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Why Is Critical Thinking Important and How to Improve It

Updated: July 8, 2024

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?

Critical thinking is the process of analyzing facts to form a judgment. Essentially, it involves thinking about thinking. Historically, it dates back to the teachings of Socrates , as documented by Plato.

Today, it is seen as a complex concept understood best by philosophers and psychologists. Modern definitions include “reasonable, reflective thinking focused on deciding what to believe or do” and “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.

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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 Improve Your Critical Thinking

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

• 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, but much of this essential skill is encouraged and practiced in school. Fostering a culture of inquiry is crucial, encouraging students to ask questions, analyze information, and evaluate evidence.

Teaching strategies like Socratic questioning, problem-based learning, and collaborative discussions help students think for themselves. When teachers ask questions, students can respond critically and reflect on their learning. Group discussions also expand their thinking, making them independent thinkers and effective problem solvers.

How Does Critical Thinking Apply To Your Career?

Critical thinking is a valuable asset in any career. Employers value employees who can think critically, ask insightful questions, and offer creative solutions. Demonstrating critical thinking skills can set you apart in the workplace, showing your ability to tackle complex problems and make informed decisions.

In many careers, from law and medicine to business and engineering, critical thinking is essential. Lawyers analyze cases, doctors diagnose patients, business analysts evaluate market trends, and engineers solve technical issues—all requiring strong critical thinking skills.

Critical thinking also enhances your ability to communicate effectively, making you a better team member and leader. By analyzing and evaluating information, you can present clear, logical arguments and make persuasive presentations.

Incorporating critical thinking into your career helps you stay adaptable and innovative. It encourages continuous learning and improvement, which are crucial for professional growth and success in a rapidly changing job market.

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Critical thinking is a vital skill with far-reaching benefits for personal and professional success. It involves systematic skills such as analysis, evaluation, inference, interpretation, and explanation to assess information and arguments.

By gathering relevant data, considering alternative perspectives, and using logical reasoning, critical thinking enables informed decision-making. Reflecting on and refining these processes further enhances their effectiveness.

The future of critical thinking holds significant importance as it remains essential for adapting to evolving challenges and making sound decisions in various aspects of life.

What are the benefits of developing critical thinking skills?

Critical thinking enhances decision-making, problem-solving, and the ability to evaluate information critically. It helps in making informed decisions, understanding others’ perspectives, and improving overall cognitive abilities.

How does critical thinking contribute to problem-solving abilities?

Critical thinking enables you to analyze problems thoroughly, consider multiple solutions, and choose the most effective approach. It fosters creativity and innovative thinking in finding solutions.

What role does critical thinking play in academic success?

Critical thinking is crucial in academics as it allows you to analyze texts, evaluate evidence, construct logical arguments, and understand complex concepts, leading to better academic performance.

How does critical thinking promote effective communication skills?

Critical thinking helps you articulate thoughts clearly, listen actively, and engage in meaningful discussions. It improves your ability to argue logically and understand different viewpoints.

How can critical thinking skills be applied in everyday situations?

You can use critical thinking to make better personal and professional decisions, solve everyday problems efficiently, and understand the world around you more deeply.

What role does skepticism play in critical thinking?

Skepticism encourages questioning assumptions, evaluating evidence, and distinguishing between facts and opinions. It helps in developing a more rigorous and open-minded approach to thinking.

What strategies can enhance critical thinking?

Strategies include asking probing questions, engaging in reflective thinking, practicing problem-solving, seeking diverse perspectives, and analyzing information critically and logically.

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Importance of critical thinking: 13 compelling reasons

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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.

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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.

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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.

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Critical Thinking and Decision-Making  - What is Critical Thinking?

Critical thinking and decision-making  -, what is critical thinking, critical thinking and decision-making what is critical thinking.

Critical Thinking and Decision-Making: What is Critical Thinking?

Lesson 1: what is critical thinking, what is critical thinking.

Critical thinking is a term that gets thrown around a lot. You've probably heard it used often throughout the years whether it was in school, at work, or in everyday conversation. But when you stop to think about it, what exactly is critical thinking and how do you do it ?

Watch the video below to learn more about critical thinking.

Simply put, critical thinking is the act of deliberately analyzing information so that you can make better judgements and decisions . It involves using things like logic, reasoning, and creativity, to draw conclusions and generally understand things better.

This may sound like a pretty broad definition, and that's because critical thinking is a broad skill that can be applied to so many different situations. You can use it to prepare for a job interview, manage your time better, make decisions about purchasing things, and so much more.

The process

As humans, we are constantly thinking . It's something we can't turn off. But not all of it is critical thinking. No one thinks critically 100% of the time... that would be pretty exhausting! Instead, it's an intentional process , something that we consciously use when we're presented with difficult problems or important decisions.

Improving your critical thinking

In order to become a better critical thinker, it's important to ask questions when you're presented with a problem or decision, before jumping to any conclusions. You can start with simple ones like What do I currently know? and How do I know this? These can help to give you a better idea of what you're working with and, in some cases, simplify more complex issues.  

Real-world applications

Let's take a look at how we can use critical thinking to evaluate online information . Say a friend of yours posts a news article on social media and you're drawn to its headline. If you were to use your everyday automatic thinking, you might accept it as fact and move on. But if you were thinking critically, you would first analyze the available information and ask some questions :

• What's the source of this article?
• Is the headline potentially misleading?
• What are my friend's general beliefs?
• Do their beliefs inform why they might have shared this?

After analyzing all of this information, you can draw a conclusion about whether or not you think the article is trustworthy.

Critical thinking has a wide range of real-world applications . It can help you to make better decisions, become more hireable, and generally better understand the world around you.

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Critical Thinking: A Simple Guide and Why It’s Important

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Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.

At its essence, critical thinking is the ability to analyze, evaluate, and synthesize information in a logical and reasoned manner. It’s not merely about accumulating knowledge but harnessing it effectively to make informed decisions and solve complex problems. In the dynamic landscape of modern careers, honing this skill is paramount.

The Impact of Critical Thinking on Your Career

☑️ problem-solving mastery.

Visualize critical thinking as the Sherlock Holmes of your career journey. It facilitates swift problem resolution akin to a detective unraveling a mystery. By methodically analyzing situations and deconstructing complexities, critical thinkers emerge as adept problem solvers, rendering them invaluable assets in the workplace.

☑️ Refined Decision-Making

Navigating dilemmas in your career path resembles traversing uncertain terrain. Critical thinking acts as a dependable GPS, steering you toward informed decisions. It involves weighing options, evaluating potential outcomes, and confidently choosing the most favorable path forward.

☑️ Enhanced Teamwork Dynamics

Within collaborative settings, critical thinkers stand out as proactive contributors. They engage in scrutinizing ideas, proposing enhancements, and fostering meaningful contributions. Consequently, the team evolves into a dynamic hub of ideas, with the critical thinker recognized as the architect behind its success.

☑️ Communication Prowess

Effective communication is the cornerstone of professional interactions. Critical thinking enriches communication skills, enabling the clear and logical articulation of ideas. Whether in emails, presentations, or casual conversations, individuals adept in critical thinking exude clarity, earning appreciation for their ability to convey thoughts seamlessly.

