations, don’t just go there by chance.

To save time, determine which location is closest and devise an efficient pattern for the next locations you will need to visit. This is just one of many examples of critical thinking for the following section. Below are more critical thinking examples.

• Self-evaluation of your actions
• HR manager resolving conflict between staffs
• A military officer working on tactical plans
• Professor guiding students to fresh ideas with creative questioning
• Student defending a master’s thesis
• Basketball coach seeking out new tactics during a timeout
• Writer organizing content ideas
• Applicant preparing for a job interview
• Using a disciplined process to look for a job
• A detective using their observational ability to analyze a crime scene

10 Great Examples of Critical Thinking

Critical thinking example 1: self-evaluation of your actions.

Self-evaluation is essential for improving your overall performance. When you use reflective thinking or try to evaluate yourself, you analyze what went wrong and how you can improve in the future. You attempt to understand what happened and figure out what you need to change to get different results.

Many universities and schools use special questionnaires that test critical thinking abilities. For example, Cambridge, a school with over 20 years of experience in assessing critical thinking, uses a student self-assessment critical thinking questionnaire .

Critical Thinking Example 2: HR Manager Resolving Conflict Between Staffs

Employees have disagreements in every organization. In many cases, it is the HR manager who steps in to solve the problem. However, the HR manager must first listen to both sides, determine the source of the problem, assess the situation, and decide how to proceed. As a result, a soft skill such as problem-solving or management is essential for HR.

Critical Thinking Example 3: A Military Officer Working on Tactical Plans

A military officer working on tactical plans for extracting fellow soldiers in a dangerous military zone is another example. In this case, the military officer must find an effective way to get the soldiers out of the danger zone while minimizing casualties, which requires logical thinking.

Critical Thinking Example 4: Professor Guiding Students to Fresh Ideas With Creative Questioning

Creative questioning is an interesting process because it can promote critical thinking. By asking creative open-ended questions, the professor makes students think more deeply about a subject. Therefore, they need to discern what information to pick and share. Analysis of arguments is another way to foster analytical thinking among students.

Critical Thinking Example 5: Student Defending a Master’s Thesis

Writing a master’s thesis requires applying critical thinking. You seek and gather information, conduct research, perform calculations, analyze data, and draw conclusions. You also demonstrate what critical skills you used to create the thesis by explaining all of the steps and methodology you used in the research process.

Critical Thinking Example 6: Basketball Coach Seeking Out New Tactics During a Timeout

In some cases, if the match does not go well, the basketball coach may call a timeout to reassess the team’s strategy. During the timeout, a basketball coach looks for new tactics that reveal the vulnerabilities of the opposing team. The coach needs to find a way to assess the potential risks and provide a new strategy that will lead the team to victory.

Critical Thinking Example 7: Writer Organizing Content Ideas

When writing articles, writers must distinguish between good and bad information. They must also make the article flow. To accomplish this, writers must adhere to the core concept of writing format: title, introduction, body, and conclusion. This means that they have to choose certain information to insert in certain sections of the text.

Critical Thinking Example 8: Applicants Preparing for a Job Interview

If you apply for a job and go to the interview blindly, there is a high chance you will not be hired. It is preferable to arrive prepared and apply critical thinking to the interview. One tip for interview preparation is to ask yourself outcome-based questions about the job. Before going to the interview, practice answering questions and acting quickly.

Critical Thinking Example 9: Using a Disciplined Process to Look for a Job

It can be difficult to find a job. Some stats show that on average it takes 100 to 200 applications to get a job. To improve your chances, you should put your critical thinking cap on. Logical thinking can help you consider how you will approach employers, devote time to updating your resume, skills, and create an effective cover letter .

Critical Thinking Example 10: A Detective Using Their Observational Ability to Analyze a Crime Scene

As a police detective, you must have strong critical thinking skills as well as excellent observational abilities to analyze a crime scene. You need logical inquiry and deduction skills to analyze the evidence. A police detective must have probable cause to obtain a search warrant from a judge to search a suspect’s home, which is another example of critical thinking.

Pro Tips to Boost Your Critical Thinking Skills

• Analyze and Break It Down. Before forming an opinion, conduct extensive research and analysis. Once you have enough information, then you can try to break down all that information and analyze what it means. It is a good idea to break the problem down into smaller pieces so that you can see the bigger picture.
• Deal With Your Biases. Critical thinking requires constant work, as people have biases that they need to deal with throughout their lives. If a person is aware of their biases, they can be aware of their own thought process and make sure they’re not just thinking one way.
• Seek Advice. Develop a strong sense of acquiring knowledge. This means seeking advice when you are not sure about what you know. If you don’t know something, ask someone that knows. The more information you have, the better conclusion you can draw. Deal with the fact that you are not always right.

What Should Be the Next Step in My Critical Thinking Learning Journey?

Your next step in your critical thinking learning journey should be to actively use it in your everyday life. In real life, people encounter many opportunities to solve problems. With critical and careful thinking, you can afford to lead a better life and make more accurate decisions.

Using analytical and objective reasoning are some of the intellectual virtues that critical thinking offers to get a better job. If you use it in self-evaluation you can become a better version of yourself.

Advancing this skill can improve your professional life, problem-solving, and improve in developing and executing solutions. If you want to have well-informed opinions and deal with your biases, advance your critical thinking skills.

Critical Thinking Examples FAQ

Yes, critical thinking is a skill. The interesting part is that critical thinking is a learned skill. If it can be learned then it can be taught. However, the problem is that in many cases an experienced instructor is needed to transfer the skill. It is also one of the 21st-century skills you need to add to your resume.

Developing your critical thinking skills is a gradual process that requires deliberate effort. Changing your thought patterns and practices is a long-term project that you should commit to for the rest of your life.

No, IQ tests don’t measure critical thinking. Intelligence and critical thinking are not the same. If you want to test your critical thinking ability, you need a specialized critical thinking test. One example is the Cornell critical thinking test .

The bandwagon fallacy is about creating an opinion based on what the majority thinks. If everyone says the same thing, then it must be true. The problem with this notion is that the opinion of the majority is not always valid or a real form of knowledge. To avoid the bandwagon fallacy, you need to have a critical thinking disposition.

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Global Cognition

Critical thinking in everyday life.

by Winston Sieck updated September 19, 2021

Have you ever been listening to one of your teacher’s lessons and thought that it had no relevance to your own life?

You’re not alone. Just about every student has felt the same way.

Sure, you use critical thinking skills in the classroom to solve word problems in math, write essays in English, and create hypotheses in science.

But how will you use critical thinking in everyday life?

First, keep in mind that critical thinking is simply a “deliberate thought process.”

Basically, it means that you are using reason and logic to come to a conclusion about an issue or decision you are tangling with.

And clear, sound reasoning is something that will help you every day.

To help you make the leap from classroom to real world, here are 3 concrete examples of critical thinking in everyday life.

Fake News vs. Real News

Take a moment to reflect on your media skills. Do you think you have what it takes to sort out a real news source from a piece of clever advertising?

According to a recent study from Stanford University, a whopping 82% of the teens surveyed could not distinguish between an ad labeled “sponsored content” and a legitimate news story.

Part of the problem may come from schools cutting back on formal instruction of critical thinking skills and an assumption that today’s “digital native” teens can automatically tell the difference without practice or instruction.

You are good at lots of things. But, you know, you’ve practiced those things you’re good at. So, how can you practice telling fact from fiction?

One way (outside of school) is to chat with your family and friends about media sources. Find out how they stay informed, and why they choose those outlets. Ask each other routine questions for evaluating sources .

Do your Friends Know Everything?

It’s tempting to believe that the world begins and ends with your friends. Don’t get me wrong. Friends are definitely important. However, it pays to reflect a little on how a group influences our lives.

To practice critical thinking in everyday life, take a close look at your group of friends. Are there things that are “forbidden” in your social circle? Are you expected to act a certain way, dress a certain way?

Think a certain way?

It’s natural that when a group defines something as “cool”, all the people in the group work to fit into that definition. Regardless of what they individually believe.

The problem is that virtually every situation can be defined in multiple ways. What is “dumb” to one person may be “cool” to another.

Develop your ability to redefine the way you see the world around you. On your own terms.

Find a time when your friend group sees the negative in a situation. Is there a positive way to view it instead? Or at least a way that makes it seem not quite so bad?

You may not be ready to speak up with your independent view. And that’s ok. Just practice thinking differently from the group to strengthen your mind.

Critical Thinking in the Driver’s Seat

One of the core critical thinking skills you need every day is the ability to examine the implications and consequences of a belief or action. In its deepest form, this ability can help you form your own set of beliefs in everything from climate change to religion.

But this skill can also save your life (and your car insurance rate) behind the wheel.

Imagine you are cruising down the freeway when your phone alerts you to an incoming text message. The ability to examine your potential actions and their accompanying consequences will help you make the best choice for how to handle the situation.

Do you look at the text and risk getting into an accident? Do you wait and risk not responding to an urgent matter? Or do you pull over to look at the text and risk being late for your appointment?

The same skill can be applied when you are looking for a place to park, when to pull onto a busy street, or whether to run the yellow light.

Better yet, the more practiced you are at looking at the implications of your driving habits, the faster you can make split second decisions behind the wheel.

Why Critical Thinking in Everyday Life Matters

Literally everyone can benefit from critical thinking because the need for it is all around us.

