is the best example of critical thinking

41+ Critical Thinking Examples (Definition + Practices)

Critical thinking is an essential skill in our information-overloaded world, where figuring out what is fact and fiction has become increasingly challenging.

But why is critical thinking essential? Put, critical thinking empowers us to make better decisions, challenge and validate our beliefs and assumptions, and understand and interact with the world more effectively and meaningfully.

Critical thinking is like using your brain's "superpowers" to make smart choices. Whether it's picking the right insurance, deciding what to do in a job, or discussing topics in school, thinking deeply helps a lot. In the next parts, we'll share real-life examples of when this superpower comes in handy and give you some fun exercises to practice it.

Critical Thinking Process Outline

Critical thinking means thinking clearly and fairly without letting personal feelings get in the way. It's like being a detective, trying to solve a mystery by using clues and thinking hard about them.

It isn't always easy to think critically, as it can take a pretty smart person to see some of the questions that aren't being answered in a certain situation. But, we can train our brains to think more like puzzle solvers, which can help develop our critical thinking skills.

Here's what it looks like step by step:

Spotting the Problem: It's like discovering a puzzle to solve. You see that there's something you need to figure out or decide.

Collecting Clues: Now, you need to gather information. Maybe you read about it, watch a video, talk to people, or do some research. It's like getting all the pieces to solve your puzzle.

Breaking It Down: This is where you look at all your clues and try to see how they fit together. You're asking questions like: Why did this happen? What could happen next?

Checking Your Clues: You want to make sure your information is good. This means seeing if what you found out is true and if you can trust where it came from.

Making a Guess: After looking at all your clues, you think about what they mean and come up with an answer. This answer is like your best guess based on what you know.

Explaining Your Thoughts: Now, you tell others how you solved the puzzle. You explain how you thought about it and how you answered. 

Checking Your Work: This is like looking back and seeing if you missed anything. Did you make any mistakes? Did you let any personal feelings get in the way? This step helps make sure your thinking is clear and fair.

And remember, you might sometimes need to go back and redo some steps if you discover something new. If you realize you missed an important clue, you might have to go back and collect more information.

Critical Thinking Methods

Just like doing push-ups or running helps our bodies get stronger, there are special exercises that help our brains think better. These brain workouts push us to think harder, look at things closely, and ask many questions.

It's not always about finding the "right" answer. Instead, it's about the journey of thinking and asking "why" or "how." Doing these exercises often helps us become better thinkers and makes us curious to know more about the world.

Now, let's look at some brain workouts to help us think better:

1. "What If" Scenarios

Imagine crazy things happening, like, "What if there was no internet for a month? What would we do?" These games help us think of new and different ideas.

Pick a hot topic. Argue one side of it and then try arguing the opposite. This makes us see different viewpoints and think deeply about a topic.

3. Analyze Visual Data

Check out charts or pictures with lots of numbers and info but no explanations. What story are they telling? This helps us get better at understanding information just by looking at it.

4. Mind Mapping

Write an idea in the center and then draw lines to related ideas. It's like making a map of your thoughts. This helps us see how everything is connected.

There's lots of mind-mapping software , but it's also nice to do this by hand.

5. Weekly Diary

Every week, write about what happened, the choices you made, and what you learned. Writing helps us think about our actions and how we can do better.

6. Evaluating Information Sources

Collect stories or articles about one topic from newspapers or blogs. Which ones are trustworthy? Which ones might be a little biased? This teaches us to be smart about where we get our info.

There are many resources to help you determine if information sources are factual or not.

7. Socratic Questioning

This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic. You can do this by yourself or chat with a friend.

Start with a Big Question:

"What does 'success' mean?"

Dive Deeper with More Questions:

"Why do you think of success that way?" "Do TV shows, friends, or family make you think that?" "Does everyone think about success the same way?"

"Can someone be a winner even if they aren't rich or famous?" "Can someone feel like they didn't succeed, even if everyone else thinks they did?"

Look for Real-life Examples:

"Who is someone you think is successful? Why?" "Was there a time you felt like a winner? What happened?"