☑️ Adaptability and Resilience

Perceptive individuals adept in critical thinking display resilience in the face of unforeseen challenges. Instead of succumbing to panic, they assess situations, recalibrate their approaches, and persist in moving forward despite adversity.

☑️ Fostering Innovation

Innovation is the lifeblood of progressive organizations, and critical thinking serves as its catalyst. Proficient critical thinkers possess the ability to identify overlooked opportunities, propose inventive solutions, and streamline processes, thereby positioning their organizations at the forefront of innovation.

☑️ Confidence Amplification

Critical thinkers exude confidence derived from honing their analytical skills. This self-assurance radiates during job interviews, presentations, and daily interactions, catching the attention of superiors and propelling career advancement.

So, how can one cultivate and harness this invaluable skill?

✅ developing curiosity and inquisitiveness:.

Embrace a curious mindset by questioning the status quo and exploring topics beyond your immediate scope. Cultivate an inquisitive approach to everyday situations. Encourage a habit of asking “why” and “how” to deepen understanding. Curiosity fuels the desire to seek information and alternative perspectives.

✅ Practice Reflection and Self-Awareness:

Engage in reflective thinking by assessing your thoughts, actions, and decisions. Regularly introspect to understand your biases, assumptions, and cognitive processes. Cultivate self-awareness to recognize personal prejudices or cognitive biases that might influence your thinking. This allows for a more objective analysis of situations.

✅ Strengthening Analytical Skills:

Practice breaking down complex problems into manageable components. Analyze each part systematically to understand the whole picture. Develop skills in data analysis, statistics, and logical reasoning. This includes understanding correlation versus causation, interpreting graphs, and evaluating statistical significance.

✅ Engaging in Active Listening and Observation:

Actively listen to diverse viewpoints without immediately forming judgments. Allow others to express their ideas fully before responding. Observe situations attentively, noticing details that others might overlook. This habit enhances your ability to analyze problems more comprehensively.

✅ Encouraging Intellectual Humility and Open-Mindedness:

Foster intellectual humility by acknowledging that you don’t know everything. Be open to learning from others, regardless of their position or expertise. Cultivate open-mindedness by actively seeking out perspectives different from your own. Engage in discussions with people holding diverse opinions to broaden your understanding.

✅ Practicing Problem-Solving and Decision-Making:

Engage in regular problem-solving exercises that challenge you to think creatively and analytically. This can include puzzles, riddles, or real-world scenarios. When making decisions, consciously evaluate available information, consider various alternatives, and anticipate potential outcomes before reaching a conclusion.

✅ Continuous Learning and Exposure to Varied Content:

Read extensively across diverse subjects and formats, exposing yourself to different viewpoints, cultures, and ways of thinking. Engage in courses, workshops, or seminars that stimulate critical thinking skills. Seek out opportunities for learning that challenge your existing beliefs.

✅ Engage in Constructive Disagreement and Debate:

Encourage healthy debates and discussions where differing opinions are respectfully debated.

This practice fosters the ability to defend your viewpoints logically while also being open to changing your perspective based on valid arguments. Embrace disagreement as an opportunity to learn rather than a conflict to win. Engaging in constructive debate sharpens your ability to evaluate and counter-arguments effectively.

✅ Utilize Problem-Based Learning and Real-World Applications:

Engage in problem-based learning activities that simulate real-world challenges. Work on projects or scenarios that require critical thinking skills to develop practical problem-solving approaches. Apply critical thinking in real-life situations whenever possible.

This could involve analyzing news articles, evaluating product reviews, or dissecting marketing strategies to understand their underlying rationale.

In conclusion, critical thinking is the linchpin of a successful career journey. It empowers individuals to navigate complexities, make informed decisions, and innovate in their respective domains. Embracing and honing this skill isn’t just an advantage; it’s a necessity in a world where adaptability and sound judgment reign supreme.

So, as you traverse your career path, remember that the ability to think critically is not just an asset but the differentiator that propels you toward excellence.

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Critical Thinking & Why It’s So Important

Critical thinking is a cognitive skill with the power to unlock the full potential of your mind. In today’s rapidly evolving society, where information is abundant but discerning its validity is becoming increasingly challenging, the art of critical thinking has never been more crucial.

At Nichols College, we believe that cultivating strong critical thinking abilities is not just a pursuit for the academically inclined, but a fundamental necessity for individuals across all walks of life. Join us as we explore the significance of critical thinking and the remarkable impact it can have on your decision-making, problem-solving, and overall cognitive prowess.

Discover why our Graduate Certificate program in Advanced Critical Thinking and Decision Making is your gateway to becoming a perceptive and adept thinker, ready to tackle the complex challenges of today’s world with confidence and ingenuity.

What is critical thinking?

Critical thinking is a fundamental skill that allows individuals to analyze, evaluate, and interpret information objectively and rationally. It goes beyond merely accepting information at face value; instead, critical thinkers are equipped to delve deeper, question assumptions, and explore various perspectives before arriving at well-informed conclusions. This ability to think critically is highly valued across various domains, including education, business, and everyday life.

Benefits of using critical thinking

The countless advantages of critical thinking extend far beyond the realms of academia. For starters, critical thinking fosters superior decision-making by equipping individuals with the tools to weigh options, assess consequences, and arrive at better choices. Critical thinkers also benefit from heightened self-reflection, gaining a profound understanding of their own biases and areas for improvement.

Critical thinkers become well-informed individuals who can navigate the sea of information with discernment, adeptly identifying misinformation and unreliable sources. Furthermore, this invaluable skill enables creative problem-solving, allowing thinkers to craft innovative solutions to intricate challenges. Some of the most important benefits of using critical thinking include:

Better decision making

Critical thinkers excel at weighing pros and cons, considering alternatives, and anticipating potential consequences. This leads to more informed and effective decision-making processes, both in personal and professional realms.

Better self-reflection

By fostering a habit of introspection, critical thinkers become more self-aware, recognizing their own biases and limitations. This heightened self-awareness allows them to continually improve and adapt their thinking patterns.

Being well-informed

Critical thinkers actively seek out diverse sources of information, ensuring they have a comprehensive understanding of complex issues. This empowers them to engage in meaningful discussions and contribute constructively to their communities.

The ability to identify misinformation

In a world filled with misinformation, critical thinkers possess the skills to discern fact from fiction. They scrutinize sources, verify information, and avoid being misled by deceptive content.

Building creative problem solving skills

Critical thinking encourages innovative and outside-the-box problem-solving approaches. By considering multiple angles and challenging conventional ideas, critical thinkers arrive at inventive solutions to complex challenges.

What skills do critical thinkers have?

Critical thinkers possess a remarkable set of skills that elevate their cognitive abilities and enable them to approach complex issues with acuity. Embracing these skills empowers them to tackle challenges, unravel complexities, and make meaningful insights and well-informed decisions. Some of the most valuable skills critical thinkers have include:

Critical thinkers have a natural inclination to ask questions and explore topics in-depth. Their thirst for knowledge drives them to seek out answers and continually expand their understanding.