In a philosophical paper , Peter Facione makes a strong case that critical thinking skills are needed by everyone, in all societies who value safety, justice, and a host of other positive values:

“Considered as a form of thoughtful judgment or reflective decision-making, in a very real sense critical thinking is pervasive. There is hardly a time or a place where it would not seem to be of potential value. As long as people have purposes in mind and wish to judge how to accomplish them, as long as people wonder what is true and what is not, what to believe and what to reject, strong critical thinking is going to be necessary.”

So, in other words, as long as you remain curious, purposeful, and ambitious, no matter what your interests, you’re going to need critical thinking to really own your life.

About Winston Sieck

Dr. Winston Sieck is a cognitive psychologist working to advance the development of thinking skills. He is founder and president of Global Cognition, and director of Thinker Academy .

Reader Interactions

July 27, 2019 at 7:20 am

Wonderful article.. Useful in daily life… I have never imagined the way critical thinking is useful to make judgments

December 9, 2020 at 9:38 pm

My name is Anthony Lambert I am student at miller Motte. Critical Thinking is one my classes. I thank you for giving me the skills of critical thinking.

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Critical Thinking Examples That Will Influence the World Around You

• January 10, 2020

If you’re working on improving your critical thinking, nothing will serve you better than a collection of critical thinking examples . And you’re in luck because we’re going to take things a step further.

In this article, we will answer the following questions:

• What is critical thinking?
• Critical thinking examples in questioning
• Critical thinking examples in everyday life
• Critical thinking examples in the workplace
• Critical thinking examples in the history of the world

Let’s begin!

What Is Critical Thinking?

Critical thinking is the process of skillfully conceptualizing, applying, and evaluating information gathered from observation, experience, reflection, or communication.

To summarize, critical thinking is the ongoing application of intellectual honesty in the examination of information.

The unexamined life is not worth living because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world. – Linda Elder

Critical Thinking Examples in Questioning

The best way to apply critical thinking is to know what questions to ask in any area of life. Using the questioning techniques below will allow you to get more information and open up a better flow of communication.

The following are examples of critical thinking in the process of questioning:

1. Open-ended questions: provoking elaborated answers

• In the movie Titanic, why did Rose turn her back on a privileged life?
• What are your thoughts on the current state of the world’s ecology and how would you go about addressing it? 
• What is the most inspiring part of your work and what elements make this so inspiring?

2. Outcome-based questions: reveal personal traits

• How would you explain coding to a 5-year-old?
• If could you choose only 2 exercises to keep in shape what would they be and why?
• Tell me about a time you had to make a decision with incomplete information? What did you do? 

3. Hypothetical questions: created scenarios

• If you found out that a friend was sleeping with another friend’s wife, how would you handle this information?
• If two employees under your management started arguing aggressively at the workplace, how would you handle this situation? What could be the possible backlashes?

4. Reflective questions: to reflect on the process

• What have you personally gained from this experience?
• Do you think there was a more effective way to accomplish what you accomplished and how would you utilize it in the future?
• How has this process made it easier for you to accomplish similar things in the future?

5. Structural questions: helps understand the process

• What are the key points to this subject?
• What order is the process executed in and why this order?
• Which elements of this subject would you find unnecessary?  

Critical Thinking Examples in Everyday Life

The process of becoming a better critical thinker also allows the process of personal growth to accelerate. When you start getting a better and more objective viewpoint, you start to see where you, yourself can improve and grow.

When the following examples are applied to your everyday life, you can begin to really think critically and discover the magic of questioning everything.

This video can help to show you the immense power of knowing how to question everything:

The following are examples of where critical thinking affects your everyday life:

1. Self-reflection: analyzing your personal shortcomings

• Researching an issue on racial differences and inequality, you start seeing things from other cultural perspectives and begin to see where you hold certain cultural biases.
• Reflecting on your behavior in a certain confrontation with a person, you see things from their perspective and realize that the way you have behaved isn’t to your liking.
• After completing a certain task, you reflect on what you have learned and how you could have improved and gained more experience from the situation.

2. Decision-making: more informed decision-making

• Reviewing a confrontation with a loved one you start seeing things from their point of view. This takes away your personal emotions and you begin to see the bigger picture. From here you can make a more conscious decision. 
• You are asked to advise on building a big factory in a small town near the town’s forest. You do research and play out scenarios with the benefits and drawbacks from the perspective of the people of the town, the ecological perspective of the forest, and the benefit of the company you are advising for. Once you see all perspectives you can make a more informed and rational decision.

3. Time utilization analysis: recognize the value you bring

• You review what actions you take in a day and how long you take to do them. You see that you waste way too much time watching silly shows on TV that don’t bring you that much joy. You decide to only watch one good show a day and use that time to learn a new language daily.
• Looking at your schedule you break down the impact of each task. You see who this task helps, how it helps, and to what extent. With this information, you start focusing and spending more time on the most impactful tasks.

Critical Thinking Examples in the Workplace

1. teamwork: promoting group problem-solving.

As the team leader in your department, you have to come up with a strategy to improve a specific product. You allow the entire team to list all concerns, recommend a solution, and openly yet constructively criticize other solutions.

All the while you have someone take notes. At a certain point, you stop the discussion and list all the notes on the board as perspectives and obstacles. You and your team can now create a solution based on all the information given by your team.  

2. Adding value: recognizing and improving your contribution

Your company has an aim to achieve a certain target by the end of the year. You analyze your position in the company and in what way you can contribute to this target.

Then, you list all the ways in which your actions help achieve this target and then attribute the impact of each action and to what person or area it is impacting. You think of ways you can do more of the most impacting action, increase the impact or do something else within your position to make more impact on reaching this target.

Critical Thinking Examples in the History of the World

1. albert einstein.

Albert Einstein was faced with great opposition when he questioned the current beliefs of certain scientific principles of his time.  Einstein used critical thinking to challenge and debunk these principles and create more useful ones of his own.

One of [Einstein’s] greatest intellectual gifts, in small matters as well as great, was to strip off the irrelevant frills from a problem. – C.P. Snow

2. Charles Darwin

Charles Darwin was able to come up with his theories by making connections between certain situations. He used a critical thinking mindset to link seemly unrelated parts of information.

His theory of evolution was a perfect case of questioning and connecting the aspects of his field of study to others.

3. Martin Luther King Jr.

Martin Luther King Jr. inspired millions with his speech “I have a dream”. He used the ability of critical thinking to structure his arguments and present his point of view.

4. Sir Isaac Newton

Sir Isaac Newton researched, applied, revised, and tested everything he learned thoroughly. This sequence of learning is a great example of a critical thinking mindset.  

There are probably thousands of critical thinking examples in your life where you have applied critical thinking to either solving a problem, creating a new perspective, or presenting yourself in a clear and relevant way. 

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How to build your critical thinking skills in 7 steps (with examples)

Critical thinking is, well, critical. By building these skills, you improve your ability to analyze information and come to the best decision possible. In this article, we cover the basics of critical thinking, as well as the seven steps you can use to implement the full critical thinking process. 

Critical thinking comes from asking the right questions to come to the best conclusion possible. Strong critical thinkers analyze information from a variety of viewpoints in order to identify the best course of action.

Don’t worry if you don’t think you have strong critical thinking abilities. In this article, we’ll help you build a foundation for critical thinking so you can absorb, analyze, and make informed decisions. 

What is critical thinking? 

Critical thinking is the ability to collect and analyze information to come to a conclusion. Being able to think critically is important in virtually every industry and applicable across a wide range of positions. That’s because critical thinking isn’t subject-specific—rather, it’s your ability to parse through information, data, statistics, and other details in order to identify a satisfactory solution. 

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Top 8 critical thinking skills

Like most soft skills, critical thinking isn’t something you can take a class to learn. Rather, this skill consists of a variety of interpersonal and analytical skills. Developing critical thinking is more about learning to embrace open-mindedness and bringing analytical thinking to your problem framing process. 

In no particular order, the eight most important critical thinking skills are:

Analytical thinking: Part of critical thinking is evaluating data from multiple sources in order to come to the best conclusions. Analytical thinking allows people to reject bias and strive to gather and consume information to come to the best conclusion. 

Open-mindedness: This critical thinking skill helps you analyze and process information to come to an unbiased conclusion. Part of the critical thinking process is letting your personal biases go and coming to a conclusion based on all of the information. 

Problem solving : Because critical thinking emphasizes coming to the best conclusion based on all of the available information, it’s a key part of problem solving. When used correctly, critical thinking helps you solve any problem—from a workplace challenge to difficulties in everyday life. 

Self-regulation: Self-regulation refers to the ability to regulate your thoughts and set aside any personal biases to come to the best conclusion. In order to be an effective critical thinker, you need to question the information you have and the decisions you favor—only then can you come to the best conclusion. 

Observation: Observation skills help critical thinkers look for things beyond face value. To be a critical thinker you need to embrace multiple points of view, and you can use observation skills to identify potential problems.

Interpretation: Not all data is made equal—and critical thinkers know this. In addition to gathering information, it’s important to evaluate which information is important and relevant to your situation. That way, you can draw the best conclusions from the data you’ve collected. 

Evaluation: When you attempt to answer a hard question, there is rarely an obvious answer. Even though critical thinking emphasizes putting your biases aside, you need to be able to confidently make a decision based on the data you have available. 

