the role of critical thinking in daily life

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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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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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Why Is Critical Thinking Important? A Survival Guide

Updated: December 7, 2023

Published: April 2, 2020

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

What Is Critical Thinking?

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

How Has The Definition Evolved Over Time?

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

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

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

The Importance Of Critical Thinking

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

1. Critical Thinking Is Universal

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

2. Crucial For The Economy

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

3. Improves Language & Presentation Skills

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

4. Promotes Creativity

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

5. Important For Self-Reflection

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

6. The Basis Of Science & Democracy

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

Benefits Of Critical Thinking

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

1. Key For Career Success

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

2. Better Decision Making

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

3. Can Make You Happier!

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

4. Form Well-Informed Opinions

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

5. Better Citizens

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

6. Improves Relationships

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

7. Promotes Curiosity

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

8. Allows For Creativity

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

9. Enhances Problem Solving Skills

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

10. An Activity For The Mind

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

11. Creates Independence

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

12. Crucial Life Skill

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

How to Think Critically

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

How To Improve Your Critical Thinking

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

How Is Critical Thinking Developed At School?

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

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

How Does Critical Thinking Apply To Your Career?

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

Impress Your Employer

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

Careers That Require Critical Thinking

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

• Human resources specialist
• Marketing associate
• Business analyst

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

Photo by  Oladimeji Ajegbile  from  Pexels

What is someone with critical thinking skills capable of doing.

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

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

The Process Of Critical Thinking

The process of critical thinking is highly systematic.

What Are Your Goals?

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

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

What Does The Future Of Critical Thinking Hold?

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

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

Why Is Critical Thinking So Important?

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

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

Related Articles

The Importance of Critical Thinking in Everyday Life

Annie Walls

Critical thinking is an essential skill that plays a significant role in our everyday lives. It involves analyzing and evaluating information, making logical connections, and solving problems. By developing critical thinking skills, we can make informed decisions, avoid cognitive biases, and effectively communicate with others. In this article, we will explore the importance of critical thinking in various aspects of life and discuss key takeaways to help enhance our critical thinking abilities.

Key Takeaways

• Critical thinking involves analyzing and evaluating information to make informed decisions.
• Developing critical thinking skills can help us avoid cognitive biases and make logical connections.
• Problem-solving and creativity are essential components of critical thinking.
• Applying critical thinking in everyday life can lead to better decision-making and effective communication.
• Critical thinking is crucial in the workplace for problem-solving, decision-making, innovation, and conflict resolution.

Understanding Critical Thinking

Defining Critical Thinking

Critical thinking is a crucial skill that allows individuals to analyze and evaluate information objectively. It involves carefully considering evidence, arguments, and reasoning before making conclusions or decisions. By engaging in critical thinking, individuals can uncover biases, assumptions, and fallacies that may be present in the information they encounter. This helps them to make more informed and rational choices in their everyday lives.

The Components of Critical Thinking

Critical thinking is composed of several key components that work together to enhance our ability to analyze and evaluate information. These components include analysis , interpretation , inference , evaluation , explanation , and self-regulation .

The Benefits of Critical Thinking

Critical thinking has numerous benefits that can positively impact various aspects of life. By engaging in critical thinking, individuals can enhance their problem-solving skills , improve their decision-making abilities, and gain a deeper understanding of complex issues. Analytical thinking is a key component of critical thinking, allowing individuals to break down problems into smaller parts and analyze them systematically. This process enables individuals to identify patterns, make connections, and draw logical conclusions. Moreover, critical thinking promotes creativity and innovation by encouraging individuals to think outside the box and explore alternative solutions. By challenging assumptions and questioning established norms, individuals can generate new ideas and approaches to various situations. Additionally, critical thinking helps individuals evaluate information more effectively, enabling them to make informed decisions based on evidence and logical reasoning. By avoiding cognitive biases and critically assessing the credibility and reliability of information, individuals can navigate through the vast amount of information available in today's digital age. Effective communication is another crucial skill that is enhanced through critical thinking. By critically analyzing and organizing thoughts, individuals can articulate their ideas more clearly and persuasively, leading to more effective communication and collaboration with others.

Developing Critical Thinking Skills

Analytical Thinking

Analytical thinking is a crucial component of critical thinking. It involves breaking down complex problems or situations into smaller parts and examining them systematically. By analyzing the different elements and their relationships, individuals can gain a deeper understanding of the issue at hand. This process allows for the identification of patterns, trends, and potential solutions. Analytical thinking helps individuals make informed decisions based on evidence and logical reasoning. It also enables them to evaluate information objectively and identify any biases or fallacies that may be present.

Logical Reasoning

Logical reasoning is a fundamental aspect of critical thinking. It involves the ability to analyze information, identify patterns, and draw logical conclusions. By using logical reasoning, individuals can evaluate arguments, assess the validity of claims, and make informed decisions. Analyzing evidence and evaluating the logical consistency of statements are key skills in logical reasoning. It allows individuals to think critically and make sound judgments based on evidence and reasoning.

Problem-solving

Problem-solving is a crucial skill in everyday life. It involves identifying and analyzing problems, generating possible solutions, and selecting the best course of action. Creativity plays a significant role in problem-solving as it allows individuals to think outside the box and come up with innovative solutions. Additionally, logical reasoning is essential in evaluating the feasibility and effectiveness of different solutions. To enhance problem-solving skills, it is important to practice analytical thinking and engage in critical evaluation of potential solutions. By developing these skills, individuals can approach problems with a systematic and strategic mindset, leading to more effective problem-solving outcomes.

Creativity and Innovation

Creativity and innovation are essential skills in today's rapidly changing world. Creativity allows individuals to think outside the box, generate new ideas, and find unique solutions to problems. It involves breaking free from conventional thinking and exploring different perspectives. On the other hand, innovation is the process of implementing creative ideas to create value. It involves taking those new ideas and turning them into practical solutions or products that benefit individuals and society.