Proficient in conducting thorough research, critical thinkers gather information from reliable sources and assess its validity. They are skilled at distinguishing credible data from biased or unsubstantiated claims.

Pattern recognition

Critical thinkers recognize recurring patterns and connections between seemingly unrelated pieces of information. This allows them to draw meaningful insights and make well-founded predictions.

Bias identification

Having honed the ability to identify biases, critical thinkers remain open-minded and impartial in their assessments. They acknowledge their own biases and strive to approach each situation objectively.

How to use critical thinking skills in the workplace

In any work environment, critical thinking is a valuable asset that can enhance productivity and foster a more innovative and collaborative workplace. Employees with strong critical thinking skills contribute to problem-solving sessions, provide constructive feedback, and make informed decisions based on thorough analysis. By promoting critical thinking, organizations encourage employees to challenge assumptions, seek out novel solutions, and contribute to the overall growth and success of the company.

Examples of good critical thinking in action

The real-world application of critical thinking can be awe-inspiring, as it empowers individuals to approach various scenarios with astute judgment and creativity. In the business realm and with regard to project management, critical thinkers demonstrate their prowess by:

• Analyzing Market Trends : A marketing professional employs critical thinking skills to assess market trends, consumer behavior, and competitor strategies before devising a successful marketing campaign that aligns with the target audience’s needs.
• Problem-Solving in Project Management : A project manager utilizes critical thinking to identify potential roadblocks, consider alternative approaches, and ensure projects are executed efficiently and within budget.

Furthermore, critical thinkers shine in scientific research, meticulously evaluating data, and drawing evidence-based conclusions that contribute to groundbreaking discoveries. In everyday life, they navigate the digital landscape with discernment, identifying misinformation and making informed decisions about their health, finances, and general well-being. These examples illustrate the power of critical thinking to transform not only individual lives but also entire industries, making it an indispensable skill in the pursuit of success and progress.

Get a critical thinking graduate certificate from Nichols College

If you are eager to enhance your problem-solving abilities, decision-making processes, and overall cognitive skills, the Nichols College graduate certificate in critical thinking may be right for you. Designed to equip individuals with the necessary tools to excel in today’s complex world, this program will empower you to think critically, analyze data effectively, and approach challenges with creativity and confidence. Elevate your potential and join Nichols College in cultivating a new generation of sharp-minded leaders, ready to make a positive impact on the world. Enroll in the Advanced Critical Thinking and Decision Making certificate program today and unlock a brighter future for yourself and your community.

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The Importance of Critical Thinking Skills, For Students and Ourselves

Critical thinking is a vital, yet often neglected, skill. In higher education, Chris Griffiths , author of “The Creative Thinking Handbook,” noted in a TLNT blog article that critical thinking is “the ability to think clearly and independently about a subject or problem ... (and the) consideration of multiple perspectives, the checking of biases, and a detailed understanding of relevant context.” Put more simply, it means objective analysis, but we often form judgments without that all-important objective evaluation.

Employers on the Southern New Hampshire University (SNHU) Social Sciences Advisory Board tell us that they need people with critical thinking skills, but applicants often lack this ability. Their desire for critical thinkers is reflected in current research showing that critical thinking is one skill that cannot be taken over by artificial intelligence (AI) and that higher education must take a proactive role in preparing students with this skill.

What Skills Do Critical Thinkers Have?

According to, Dr. Norman Herr , a professor of science education, critical thinking skills can be boiled down to the following key elements:

• Identification of premises and conclusions — Break arguments down into logical statements
• Clarification of arguments — Identify ambiguity in these stated assertions
• Establishment of facts — Search for contradictions to determine if an argument or theory is complete and reasonable
• Evaluation of logic — Use inductive or deductive reasoning to decide if conclusions drawn are adequately supported
• Final evaluation — Weigh the arguments against the evidence presented

When translated to the professional world, the National Association of Colleges and Employers (NACE) identifies critical thinking as a top skill ( NACE PDF Source ). NACE said that students should be ready to demonstrate it by inclusive reasoning and judgement to make decisions and solve problems; analyzing and communicating information from multiple sources with awareness of biases that could impact outcomes; and communicating that information accurately to diverse groups of stakeholders.

As educators, we must teach our students those critical thinking skills and practice them ourselves to objectively analyze an onslaught of information. Ideas, especially plausible-sounding philosophies, should be challenged and put through rigorous credibility tests.

Red Flags for Unreliable Information

The School Library Journal lists four types of information that should raise red flags when we’re watching the news, reading social media, or at any point in our everyday lives when we’re confronted with something purported to be “fact:”

• Fake news , which refers to purported news that is demonstrably untrue.
• Misinformation , which is spread by those who don’t realize that it’s false or only partially true .
• Disinformation , which is deliberately spread by people who know that it’s not accurate and who want to spread a false message.
• Propaganda , which is information that is spread with a specific agenda. It may or may not be false, but it’s intended to get an emotional reaction.

These information types may overlap, especially with the extinction of local news sources. As of 2023, there were only 1,213 daily local newspapers left in the U.S., and they continue to disappear at a rate of two each week, according to a report from The State of Local News Project. The report also notes that there are over 200 counties with no local print, broadcast, or digital news outlets and over 1,500 with only one. This lack of access to local news is overwhelmingly found in high poverty areas, often with predominantly Black, Hispanic or Native-American populations.

This provides opportunities for biased websites to fill the gap; misinformation tracker NewsGuard said that there are almost 1,300 websites positioning themselves as local news while pushing political agendas.

Updated Tools to Support Critical Thinking

SNHU and other colleges and universities across the U.S. must use updated tools to help their students think critically about the information they consume. Currently, many institutions of higher learning fail to teach students how to identify misinformation sources.

AI acts as a cautionary example of the way in which the landscape can transform quickly and dramatically. Generative AI has the ability to converse on any topic and write in the style of anything from an essay to a news article with an air of authority. Griffiths noted that, while it mimics something written via independent thought, it’s regurgitating a mishmash of existing ideas drawn from its training data. It incorporates any biases in that data and even “hallucinates,” providing output as factual when it’s partially or entirely untrue.

Bad actors can leverage AI technology to create written, graphic and audio content that masquerades as real news. One relatively harmless example is the AI-generated photos that supposedly show Katy Perry attending the 2024 Met Gala. Although she was not there, the ruse was so convincing that it even fooled her mother. While the Perry pictures did not cause widespread harm, they show how easily bad actors can convince others of a deepfake’s authenticity. Videos can also be created or manipulated easily to create fake news stories like a supposed Tucker Carlson interview with a Pfizer official about a new FDA-approved diabetes cure. The “story” was actually an ad for an unproven dietary supplement.

As educators in institutions of higher education, we must afford learners as many opportunities as possible to hone their critical thinking skills when interacting with instructors and fellow students.

Greg Lukianoff and Johnathan Haidt, authors of "The Coddling of the American Mind,"  contend that “one of the most brilliant features of universities is that, when they are working properly, they are communities of scholars who cancel out one another’s confirmation biases .”

Without exploring opposing viewpoints, students may fall prey to confirmation bias, further cementing ideas that they already believe to be true. Being inclusive when it comes to viewpoint diversity is indispensable for avoiding these echo chambers that circumvent having one’s ideas challenged.