Communication: Once a decision has been made, you also need to share this decision with other stakeholders. Effective workplace communication includes presenting evidence and supporting your conclusion—especially if there are a variety of different possible solutions. 

7 steps to critical thinking

Critical thinking is a skill that you can build by following these seven steps. The seven steps to critical thinking help you ensure you’re approaching a problem from the right angle, considering every alternative, and coming to an unbiased conclusion.

 First things first: When to use the 7 step critical thinking process

There’s a lot that goes into the full critical thinking process, and not every decision needs to be this thought out. Sometimes, it’s enough to put aside bias and approach a process logically. In other, more complex cases, the best way to identify the ideal outcome is to go through the entire critical thinking process. 

The seven-step critical thinking process is useful for complex decisions in areas you are less familiar with. Alternatively, the seven critical thinking steps can help you look at a problem you’re familiar with from a different angle, without any bias. 

If you need to make a less complex decision, consider another problem solving strategy instead. Decision matrices are a great way to identify the best option between different choices. Check out our article on 7 steps to creating a decision matrix .

1. Identify the problem

Before you put those critical thinking skills to work, you first need to identify the problem you’re solving. This step includes taking a look at the problem from a few different perspectives and asking questions like: 

What’s happening? 

Why is this happening? 

What assumptions am I making? 

At first glance, how do I think we can solve this problem? 

A big part of developing your critical thinking skills is learning how to come to unbiased conclusions. In order to do that, you first need to acknowledge the biases that you currently have. Does someone on your team think they know the answer? Are you making assumptions that aren’t necessarily true? Identifying these details helps you later on in the process. 

2. Research

At this point, you likely have a general idea of the problem—but in order to come up with the best solution, you need to dig deeper. 

During the research process, collect information relating to the problem, including data, statistics, historical project information, team input, and more. Make sure you gather information from a variety of sources, especially if those sources go against your personal ideas about what the problem is or how to solve it.

Gathering varied information is essential for your ability to apply the critical thinking process. If you don’t get enough information, your ability to make a final decision will be skewed. Remember that critical thinking is about helping you identify the objective best conclusion. You aren’t going with your gut—you’re doing research to find the best option

3. Determine data relevance

Just as it’s important to gather a variety of information, it is also important to determine how relevant the different information sources are. After all, just because there is data doesn’t mean it’s relevant. 

Once you’ve gathered all of the information, sift through the noise and identify what information is relevant and what information isn’t. Synthesizing all of this information and establishing significance helps you weigh different data sources and come to the best conclusion later on in the critical thinking process. 

To determine data relevance, ask yourself:

How reliable is this information? 

How significant is this information? 

Is this information outdated? Is it specialized in a specific field? 

4. Ask questions

One of the most useful parts of the critical thinking process is coming to a decision without bias. In order to do so, you need to take a step back from the process and challenge the assumptions you’re making. 

We all have bias—and that isn’t necessarily a bad thing. Unconscious biases (also known as cognitive biases) often serve as mental shortcuts to simplify problem solving and aid decision making. But even when biases aren’t inherently bad, you must be aware of your biases in order to put them aside when necessary. 

Before coming to a solution, ask yourself:

Am I making any assumptions about this information? 

Are there additional variables I haven’t considered? 

Have I evaluated the information from every perspective? 

Are there any viewpoints I missed? 

5. Identify the best solution

Finally, you’re ready to come to a conclusion. To identify the best solution, draw connections between causes and effects. Use the facts you’ve gathered to evaluate the most objective conclusion. 

Keep in mind that there may be more than one solution. Often, the problems you’re facing are complex and intricate. The critical thinking process doesn’t necessarily lead to a cut-and-dry solution—instead, the process helps you understand the different variables at play so you can make an informed decision. 

6. Present your solution

Communication is a key skill for critical thinkers. It isn’t enough to think for yourself—you also need to share your conclusion with other project stakeholders. If there are multiple solutions, present them all. There may be a case where you implement one solution, then test to see if it works before implementing another solution. 

7. Analyze your decision

The seven-step critical thinking process yields a result—and you then need to put that solution into place. After you’ve implemented your decision, evaluate whether or not it was effective. Did it solve the initial problem? What lessons—whether positive or negative—can you learn from this experience to improve your critical thinking for next time? 

Depending on how your team shares information, consider documenting lessons learned in a central source of truth. That way, team members that are making similar or related decisions in the future can understand why you made the decision you made and what the outcome was. 

Example of critical thinking in the workplace

Imagine you work in user experience design (UX). Your team is focused on pricing and packaging and ensuring customers have a clear understanding of the different services your company offers. Here’s how to apply the critical thinking process in the workplace in seven steps: 

Start by identifying the problem

Your current pricing page isn’t performing as well as you want. You’ve heard from customers that your services aren’t clear, and that the page doesn’t answer the questions they have. This page is really important for your company, since it’s where your customers sign up for your service. You and your team have a few theories about why your current page isn’t performing well, but you decide to apply the critical thinking process to ensure you come to the best decision for the page. 

Gather information about how the problem started

Part of identifying the problem includes understanding how the problem started. The pricing and packaging page is important—so when your team initially designed the page, they certainly put a lot of thought into it. Before you begin researching how to improve the page, ask yourself: 

Why did you design the pricing page the way you did? 

Which stakeholders need to be involved in the decision making process? 

Where are users getting stuck on the page?

Are any features currently working?

Then, you research

In addition to understanding the history of the pricing and packaging page, it’s important to understand what works well. Part of this research means taking a look at what your competitor’s pricing pages look like. 

Ask yourself: 

How have our competitors set up their pricing pages?

Are there any pricing page best practices? 

How does color, positioning, and animation impact navigation? 

Are there any standard page layouts customers expect to see? 

Organize and analyze information

You’ve gathered all of the information you need—now you need to organize and analyze it. What trends, if any, are you noticing? Is there any particularly relevant or important information that you have to consider? 

Ask open-ended questions to reduce bias

In the case of critical thinking, it’s important to address and set bias aside as much as possible. Ask yourself: 

Is there anything I’m missing? 

Have I connected with the right stakeholders? 

Are there any other viewpoints I should consider? 

Determine the best solution for your team

You now have all of the information you need to design the best pricing page. Depending on the complexity of the design, you may want to design a few options to present to a small group of customers or A/B test on the live website.

Present your solution to stakeholders

Critical thinking can help you in every element of your life, but in the workplace, you must also involve key project stakeholders . Stakeholders help you determine next steps, like whether you’ll A/B test the page first. Depending on the complexity of the issue, consider hosting a meeting or sharing a status report to get everyone on the same page. 

Analyze the results

No process is complete without evaluating the results. Once the new page has been live for some time, evaluate whether it did better than the previous page. What worked? What didn’t? This also helps you make better critical decisions later on.

Critically successful 

Critical thinking takes time to build, but with effort and patience you can apply an unbiased, analytical mind to any situation. Critical thinking makes up one of many soft skills that makes you an effective team member, manager, and worker. If you’re looking to hone your skills further, read our article on the 25 project management skills you need to succeed . 

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Critical Thinking

I. definition.

Critical thinking is the ability to reflect on (and so improve ) your thoughts, beliefs, and expectations. It’s a combination of several skills and habits such as:

Curiosity : the desire for knowledge and understanding

Curious people are never content with their current understanding of the world, but are driven to raise questions and pursue the answers. Curiosity is endless — the better you understand a given topic, the more you realize how much more there is to learn!

Humility : or the recognition that your own understanding is limited

This is closely connected to curiosity — if you’re arrogant and think you know everything already, then you have no reason to be curious. But a humble person always recognizes the limitations and gaps in their knowledge . This makes them more receptive to information, better listeners and learners.

Skepticism : a suspicious attitude toward what other people say

Skepticism means you always demand evidence and don’t simply accept what others tell you. At the same time, skepticism has to be inwardly focused as well! You have to be equally skeptical of your own beliefs and instincts as you are of others’.

Rationality or logic: The formal skills of logic are indispensable for critical thinkers

Skepticism keeps you on the lookout for bad arguments, and rationality helps you figure out exactly why they’re bad. But rationality also allows you to identify good arguments when you see them, and then to move beyond them and understand their further implications.

Creativity: or the ability to come up with new combinations of ideas

It’s not enough to just be skeptical and knock the holes in every argument that you hear. Sooner or later you have to come up with your own ideas, your own solutions, and your own visions. That requires a creative and independent mind, but one that is also capable of listening and learning.

Empathy : the ability to see things from another person’s perspective

Too often, people talk about critical thinkers as though they’re solitary explorers, forging their own path through the jungle of ideas without help from others. But this isn’t true at all. Real critical thinking means you constantly engage with other people, listen to what they have to say, and try to imagine how they see the world. By seeing things from someone else’s perspective, you can generate far more new ideas than you could by relying on your own knowledge alone.

II. Examples

Although video games are sometimes simply a passive way to enjoy yourself, they sometimes rely on critical thinking skills. This is particularly true of puzzle games and role playing games (RPGs) that present your character with puzzles at critical moments. For example, at one stage in the classic RPG Neverwinter Nights , your character has the option to serve as a juror on another character’s trial. In order to save the innocent man, you have to talk to people throughout the town and, using a combination of empathy and skepticism, figure out what really happened.