To foster creativity and innovation, it is important to create an environment that encourages experimentation and risk-taking. This can be achieved by providing opportunities for brainstorming sessions, promoting collaboration among team members, and embracing diverse perspectives. By fostering a culture of creativity and innovation, individuals and organizations can stay ahead of the curve and adapt to the ever-changing demands of the world.

In addition to fostering creativity and innovation, it is also important to nurture these skills through continuous learning and development. This can be done by seeking out new experiences, exploring different fields of knowledge, and challenging oneself to think outside the box. By continuously expanding one's knowledge and skills, individuals can enhance their creative thinking abilities and become more innovative in their approach to problem-solving.

Overall, creativity and innovation are not only important in the workplace but also in everyday life. They enable individuals to adapt to change, find unique solutions to problems, and create value for themselves and others. By embracing creativity and innovation, individuals can unlock their full potential and make a positive impact in the world.

Applying Critical Thinking in Everyday Life

Making Informed Decisions

Making informed decisions is a crucial aspect of critical thinking. It involves gathering relevant information, analyzing it objectively, and considering different perspectives before making a choice. By making informed decisions, individuals can minimize the risk of making hasty or uninformed choices that may have negative consequences. It is important to gather information from reliable sources and critically evaluate the credibility and validity of the information. Additionally, considering the potential outcomes and weighing the pros and cons can help individuals make more rational and well-thought-out decisions.

Evaluating Information

Evaluating information is a crucial skill in today's information age. With the abundance of information available online, it is important to be able to discern reliable and accurate sources from misleading or false ones. One effective way to evaluate information is to critically analyze the source and consider its credibility, expertise, and bias. Additionally, fact-checking and cross-referencing information with multiple sources can help ensure its accuracy. It is also important to be aware of cognitive biases that can influence our perception of information and to approach it with a skeptical mindset. By developing the skill of evaluating information, we can make more informed decisions and avoid being misled by misinformation or propaganda.

Avoiding Cognitive Biases

In order to make sound decisions and think critically, it is important to be aware of and avoid cognitive biases . Cognitive biases are inherent tendencies to think in certain ways that can lead to errors in judgment and decision-making. By recognizing and understanding these biases, individuals can improve their ability to think critically and make more rational choices.

Effective Communication

Effective communication is a crucial skill in everyday life. It allows individuals to express their thoughts, ideas, and emotions clearly and concisely. Clear and concise communication helps in avoiding misunderstandings and ensures that messages are accurately conveyed. It involves not only speaking but also listening actively and attentively to others.

In addition to verbal communication, non-verbal cues such as body language, facial expressions, and tone of voice play a significant role in effective communication. Being aware of these cues and using them appropriately can enhance the overall effectiveness of communication.

To improve your communication skills, consider the following tips:

• Practice active listening by giving your full attention to the speaker and avoiding distractions.
• Use open-ended questions to encourage meaningful conversations.
• Be mindful of your body language and maintain eye contact.
• Use appropriate and respectful language.

Remember, effective communication is a two-way process that requires both speaking and listening skills.

Critical Thinking in the Workplace

Problem-solving in the Workplace

Problem-solving is a crucial skill in the workplace as it allows individuals and teams to identify and address challenges effectively. It involves analyzing the situation , identifying possible solutions, and implementing the best course of action. Creativity plays a significant role in problem-solving, as it enables individuals to think outside the box and come up with innovative solutions. Additionally, analytical thinking and logical reasoning are essential in evaluating the pros and cons of different options. To enhance problem-solving skills, organizations can provide training workshops that focus on developing creative thinking skills and techniques for generating and evaluating new ideas. By fostering a culture that values and encourages problem-solving, businesses can create a more innovative and adaptable work environment.

Decision-making in a Team

Effective decision-making is crucial in a team setting. When a group of individuals come together to make decisions, it is important to consider different perspectives and gather relevant information. Collaboration is key in this process, as it allows team members to share their insights and expertise. By leveraging the collective knowledge of the team, better decisions can be made. It is also important to establish clear communication channels to ensure that everyone is on the same page and understands the rationale behind the decisions. Additionally, conflict resolution skills play a vital role in decision-making within a team. When conflicts arise, it is important to address them in a constructive manner and find a resolution that benefits the team as a whole.

Innovation and Adaptability

Innovation and adaptability are crucial skills in today's rapidly changing world. Innovation involves thinking creatively and coming up with new ideas, products, or solutions to problems. It requires the ability to think outside the box and challenge conventional thinking. Adaptability , on the other hand, is the capacity to adjust and thrive in changing circumstances. It involves being open to new ideas, being flexible, and being able to learn and grow from new experiences.

To foster innovation and adaptability in the workplace, organizations can:

• Encourage a culture of experimentation and risk-taking
• Provide opportunities for employees to learn and develop new skills
• Foster collaboration and cross-functional teams
• Embrace diversity and inclusion

Innovation and adaptability go hand in hand, as being innovative often requires the ability to adapt to new situations and challenges. By cultivating these skills, individuals and organizations can stay ahead in a rapidly evolving world.

Conflict Resolution

Conflict resolution is an essential skill in the workplace. It involves finding a solution to disagreements or conflicts that arise between individuals or teams. Effective conflict resolution can lead to improved relationships, increased productivity, and a positive work environment. Here are some strategies for resolving conflicts:

• Active listening : Listening attentively to all parties involved and seeking to understand their perspectives.
• Collaboration : Working together to find a mutually beneficial solution.
• Compromise : Finding a middle ground that satisfies both parties to some extent.
• Mediation : Involving a neutral third party to facilitate communication and guide the resolution process.

Remember, conflict resolution is not about winning or losing, but about finding a resolution that is fair and satisfactory for everyone involved.