Think About Other People's Views:

"How might a person from another country think about success?" "Does the idea of success change as we grow up or as our life changes?"

Think About What It Means:

"How does your idea of success shape what you want in life?" "Are there problems with only wanting to be rich or famous?"

Look Back and Think:

"After talking about this, did your idea of success change? How?" "Did you learn something new about what success means?"

8. Six Thinking Hats 

Edward de Bono came up with a cool way to solve problems by thinking in six different ways, like wearing different colored hats. You can do this independently, but it might be more effective in a group so everyone can have a different hat color. Each color has its way of thinking:

White Hat (Facts): Just the facts! Ask, "What do we know? What do we need to find out?"

Red Hat (Feelings): Talk about feelings. Ask, "How do I feel about this?"

Black Hat (Careful Thinking): Be cautious. Ask, "What could go wrong?"

Yellow Hat (Positive Thinking): Look on the bright side. Ask, "What's good about this?"

Green Hat (Creative Thinking): Think of new ideas. Ask, "What's another way to look at this?"

Blue Hat (Planning): Organize the talk. Ask, "What should we do next?"

When using this method with a group:

• Explain all the hats.
• Decide which hat to wear first.
• Make sure everyone switches hats at the same time.
• Finish with the Blue Hat to plan the next steps.

9. SWOT Analysis

SWOT Analysis is like a game plan for businesses to know where they stand and where they should go. "SWOT" stands for Strengths, Weaknesses, Opportunities, and Threats.

There are a lot of SWOT templates out there for how to do this visually, but you can also think it through. It doesn't just apply to businesses but can be a good way to decide if a project you're working on is working.

Strengths: What's working well? Ask, "What are we good at?"

Weaknesses: Where can we do better? Ask, "Where can we improve?"

Opportunities: What good things might come our way? Ask, "What chances can we grab?"

Threats: What challenges might we face? Ask, "What might make things tough for us?"

Steps to do a SWOT Analysis:

• Goal: Decide what you want to find out.
• Research: Learn about your business and the world around it.
• Brainstorm: Get a group and think together. Talk about strengths, weaknesses, opportunities, and threats.
• Pick the Most Important Points: Some things might be more urgent or important than others.
• Make a Plan: Decide what to do based on your SWOT list.
• Check Again Later: Things change, so look at your SWOT again after a while to update it.

Now that you have a few tools for thinking critically, let’s get into some specific examples.

Everyday Examples

Life is a series of decisions. From the moment we wake up, we're faced with choices – some trivial, like choosing a breakfast cereal, and some more significant, like buying a home or confronting an ethical dilemma at work. While it might seem that these decisions are disparate, they all benefit from the application of critical thinking.

10. Deciding to buy something

Imagine you want a new phone. Don't just buy it because the ad looks cool. Think about what you need in a phone. Look up different phones and see what people say about them. Choose the one that's the best deal for what you want.

11. Deciding what is true

There's a lot of news everywhere. Don't believe everything right away. Think about why someone might be telling you this. Check if what you're reading or watching is true. Make up your mind after you've looked into it.

12. Deciding when you’re wrong

Sometimes, friends can have disagreements. Don't just get mad right away. Try to see where they're coming from. Talk about what's going on. Find a way to fix the problem that's fair for everyone.

13. Deciding what to eat

There's always a new diet or exercise that's popular. Don't just follow it because it's trendy. Find out if it's good for you. Ask someone who knows, like a doctor. Make choices that make you feel good and stay healthy.

14. Deciding what to do today

Everyone is busy with school, chores, and hobbies. Make a list of things you need to do. Decide which ones are most important. Plan your day so you can get things done and still have fun.

15. Making Tough Choices

Sometimes, it's hard to know what's right. Think about how each choice will affect you and others. Talk to people you trust about it. Choose what feels right in your heart and is fair to others.

16. Planning for the Future

Big decisions, like where to go to school, can be tricky. Think about what you want in the future. Look at the good and bad of each choice. Talk to people who know about it. Pick what feels best for your dreams and goals.

Job Examples

17. solving problems.

Workers brainstorm ways to fix a machine quickly without making things worse when a machine breaks at a factory.