In one episode of South Park , Cartman becomes obsessed with conspiracy theories and sings a song about needing to think for himself and find out the truth. The show is poking fun at conspiracy theorists, who often think that they are exercising critical thinking when in fact they are simply exercising too much skepticism towards common sense and popular beliefs, and not enough skepticism towards new, unnecessarily complicated explanations.

III. Critical Thinking vs. Traditional Thinking

Critical thinking, in the history of modern Western thought, is strongly associated with the Enlightenment, the period when European and American philosophers decided to approach the world with a rational eye, rejecting blind faith and questioning traditional authority. It was this moment in history that gave us modern medicine, democracy , and the early forms of industrial technology.

At the same time, the Enlightenment also came with many downsides, particularly the fact that it was so hostile to tradition. This hostility is understandable given the state of Europe at the time — ripped apart by bloody conflict between different religions, and oppressed by traditional monarchs who rooted their power in that of the Church. Enlightenment thinkers understandably rejected traditional thinking, holding it responsible for all this violence and injustice. But still, the Enlightenment sometimes went too far in the opposite direction. After all, rejecting tradition just for the sake of rejecting it is not really any better than accepting tradition just for the sake of accepting it! Traditions provide valuable resources for critical thinking, and without them it would be impossible. Think about this: the English language is a tradition, and without it you wouldn’t be sitting there reading these (hopefully useful) words about critical thinking!

So critical thinking absolutely depends on traditions. There’s no question that critical thinking means something more than just accepting traditions; but it doesn’t mean you necessarily reject them, either. It just means that you’re not blindly following tradition for its own sake ; rather, your relationship to your tradition is based on humility, creativity, skepticism, and all the other attributes of critical thinking.

IV. Quotes about Critical Thinking

“If I have seen further than others, it is because I have stood on the shoulders of giants.” (Isaac Newton)

Until Einstein, no physicist was ever more influential than Isaac Newton. Through curiosity and probable skepticism, he not only worked out the basic rules for matter and energy in the universe — he also realized that the force causing objects to fall was the same as the force causing celestial objects to orbit around each other (thus discovering the modern theory of gravity). He was also known for having a big ego and being a little arrogant with those he considered beneath his intellect — but even Newton had enough humility to recognize that he wasn’t doing it alone. He was deeply indebted to the whole tradition of scientists that had come before him — Europeans, Greeks, Arabs, Indians, and all the rest.

“It seems to me what is called for is an exquisite balance between two conflicting needs: the most skeptical scrutiny of all hypotheses… and at the same time a great openness to new ideas. Obviously those two modes of thought are in some tension. But if you are able to exercise only one of these modes, whichever one it is, you’re in deep trouble.” (Carl Sagan, The Burden of Skepticism )

In this quote, Carl Sagan offers a sensitive analysis of a tension within the idea of critical thinking. He points out that skepticism is extremely important to critical thinking, but at the same time it can go too far and become an obstacle. Notice, too, that you could replace the word “new” with “old” in this quote and it would still make sense. Critical thinkers need to be both open to new ideas and skeptical of them; similarly, they need to have a balanced attitude toward old and traditional ideas as well.

V. The History and Importance of Critical Thinking

Critical thinking has emerged as a cultural value in various times and places, from the Islamic scholars of medieval Central Asia to the secular philosophers of 18th-century America or the scientists and engineers of 21st-century Japan. In each case, critical thinking has taken a slightly different form, sometimes emphasizing skepticism above the other dimensions (as occurred in the European Enlightenment), sometimes emphasizing other dimensions such as creativity or rationality.

Today, many leaders in science, education, and business worry that we are seeing a decline in critical thinking. Education around the world has turned increasingly toward standardized testing and the mechanical memorization of facts, an approach that doesn’t leave time for critical thinking or creative arts. Some politicians view critical and creative education as a waste of time, believing that education should only focus on job skills and nothing else — an attitude which clearly overlooks the fact that critical thinking is an important job skill for everyone from auto mechanics to cognitive scientists.

a. Creativity

b. Skepticism

d. These are all dimensions of critical thinking

a. They are opposites

b. They are synonyms

c. They are in tension, but not incompatible

d. None of the above

a. The Enlightenment

b. The Renaissance

c. The current era

d. All of the above

a. Being constantly skeptical

b. Not being skeptical

c. Having a balance between too much skepticism and too little

d. No relation to skepticism

Examples Of Critical Thinking At The Workplace & In Real Life

Work from home (WFH) has created many problems for people such as long working hours, neck and back pain, and…

Work from home (WFH) has created many problems for people such as long working hours, neck and back pain, and even having multiple cups of coffee every day. Now that organizations are prioritizing fully remote or blended working models, such scenarios are impossible to ignore.

An extremely unhealthy habit that is a product of working at home is the high consumption of coffee. Studies suggest that several coffee aficionados use the beverage as a substitute for breakfast.  Drinking coffee may seem harmless but search the internet and you will find a long list of its disadvantages—from restlessness and insomnia to weight gain, anxiety and risk of heart attacks in young adults. But then you will find as many links listing the advantages of drinking coffee (if it’s within a certain limit).

Does that sound confusing? Which source should you trust then? By thinking critically, you can come to a conclusion that is logical.

This is just one of the examples of critical thinking in everyday life and its importance. We face many more small and big critical thinking examples in real life.

If you think it may not always be possible to apply critical thinking, you can follow the Ladder of Inference framework from Harappa Education’s Thinking Critically course. It is a four-step approach to understand how you can process information. The course covers several examples of critical thinking to explain it in detail.

To understand this better, let’s see some examples of critical thinking:

Critical thinking examples in the workplace.

Here are some common examples of critical thinking that will help you understand why it’s an essential skill in professional life:

Promoting a teamwork approach to problem-solving

As a team leader, the job of encouraging your team to work towards solving a problem falls on your shoulders. But every individual in a team may come up with different inputs and points of view.

You must logically analyze team members’ inputs. And then offer constructive criticism while sharing your own opinion on the situation. This is one of the common critical thinking examples in the workplace.

Self-evaluating your contributions

Imagine that your chief operating officer creates a new target for the organization. Now it’s your right and responsibility to use critical thinking skills examples and evaluate your contribution to reach the target.

Knowing how your contribution is important will help you discover ways to improve your performance. The result will show the impact your work has made, whether it’s solving a critical bug or coming up with a creative way to approach possible clients. Studying a few critical thinking skills examples will help you analyze your situation better.

This is among the most common critical thinker examples you can find and follow in every organization.

It’s evident from these examples of critical thinking that it’s a valuable skill every employee should strengthen. From efficient decision-making to navigating conflicts, thinking critically help you evaluate situations better instead of jumping to hasty and half-baked conclusions.

Examples of Critical Thinking in Real Life

Choosing a Career Path

Should I go for a full-time college or enroll in an online course? Which stream do I choose? Should I try to get a job in a private organization, work as a consultant, or move towards opening a start-up? We all face such dilemmas in our lives at some point or the other. But every option comes with its pros and cons and, therefore, it’s important to choose carefully.

Such critical thinking examples in everyday life highlight the importance of this process. Choosing the right career path certainly takes time. So as a critical thinker, you weigh the pros and cons of every option.

Also, consider the professional, financial and social context in the form of some critical thinking examples in real life. Know your interest and skill set. Answer questions such as “What is important for me?” and “Why is this important for me?”

Don’t go ahead right after making a choice. If you look at some critical thinker examples, you will understand the impact your chosen path will have in the next one, five and 10 years. Accordingly, you may like to rethink your career path. To be able to do this, some critical thinking will be required.

Evaluating Online Information

There are other examples of critical thinking in everyday life as well. There are hundreds of fake news items that we come across every day on the internet or social media. How do we find the truth among so much noise? Critical thinking can come to your aid.

We come across these and many more critical thinking skills examples in the digital world. With the exchange of information increasing by the minute, the need for critical thinking skills is only increasing.

But asking certain questions will help you process such information.

Who published the article?

What are their sources of information?

What are their intentions?

Are they representing themselves or someone else?

Don’t you think if most social media users ask themselves these questions, social media wars will reduce?

Critical thinker examples and applications can be found inside as well as outside classrooms and meeting rooms. So start working on your critical thinking skills now. Join Harappa Education’s Thinking Critically course, which explains the essential techniques with the help of a few great critical thinker examples. Empower yourself to make qualified decisions.

Explore topics such as Critical Thinking , How to Improve Critical Thinking & Ladder of Inference from our Harappa Diaries blog section and develop your strategic thinking skills .

Why and How to Use Critical Thinking in Everyday Life

Written by Argumentful

Critical thinking is a helpful skill that allows you to analyze information and make informed decisions. It’s all about taking a step back and evaluating information objectively, considering multiple perspectives, and making sound judgments based on evidence. With critical thinking, you can tackle problems with confidence, communicate your thoughts and ideas clearly, and reduce the influence of emotions, biases, and misinformation. Plus, by using critical thinking, you can continue to grow and develop as a person by questioning your own beliefs and perspectives.

Elder and Paul’s article “ Critical Thinking: The Nature of Critical and Creative Thought ” argues that critical thinking is essential for success in everyday life. They explain that critical thinking involves analyzing and evaluating information, as well as generating new ideas and perspectives.

Overall, critical thinking is a valuable tool for all of us to navigate the complex and ever-changing world we live in.

Here are some examples of using critical thinking in our daily lives.