How to Think Critically

As we teach our students the importance of critical thinking, how do we equip them to sift through the onslaught of information they encounter every day, both personally and in their educational pursuits? And how do we do the same for ourselves?

Here are four critical thinking examples that anyone can apply when evaluating information:

Consider Vested Interest

Consider whether the person who wrote or is sharing the information has any vested interest in doing so. For example, a writer may have a degree and professional experience that gives them expertise to write an article on specific communication techniques.

Be aware that the writer’s credibility can be affected by outside interests. These include being paid to write a book with a certain viewpoint, giving paid seminars, affiliation with certain organizations or anything else that creates a financial or personal interest in promoting a specific perspective.

Examine Biases

Consider the venue in which the person is sharing the information. Newscasts and newspapers once were slanted more toward neutrality, although there was never an era when bias was completely absent. The 19th century even had its own version of clickbait in the form of yellow journalism .

Today, it’s getting more difficult for those with critical thinking skills to find unbiased sources. Use websites like AllSides , which rates major sites on their leanings.

Read Beyond Clickbait Headlines

Websites create headlines to generate traffic and ad revenue, not to support critical thinking or give accurate information. Too many people go by what the headline says without reading more deeply, even though media misrepresentation of studies is rampant.

Often, the information contained within the article is not accurately represented in the headline. Sometimes there’s even a direct contradiction, or the publication is focusing on one single study that may mean nothing because other studies have contradictory results.

Fact-Check Information

Use Snopes , Fact Check , and other fact-checking websites that examines viral memes and news stories for truthfulness. Ironically, Snopes itself has been the victim of misinformation campaigns designed to discredit its efforts to promote the importance of critical thinking.

Why is Critical Thinking so Important?

Misinformation, if not addressed, easily turns into disinformation when it’s readily shared by students, individuals and groups that may know it’s wrong. They may continue to intentionally spread it to cast doubt or stir divisiveness. Students listen to their peers, and the more critical thinking is addressed in a course, the more we prepare students not to fall into the misinformation trap.

Courtney Brown and Sherrish Holland , of the Center for the Professional Education of Teachers, argue that for educators, the challenge is now far more about how they need to inform their students to interpret and assess the information they come across and not simply how to gain access to it. The term “fake news” is used to discredit anyone trying to clarify fact from fiction. Fake news is a cover for some people when they are being deliberately deceptive.

As educators become clearer about the distinction, it can be better communicated to students.

Teaching Students to Think Critically

Anyone in a teaching position should point their students toward reliable references. For example, at SNHU, instructors can send students to databases in the Shapiro Library . For other materials, they should teach them to evaluate their integrity based on the four elements of critical thinking.

Is the premise legitimate or is it clickbait? Are the arguments in the article supported by evidence? Do the facts paint a reasonable picture, or are there contradictions? Is the article based on logic, or is it designed to draw in readers by misrepresenting its content? Is it hosted on a biased site, and do its authors have connections that could cause bias? Does it pass a fact check as a final evaluation?

Instructors can also incorporate these elements into announcements, discussion posts and feedback. For example, they can post two articles with differing viewpoints on the week’s material. For each, they can break down the publication’s possible slant, the way in which any research-based material is presented, and the author’s credentials. This demonstrates the different ways in which similar material can be presented, depending on the source and authors’ affiliations and biases.

Anyone Can Promote Critical Thinking

Even if you don’t teach, use those points in conversations to help others hone their critical thinking skills. If someone shares misinformation with you, don’t be combative. Instead, use probing statements and questions designed to spark their critical thinking.

Here are some examples:

• “That’s very interesting. Do you think the person they’re quoting might be letting his business interests color what he’s saying?”
• “I know that sometimes the media oversimplifies research. I wonder who funded that study and if that’s influencing what they’re saying.”

Of course, you need to adapt to the situation and to make what you say sound organic and conversational, but the core idea remains the same. Inspire the other person to use critical thinking skills. Give them reasons to look more deeply into the topic instead of blindly accepting information.

American cultural anthropologist Margaret Mead said, “Children must be taught how to think, not what to think.” Her sentiment is true for learners of any age, which makes it crucial for educators to maintain sharp critical thinking skills and pass them along to students to support them in their careers and in everyday life.

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Dr. Nickolas Dominello is the senior associate dean on the social sciences team at Southern New Hampshire University. He joined SNHU in 2014, served as a lead psychology faculty member, was promoted to associate dean in 2018 and then to senior associate dean in 2023. Dominello completed his doctoral training at Capella University in 2013, becoming a PhD in Psychology. He also has a Master of Arts in Education at the secondary level, and he has over 20 years of experience working as an educator.

Dr. Barbara Lesniak is the executive director of Social Sciences at Southern New Hampshire University. She started at SNHU as an adjunct in 2012, and her previous roles included associate dean of psychology and senior dean. Her experience outside of academia includes 15 years designing and delivering classroom and web-based courses in the corporate world and providing face-to-face and online counseling services. She specialized in helping online clients in acute crisis situations. Lesniak has a PsyD in Psychology and, as a lifelong learner, she earned an MFA and MS in Marketing at SNHU and is currently working on an MS in Organizational Leadership.

Dr. Tom MacCarty is an associate dean on the social sciences team and oversees the MS in Psychology program at Southern New Hampshire University. He received his PhD in Industrial/Organizational Psychology from Northcentral University. He also holds a Certificate of Advanced Graduate Studies in School Psychology and a Master of Arts Degree in Counseling Psychology from Norwich University. MacCarty can be found on LinkedIn .

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SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

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More From Forbes

Critical thinking: what is it and how can you develop this skill.

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Founder and Head of the international IT recruitment company Lucky Hunter .

I have already raised the issue of the importance of developing emotional intelligence in previous pieces, and today I would like to talk about why critical thinking also matters for employees—especially top managers of companies.

First of all, let's define what critical thinking is. In general, it is the ability to objectively analyze events, incoming information and arguments; approach an issue from different sides; and form conclusions based on the analysis. Developing critical thinking is relevant not only for work but also for life—today we're inundated with huge amounts of information every day, and in order to be able to analyze this information and determine our position based on balanced facts, it is important to look at situations critically.

Critical thinking allows you to always soberly assess the situations taking place in your work, give an objective assessment, including your own actions and the actions of others, effectively negotiate and find the best way out of ambiguous situations. That is why large companies, when hiring employees, pay close attention to the soft skills of a candidate, especially if they are applying for top positions.

So, how can you develop critical thinking?

Practice analyzing.

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Turn the events happening around you into facts. Learn to separate them from emotions. Emotions often prevent us from thinking critically, because they reduce everything to the emotional component, which cannot be relied on. Study different points of view on a specific topic. Read more, broaden your horizons and work with information—the more you “dissect” any information material, the more chances you have to get to the bottom of it.

Pay attention to self-criticism.

There should always be a certain amount of healthy self-criticism in your actions and behavior. The keyword here is healthy because it is important to maintain balance and not slip into self-flagellation. Learn to adequately evaluate yourself and your actions, and determine your strengths and growth areas. I work in recruiting, so I will give an example from my practice: In the work of a recruiter, self-criticism is vital for an objective assessment of a candidate, because, in order to evaluate others, you must first be able to objectively evaluate yourself.