Critical thinking is a crucial skill in the workplace. It allows individuals to analyze information, evaluate arguments, and make informed decisions. In today's fast-paced and complex business environment, employers value employees who can think critically and solve problems effectively. By honing your critical thinking skills, you can become a valuable asset to any organization. If you want to learn more about the importance of critical thinking and how it can benefit your career, visit Keynote Speaker James Taylor's website. James Taylor is an inspiring keynote speaker and internationally recognized leader in business creativity and innovation. His website offers valuable insights and resources to help you enhance your critical thinking abilities. Don't miss out on this opportunity to take your career to the next level. Visit Keynote Speaker James Taylor's website today!

In conclusion, critical thinking is an essential skill that plays a crucial role in our everyday lives. It allows us to analyze information, evaluate arguments, and make informed decisions. By cultivating critical thinking skills, we can navigate through the complexities of the modern world and avoid falling victim to misinformation and manipulation. Whether it's in our personal relationships, professional endeavors, or societal interactions, critical thinking empowers us to question assumptions, challenge biases, and seek truth. Therefore, it is imperative that we prioritize the development and application of critical thinking in our daily lives.

Frequently Asked Questions

What is critical thinking.

Critical thinking is the ability to analyze and evaluate information objectively, using logical reasoning and evidence to form well-reasoned judgments and make informed decisions.

Why is critical thinking important in everyday life?

Critical thinking helps us navigate through the complexities of everyday life by enabling us to make more informed decisions, solve problems effectively, and avoid cognitive biases.

How can I develop my critical thinking skills?

You can develop your critical thinking skills by practicing analytical thinking, logical reasoning, problem-solving, and fostering creativity and innovation.

How does critical thinking apply to making informed decisions?

Critical thinking allows us to evaluate information objectively, consider multiple perspectives, and weigh the pros and cons before making informed decisions.

What are some common cognitive biases to avoid?

Some common cognitive biases to avoid include confirmation bias, availability bias, and anchoring bias, which can cloud our judgment and lead to irrational decisions.

How does critical thinking contribute to effective communication?

Critical thinking helps us analyze and evaluate information before communicating, ensuring that our messages are clear, logical, and based on evidence.

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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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Critical Thinking in Everyday Life: 9 Strategies

• Developing as Rational Persons: Viewing Our Development in Stages
• How to Study and Learn (Part One)
• How to Study and Learn (Part Two)
• How to Study and Learn (Part Three)
• How to Study and Learn (Part Four)
• The Art of Close Reading (Part One)
• The Art of Close Reading (Part Two)
• The Art of Close Reading (Part Three)
• Looking To The Future With a Critical Eye: A Message for High School Graduates
• Becoming a Critic Of Your Thinking
• For Young Students (Elementary/K-6)

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In this article, we will explain 9 strategies that any motivated person can use to develop as a thinker. As we explain the strategy, we will describe it as if we were talking directly to such a person. Further details to our descriptions may need to be added for those who know little about critical thinking. Here are the 9:

There is nothing magical about our ideas. No one of them is essential. Nevertheless, each represents a plausible way to begin to do something concrete to improve thinking in a regular way. Though you probably can’t do all of these at the same time, we recommend an approach in which you experiment with all of these over an extended period of time.

First Strategy: Use “Wasted” Time. All humans waste some time; that is, fail to use all of their time productively or even pleasurably. Sometimes we jump from one diversion to another, without enjoying any of them. Sometimes we become irritated about matters beyond our control. Sometimes we fail to plan well causing us negative consequences we could easily have avoided (for example, we spend time unnecessarily trapped in traffic — though we could have left a half hour earlier and avoided the rush). Sometimes we worry unproductively. Sometimes we spend time regretting what is past. Sometimes we just stare off blankly into space.

The key is that the time is “gone” even though, if we had thought about it and considered our options, we would never have deliberately spent our time in the way we did. So why not take advantage of the time you normally waste by practicing your critical thinking during that otherwise wasted time? For example, instead of sitting in front of the TV at the end of the day flicking from channel to channel in a vain search for a program worth watching, spend that time, or at least part of it, thinking back over your day and evaluating your strengths and weaknesses. For example, you might ask yourself questions like these:

When did I do my worst thinking today? When did I do my best? What in fact did I think about today? Did I figure anything out? Did I allow any negative thinking to frustrate me unnecessarily? If I had to repeat today what would I do differently? Why? Did I do anything today to further my long-term goals? Did I act in accordance with my own expressed values? If I spent every day this way for 10 years, would I at the end have accomplished something worthy of that time?

It would be important of course to take a little time with each question. It would also be useful to record your observations so that you are forced to spell out details and be explicit in what you recognize and see. As time passes, you will notice patterns in your thinking. Second Strategy: A Problem A Day. At the beginning of each day (perhaps driving to work or going to school) choose a problem to work on when you have free moments. Figure out the logic of the problem by identifying its elements. In other words, systematically think through the questions: What exactly is the problem? How can I put it into the form of a question. How does it relate to my goals, purposes, and needs?

Third Strategy: Internalize Intellectual Standards. Each week, develop a heightened awareness of one of the universal intellectual standards (clarity, precision, accuracy, relevance, depth, breadth, logicalness, significance). Focus one week on clarity, the next on accuracy, etc. For example, if you are focusing on clarity for the week, try to notice when you are being unclear in communicating with others. Notice when others are unclear in what they are saying.

When you are reading, notice whether you are clear about what you are reading. When you orally express or write out your views (for whatever reason), ask yourself whether you are clear about what you are trying to say. In doing this, of course, focus on four techniques of clarification : 1) Stating what you are saying explicitly and precisely (with careful consideration given to your choice of words), 2) Elaborating on your meaning in other words, 3) Giving examples of what you mean from experiences you have had, and 4) Using analogies , metaphors, pictures, or diagrams to illustrate what you mean. In other words, you will frequently STATE, ELABORATE, ILLUSTRATE, AND EXEMPLIFY your points. You will regularly ask others to do the same.