EXAMPLES OF CRITICAL THINKING IN EVERYDAY LIFE

Using critical thinking in making smart health choices.

When it comes to taking care of yourself, using critical thinking to check the reliability of your sources and weigh the strength of the evidence can help you make better decisions for your health. If your doctor recommends a certain treatment or you come across a new health trend online, how can you be sure it’s the right choice for you? By using critical thinking, you can evaluate the credibility of sources, consider the evidence behind health claims, and make informed decisions that promote your well-being. Whether it’s choosing a fitness plan, exploring alternative therapies, or making dietary changes, critical thinking can help you take control of your health and make choices that are truly right for you. Don’t just blindly follow health advice, use critical thinking to help you make informed decisions for a healthier you!

Smart budgeting for a stable future

By taking a closer look at your income and expenses, you can use critical thinking to make informed decisions about your finances that will set you up for long-term stability. Should you invest now or should you save for a rainy day? What expenses can you cut back on to reach your financial goals? By using critical thinking, you can assess your financial situation, weigh the risks and benefits of different options, and make smart decisions that improve your financial stability.

Diane Halpern, award-winning educator and past president of the American Psychological Association, explains that critical thinking involves skills such as analyzing arguments, evaluating evidence, and making informed decisions.

Whether it’s creating a budget, setting savings goals, or making investments, critical thinking can help you make informed decisions that put you on a path towards financial security.

Problem solving at work

When you’re facing a problem on the job, using critical thinking can help you get to the bottom of it, weigh your options, and make a well-informed decision. Sometimes the solution may be simple, but other times, it can be complex and involve multiple factors. By using critical thinking, you can objectively analyze the problem, consider different perspectives, and determine the best course of action. This can lead to more effective problem-solving and decision-making in the workplace, helping you to tackle challenges and reach your goals with confidence.

Joe Lau, associate Professor at the University of Hong Kong explains how to identify and avoid common thinking errors, as well as how to use critical thinking to solve problems and make decisions.

So, when a problem arises on the job, don’t just react impulsively, take a step back and use critical thinking to find the best solution.

Fighting propaganda and misinformation with critical thinking

In today’s world with so much information at our fingertips, it’s important to use critical thinking skills to sort out credible sources from misinformation and propaganda. What if instead of relying on hearsay or biased sources, you could make informed decisions based on accurate information? That’s where critical thinking comes in handy. By evaluating the evidence and reasoning behind information, you can separate facts from fiction and make well-informed choices in all areas of your life. Whether it’s evaluating news articles, scientific studies, or even advertisements, critical thinking can help you navigate the maze of information and make informed decisions.

Making decisions about relationships

This might sound like we’re overthinking it, but even in the area of personal relationship you should use clear thinking. When making decisions about relationships, critical thinking can help you evaluate the strengths and weaknesses of your relationships, and make informed choices about the future. Should you get married? Should you end the relationship with a friend that is not supportive of your life choices and goals? By using critical thinking, you can weigh the pros and cons of these important decisions, and make choices that align with your values and aspirations. You can work out the decisions to these challenges methodically when you think critically.

Shopping and consumer decisions

By critically evaluating product claims, advertisements, and customer reviews, you can make informed purchasing decisions that meet your needs and budget. No longer will you be swayed by flashy advertising or a single glowing review. With critical thinking skills, you can objectively assess the validity of product claims, compare prices and features, and determine what truly matches your needs and budget. This can lead to more informed and confident purchasing decisions, saving you time and money in the long run. So, before you click “add to cart,” take a moment to critically evaluate the information available and make an informed choice!

Planning for the future

When making decisions about education, career, and retirement, critical thinking skills will help you evaluate options and make informed choices about the future. Will you continue living driven by others or will you make choices that align with your own goals and values? Weigh the pros and cons of different options, consider long-term consequences, and make decisions that are truly right for you!

Evaluating political information

In a politically charged world, you need critical thinking skills to evaluate political information, identify biases and propaganda, and make informed decisions about political issues. Who will you vote for in the next election? What political issues matter most to you? By using critical thinking, you can examine political information with a skeptical eye, consider multiple perspectives, and make justified choices based on facts and evidence. This can help you navigate the complex world of politics. So, don’t just take political information at face value, use your critical thinking skills to help you make informed and impactful decisions.

Making decisions about personal safety

If you are faced with safety concerns, critical thinking skills can also help you evaluate potential risks, make informed decisions, and take action to protect yourself and your loved ones. It’s always better to be prepared and proactive when it comes to safety. By using critical thinking, you can assess potential dangers, weigh your options, and take steps to ensure the well-being of yourself and those around you. Whether it’s preparing for natural disasters, navigating unfamiliar territory, or making decisions about personal safety, critical thinking can help you make choices that promote peace of mind and security.

Managing stress and emotions by thinking critically

By critically evaluating the root causes of stress and emotions, individuals can make informed decisions about how to manage their mental health and well-being. When was the last time you took a step back and evaluated what’s causing your stress and emotions? By using critical thinking, you can dig deeper into the root causes of your feelings and identify patterns or triggers. For example, maybe you notice that you feel stressed every time you have a big project due at work. By recognizing this pattern, you can take proactive steps to manage your stress, such as breaking down the project into smaller tasks or seeking support from a colleague. Similarly, if you’re feeling overwhelmed with negative emotions, critical thinking can help you evaluate what might be contributing to those feelings and determine steps you can take to improve your emotional well-being. For example, perhaps you’re feeling down because you’re not spending enough time with friends and family.

By recognizing this, you can make an effort to reach out and connect with loved ones, which can help boost your mood and emotional health.

By now you can probably guess the benefits of thinking critically. Here are some of them.

BENEFITS OF THINKING CRITICALLY

• Better decision making : By using critical thinking skills, you can evaluate information objectively, consider multiple perspectives, and make informed decisions that are based on evidence.
• Improved problem solving : When faced with a challenge, critical thinking can help you identify the root cause, evaluate potential solutions, and make an informed decision.
• Increased creativity : Critical thinking encourages you to challenge assumptions and consider new ideas, leading to increased creativity and innovation.
• Better communication : By using critical thinking, you can organize your thoughts, clarify your ideas, and communicate effectively with others.
• Reduced influence of emotions and biases : By using critical thinking, you can reduce the influence of emotions, biases, and misinformation and make decisions based on rational analysis and evidence.
• Personal growth and development : By questioning your own beliefs and perspectives, critical thinking can lead to personal growth and self-discovery.
• Enhanced analytical skills : By regularly practicing critical thinking, you can improve your ability to analyze information, evaluate arguments, and make sound judgments.
• Increased confidence : By making informed decisions based on rational analysis and evidence, critical thinking can increase your confidence in your own abilities.
• Improved critical evaluation skills : Critical thinking can help you evaluate information and arguments from multiple perspectives, leading to improved critical evaluation skills.
• Better understanding of complex issues : By using critical thinking skills, you can gain a better understanding of complex issues and make informed decisions about important topics.

So what are some techniques that can help in building critical thinking?

TECHNIQUES FOR IMPROVING CRITICAL THINKING

• Asking questions : Asking questions helps to clarify understanding, gather information, and challenge assumptions.
• Examining evidence : Evaluate the evidence supporting a claim, and determine its relevance, reliability, and sufficiency.
• Analyzing arguments : Evaluate the structure of arguments, including the premises, conclusions, and any underlying assumptions.
• Considering multiple perspectives : Try to consider multiple viewpoints and understand the reasoning behind each perspective.
• Practicing skepticism : Don’t accept information or arguments at face value, instead question their validity and seek additional evidence.
• Checking for biases : Recognize your own biases and try to avoid them when evaluating information and arguments.
• Seeking diverse sources of information : Look for information from a variety of sources, including those that challenge your beliefs.
• Reflecting on your thought process : Regularly reflect on your own thought processes, and try to identify areas where you may be able to improve your critical thinking skills.
• Engaging in discussion and debate : Engage in discussions and debates with others, and actively listen to their perspectives and arguments.
• Continuously learning : Stay curious and actively seek out new information and knowledge, as this can help you to expand your understanding and improve your critical thinking skills.

It’s important to also be aware of the many challenges that can divert us from thinking critically.

CHALLENGES TO CRITICAL THINKING

Challenges to critical thinking can arise from a variety of sources, such as emotions, biases, lack of information, and cognitive biases. However, these challenges can be overcome with practice and a few helpful tips.

• Emotional involvement : Emotions can cloud your judgment and make it difficult to think critically. To overcome this challenge, try to recognize when you are feeling emotional and take a step back to assess the situation objectively.
• Confirmation bias : Confirmation bias is the tendency to search for and interpret information in a way that confirms your existing beliefs. To overcome this, seek out diverse sources of information and try to consider multiple perspectives.
• Lack of information : When making decisions or evaluating arguments, it can be challenging to think critically when you don’t have all the necessary information. To overcome this challenge, gather information from credible sources and be transparent about what you don’t know.
• Cognitive biases : Cognitive biases refer to systematic errors in thinking that can impact our decision making and critical thinking skills. To overcome this, try to recognize and avoid common cognitive biases, such as the sunk cost fallacy or the availability heuristic.
• Fear of being wrong : Sometimes, fear of being wrong can prevent you from thinking critically. To overcome this challenge, try to approach situations with an open mind and embrace the opportunity to learn and grow.