Build productive communication.

If you conduct a dialogue calmly and kindly, without insults and rudeness, truly listening and hearing the interlocutor, you thereby increase the chances of getting some useful insight into the process of interaction. It can give you the opportunity to look at the situation from a new angle and come to a conclusion that you would not have come to otherwise. Therefore, the ability to conduct effective, productive communication also affects the development of critical thinking.

Develop your forecasting skills.

This point is quite closely related to the first one. Analyze information and build forecasts based on the analysis, think over the likely development of events and try to answer for yourself why it will be exactly like this. Such forecasting, again, allows you to study a specific situation from different sides, get certain insights into the process and come to an objective conclusion.

Today, it's crucial for employees and managers to develop the skill of thinking critically—all you need to do is start. The result could have a positive impact on all fields of your life, both personal and professional, because a high level of critical thinking has a good effect on communication (including business). It allows you to form objective conclusions and cut off the excess of information garbage, focusing on facts and analyzing them.

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Why Critical Thinking Is Important (& How to Improve It)

Last updated May 1, 2023. Edited and medically reviewed by Patrick Alban, DC . Written by Deane Alban .

By improving the quality of your thoughts and your decisions, better critical thinking skills can bring about a big positive change in your life. Learn how.

The quality of your life largely depends on the quality of the decisions you make.

Amazingly, the average person makes roughly 35,000 conscious decisions every day! 

Imagine how much better your life would be if there were a way to make better decisions, day in and day out?

Well, there is and you do it by boosting a skill called critical thinking .

Learning to master critical thinking can have a profoundly positive impact on nearly every aspect of your life.

What Exactly Is Critical Thinking?

The first documented account of critical thinking is the teachings of Socrates as recorded by Plato. 

Over time, the definition of critical thinking has evolved.

Most definitions of critical thinking are fairly complex and best understood by philosophy majors or psychologists.

For example, the Foundation for Critical Thinking , a nonprofit think tank, offers this definition:

“Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.”

If that makes your head spin, here are some definitions that you may relate to more easily.

Critical thinking is “reasonable, reflective thinking that is focused on deciding what to believe or do.”

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Or, a catchy way of defining critical thinking is “deciding what’s true and what you should do.”

But my favorite uber-simple definition is that critical thinking is simply “thinking about thinking.”

6 Major Benefits of Good Critical Thinking Skills

Whether or not you think critically can make the difference between success and failure in just about every area of your life.

Our human brains are imperfect and prone to irrationality, distortions, prejudices, and cognitive biases .

Cognitive biases are systematic patterns of irrational thinking.

While the number of cognitive biases varies depending on the source, Wikipedia, for example, lists nearly 200 of them ! 

Some of the most well-known cognitive biases include:

• catastrophic thinking
• confirmation bias
• fear of missing out (FOMO)

Critical thinking will help you move past the limitations of irrational thinking.

Here are some of the most important ways critical thinking can impact your life.

1. Critical Thinking Is a Key to Career Success

There are many professions where critical thinking is an absolute must.

Lawyers, analysts, accountants, doctors, engineers, reporters, and scientists of all kinds must apply critical thinking frequently.

But critical thinking is a skill set that is becoming increasingly valuable in a growing number of professions.

Critical thinking can help you in any profession where you must:

• analyze information
• systematically solve problems
• generate innovative solutions
• plan strategically
• think creatively
• present your work or ideas to others in a way that can be readily understood

And, as we enter the fourth industrial revolution , critical thinking has become one of the most sought-after skills.

According to the World Economic Forum , critical thinking and complex problem-solving are the two top in-demand skills that employers look for. 

Critical thinking is considered a soft or enterprise skill — a core attribute required to succeed in the workplace . 

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According to The University of Arizona, other soft skills include : 

• interpersonal skills
• communication skills
• digital literacy

Critical thinking can help you develop the rest of these soft skills.

Developing your critical thinking can help you land a job since many employers will ask you interview questions or even give you a test to determine how well you can think critically.

It can also help you continually succeed in your career, since being a critical thinker is a powerful predictor of long-term success.

2. Critical Thinkers Make Better Decisions

Every day you make thousands of decisions.

Most of them are made by your subconscious , are not very important, and don’t require much thought, such as what to wear or what to have for lunch. 

But the most important decisions you make can be hard and require a lot of thought, such as when or if you should change jobs, relocate to a new city, buy a house, get married, or have kids.

At work, you may have to make decisions that can alter the course of your career or the lives of others.

Critical thinking helps you cope with everyday problems as they arise.

It promotes independent thinking and strengthens your inner “BS detector.”

It helps you make sense of the glut of data and information available, making you a smarter consumer who is less likely to fall for advertising hype, peer pressure, or scams.

3. Critical Thinking Can Make You Happier

Knowing and understanding yourself is an underappreciated path to happiness. 

We’ve already shown how your quality of life largely depends on the quality of your decisions, but equally as important is the quality of your thoughts.

Critical thinking is an excellent tool to help you better understand yourself and to learn to master your thoughts.

You can use critical thinking to free yourself from cognitive biases, negative thinking , and limiting beliefs that are holding you back in any area of your life.

Critical thinking can help you assess your strengths and weaknesses so that you know what you have to offer others and where you could use improvement.

Critical thinking will enable you to better express your thoughts, ideas, and beliefs.

Better communication helps others to understand you better, resulting in less frustration for both of you.

Critical thinking fosters creativity and out-of-the-box thinking that can be applied to any area of your life.

It gives you a process you can rely on, making decisions less stressful.

4. Critical Thinking Ensures That Your Opinions Are Well-Informed

We have access to more information than ever before .

Astoundingly, more data has been created in the past two years than in the entire previous history of mankind. 

Critical thinking can help you sort through the noise.

American politician, sociologist, and diplomat Daniel Patrick Moynihan once remarked , “You are entitled to your opinion. But you are not entitled to your own facts.” 

Critical thinking ensures your opinions are well-informed and based on the best available facts.

You’ll get a boost in confidence when you see that those around you trust your well-considered opinions.

5. Critical Thinking Improves Relationships

You might be concerned that critical thinking will turn you into a Spock-like character who is not very good at relationships.

But, in fact, the opposite is true.

Employing critical thinking makes you more open-minded and better able to understand others’ points of view.

Critical thinkers are more empathetic and in a better position to get along with different kinds of people.

Critical thinking keeps you from jumping to conclusions.

You can be counted on to be the voice of reason when arguments get heated.

You’ll be better able to detect when others:

• are being disingenuous
• don’t have your best interests at heart
• try to take advantage of or manipulate you

6. Critical Thinking Makes You a Better, More Informed Citizen

“An educated citizenry is a vital requisite for our survival as a free people.”

This quote has been incorrectly attributed to Thomas Jefferson , but regardless of the source, these words of wisdom are more relevant than ever. 

Critical thinkers are able to see both sides of any issue and are more likely to generate bipartisan solutions.

They are less likely to be swayed by propaganda or get swept up in mass hysteria.