Fourth Strategy: Keep An Intellectual Journal. Each week, write out a certain number of journal entries. Use the following format (keeping each numbered stage separate):

Strategy Five: Reshape Your Character. Choose one intellectual trait---intellectual perseverance, autonomy, empathy, courage, humility, etc.--- to strive for each month, focusing on how you can develop that trait in yourself. For example, concentrating on intellectual humility, begin to notice when you admit you are wrong. Notice when you refuse to admit you are wrong, even in the face of glaring evidence that you are in fact wrong. Notice when you become defensive when another person tries to point out a deficiency in your work, or your thinking. Notice when your intellectual arrogance keeps you from learning, for example, when you say to yourself “I already know everything I need to know about this subject.” Or, “I know as much as he does. Who does he think he is forcing his opinions on me?” By owning your “ignorance,” you can begin to deal with it.

Strategy Six: Deal with Your Egocentrism. Egocentric thinking is found in the disposition in human nature to think with an automatic subconscious bias in favor of oneself. On a daily basis, you can begin to observe your egocentric thinking in action by contemplating questions like these: Under what circumstances do I think with a bias in favor of myself? Did I ever become irritable over small things? Did I do or say anything “irrational” to get my way? Did I try to impose my will upon others? Did I ever fail to speak my mind when I felt strongly about something, and then later feel resentment? Once you identify egocentric thinking in operation, you can then work to replace it with more rational thought through systematic self-reflection, thinking along the lines of: What would a rational person feel in this or that situation? What would a rational person do? How does that compare with what I want to do? (Hint: If you find that you continually conclude that a rational person would behave just as you behaved you are probably engaging in self-deception.)

Strategy Seven: Redefine the Way You See Things . We live in a world, both personal and social, in which every situation is “defined,” that is, given a meaning. How a situation is defined determines not only how we feel about it, but also how we act in it, and what implications it has for us. However, virtually every situation can be defined in more than one way. This fact carries with it tremendous opportunities. In principle, it lies within your power and mine to make our lives more happy and fulfilling than they are. Many of the negative definitions that we give to situations in our lives could in principle be transformed into positive ones. We can be happy when otherwise we would have been sad.

We can be fulfilled when otherwise we would have been frustrated. In this strategy, we practice redefining the way we see things, turning negatives into positives, dead-ends into new beginnings, mistakes into opportunities to learn. To make this strategy practical, we should create some specific guidelines for ourselves. For example, we might make ourselves a list of five to ten recurrent negative contexts in which we feel frustrated, angry, unhappy, or worried. We could then identify the definition in each case that is at the root of the negative emotion. We would then choose a plausible alternative definition for each and then plan for our new responses as well as new emotions. For example, if you tend to worry about all problems, both the ones you can do something about and those that you can’t; you can review the thinking in this nursery rhyme: “For every problem under the sun, there is a solution or there is none. If there be one, think til you find it. If there be none, then never mind it.”

Let’s look at another example. You do not have to define your initial approach to a member of the opposite sex in terms of the definition “his/her response will determine whether or not I am an attractive person.” Alternatively, you could define it in terms of the definition “let me test to see if this person is initially drawn to me—given the way they perceive me.” With the first definition in mind, you feel personally put down if the person is not “interested” in you; with the second definition you explicitly recognize that people respond not to the way a stranger is, but the way they look to them subjectively. You therefore do not take a failure to show interest in you (on the part of another) as a “defect” in you.

Strategy Eight: Get in touch with your emotions: Whenever you feel some negative emotion, systematically ask yourself: What, exactly, is the thinking leading to this emotion? For example, if you are angry, ask yourself, what is the thinking that is making me angry? What other ways could I think about this situation? For example, can you think about the situation so as to see the humor in it and what is pitiable in it? If you can, concentrate on that thinking and your emotions will (eventually) shift to match it.

Strategy Nine: Analyze group influences on your life: Closely analyze the behavior that is encouraged, and discouraged, in the groups to which you belong. For any given group, what are you "required" to believe? What are you "forbidden" to do? Every group enforces some level of conformity. Most people live much too much within the view of themselves projected by others. Discover what pressure you are bowing to and think explicitly about whether or not to reject that pressure.

Conclusion: The key point to keep in mind when devising strategies is that you are engaged in a personal experiment. You are testing ideas in your everyday life. You are integrating them, and building on them, in the light of your actual experience. For example, suppose you find the strategy “Redefine the Way You See Things” to be intuitive to you. So you use it to begin. Pretty soon you find yourself noticing the social definitions that rule many situations in your life. You recognize how your behavior is shaped and controlled by the definitions in use:

• “I’m giving a party,” (Everyone therefore knows to act in a “partying” way)
• “The funeral is Tuesday,” (There are specific social behaviors expected at a funeral)
• “Jack is an acquaintance, not really a friend.” (We behave very differently in the two cases)

You begin to see how important and pervasive social definitions are. You begin to redefine situations in ways that run contrary to some commonly accepted definitions. You notice then how redefining situations (and relationships) enables you to “Get in Touch With Your Emotions.” You recognize that the way you think (that is, define things) generates the emotions you experience. When you think you are threatened (i.e., define a situation as “threatening”), you feel fear. If you define a situation as a “failure,” you may feel depressed. On the other hand, if you define that same situation as a “lesson or opportunity to learn” you feel empowered to learn. When you recognize this control that you are capable of exercising, the two strategies begin to work together and reinforce each other.

Next consider how you could integrate strategy #9 (“Analyze group influences on your life”) into your practice. One of the main things that groups do is control us by controlling the definitions we are allowed to operate with. When a group defines some things as “cool” and some as “dumb, ” the members of the group try to appear “cool” and not appear “dumb.” When the boss of a business says, “That makes a lot of sense,” his subordinates know they are not to say, “No, it is ridiculous.” And they know this because defining someone as the “boss” gives him/her special privileges to define situations and relationships.