Final words

In conclusion, critical thinking is a valuable skill that can be improved with practice and by being aware of the challenges that can impact our ability to think critically.

Richard Paul, an expert in critical thinking and co-founder of the Foundation for Critical Thinking, emphasized the importance of critical thinking in everyday life and provided several insights on how to apply it effectively.

One of the key things that Paul said about critical thinking for everyday life is that it involves actively and skillfully analyzing information and ideas, rather than simply accepting them at face value. He stressed the importance of questioning assumptions, considering different perspectives, and evaluating evidence in order to arrive at well-reasoned conclusions.

Paul also emphasized the need to be aware of our own biases and assumptions, as well as the influence of external factors such as media and advertising. He encouraged us to develop a habit of reflection and self-assessment, constantly questioning our own thought processes and seeking out new information and perspectives.

By recognizing these challenges and taking steps to overcome them, you can become a more effective critical thinker and make better decisions in your everyday life.

References :

• “Critical Thinking: The Nature of Critical and Creative Thought” by Richard Paul and Linda Elder
• “Thought and Knowledge: An Introduction to Critical Thinking” by Diane Halpern
• “An Introduction to Critical Thinking and Creativity: Think More, Think Better” by Joe Lau
• “Critical Thinking: An Introduction” by Alec Fisher
• “Thinking Critically” by John Chaffee
• “A Rulebook for Arguments” by Anthony Weston
• “How to Read a Book” by Mortimer Adler and Charles Van Doren
• “The Art of Reasoning” by David Kelley
• “Thinking, Fast and Slow” by Daniel Kahneman
• “Thinking About Thinking: A Guide to Metacognition” by John Dunlosky and Katherine Rawson

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11 Activities That Promote Critical Thinking In The Class

52 Critical Thinking Flashcards for Problem Solving

Critical thinking activities encourage individuals to analyze, evaluate, and synthesize information to develop informed opinions and make reasoned decisions. Engaging in such exercises cultivates intellectual agility, fostering a deeper understanding of complex issues and honing problem-solving skills for navigating an increasingly intricate world. Through critical thinking, individuals empower themselves to challenge assumptions, uncover biases, and constructively contribute to discourse, thereby enriching both personal growth and societal progress.

Critical thinking serves as the cornerstone of effective problem-solving, enabling individuals to dissect challenges, explore diverse perspectives, and devise innovative solutions grounded in logic and evidence. For engaging problem solving activities, read our article problem solving activities that enhance student’s interest.

What is Critical Thinking?

Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe. Critical thinking skills empower a person to decipher complex problems and make impartial and better decisions based on effective information.

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Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth.

Importance of Acquiring Critical Thinking Skills

Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy. Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are paramount not only for active learning and academic achievement but also for the professional career of the students. The lack of critical thinking skills catalyzes memorization of the topics without a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions.

Benefits of Critical Thinking Skills in Education

Certain strategies are more eloquent than others in teaching students how to think critically. Encouraging critical thinking in the class is indispensable for the learning and growth of the students. In this way, we can raise a generation of innovators and thinkers rather than followers. Some of the benefits offered by thinking critically in the classroom are given below:

• It allows a student to decipher problems and think through the situations in a disciplined and systematic manner
• Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas
• The student is able to rethink and re-justify his beliefs and ideas based on facts and figures
• Critical thinking skills make the students curious about things around them
• A student who is a critical thinker is creative and always strives to come up with out of the box solutions to intricate problems
• Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success
• The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology
• The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner
• Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 activities that will facilitate you to promote critical thinking abilities in the students. We have also covered problem solving activities that enhance student’s interest in our another article. Click here to read it.

1. Worst Case Scenario

Divide students into teams and introduce each team with a hypothetical challenging scenario. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources. The scenarios can include situations like stranded on an island or stuck in a forest. Students will come up with creative solutions to come out from the imaginary problematic situation they are encountering. Besides encouraging students to think critically, this activity will enhance teamwork, communication and problem-solving skills of the students.

Read our article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

2. If You Build It

It is a very flexible game that allows students to think creatively. To start this activity, divide students into groups. Give each group a limited amount of resources such as pipe cleaners, blocks, and marshmallows etc. Every group is supposed to use these resources and construct a certain item such as building, tower or a bridge in a limited time. You can use a variety of materials in the classroom to challenge the students. This activity is helpful in promoting teamwork and creative skills among the students.

It is also one of the classics which can be used in the classroom to encourage critical thinking. Print pictures of objects, animals or concepts and start by telling a unique story about the printed picture. The next student is supposed to continue the story and pass the picture to the other student and so on.

4. Keeping it Real

In this activity, you can ask students to identify a real-world problem in their schools, community or city. After the problem is recognized, students should work in teams to come up with the best possible outcome of that problem.

5. Save the Egg

Make groups of three or four in the class. Ask them to drop an egg from a certain height and think of creative ideas to save the egg from breaking. Students can come up with diverse ideas to conserve the egg like a soft-landing material or any other device. Remember that this activity can get chaotic, so select the area in the school that can be cleaned easily afterward and where there are no chances of damaging the school property.

6. Start a Debate

In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science. Encourage students to participate in the debate by expressing their views and ideas on the topic. Conclude the debate with a viable solution or fresh ideas generated during the activity through brainstorming.

7. Create and Invent

This project-based learning activity is best for teaching in the engineering class. Divide students into groups. Present a problem to the students and ask them to build a model or simulate a product using computer animations or graphics that will solve the problem. After students are done with building models, each group is supposed to explain their proposed product to the rest of the class. The primary objective of this activity is to promote creative thinking and problem-solving skills among the students.

8. Select from Alternatives

This activity can be used in computer science, engineering or any of the STEM (Science, Technology, Engineering, Mathematics) classes. Introduce a variety of alternatives such as different formulas for solving the same problem, different computer codes, product designs or distinct explanations of the same topic.

Form groups in the class and ask them to select the best alternative. Each group will then explain its chosen alternative to the rest of the class with reasonable justification of its preference. During the process, the rest of the class can participate by asking questions from the group. This activity is very helpful in nurturing logical thinking and analytical skills among the students.

9. Reading and Critiquing

Present an article from a journal related to any topic that you are teaching. Ask the students to read the article critically and evaluate strengths and weaknesses in the article. Students can write about what they think about the article, any misleading statement or biases of the author and critique it by using their own judgments.

In this way, students can challenge the fallacies and rationality of judgments in the article. Hence, they can use their own thinking to come up with novel ideas pertaining to the topic.

10. Think Pair Share

In this activity, students will come up with their own questions. Make pairs or groups in the class and ask the students to discuss the questions together. The activity will be useful if the teacher gives students a topic on which the question should be based.

For example, if the teacher is teaching biology, the questions of the students can be based on reverse osmosis, human heart, respiratory system and so on. This activity drives student engagement and supports higher-order thinking skills among students.

11. Big Paper – Silent Conversation

Silence is a great way to slow down thinking and promote deep reflection on any subject. Present a driving question to the students and divide them into groups. The students will discuss the question with their teammates and brainstorm their ideas on a big paper. After reflection and discussion, students can write their findings in silence. This is a great learning activity for students who are introverts and love to ruminate silently rather than thinking aloud.

Finally, for students with critical thinking, you can go to GS-JJ.co m to customize exclusive rewards, which not only enlivens the classroom, but also promotes the development and training of students for critical thinking.

Read our next article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

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Thanks for the great article! Especially with the post-pandemic learning gap, these critical thinking skills are essential! It’s also important to teach them a growth mindset. If you are interested in that, please check out The Teachers’ Blog!

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May 1, 2024

18 min read

Can Scientific Thinking Save the World?

A physicist, a philosopher and a psychologist are working together to bring better, smarter decision-making to the masses

By Lee Billings

Kislev/Getty Images

A physicist, a philosopher and a psychologist walk into a classroom.

Although it sounds like a premise for a joke, this was actually the origin of a unique collaboration between Nobel Prize–winning physicist Saul Perlmutter, philosopher John Campbell and the psychologist Rob MacCoun. Spurred by what they saw as a perilously rising tide of irrationality, misinformation and sociopolitical polarization, they teamed up in 2011 to create a multidisciplinary course at the University of California, Berkeley, with the modest goal of teaching undergraduate students how to think—more specifically, how to think like a scientist . That is, they wished to show students how to use scientific tools and techniques for solving problems, making decisions and distinguishing reality from fantasy . The course proved popular, drawing enough interest to run for more than a decade (and counting) while sparking multiple spin-offs at other universities and institutions.

Now the three researchers are bringing their message to the masses with a new book, Third Millennium Thinking: Creating Sense in a World of Nonsense . And their timing is impeccable: Our world seems to have only become more uncertain and complex since their course began, with cognitive biases and information overload all too easily clouding debates over high-stakes issues such as climate change , global pandemics , and the development and regulation of artificial intelligence . But one need not be an academic expert or policymaker to find value in this book’s pages. From parsing the daily news to treating a medical condition, talking with opposite-minded relatives at Thanksgiving or even choosing how to vote in an election, Third Millennium Thinking offers lessons that anyone can use—individually and collectively—to make smarter, better decisions in everyday life.

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Scientific American spoke with Perlmutter, Campbell and MacCoun about their work—and whether it’s wishful thinking to believe logic and evidence can save the world.

[ An edited transcript of the interview follows .]

How did all of this begin, and what motivated each of you to take on such an ambitious project?