18. Decision Making

A store manager decides which products to order more of based on what's selling best.

19. Setting Goals

A team leader helps their team decide what tasks are most important to finish this month and which can wait.

20. Evaluating Ideas

At a team meeting, everyone shares ideas for a new project. The group discusses each idea's pros and cons before picking one.

21. Handling Conflict

Two workers disagree on how to do a job. Instead of arguing, they talk calmly, listen to each other, and find a solution they both like.

22. Improving Processes

A cashier thinks of a faster way to ring up items so customers don't have to wait as long.

23. Asking Questions

Before starting a big task, an employee asks for clear instructions and checks if they have the necessary tools.

24. Checking Facts

Before presenting a report, someone double-checks all their information to make sure there are no mistakes.

25. Planning for the Future

A business owner thinks about what might happen in the next few years, like new competitors or changes in what customers want, and makes plans based on those thoughts.

26. Understanding Perspectives

A team is designing a new toy. They think about what kids and parents would both like instead of just what they think is fun.

School Examples

27. researching a topic.

For a history project, a student looks up different sources to understand an event from multiple viewpoints.

28. Debating an Issue

In a class discussion, students pick sides on a topic, like school uniforms, and share reasons to support their views.

29. Evaluating Sources

While writing an essay, a student checks if the information from a website is trustworthy or might be biased.

30. Problem Solving in Math

When stuck on a tricky math problem, a student tries different methods to find the answer instead of giving up.

31. Analyzing Literature

In English class, students discuss why a character in a book made certain choices and what those decisions reveal about them.

32. Testing a Hypothesis

For a science experiment, students guess what will happen and then conduct tests to see if they're right or wrong.

33. Giving Peer Feedback

After reading a classmate's essay, a student offers suggestions for improving it.

34. Questioning Assumptions

In a geography lesson, students consider why certain countries are called "developed" and what that label means.

35. Designing a Study

For a psychology project, students plan an experiment to understand how people's memories work and think of ways to ensure accurate results.

36. Interpreting Data

In a science class, students look at charts and graphs from a study, then discuss what the information tells them and if there are any patterns.

Critical Thinking Puzzles

Not all scenarios will have a single correct answer that can be figured out by thinking critically. Sometimes we have to think critically about ethical choices or moral behaviors. 

Here are some mind games and scenarios you can solve using critical thinking. You can see the solution(s) at the end of the post.

37. The Farmer, Fox, Chicken, and Grain Problem

A farmer is at a riverbank with a fox, a chicken, and a grain bag. He needs to get all three items across the river. However, his boat can only carry himself and one of the three items at a time. 

Here's the challenge:

• If the fox is left alone with the chicken, the fox will eat the chicken.
• If the chicken is left alone with the grain, the chicken will eat the grain.

How can the farmer get all three items across the river without any item being eaten? 

38. The Rope, Jar, and Pebbles Problem

You are in a room with two long ropes hanging from the ceiling. Each rope is just out of arm's reach from the other, so you can't hold onto one rope and reach the other simultaneously. 

Your task is to tie the two rope ends together, but you can't move the position where they hang from the ceiling.

You are given a jar full of pebbles. How do you complete the task?

39. The Two Guards Problem

Imagine there are two doors. One door leads to certain doom, and the other leads to freedom. You don't know which is which.

In front of each door stands a guard. One guard always tells the truth. The other guard always lies. You don't know which guard is which.

You can ask only one question to one of the guards. What question should you ask to find the door that leads to freedom?

40. The Hourglass Problem

You have two hourglasses. One measures 7 minutes when turned over, and the other measures 4 minutes. Using just these hourglasses, how can you time exactly 9 minutes?

41. The Lifeboat Dilemma

Imagine you're on a ship that's sinking. You get on a lifeboat, but it's already too full and might flip over. 

Nearby in the water, five people are struggling: a scientist close to finding a cure for a sickness, an old couple who've been together for a long time, a mom with three kids waiting at home, and a tired teenager who helped save others but is now in danger. 

You can only save one person without making the boat flip. Who would you choose?