You now have three interwoven strategies: you “Redefine the Way You See Things,” “Get in touch with your emotions,” and “Analyze group influences on your life.” The three strategies are integrated into one. You can now experiment with any of the other strategies, looking for opportunities to integrate them into your thinking and your life. If you follow through on some plan analogous to what we have described, you are developing as a thinker. More precisely, you are becoming a “Practicing” Thinker. Your practice will bring advancement. And with advancement, skilled and insightful thinking may becomes more and more natural to you.

Paul, R. & Elder, L. (2001). Modified from the book by Paul, R. & Elder, L. (2001). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life .

For full copies of this and many other critical thinking articles, books, videos, and more, join us at the Center for Critical Thinking Community Online - the world's leading online community dedicated to critical thinking!   Also featuring interactive learning activities, study groups, and even a social media component, this learning platform will change your conception of intellectual development.

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Importance of critical thinking: 13 compelling reasons

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

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

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

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

Table of Contents

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

The importance of Critical thinking explained

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

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

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

1. Overcoming negative thinking

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

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

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

2. Getting over biases

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

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

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

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

3. Improving your decision-making

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

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

4. Self-reflection

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

5. Evaluating multiple options

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

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

6. Gathering information from multiple sources

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

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

7. Improving your ability to manage emotions

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

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

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

8. Boosting your creativity

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

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

9. Building your character

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

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

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

10. Expanding your mental capacity

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

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

11. Breaking bigger problems into smaller ones

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

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

12. Learning new things quicker

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

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

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

13. Positively improving relationships

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

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

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

Critical thinking vs strategic thinking

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

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

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

Final thoughts

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

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

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

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

Related posts

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

Here are some useful tips to help you make better decisions

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

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

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

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

Critical thinking skills help you to:

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

Table of contents

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

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

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

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

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

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

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

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

Academic examples

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

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

Nonacademic examples

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

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

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

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

When encountering information, ask:

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

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

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

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

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

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

Critical thinking skills include the ability to:

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

Ask questions such as:

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

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

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

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

Being information literate means that you:

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

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

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

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

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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.

• Abrami, Philip C., Robert M. Bernard, Eugene Borokhovski, David I. Waddington, C. Anne Wade, and Tonje Person, 2015, “Strategies for Teaching Students to Think Critically: A Meta-analysis”, Review of Educational Research , 85(2): 275–314. doi:10.3102/0034654314551063
• Aikin, Wilford M., 1942, The Story of the Eight-year Study, with Conclusions and Recommendations , Volume I of Adventure in American Education , New York and London: Harper & Brothers. [ Aikin 1942 available online ]
• Alston, Kal, 1995, “Begging the Question: Is Critical Thinking Biased?”, Educational Theory , 45(2): 225–233. doi:10.1111/j.1741-5446.1995.00225.x
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• The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities , by Robert H. Ennis

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Thinking About Kahneman’s Contribution to Critical Thinking

A nobel laureate on the importance of 'thinking slow.'.

Updated April 11, 2024 | Reviewed by Lybi Ma

• Kahneman won a Nobel Memorial Prize in Economics for his work.
• He found that people are often irrational about economics.

During my Ph.D. studies, I recall focusing on reconceptualising what we know of as critical thinking to include reflective judgment (not jumping to conclusions and taking your time in your decision-making to consider the nature limits, and certainty of knowing) on par with the commonly accepted skills and dispositions components. The importance of reflective judgment wasn’t a particularly novel idea – a good deal of research on reflective judgment and similar processes akin to critical thinking had already been conducted (see King and Kitchener, 1994; Kuhn, 1999; 2000; Stanovich, 1999). However, reflective judgment – as opposed to intuitive judgment – didn’t seem to have ‘the presence’ in the discussion of critical thinking that it does today.

The same month I submitted my Ph.D. back in 2011, a book was released that massively helped to accomplish what I had been working to help facilitate – changing the terrain of thought surrounding critical thinking: Thinking, Fast, and Slow . Its author, Daniel Kahneman, passed away a couple of weeks ago at age 90. Psychology students will likely recognise the name associated with Amos Tversky and their classic work together in the 1970s on the availability, representativeness, and anchoring and adjustment heuristics (for example, Tversky and Kahneman, 1974). Indeed, such heuristics, alongside the affect heuristic (Kahneman and Frederick, 2002; Slovic and colleagues, 2002) play a large role in how we think about thinking and barriers to critical thought. In 2002, Kahneman won a Nobel Memorial Prize in Economics for his work on prospect theory concerning loss aversion and people’s often irrational approach to economics. Indeed, Kahneman’s resume is full of awards and achievements.

However, the accomplishment I will remember him best for is the publication of Thinking, Fast, and Slow and its contribution to the field of critical thinking. Funny enough, I don’t recall the term, critical thinking being used very often in the book, if at all – and I read it two or three times. No, critical thinking was not the focus of his book; rather system 1 (fast) and 2 (slow) thinking (see also Stanovich, 1999) – intuitive and reflective judgment. Not only did this book put into the spotlight many of the mechanics of reflective judgment for fellow academics and researchers of cognitive psychology, it also did so l for non-academic audiences – becoming a New York Times bestseller. Moreover, it won the Los Angeles Times Book Award for Current Interest, and the National Academy of Sciences Communication Award for Best Book (both in 2011). Good thinking was cool again in popular culture.

In the critical thinking literature, reflective judgment – regardless of what you want to call it (for example, system 2 thinking, epistemological understanding, ‘taking your time’) – is becoming more accepted as a core component of critical thinking. The field of critical thinking research and psychology more broadly, owes Kahneman a debt of gratitude for his contributions in helping shine a light on the importance of ‘thinking slow’. Thank you .

Kahneman, D. (2011). Thinking, fast and slow . 2UK: Penguin.

Kahneman, D., & Frederick, S. (2002). Representativeness revisited: Attribute substitution in intuitive judgment. Heuristics and biases: The Psychology of Intuitive Judgment , 49 (49-81), 74.

King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. CA: Jossey-Bass.

King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39 (1), 5–15.

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher , 28 (2), 16-46.

Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science , 9 (5), 178-181.

Slovic, P., Finucane, M., Peters, E., & MacGregor, D. G. (2002). Rational actors or rational fools: Implications of the affect heuristic for behavioral economics. The Journal of Socio-economics , 31 (4), 329-342.

Stanovich, K.E. (1999) Who is rational? Studies of individual differences in reasoning. Mahwah, Erlbaum.

Tversky, A., & Kahneman, D. (1974). Judgment under Uncertainty: Heuristics and Biases: Biases in judgments reveal some heuristics of thinking under uncertainty. Science , 185 (4157), 1124-1131.

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

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Examples of Critical Thinking in Everyday Life

When students learn critical thinking skills in school, they can put those skills to use in aspects of everyday life..

Here’s some good news:

Americans now spend eleven hours every day with our closest friends.

The friends I’m referring to are our digital devices.

A 2018 post by Nielsen explains that 87% of American households currently own at least one smartphone, and those users spend an average of almost half a day with those devices.

So much exposure to information comes with both gifts and curses. Of course, we can connect with people from around the world, learn languages, skills, and fun facts, and have conversations with our own robotic personal assistants (my two-year-old son says, “Alexa, play Bruno Mars”).

But the downside is that the once-mundane decisions now require sifting through loads of information to ensure we’re making the best decisions, or coming to the right conclusions.

The only way to successfully navigate this flood of information is with a sharp set of critical thinking skills. This term, once regulated to the classroom, is now part of conversations in media, politics, and consumer culture, and for good reason. Here are some examples where the ability to decipher information, gather perspectives, and make an informed decision – in other words, to think critically – find us in everyday life.

Evaluating Online Information

Fake news, Twitter bots, altered images – how can we filter the noise and find truth? With increased access to information comes an increased need for critical thinking skills. As citizens, consumers, and workers, students need to answer questions like:

• Who published this?
• Why did they make it?
• What are their sources?
• What are their intentions?
• Are they representing themselves or another interest?

Even when we do find sources that we consider credible and reliable, the increasing popularity of “native advertising” or “sponsored content” can leave trusting readers tricked into reading a brand’s pitch as objective editorial content. (ThinkCERCA offers a useful checklist for distinguishing real news from sponsored articles.)

Making Purchase Decisions

Fifteen years ago, buying boots was easy. I went to the mall, looked at the mannequins, found a pair I liked, tried them on, and made the purchase. The boots lasted for a few years.

Last year, it was a bit different. I saw a Facebook post from a friend wearing nice boots, and messaged him to ask for the brand. Then, I searched Google for reviews, searched Amazon for more reviews, and decided to buy. These boots are made so well, they may last me for life.

This scenario captures the critical thinking now required for savvy consumers. Built into each purchase are questions like:

• Which review sites, forums, and blogs offer insight into the brands that provide the best value?
• Is it worth buying expensive products that are made of better material? How about budgeting money to justify a hefty purchase?
• And with all those reviews available, how do we sift through the positives and negatives to come to the best decision?

With so much information available online, it takes critical thinking to sort through it all.

Caring for Your Health

Have you ever searched for "Is ______ healthy?" The many available studies, often contradictory, are baffling. Online reading can leave us less certain about what to do than before we tried to inform ourselves.

As adults, every year it seems like a different diet becomes popular. Whether it's Whole 30, Keto, Gluten Free, or something else, choosing the diet that's best for your lifestyle requires critical thinking: weighing the benefits, cost, convenience, and drawbacks.

And exercise is certainly not easier. To begin, we need to ask ourselves about our goals. Which routine will help us achieve our goals? And then, after trying a system for few weeks, what are the results? We combine the information we knew going into the program with our current progress to make a decision about if and how to move forward with the plan. This looks a lot like critical thinking to me.

Choosing a Career Path

College or no college? Online courses from home? Part-time work? Startup, non-profit, or corporation? There are benefits and drawbacks to each of these options.

Choosing a career takes time. In a way, we must formulate an argument for each potential option. We must consider the context of financial, social, and professional life. We must ask ourselves: Why is  this the right option for me?

After settling on a choice, we must project the impact of that decision one, five, and ten years into the future.  And that's before we inevitably encounter a point where we may decide to adjust career paths. It all takes some critical thinking to make the right career choice.

When it comes to critical thinking, the applications of the skill extend far beyond use in the classroom. If we can help our students hone their critical thinking skills in school, we can empower them to make qualified decisions in the years to come.

Continue your learning with the webinar, "Deconstructing Critical Thinking," a panel discussion with the experts:

Gerard Dawson is a full-time high school English and Journalism teacher. He is the author of Hacking Literacy and publishes articles on literacy, technology, and life as an educator at his site www.GerardDawson.org. Gerard lives in New Jersey with his wife and two sons.

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Chapter 35. Critical Thinking in the Strong Sense and The Role of Argumentation in Everyday Life

From the book across the lines of disciplines.

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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 .

16 Critical Thinking Examples in Real Life

What is critical thinking.

While making your academic assignments or thesis, you are required to do some research and analyze various things, or for making a career decision or any other decision you are required to think of all pros and cons of that decision. Well, the most important thing that helps us to effectively take these decisions is what we call critical thinking. Critical thinking is very important in both personal and professional life. The process of critical thinking involves the analysis of the various facts and figures in a particular situation before straightaway acting on that situation. Critical thinking demands keen observation, creativity, problem-solving skills, which helps the individual to thoroughly evaluate the gathered information and then use this available information as a guide to making accurate decisions. From doing academic works or regular activities to solving various large scale problems, critical thinking is required in everyday life. In this article, we will learn about some real-life examples where critical thinking plays an important role.

Critical Thinking Examples in Real Life

1. critical thinking in problem solving.