PERLMUTTER: In 2011 I was looking at our society making big decisions: “Should we raise the debt ceiling?”—things like that. And surprisingly enough, we were not doing it in a very sensible way. The conversations I was hearing about these political decisions weren’t like those I’d have over lunch with a bunch of scientists at the lab—not because of politics, but rather because of the style of how scientists tend to think about solving problems. And I thought, “Well, where did scientists learn this stuff? And is it possible for us to articulate what these concepts are and teach them in a way that people would apply them in their whole lives, not just in a lab? And can we empower them to think for themselves using the best available cognitive tools rather than teaching them to ‘just trust scientists?’”

So that was the starting point of it. But that’s not the whole story. If you put a bunch of physicists together in a faculty meeting, they don’t necessarily act much more rational than any other faculty members, right? So it was clear we really needed expertise from other fields, too, such as John’s expertise in philosophy and Rob’s expertise in social psychology. We actually put a little sign up looking for people who’d want to help develop the course. It said something like, “Are you embarrassed watching our society make decisions? Come help invent our course; come help save the world.”

MacCOUN: When Saul approached me about the course, I was delighted to work with him. Even back in 2011 I was filled with angst about the inefficacy of policy debates; I had spent years working on two big hot-button issues: drug legalization and open military service for gay and lesbian individuals. I worked with policymakers and advocates on both sides, just trying to be an honest broker in these debates to help clarify the truth—you know, “What do we actually know, and what don’t we know?” And the quality of debate for both of those issues was so bad, with so much distortion of research findings. So when Saul mentioned the course to me, I just jumped at the chance to work on this.

CAMPBELL: It was obvious to me that this was philosophically very interesting. I mean, we’re talking about how science inputs into decision-making. And in decision-making, there are always questions of value, as well as questions of fact; questions about where you want to go, as well as questions about how do we get there; and questions about what “the science” can answer. And it’s very interesting to ask, “Can we tease apart facts and values in decision-making? Does the science have anything to tell us about values?” Well, likely not. Scientists always shy away from telling us about values. So we need to know something about how broader effective concerns can be woven in with scientific results in decision-making.

Some of this is about how science is embedded in the life of a community. You take a village—you have the pub, you have the church, you know clearly what they are for and how they function in the whole community. But then the science, what is that? Is it just this kind of shimmering thing that produces telephones, TVs and stuff? How does it fit into the life of the community? How does it embed in our civilization? Classically, it’s been regarded as a “high church” kind of thing. The scientists are literally in an ivory tower and do as they please. And then occasionally, they produce these gadgets, and we’re not sure if we should like them or not. But we really need a more healthy, grounded conception of how science plays into our broader society.

I’m glad you brought up the distinction between facts and values. To me, that overlaps with the distinction between groups and individuals—“values” feel more personal and subjective and thus more directly applicable to a reader, in a way. And the book is ultimately about how individuals can empower themselves with so-called scientific thinking—presumably to live their best lives based on their personal values. But how does that accord with this other assertion you’ve just made, saying science likely doesn’t have anything to tell us about values in the first place?

PERLMUTTER: Well, I think what John was getting at is: even once we develop all these ways to think through facts, we don’t want to stop thinking through values, right? One point here is that we’ve actually made progress together thinking about values over centuries. And we have to keep talking to each other. But it’s still very helpful to separate the values and the facts because each requires a slightly different style of thinking, and you want people to be able to do both.

MacCOUN: That’s right. Scientists can’t tell us and shouldn’t tell us, in fact, what values to hold. Scientists get in trouble when they try that. We talk in the book about “pathologies” of science that sometimes happen and how those can be driven by values-based thinking. Regarding values, where science excels is in clarifying where and how they conflict so that in public policy analysis, you can inform the trade-offs to make sure that the stakeholders in a debate empirically understand how its various outcomes advance certain values while impeding others. Usually what happens next is finding solutions that minimize those trade-offs and reduce the friction between conflicting values.

And let’s be clear: when we talk about values, we sometimes talk as if people are either one thing or another. You know, someone may ask, “Are you for or against ‘freedom?’” But in reality, everyone values freedom. It’s just a question of how much, of how we differ in our rankings of such things. And we’re all looking for some way to pursue more than one value at a time, and we need other people to help us get there.

PERLMUTTER: And let’s remember that we’re not even consistent within our own selves about our individual rankings of values, which tend to fluctuate a lot based on the situation.

I love how our discussion is now reflecting the style of the book: breezy and approachable but also unflinching in talking about complexity and uncertainty. And in it, you’re trying to give readers a “tool kit” for navigating such things. That’s great, yet it can be challenging for readers who might assume it’s, say, a science-infused self-help book offering them a few simple rules about how to improve their rational thinking. This makes me wonder: If you did have to somehow reduce the book’s message to something like a series of bullet points on a note card, what would that be? What are the most essential tools in the kit?

CAMPBELL: This may be a bit ironic, but I was reading somewhere recently that where AI programs such as ChatGPT really go wrong is in not giving sources. Most of these tools don’t tell you what evidence they’re using for their outputs. And you’d think, of course, we should always show what evidence we have for anything we’re gonna say. But really, we can’t do that. Most of us can’t remember the evidence for half of what we know. What we can usually recall is how likely we thought some assertion was to be true, how probable we thought it was. And keeping track of this is a worthwhile habit of mind: if you’re going to act on any belief you might have, you need to know the strength with which you can hold that belief.

PERLMUTTER: We spend a fair amount of time on this in the book because it allows you to see that the world doesn’t come to us with certainty in almost anything. Even when we’re pretty sure of something, we’re only pretty sure, and there’s real utility in having a sense of the possibility for something contradicting what we think or expect. Many people do this naturally all the time, thinking about the odds for placing a bet on their favorite sports team or about the chance of a rain shower spoiling a picnic. Acknowledging uncertainty puts your ego in the right place. Your ego should, in the end, be attached to being pretty good at knowing how strong or weak your trust is in some fact rather than in being always right. Needing to always be right is a very problematic way to approach the world. In the book, we compare it to skiing down a mountain with all your weight rigid on both legs; if you don’t ever shift your stance to turn and slow down, you might go very fast, but you usually don’t get very far before toppling over! So instead you need to be able to maneuver and adjust to keep track of what it is that you really do know versus what you don’t. That’s how to actually get wherever you’re trying to go, and it’s also how to have useful conversations with other people who may not agree with you.

MacCOUN: And that sense of working together is important because these habits of mind we’re discussing aren’t just about your personal decision-making; they’re also about how science works in a democracy. You know, scientists end up having to work with people they disagree with all the time. And they cultivate certain communal ways of doing that—because it’s not enough to just be a “better” thinker; even people well-trained in these methods make mistakes. So you also need these habits at a communal level for other people to keep you honest. That means it’s okay, and necessary even, to interact with people who disagree with you—because that’s how you find out when you’re making mistakes. And it doesn’t necessarily mean you’ll change your mind. But it’ll improve your thinking about your own views.

So in summary:

Try to rank your confidence in your beliefs.

Try to update your beliefs based on new evidence and don’t fear being (temporarily) wrong.

Try to productively engage with others who have different beliefs than you.

That’s a pretty good “top three” list, I think! But, pardon my cynicism, do you worry that some of this might come off as rather quaint? We mentioned at the outset how this project really began in 2011, not much more than a decade ago. Yet some would probably argue that social and technological changes across that time have now effectively placed us in a different situation, a different world. It seems—to me at least—on average much harder now than it was 10 years ago for people with divergent beliefs and values to have a pleasant, productive conversation. Are the challenges we face today really things that can be solved by everyone just getting together and talking?

CAMPBELL: I agree with you that this sort of cynicism is now widespread. Across the past few decades we seem to have forgotten how to have a conversation across a fundamental divide, so now we take for granted that it’s pointless to try to convert those holding different views. But the alternative is to run society by coercion. And just beating people down with violent subjugation is not a long-term tenable solution. If you’re going to coerce, you have to at least show your work. You have to engage with other people and explain why you think your policies are good.

MacCOUN: You can think of cynicism as this god-awful corrosive mix of skepticism and pessimism. At the other extreme, you have gullibility, which, combined with optimism, leads to wishful thinking. And that’s really not helpful either. In the book we talk about an insight Saul had, which is that scientists tend to combine skepticism with optimism—a combo I’d say is not generally cultivated in our society. Scientists are skeptical, not gullible, but they’re optimistic, not pessimistic: they tend to assume that problems have a solution. So scientists sitting around the table are more likely to be trying to figure out fixes for a problem rather than bemoaning how terrible it is.

PERLMUTTER: This is something we’ve grappled with, and there are a couple of elements, I think, that are important to transmit about it. One is that there are good reasons to be disappointed when you look at the leaders of our society. They’ve structurally now gotten themselves into a fix, where they seem unable to even publicly say what they believe, let alone find real compromises on divisive issues. Meanwhile you can find lots of examples of “citizen assembly” events where a random selection of average people who completely disagree and support the opposite sides of the political spectrum sit down together and are much more able to have a civil, thoughtful conversation than their sociopolitical leaders can. That makes me think most of the [people in the] country (but not all!) could have a very reasonable conversation with each other. So clearly there’s an opportunity that we haven’t taken advantage of to structurally find ways to empower those conversations, not just the leaders trying to act for us. That’s something to be optimistic about. Another is that the daily news portrays the world as a very scary and negative place—but we know the daily news is not offering a very good representative take on the true state of the world, especially regarding the huge improvements in human well-being that have occurred over the past few decades.