They are in a better position to spot fake news when they see it.

5 Steps to Improve Your Critical Thinking Skills

Some people already have well-developed critical thinking skills.

These people are analytical, inquisitive, and open to new ideas.

And, even though they are confident in their own opinions, they seek the truth, even if it proves their existing ideas to be wrong.

They are able to connect the dots between ideas and detect inconsistencies in others’ thinking.

But regardless of the state of your critical thinking skills today, it’s a skill set you can develop.

While there are many techniques for thinking rationally, here’s a classic 5-step critical thinking process . 

How to Improve Your Critical Thinking Skills

Clearly define your question or problem.

This step is so important that Albert Einstein famously quipped:

“If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and 5 minutes thinking about solutions.”

Gather Information to Help You Weigh the Options

Consider only the most useful and reliable information from the most reputable sources.

Disregard the rest.

Apply the Information and Ask Critical Questions

Scrutinize all information carefully with a skeptic’s eye.

Not sure what questions to ask?

You can’t go wrong starting with the “5 Ws” that any good investigator asks: Who? What? Where? When? Why?

Then finish by asking “How?”

You’ll find more thought-provoking questions on this Critical Thinking Skills Cheatsheet .

Consider the Implications

Look for potential unintended consequences.

Do a thought experiment about how your solution could play out in both the short term and the long run.

Explore the Full Spectrum of Viewpoints

Examine why others are drawn to differing points of view.

This will help you objectively evaluate your own viewpoint.

You may find critical thinkers who take an opposing view and this can help you find gaps in your own logic.

Watch the Video

This TED-Ed video on YouTube elaborates on the five steps to improve your critical thinking.

Recommended: Upgrading brain health is key to making your brain work better.

• Improve your mental clarity and focus.
• Boost your memory and your ability to learn.
• Increase your capacity to think critically, solve problems, and make decisions.

P.S. Like what you've read on this page? Get more like this -- Sign up for our emails .

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Home > Graduate Research and Creative Practice > Culminating Experience Projects > 456

Culminating Experience Projects

The importance of critical thinking skills in secondary classrooms.

Clinton T. Sterkenburg , Grand Valley State University Follow

Date Approved

Graduate degree type, degree name.

Education-Instruction and Curriculum: Secondary Education (M.Ed.)

Degree Program

College of Education

First Advisor

Sherie Klee

Academic Year

According to research, many students lack effective critical thinking skills. The ability to think critically is crucial for individuals to be successful and responsible. Many students have difficulties understanding this important skill and especially lack the ability to initiate and apply the process. Although a difficult task, educators have the responsibility to teach critical skills to students and to discern when certain instructional methods or activities are not helping students. Each student is different, and their needs must be considered, this correlates with how they learn and process information. Research has shown that traditional teaching methods that require students to regurgitate information do not prove helpful in teaching students to apply and understand the critical thinking process. Therefore, effective teachers expand upon traditional teaching methods and differentiate instructional and activity design for imparting critical thinking skills to students. This project presents some of the possible reasons students have difficulties thinking critically and provides examples of instructional and lesson design methods that are proven to help students understand critical thinking. The goal of this project is to provide a guide for secondary teachers to address the lack of critical thinking skills in many students. The ability to think critically will greatly benefit students and help them become productive members of society.

ScholarWorks Citation

Sterkenburg, Clinton T., "The Importance of Critical Thinking Skills in Secondary Classrooms" (2024). Culminating Experience Projects . 456. https://scholarworks.gvsu.edu/gradprojects/456

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• DOI: 10.51473/rcmos.v1i1.2024.575
• Corpus ID: 271379484

Pedagogical Strategies for the Development of Critical and Reflective Thinking in Students

• Josué Jorge Gonçalves Da Silva , Michelle Leandro De Oliveira , Wandemberg Da Silva
• Published in RCMOS - Revista Científica… 19 July 2024

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The Importance of Personalized Approaches, Critical Thinking, and Creativity in Research

• Posted by by Sierra-Nicole E. DeBinion
• August 2, 2024

Two new Individualized Master of Arts program courses provide a foundation in research and personalized learning, emphasizing the potential of new methods and tools within research.

Individualized Master of Arts faculty member Michael Maser, PhD,  couldn’t help but notice that enrollment in graduate studies across North America was reported as declining, especially since the COVID-19 pandemic. 

“People had serious issues and additional stresses coming out of the pandemic,” he said.“And not everyone can commit to three to seven years of graduate studies for various reasons.” Maser thought there must be another way to provide opportunities for people to do research that doesn’t involve a three to seven-year commitment. 

Maser conceptualized a framework for this, and starting this coming term, he will teach two new courses:  “Introduction to Research Fundamentals”  and  “The Advanced Research Project”  within Antioch’s  Individualized Master of Arts Program . Together, the courses comprise the Individualized Research Project.

The first course, “Introduction to Research Fundamentals,” is designed to provide students with a background in research fundamentals. Built into the course is a consideration of some issues researchers grapple with, including ethics, data collection, how to make an analysis, and how AI may influence their research. The goal is to develop a research proposal and a sense of direction with their project. 

The second course, “The Advanced Research Project,” is to enliven that research and to put the ideas from the introduction course into practice. It complements the foundational skills course and enables students to immediately channel their skills into a research project of their design that will hopefully serve as a valuable outcome and potential stepping stone to future research. 

Maser sees both these courses as helping students from different backgrounds develop a proposal, conceptualize a research plan, and then actualize it. 

Students will critically review and combine relevant literature to guide their research. They will learn to identify gaps in existing knowledge and establish a foundation for their work. They must then create a research proposal that includes a coherent framework, research questions, and an appropriate research design. The focus will be on developing a feasible and ethical plan for investigation.

Maser explains that a project can be as personal as a memoir. “Maybe their research is genealogy, maybe it’s a professional interest they have carried throughout their careers, or maybe they’re retired and they’ve still got this interest area that they want to explore.” He can picture recent grads to retirees finding the two courses beneficial for whatever area of interest they want to pursue. 

Maser himself often uses images to evoke metaphor. The poppy images in the header to this article, for instance, were photographed by Maser to evoke transformation and emergence, which are course themes.

Research as a Gateway to Genius

Understanding how to conduct critical research in a world saturated with misinformation is a crucial and cogent project with many individuals struggling to identify what constitutes valid research. Maser aims to bring clarity to this issue so that his students can feel more confident in the information they engage with. A significant part of these courses involves critically evaluating sources.

“Hopefully people will develop a critical perspective on their research,” Maser says, “including discerning that the unicorn they perceive in the clouds is not a real entity.” With these courses, Maser will provide some guidelines to help students distinguish fact from fiction. 

The two courses comprising the Individualized Research Project provide students with the opportunity to research a topic of their genuine interest and achieve tangible results. It will be a space where students, with the help of the instructor, can nurture their ideas as they pursue their research endeavors. 

Within the two courses, research projects can flex from the traditional text format. “That text-only way of doing research projects can be, in many cases, a limiting way to present information,” says Maser. In this project, students will be enfranchised to personalize their projects and discover the most appropriate way to convey their research project and engage a potential audience. Accordingly, a student research project could comprise an interpretive dance, music, or a web-based project, among endless possibilities. 