Suppose your manager asks you to find an effective solution to a problem that is affecting the business. What would be your first step? Like most people, you may also start looking for potential solutions to deal with that situation. Well, one requires the use of critical thinking here. Before looking for the solution one needs to take a step back and try to understand the cause of the problem first. One should ask for the opinions of the other people that how does this particular problem impact them and the overall business. If you arrive at a solution, you should not only just rely on one solution, instead, you should always have various backup plans in case the first solution does not work as expected. Most people feel that they are great at problem-solving, but if one is not following all these above discussed steps before making a final judgement, he/she is not a critical thinker. Critical thinking allows people to find the best possible solution to any problem. Critical thinking is an important factor of problem-solving skills, one needs to look at any situation from multiple perspectives because in some cases, your decisions not only impact you but also the people in your surrounding.

2. Critical Thinking in Analysing Risks

Risk assessment is another important factor, which requires the use of critical thinking. Risk assessment is required in various sectors, from children analysing the impact of eating junk food on their health to large businesses in analysing the impact of certain policies on the growth of the company. Let us understand the implication of critical thinking in analysing the risks with some examples.

3. Critical Thinking in Data Analysis

Whether analysing the performance of the children in the schools or analysing the business growth of a multi-national company, the skill of data analysis is very crucial. In today’s era, almost every sector demands experts that can accurately evaluate the available data or information and draw out effective conclusions from it. With the rise in technology, the various tasks of the data analysis such as finding profit and loss, creating balance sheets, and issuing invoices are done with the help of various software, but it does not mean that human skill is not required. Various kinds of software can just convert a large amount of data into some simpler and readable format, but it is the critical thinking of the humans that is required to effectively interpret the data and apply the obtained insight for the benefits. The data analysis can even help us to estimate the future trends and potential risks of taking any decisions.

4. Critical Thinking in Hiring Employees

The ability to objectively view any situation without getting influenced by your personal beliefs or thoughts is one of the important characteristics of critical thinking. In business, the hiring managers require critical thinking to evaluate a large number of resume’s to choose the suitable candidates for the required position. Critical thinking here enables the hiring managers not to hire a candidate on the basis of various factors like gender, age, religion or country, these factors may influence the hiring managers unconsciously. The hiring manager may tend to choose the candidate on his/her subjective beliefs if he/she does not use critical thinking. Hence, critical thinking can help HR’s to hire the best employees that may eventually lead to the growth of the company.

5. Promoting the Teamwork

In a team, every individual is unique and has his/her different ideas to tackle the proposed problem. It is the responsibility of the team leader to understand the perspective of each member and encourage them to work collectively to solve the common problem. You may find the opinion of the other members of your team as ineffective, but instead of straightway denying their opinions one should logically analyse their suggestions and try to put your point of view regarding the problem in an effective and calm manner. If the team leader does not use critical thinking, instead, he/she boost his/her opinions on others, the team is sure to collapse.

6. Critical Thinking in Self-Evaluation

Critical thinking plays a major role in self-evaluation. The knowledge of critical thinking skills allows you to accurately analyse your performance by controlling various subjective biases. People should always evaluate their reactions towards any situation and the way they think, this may help them to get a deep insight into their thought processes, hence improving their thinking abilities to take accurate decisions. Self-evaluation is very important in professional life too. Suppose your manager has set a new target for the company. Every employee is thus required to analyse his/her contribution to the company and try to accomplish the set target. If you know your contribution to the company, it will help you to analyse your performance, and you can try to improve your performance in the areas where you lag.

7. Critical Thinking in Choosing the Career

Almost all of us face various dilemmas in our lives such as choosing the stream, the type of job, choosing between the regular college degree or the online programme. Whatever you choose, every option has its pros and cons. However, critical thinking allows us to accurately weigh the positives and negatives of each option and choose the one that offers more benefits than drawbacks. The best way to do this is to make a list of the pros and the cons and then analyse. Well, this is not just limited to choosing the career path, it can be used in other situations also such as professionally, and financially. One can list the pros and cons of selecting to work in a specific company or choosing the right insurance plan. It is often seen that our choices are greatly influenced by the choices of our friends or known, but one should understand that every individual’s beliefs, desires, and ambitions are different so, if the particular carrear or job is best for the others it does not mean that it would be the best option for you also. Hence, to choose the right carrear path, one requires critical thinking.

8. Critical Thinking in Time Management

Time is the most valuable asset that we have, hence utilizing it appropriately is very crucial. Critical thinking in time management helps you to wisely plan your schedule according to the importance of the particular task or the activity. For example, if the task to which you devote most of your time, is not giving you much return then you need to reconsider your schedule and should devote more time to the tasks that give you high returns.

9. Critical Thinking in Analysing the Fake News

Suppose, one of your friends shares a piece of news with you. Do you bother to analyse that whether this piece of news is real or not? Many of us just believe in the news and shares this with others too without thinking that this can be fake news too. A study conducted by Stanford University showed that around 82 per cent of the teenagers failed to distinguish between the real news and the advertisement with the ‘sponsored content’ label. This problem arises because the standard education curriculum does not emphasise much on critical thinking skills much because of the assumption that critical thinking is inbuilt in every person. By introducing certain lessons or activities that may help to increase the knowledge or overall thinking skills, the critical thinking of the children can be improved. Well, it is also seen that not only children, but adults also fall for these fake news and articles that circulate on various social media platforms. Before believing any piece of information, one should think of various questions like the source of the publication, the intention of the article, the author of the article, and the agenda behind the article. Critical thinking helps us to precisely evaluate any information before straightway believing it.

10. Critical Thinking in Distinguishing between Right and Wrong

Most people, especially teenagers are very much conscious about what their friends or relatives think of their behaviour. You may have had been through the situation, wherein if your friends think that certain behaviour is cool then you start acting in that way to fit in your friend’s circle without even considering that what you are doing is good or bad, and is your actions are related to your beliefs or not? One should understand that if a certain behaviour seems cool to some people, it may also seem bad to some others. One should not change his/her actions depending upon the approval of certain people, rather one should look at the broader aspect and should deeply analyse that whether their actions are morally right or wrong.