42. The Tech Dilemma

You work at a tech company and help make a computer program to help small businesses. You're almost ready to share it with everyone, but you find out there might be a small chance it has a problem that could show users' private info. 

If you decide to fix it, you must wait two more months before sharing it. But your bosses want you to share it now. What would you do?

43. The History Mystery

Dr. Amelia is a history expert. She's studying where a group of people traveled long ago. She reads old letters and documents to learn about it. But she finds some letters that tell a different story than what most people believe. 

If she says this new story is true, it could change what people learn in school and what they think about history. What should she do?

The Role of Bias in Critical Thinking

Have you ever decided you don’t like someone before you even know them? Or maybe someone shared an idea with you that you immediately loved without even knowing all the details. 

This experience is called bias, which occurs when you like or dislike something or someone without a good reason or knowing why. It can also take shape in certain reactions to situations, like a habit or instinct. 

Bias comes from our own experiences, what friends or family tell us, or even things we are born believing. Sometimes, bias can help us stay safe, but other times it stops us from seeing the truth.

Not all bias is bad. Bias can be a mechanism for assessing our potential safety in a new situation. If we are biased to think that anything long, thin, and curled up is a snake, we might assume the rope is something to be afraid of before we know it is just a rope.

While bias might serve us in some situations (like jumping out of the way of an actual snake before we have time to process that we need to be jumping out of the way), it often harms our ability to think critically.

How Bias Gets in the Way of Good Thinking

Selective Perception: We only notice things that match our ideas and ignore the rest. 

It's like only picking red candies from a mixed bowl because you think they taste the best, but they taste the same as every other candy in the bowl. It could also be when we see all the signs that our partner is cheating on us but choose to ignore them because we are happy the way we are (or at least, we think we are).

Agreeing with Yourself: This is called “ confirmation bias ” when we only listen to ideas that match our own and seek, interpret, and remember information in a way that confirms what we already think we know or believe. 

An example is when someone wants to know if it is safe to vaccinate their children but already believes that vaccines are not safe, so they only look for information supporting the idea that vaccines are bad.

Thinking We Know It All: Similar to confirmation bias, this is called “overconfidence bias.” Sometimes we think our ideas are the best and don't listen to others. This can stop us from learning.

Have you ever met someone who you consider a “know it”? Probably, they have a lot of overconfidence bias because while they may know many things accurately, they can’t know everything. Still, if they act like they do, they show overconfidence bias.

There's a weird kind of bias similar to this called the Dunning Kruger Effect, and that is when someone is bad at what they do, but they believe and act like they are the best .

Following the Crowd: This is formally called “groupthink”. It's hard to speak up with a different idea if everyone agrees. But this can lead to mistakes.

An example of this we’ve all likely seen is the cool clique in primary school. There is usually one person that is the head of the group, the “coolest kid in school”, and everyone listens to them and does what they want, even if they don’t think it’s a good idea.

How to Overcome Biases

Here are a few ways to learn to think better, free from our biases (or at least aware of them!).

Know Your Biases: Realize that everyone has biases. If we know about them, we can think better.

Listen to Different People: Talking to different kinds of people can give us new ideas.

Ask Why: Always ask yourself why you believe something. Is it true, or is it just a bias?

Understand Others: Try to think about how others feel. It helps you see things in new ways.

Keep Learning: Always be curious and open to new information.

In today's world, everything changes fast, and there's so much information everywhere. This makes critical thinking super important. It helps us distinguish between what's real and what's made up. It also helps us make good choices. But thinking this way can be tough sometimes because of biases. These are like sneaky thoughts that can trick us. The good news is we can learn to see them and think better.

There are cool tools and ways we've talked about, like the "Socratic Questioning" method and the "Six Thinking Hats." These tools help us get better at thinking. These thinking skills can also help us in school, work, and everyday life.

We’ve also looked at specific scenarios where critical thinking would be helpful, such as deciding what diet to follow and checking facts.

Thinking isn't just a skill—it's a special talent we improve over time. Working on it lets us see things more clearly and understand the world better. So, keep practicing and asking questions! It'll make you a smarter thinker and help you see the world differently.