So it feels to me that many people are living in “crisis” mode because they’re always consuming news that’s presenting us crises every moment and driving us apart with wedge issues. And I think there’s optimism to be found in looking for ways to talk together again. As John says, that’s the only game in town: to try to work with people until you learn something together, as opposed to just trying to win and then having half your population being unhappy.

CAMPBELL: We are maybe the most tribal species on the planet, but we are also perhaps the most amazingly flexible and cooperative species on the planet. And as Saul said, in these almost town-hall-style deliberative citizen assemblies you see this capacity for cooperation coming out, even among people who’d be bitterly divided and [belong to] opposite tribes otherwise—so there must be ways to amplify that and to escape being locked into these tribal schisms.

MacCOUN: And it’s important to remember that research on cooperation suggests you don’t need to have everybody cooperating to get the benefits. You do need a critical mass, but you’re never going to get everyone, so you shouldn’t waste your time trying to reach 100 percent. [Political scientist] Robert Axelrod and others studying the evolution of cooperation have shown that if cooperators can find each other, they can start to thrive and begin attracting other cooperators, and they can become more robust in the face of those who are uncooperative or trying to undermine cooperation. So somehow getting that critical mass is probably the best you can hope for.

I’m sure it hasn’t escaped anyone’s notice that as we discuss large-scale social cooperation, we’re also in an election year in the U.S., ostensibly the world’s most powerful democracy. And sure, part of the equation here is breaking down walls with basic acts of kindness and humility: love thy neighbor, find common ground, and so on. But what about voting? Does scientific decision-making give us some guidance on “best practices” there?

PERLMUTTER: Well, clearly we want this to be something that transcends election years. But in general, you should avoid making decisions—voting included—purely based on fear. This is not a time in the world where fear should be the dominant thing driving our individual or collective actions. Most of our fears divide us, yet most of our strength is found in working together to solve problems. So one basic thing is not to let yourself be flustered into voting for anyone or anything out of fear. But another is to look for leaders who use and reflect the scientific style of thinking, in which you’re open to being wrong, you’re bound by evidence, and you’re able to change your mind if it turns out that you were pursuing a bad plan. And that’s something that unfortunately we very rarely see.

CAMPBELL: At the moment we have an abundance of free speech—everyone can get on to some kind of social media and explain their views to the entire country. But we seem to have forgotten that the whole point of free speech was the testing of ideas. That was why it seemed like such a good thing: through free speech, new ideas can be generated and discussed and tested. But that idea of testing the ideas you freely express has just dropped out of the culture. We really need to tune back in to that in how we teach and talk about free speech and its value. It’s not just an end in itself, you know?

MacCOUN: And let’s be mindful of some lessons from history, too. For a lot of these issues that are so polarizing and divisive, it’s probably going to turn out that neither side was completely right, and there was some third possibility that didn’t occur to most, if any, of us. This happens in science all the time, with each victorious insight usually being provisional until the next, better theory or piece of evidence comes along. And in the same way, if we can’t move past arguing about our current conception of these problems, we’re trapping ourselves in this one little region of conceptual space when the solution might lie somewhere outside. This is one of very many cognitive traps we talk about in the book. Rather than staking out our hill to die on, we should be more open to uncertainty and experimentation: we test some policy solution to a problem, and if it doesn’t work, we’re ready to rapidly make adjustments and try something else.

Maybe we can practice what we preach here, this idea of performing evidence-based testing and course correction and escaping various sorts of cognitive traps. While you were working on this book, did you find and reflect on any irrational habits of mind you might have? And was there a case where you chose a hill to die on, and you were wrong, and you begrudgingly adjusted?

MacCOUN: Yeah, in the book we give examples of our own personal mistakes. One from my own research involves the replicability crisis and people engaging in confirmation bias. I had written a review paper summarizing evidence that seemed to show that decriminalizing drugs—that is, removing criminal penalties for them—did not lead to higher levels of use. After writing it, I had a new opportunity to test that hypothesis, looking at data from Italy, where in the 1970s they’d basically decriminalized personal possession of small quantities of all drugs. And then they recriminalized them in 1990. And then they redecriminalized in 1993. So it was like a perfect opportunity. And the data showed drug related deaths actually went down when they reinstituted penalties and went back up again when the penalties were removed. And this was completely opposite of what I had already staked my reputation on! And so, well, I had a personal bias, right? And that’s really the only reason I went and did more research, digging deeper on this Italian thing, because I didn’t like the findings. So across the same span of time I looked at Spain (a country that had decriminalized without recriminalizing) and at Germany (a country that never decriminalized during that time), and all three showed the same death pattern. This suggests that the suspicious pattern of deaths in fact had nothing to do with penalties. Now, I think that leads to the correct conclusion—my original conclusion, of course! But the point is: I’m embarrassed to admit I had fallen into the trap of confirmation bias—or, really, of its close cousin called disconfirmation bias, where you’re much tougher on evidence that seems to run counter to your beliefs. It’s a teachable moment, for sure.

CAMPBELL: It takes a lot of courage to admit these sorts of things and make the necessary transitions. One cognitive trap that affects many of us is what’s called the implicit bias blind spot, where you can be really subtle and perceptive in spotting other people’s biases but not your own. You can often see a bias of some sort in an instant in other people. But what happens when you look at yourself? The reaction is usually, “Na, I don't do that stuff!” You know, I must have been through hundreds and hundreds of student applications for admission or searches for faculty members, and I never spotted myself being biased at all, not once. “I just look at the applications straight,” right? But that can’t always be true because the person easiest to fool is yourself! Realizing that can be such a revelation.

PERLMUTTER: And this really informs one of the book’s key points: that we need to find better ways to work with people with whom we disagree—because one of the very best ways to get at your own biases is to find somebody who disagrees with you and is strongly motivated to prove you wrong. It’s hard, but you really do need the loyal opposition. Thinking back, for instance, to the big race for measuring the cosmological expansion of the universe that led to the discovery of dark energy, it was between my team and another team. Sometimes my colleagues and I would see members of the other team showing up to do their observations at the telescopes just as we were leaving from doing ours, and it was uncomfortable knowing both teams were chasing the same thing. On the other hand, that competition ensured we’d each try to figure out if the other team was making mistakes, and it greatly improved the confidence we collectively had in our results. But it’s not good enough just to have two opposing sides—you also need ways for them to engage with each other.

I realize I’ve inadvertently left probably the most basic question for last. What exactly is “third millennium thinking?”

PERLMUTTER: That’s okay, we actually leave explaining this to the book’s last chapter, too!

MacCOUN: Third millennium thinking is about recognizing a big shift that’s underway. We all have a sense of what the long millennia predating science must have been like, and we all know the tremendous advances that gradually came about as the modern scientific era emerged—from the practices of various ancient civilizations to the Renaissance and the Enlightenment, all those shifts in thinking that led to the amazing scientific revolution that has so profoundly changed our world here in what, until the end of the 20th century, was the second millennium. But there’s also been disenchantment with science, especially recently. And there’s validity to concerns that science was sometimes just a handmaiden of the powerful and that scientists sometimes wield more authority than they deserve to advance their own personal projects and politics. And sometimes science can become pathological; sometimes it can fail.

A big part of third millennium thinking is acknowledging science’s historic faults but also its capacity for self-correction, some of which we’re seeing today. We think this is leading us into a new era in which science is becoming less hierarchical. It’s becoming more interdisciplinary and team-based and, in some cases, more approachable for everyday people to be meaningfully involved—think of so-called citizen science projects. Science is also becoming more open, where researchers must show their work by making their data and methods more readily available so that others can independently check it. And we hope these sorts of changes are making scientists more humble: This attitude of “yeah, I’ve got the Ph.D., so you listen to me,” that doesn’t necessarily work anymore for big, divisive policy issues. You need a more deliberative consultation in which everyday people can be involved. Scientists do need to stay in their lane to some extent and not claim authority just based on their pedigree—the authority comes from the method used, not from the pedigree.

We see these all connected in their potential to advance a new way of doing science and of being scientists, and that’s what third millennium thinking is about.

CAMPBELL: With the COVID pandemic, I think we’ve all sadly become very familiar with the idea that the freedom of the individual citizen is somehow opposed to the authority of the scientist. You know, “the scientist is a person who will boss you around, diminish your freedom and inject you with vaccines laced with mind-controlling nanobots” or whatever. And it’s such a shame. It’s so debilitating when people use or see science like that. Or alternatively, you might say, “Well, I’m no scientist, and I can’t do the math, so I’ll just believe and do whatever they tell me.” And that really is relinquishing your freedom. Science should be an enabler of individual power, not a threat to your freedom. Third millennium thinking is about achieving that, allowing as many people as possible to be empowered—to empower themselves—by using scientific thinking.

PERLMUTTER: Exactly. We're trying to help people see that this combination of trends we’re now seeing around the world is actually a very fertile opportunity for big, meaningful, positive change. And if we lean into this, it could set us in a very good position on the long-term path to a really great millennium. Even though there are all these other forces to worry about at the moment, by applying the tools, ideas and processes from the culture of science to other parts of our lives, we can have the wind at our back as we move toward a brighter, better future.