Project completion may lead to future research or broader exploration. Ultimately, the direction of the research path is determined by the student. Maser says the experience can be likened to entering Aladdin’s cave—wherever you direct your focus, there is a treasure. “This is the essence of all research! It should elicit a sense of excitement about generating knowledge.” 

For students about to enter the courses, Maser hopes they enter with a sense of excitement that the course is there to support their research interests. “With the new tools we have today, it’s a very exciting time to carry out research, shed the constraints of conventional research, and embrace the new forms of research and knowledge creation.”

There is a clear need to modernize and innovate traditional research methods to make them more inclusive and engaging. These courses emphasize the importance of personalized approaches, critical thinking, and creativity in research. As well, they enable individuals from diverse backgrounds to appreciate research as a means to explore the world and human ingenuity.

As Maser says, “That’s the ethos of the project, that research is a gateway to genius.”

Learn more about the Introduction to Research Fundamentals course which begins on August 26, 2024, and The Advanced Research Project which starts on October 21, 2024.

Sierra-Nicole E. DeBinion

Sierra-Nicole is an MFA student of fiction writing at Antioch University Los Angeles. Her passions lay in historical fiction, her mixed Hawaiian and Irish culture, and plants and animals. This writer is based in Palm Desert, CA. where she lives with her two dogs, Ricky and Lucy, and two turtles, Fred and Ethel.

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What Kamala Harris has said so far on key issues in her campaign

As she ramps up her nascent presidential campaign, Vice President Kamala Harris is revealing how she will address the key issues facing the nation.

In speeches and rallies, she has voiced support for continuing many of President Joe Biden’s measures, such as lowering drug costs , forgiving student loan debt and eliminating so-called junk fees. But Harris has made it clear that she has her own views on some key matters, particularly Israel’s treatment of Gazans in its war with Hamas.

In a departure from her presidential run in 2020, the Harris campaign has confirmed that she’s moved away from many of her more progressive stances, such as her interest in a single-payer health insurance system and a ban on fracking.

Harris is also expected to put her own stamp and style on matters ranging from abortion to the economy to immigration, as she aims to walk a fine line of taking credit for the administration’s accomplishments while not being jointly blamed by voters for its shortcomings.

Her early presidential campaign speeches have offered insights into her priorities, though she’s mainly voiced general talking points and has yet to release more nuanced plans. Like Biden, she intends to contrast her vision for America with that of former President Donald Trump. ( See Trump’s campaign promises here .)

“In this moment, I believe we face a choice between two different visions for our nation: one focused on the future, the other focused on the past,” she told members of the historically Black sorority Zeta Phi Beta at an event in Indianapolis in late July. “And with your support, I am fighting for our nation’s future.”

Here’s what we know about Harris’ views:

Harris took on the lead role of championing abortion rights for the administration after Roe v. Wade was overturned in June 2022. This past January, she started a “ reproductive freedoms tour ” to multiple states, including a stop in Minnesota thought to be the first by a sitting US president or vice president at an abortion clinic .

On abortion access, Harris embraced more progressive policies than Biden in the 2020 campaign, as a candidate criticizing his previous support for the Hyde Amendment , a measure that blocks federal funds from being used for most abortions.

Policy experts suggested that although Harris’ current policies on abortion and reproductive rights may not differ significantly from Biden’s, as a result of her national tour and her own focus on maternal health , she may be a stronger messenger.

High prices are a top concern for many Americans who are struggling to afford the cost of living after a spell of steep inflation. Many voters give Biden poor marks for his handling of the economy, and Harris may also face their wrath.

In her early campaign speeches, Harris has echoed many of the same themes as Biden, saying she wants to give Americans more opportunities to get ahead. She’s particularly concerned about making care – health care, child care, elder care and family leave – more affordable and available.

Harris promised at a late July rally to continue the Biden administration’s drive to eliminate so-called “junk fees” and to fully disclose all charges, such as for events, lodging and car rentals. In early August, the administration proposed a rule that would ban airlines from charging parents extra fees to have their kids sit next to them.

On day one, I will take on price gouging and bring down costs. We will ban more of those hidden fees and surprise late charges that banks and other companies use to pad their profits.”

Since becoming vice president, Harris has taken more moderate positions, but a look at her 2020 campaign promises reveals a more progressive bent than Biden.

As a senator and 2020 presidential candidate, Harris proposed providing middle-class and working families with a refundable tax credit of up to $6,000 a year (per couple) to help keep up with living expenses. Titled the LIFT the Middle Class Act, or Livable Incomes for Families Today, the measure would have cost at the time an estimated $3 trillion over 10 years.

Unlike a typical tax credit, the bill would allow taxpayers to receive the benefit – up to $500 – on a monthly basis so families don’t have to turn to payday loans with very high interest rates.

As a presidential candidate, Harris also advocated for raising the corporate income tax rate to 35%, where it was before the 2017 Tax Cuts and Jobs Act that Trump and congressional Republicans pushed through Congress reduced the rate to 21%. That’s higher than the 28% Biden has proposed.

Affordable housing was also on Harris’ radar. As a senator, she introduced the Rent Relief Act, which would establish a refundable tax credit for renters who annually spend more than 30% of their gross income on rent and utilities. The amount of the credit would range from 25% to 100% of the excess rent, depending on the renter’s income.

Harris called housing a human right and said in a 2019 news release on the bill that every American deserves to have basic security and dignity in their own home.

Consumer debt

Hefty debt loads, which weigh on people’s finances and hurt their ability to buy homes, get car loans or start small businesses, are also an area of interest to Harris.

As vice president, she has promoted the Biden administration’s initiatives on student debt, which have so far forgiven more than $168 billion for nearly 4.8 million borrowers . In mid-July, Harris said in a post on X that “nearly 950,000 public servants have benefitted” from student debt forgiveness, compared with only 7,000 when Biden was inaugurated.

A potential Harris administration could keep that momentum going – though some of Biden’s efforts have gotten tangled up in litigation, such as a program aimed at cutting monthly student loan payments for roughly 3 million borrowers enrolled in a repayment plan the administration implemented last year.

The vice president has also been a leader in the White House efforts to ban medical debt from credit reports, noting that those with medical debt are no less likely to repay a loan than those who don’t have unpaid medical bills.

In a late July statement praising North Carolina’s move to relieve the medical debt of about 2 million residents, Harris said that she is “committed to continuing to relieve the burden of medical debt and creating a future where every person has the opportunity to build wealth and thrive.”

Health care

Harris, who has had shifting stances on health care in the past, confirmed in late July through her campaign that she no longer supports a single-payer health care system .

During her 2020 campaign, Harris advocated for shifting the US to a government-backed health insurance system but stopped short of wanting to completely eliminate private insurance.

The measure called for transitioning to a Medicare-for-All-type system over 10 years but continuing to allow private insurance companies to offer Medicare plans.

The proposal would not have raised taxes on the middle class to pay for the coverage expansion. Instead, it would raise the needed funds by taxing Wall Street trades and transactions and changing the taxation of offshore corporate income.