Critical Thinking Puzzles (Solutions)

The farmer, fox, chicken, and grain problem.

• The farmer first takes the chicken across the river and leaves it on the other side.
• He returns to the original side and takes the fox across the river.
• After leaving the fox on the other side, he returns the chicken to the starting side.
• He leaves the chicken on the starting side and takes the grain bag across the river.
• He leaves the grain with the fox on the other side and returns to get the chicken.
• The farmer takes the chicken across, and now all three items -- the fox, the chicken, and the grain -- are safely on the other side of the river.

The Rope, Jar, and Pebbles Problem

• Take one rope and tie the jar of pebbles to its end.
• Swing the rope with the jar in a pendulum motion.
• While the rope is swinging, grab the other rope and wait.
• As the swinging rope comes back within reach due to its pendulum motion, grab it.
• With both ropes within reach, untie the jar and tie the rope ends together.

The Two Guards Problem

The question is, "What would the other guard say is the door to doom?" Then choose the opposite door.

The Hourglass Problem

• Start both hourglasses. 
• When the 4-minute hourglass runs out, turn it over.
• When the 7-minute hourglass runs out, the 4-minute hourglass will have been running for 3 minutes. Turn the 7-minute hourglass over. 
• When the 4-minute hourglass runs out for the second time (a total of 8 minutes have passed), the 7-minute hourglass will run for 1 minute. Turn the 7-minute hourglass again for 1 minute to empty the hourglass (a total of 9 minutes passed).

The Boat and Weights Problem

Take the cat over first and leave it on the other side. Then, return and take the fish across next. When you get there, take the cat back with you. Leave the cat on the starting side and take the cat food across. Lastly, return to get the cat and bring it to the other side.

The Lifeboat Dilemma

There isn’t one correct answer to this problem. Here are some elements to consider:

• Moral Principles: What values guide your decision? Is it the potential greater good for humanity (the scientist)? What is the value of long-standing love and commitment (the elderly couple)? What is the future of young children who depend on their mothers? Or the selfless bravery of the teenager?
• Future Implications: Consider the future consequences of each choice. Saving the scientist might benefit millions in the future, but what moral message does it send about the value of individual lives?
• Emotional vs. Logical Thinking: While it's essential to engage empathy, it's also crucial not to let emotions cloud judgment entirely. For instance, while the teenager's bravery is commendable, does it make him more deserving of a spot on the boat than the others?
• Acknowledging Uncertainty: The scientist claims to be close to a significant breakthrough, but there's no certainty. How does this uncertainty factor into your decision?
• Personal Bias: Recognize and challenge any personal biases, such as biases towards age, profession, or familial status.

The Tech Dilemma

Again, there isn’t one correct answer to this problem. Here are some elements to consider:

• Evaluate the Risk: How severe is the potential vulnerability? Can it be easily exploited, or would it require significant expertise? Even if the circumstances are rare, what would be the consequences if the vulnerability were exploited?
• Stakeholder Considerations: Different stakeholders will have different priorities. Upper management might prioritize financial projections, the marketing team might be concerned about the product's reputation, and customers might prioritize the security of their data. How do you balance these competing interests?
• Short-Term vs. Long-Term Implications: While launching on time could meet immediate financial goals, consider the potential long-term damage to the company's reputation if the vulnerability is exploited. Would the short-term gains be worth the potential long-term costs?
• Ethical Implications : Beyond the financial and reputational aspects, there's an ethical dimension to consider. Is it right to release a product with a known vulnerability, even if the chances of it being exploited are low?
• Seek External Input: Consulting with cybersecurity experts outside your company might be beneficial. They could provide a more objective risk assessment and potential mitigation strategies.
• Communication: How will you communicate the decision, whatever it may be, both internally to your team and upper management and externally to your customers and potential users?