11. Critical Thinking in Decoding Fashion Trends

Nowadays, some people are so crazy about following the latest fashion trends, they start following every trend that some popular actor, actress, or fashion influencer suggest. If you are a critical thinker you may have had thought of the questions like why the particular trend that was so popular a few years back seems foolish now? why does a particular trend that does not even look good is so popular? Do the particular fashion trend that suits the other person suits yourself or not? Critical thinking helps people from falling victim to the bandwagon fallacy; it is fallacy in which people starts believing a particular thing or idea as good or bad if the majority of the population thinks so. Fashion trends are a common example of bandwagon fallacy.

12. Critical Thinking in Choosing the Suitable Diet and Exercise

You must have heard of various types of diets such as the Keto diet, Whole 30 diet, Gluten-free diet, Vegan diet and so on. It seems complex to choose the diet that is best for you. What people usually do is that they search online, go through several videos and choose the diet that showed the best results to the person in the video. Well, this is not the right approach, choosing the best diet for yourself requires critical thinking. People who use critical thinking evaluate the pros and cons of the particular diet on their own body, they generally ask about the suitable diet from professional dieticians rather than just following the advice of a random person online. Like choosing a suitable diet, choosing a suitable exercise also demands critical thinking. For example, What are your goals? How can you achieve this? At what time you can do exercise? Do you have any injuries that may get affected by the particular exercise? People who use critical thinking tend to ask all these questions, and then by utilizing the knowledge they have and the following routine for a few weeks, and by analyzing the results they are getting from it, they finally plan a proper schedule for them.

13. Critical Thinking in Online Shopping

In today’s digital era, online shopping is preferred by most people. However, there are various tactics and psychological tricks such as the anchoring effect , Stroop effect , and Serial position effect that are used by the various e-commerce websites, which makes the customers buy more things or things that they don’t even need. Critical thinking can help people to smartly buy items without falling victim to all these effects or tactics. While making the purchase you should focus on the price that you are paying for the particular item rather than the discount you are getting on that item because the chances are that the price that you are paying for that item is not worth paying even after the discount.

14. Critical Thinking in Job Search

Critical thinking plays an important role in the Job search. If you are applying for a job, you may consider the following points to get the desired job.

Use of Keywords in Resume: One should always understand the job post and its requirements before straightaway applying for the job. It is important to update your resume according to the job and add some keywords (mentioned in the job requirements) into your resume to get the job. If you possess some critical thinking skills such as problem-solving, analytical, communication, or creativity skills, it is better to put that in your resume. However, one should always restrain from adding any random critical thinking skills that you do not possess.

Cover Letter: Hiring managers receive hundreds of resumes daily, hence the chances that they will read every resume are quite less. Well, you can make your resume different from others by adding a good cover letter. You can add some of the critical skills that you have to your resume, it is better to explain a little about the tasks or activities where you showed these skills in your previous jobs or work experiences rather than just simply writing the skill. This assures the recruiter that you are not randomly writing the skills and you possess these qualities.

Interviews: Nowadays, some interviewers present the interviewees with hypothetical stories to check their critical thinking skills. You may be asked to explain what you think of the given situation or your first reaction after looking at the given image. You are required to solve any random problem, and then you have to explain to the recruiter about your thought processes. The interviewer here is more focused on the way you reach the conclusion rather than the conclusion itself. Your thought process helps the interviewer to analyse and evaluate the way you approach various problems

15. Critical Thinking While Driving

Imagine you are driving on a busy road and your phone starts ringing. It’s an urgent call that you have to pick. What would you do? Would you pick up the call and risk yourself into an accident or stop your car on the roadside to take the call. Critical thinking helps you to make accurate decisions while driving, it includes finding the right place to park your car, analysing whether you can pass the car through that narrow street or not, or how to handle if any animal suddenly comes in front of your car. Hence, critical thinking is must require skill in driving.

16. Critical Thinking in Business

Critical thinking is one of the most important things that the owner of the business needs to possess. One has to make several important decisions, effectively communicate with the clients, hire suitable employees, take certain risks, and deal with several ups and downs in the business, and much more; all these things require critical thinking.

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Great post! I’ve been trying to apply critical thinking to my life, and these examples are a great way to start.

critical thinking is what anyone of us should have in spoiled world

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Home — Essay Samples — Education — Critical Thinking — Critical Thinking In Everyday Life: Make Skills More Valuable

Critical Thinking in Everyday Life: Make Skills More Valuable

• Categories: Critical Thinking

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Published: Jul 17, 2018

Words: 351 | Page: 1 | 2 min read

• Reflecting on your behaviour in a situation with a person, you see things from their perspective and realize that the way you have behaved isn’t to your nature.
• When you complete a task, you act according to what you have learned and how you could have improved and gained more experience from the situation.
• Facing a situation 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. Then you can make a better decision.

Works Cited

• Ehrhardt, M. G. (2011). Financial Management: Theory and Practice. Cengage Learning.
• Foundation for Critical Thinking. (2021). Defining Critical Thinking. Retrieved from https://www.criticalthinking.org/pages/defining-critical-thinking/766
• Halpern, D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking. Psychology Press.
• Paul, R., & Elder, L. (2013). Critical Thinking: The Nature of Critical and Creative Thought. Journal of Developmental Education, 37(2), 34-35.
• Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
• Ennis, R. H. (2015). Critical Thinking: A Streamlined Conception. Teaching Philosophy, 38(2), 119-135.
• Elder, L., & Paul, R. (2016). Critical Thinking: The Nature of Critical and Creative Thought. Journal of Developmental Education, 40(2), 34-35.
• Ruggiero, V. R. (2017). The Art of Thinking: A Guide to Critical and Creative Thought. Pearson.
• Elder, L., & Paul, R. (2012). Critical Thinking: The Nature of Critical and Creative Thought. Journal of Developmental Education, 36(2), 34-35.
• Dewey, J. (2005). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Dover Publications.

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