When it comes to reducing drug costs, Harris previously proposed allowing the federal government to set “a fair price” for any drug sold at a cheaper price in any economically comparable country, including Canada, the United Kingdom, France, Japan or Australia. If manufacturers were found to be price gouging, the government could import their drugs from abroad or, in egregious cases, use its existing but never-used “march-in” authority to license a drug company’s patent to a rival that would produce the medication at a lower cost.

Harris has been a champion on climate and environmental justice for decades. As California’s attorney general, Harris sued big oil companies like BP and ConocoPhillips, and investigated Exxon Mobil for its role in climate change disinformation. While in the Senate, she sponsored the Green New Deal resolution.

During her 2020 campaign, she enthusiastically supported a ban on fracking — but a Harris campaign official said in late July that she no longer supports such a ban.

Fracking is the process of using liquid to free natural gas from rock formations – and the primary mode for extracting gas for energy in battleground Pennsylvania. During a September 2019 climate crisis town hall hosted by CNN, she said she would start “with what we can do on Day 1 around public lands.” She walked that back later when she became Biden’s running mate.

Biden has been the most pro-climate president in history, and climate advocates find Harris to be an exciting candidate in her own right. Democrats and climate activists are planning to campaign on the stark contrasts between Harris and Trump , who vowed to push America decisively back to fossil fuels, promising to unwind Biden’s climate and clean energy legacy and pull America out of its global climate commitments.

If elected, one of the biggest climate goals Harris would have to craft early in her administration is how much the US would reduce its climate pollution by 2035 – a requirement of the Paris climate agreement .

Immigration

Harris has quickly started trying to counter Trump’s attacks on her immigration record.

Her campaign released a video in late July citing Harris’ support for increasing the number of Border Patrol agents and Trump’s successful push to scuttle a bipartisan immigration deal that included some of the toughest border security measures in recent memory.

The vice president has changed her position on border control since her 2020 campaign, when she suggested that Democrats needed to “critically examine” the role of Immigration and Customs Enforcement, or ICE, after being asked whether she sided with those in the party arguing to abolish the department.

In June of this year, the White House announced a crackdown on asylum claims meant to continue reducing crossings at the US-Mexico border – a policy that Harris’ campaign manager, Julie Chavez Rodriguez, indicated in late July to CBS News would continue under a Harris administration.

Trump’s attacks stem from Biden having tasked Harris with overseeing diplomatic efforts in Central America in March 2021. While Harris focused on long-term fixes, the Department of Homeland Security remained responsible for overseeing border security.

She has only occasionally talked about her efforts as the situation along the US-Mexico border became a political vulnerability for Biden. But she put her own stamp on the administration’s efforts, engaging the private sector.

Harris pulled together the Partnership for Central America, which has acted as a liaison between companies and the US government. Her team and the partnership are closely coordinating on initiatives that have led to job creation in the region. Harris has also engaged directly with foreign leaders in the region.

Experts credit Harris’ ability to secure private-sector investments as her most visible action in the region to date but have cautioned about the long-term durability of those investments.

Israel-Hamas

The Israel-Hamas war is the most fraught foreign policy issue facing the country and has spurred a multitude of protests around the US since it began in October.

After meeting with Israeli Prime Minister Benjamin Netanyahu in late July, Harris gave a forceful and notable speech about the situation in Gaza.

We cannot look away in the face of these tragedies. We cannot allow ourselves to become numb to the suffering. And I will not be silent.”

Harris echoed Biden’s repeated comments about the “ironclad support” and “unwavering commitment” to Israel. The country has a right to defend itself, she said, while noting, “how it does so, matters.”

However, the empathy she expressed regarding the Palestinian plight and suffering was far more forceful than what Biden has said on the matter in recent months. Harris mentioned twice the “serious concern” she expressed to Netanyahu about the civilian deaths in Gaza, the humanitarian situation and destruction she called “catastrophic” and “devastating.”

She went on to describe “the images of dead children and desperate hungry people fleeing for safety, sometimes displaced for the second, third or fourth time.”

Harris emphasized the need to get the Israeli hostages back from Hamas captivity, naming the eight Israeli-American hostages – three of whom have been killed.

But when describing the ceasefire deal in the works, she didn’t highlight the hostage for prisoner exchange or aid to be let into Gaza. Instead, she singled out the fact that the deal stipulates the withdrawal by the Israeli military from populated areas in the first phase before withdrawing “entirely” from Gaza before “a permanent end to the hostilities.”

Harris didn’t preside over Netanyahu’s speech to Congress in late July, instead choosing to stick with a prescheduled trip to a sorority event in Indiana.

Harris is committed to supporting Ukraine in its fight against Russian aggression, having met with Ukrainian President Volodymyr Zelensky at least six times and announcing last month $1.5 billion for energy assistance, humanitarian needs and other aid for the war-torn country.

At the Munich Security Conference earlier this year, Harris said: “I will make clear President Joe Biden and I stand with Ukraine. In partnership with supportive, bipartisan majorities in both houses of the United States Congress, we will work to secure critical weapons and resources that Ukraine so badly needs. And let me be clear: The failure to do so would be a gift to Vladimir Putin.”

More broadly, NATO is central to our approach to global security. For President Biden and me, our sacred commitment to NATO remains ironclad. And I do believe, as I have said before, NATO is the greatest military alliance the world has ever known.”

Police funding

The Harris campaign has also walked back the “defund the police” sentiment that Harris voiced in 2020. What she meant is she supports being “tough and smart on crime,” Mitch Landrieu, national co-chair for the Harris campaign and former mayor of New Orleans, told CNN’s Pamela Brown in late July.

In the midst of nationwide 2020 protests sparked by George Floyd’s murder by a Minneapolis police officer, Harris voiced support for the “defund the police” movement, which argues for redirecting funds from law enforcement to social services. Throughout that summer, Harris supported the movement and called for demilitarizing police departments.

Democrats largely backed away from calls to defund the police after Republicans attempted to tie the movement to increases in crime during the 2022 midterm elections.

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The Strongest U.S. Healthcare Organizations Invest in Social Capital

• Thomas H. Lee
• Nell Buhlman

The value created when teams work well together is a self-sustaining resource built on mutual respect.

Social capital —the value gained when people work well together — is just as, if not more, important than human or financial capital. At a time, when financial and human capital are in short supply, it is critical that healthcare leaders focus on building social capital to improve performance and gain competitive advantage. This article explains what it takes to build social capital and how to measure it.

Being in the business of providing care means spending a lot of time thinking about the human element of the work. After all, people are at the heart of everything that matters most in healthcare — both those receiving care and those working to provide it. That’s human capital.

• Thomas H. Lee , MD, is the chief medical officer of PG Forsta, a leading provider of experience measurement, data analytics, and insights that help companies in complex industries better understand and better serve their stakeholders. He is a practicing internist and a professor (part time) of medicine at Harvard Medical School and a professor of health policy and management at the Harvard T.H. Chan School of Public Health.
• Nell Buhlman is the chief administrative officer and head of strategy at PG Forsta, a leading provider of experience measurement, data analytics, and insights that help companies in complex industries better understand and better serve their stakeholders. She is also a member of Lifepoint Health’s board of directors.

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