The History Mystery

Dr. Amelia should take the following steps:

• Verify the Letters: Before making any claims, she should check if the letters are actual and not fake. She can do this by seeing when and where they were written and if they match with other things from that time.
• Get a Second Opinion: It's always good to have someone else look at what you've found. Dr. Amelia could show the letters to other history experts and see their thoughts.
• Research More: Maybe there are more documents or letters out there that support this new story. Dr. Amelia should keep looking to see if she can find more evidence.
• Share the Findings: If Dr. Amelia believes the letters are true after all her checks, she should tell others. This can be through books, talks, or articles.
• Stay Open to Feedback: Some people might agree with Dr. Amelia, and others might not. She should listen to everyone and be ready to learn more or change her mind if new information arises.

Ultimately, Dr. Amelia's job is to find out the truth about history and share it. It's okay if this new truth differs from what people used to believe. History is about learning from the past, no matter the story.

Related posts:

• Experimenter Bias (Definition + Examples)
• Hasty Generalization Fallacy (31 Examples + Similar Names)
• Ad Hoc Fallacy (29 Examples + Other Names)
• Confirmation Bias (Examples + Definition)
• Equivocation Fallacy (26 Examples + Description)

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• 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.

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

 Plagiarism

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

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

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

Critical thinking skills include the ability to:

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

Ask questions such as:

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

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

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

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

Being information literate means that you:

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

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

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

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

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Critical Thinking Definition, Skills, and Examples

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Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings.

Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful details to solve problems or make decisions. These skills are especially helpful at school and in the workplace, where employers prioritize the ability to think critically. Find out why and see how you can demonstrate that you have this ability.

Examples of Critical Thinking

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

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

Why Do Employers Value Critical Thinking Skills?

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

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

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

How to Demonstrate Critical Thinking in a Job Search

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

Add Keywords to Your Resume

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

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

Mention Skills in Your Cover Letter

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

Show the Interviewer Your Skills

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

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

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

Top Critical Thinking Skills

Keep these in-demand skills in mind as you refine your critical thinking practice —whether for work or school.

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

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

Communication

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

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

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

• Flexibility
• Conceptualization
• Imagination
• Drawing Connections
• Synthesizing

Open-Mindedness

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

• Objectivity
• Observation

Problem-Solving

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

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

More Critical Thinking Skills

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

Key Takeaways

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

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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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• The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities , by Robert H. Ennis

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25 Critical Thinking Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

Critical thinking is the ability to analyze information and make reasoned decisions. It involves suspended judgment, open-mindedness, and clarity of thought.

It involves considering different viewpoints and weighing evidence carefully. It is essential for solving complex problems and making good decisions.

People who think critically are able to see the world in a more nuanced way and understand the interconnectedness of things. They are also better able to adapt to change and handle uncertainty.

In today’s fast-paced world, the ability to think critically is more important than ever and necessary for students and employees alike.

Critical Thinking Examples

1. identifying strengths and weaknesses.

Critical thinkers don’t just take things at face value. They stand back and contemplate the potential strengths and weaknesses of something and then make a decision after contemplation.

This helps you to avoid excessive bias and identify possible problems ahead of time.

For example, a boxer about to get in the ring will likely need to evaluate the strengths and weaknesses of his opponent. He might learn that his opponent’s left hook is very strong, but his opponent also gets tired after the third round. With this knowledge, he can go into the bout with strong defenses in the first three rounds before going on the offense.

Here, the boxer’s critical thinking skills will help him win his match.

2. Creating a Hypothesis based on Limited Data

When scientists set out to test a new theory, they first need to develop a hypothesis. This is an educated guess about how things work, based on what is already known.

Once a hypothesis has been developed, experiments can be designed to test it.

However, sometimes scientists may find themselves working with limited data. In such cases, they may need to make some assumptions in order to form a hypothesis.

For example, if they are studying a phenomenon that occurs infrequently, they may need to extrapolate from the data they do have in order to form a hypothesis.

Here, the scientist is engaged in critical thinking: they use the limited data to come up with a tentative judgment.

3. Moderating a Debate

A debate moderator needs to have strong critical thinking skills. They need to use objective evaluations, analysis, and critique to keep the discussion on track and ensure that all sides are heard fairly.

This means being able to identify when a point has been made sufficiently, or when someone is beginning to veer off topic and being able to direct the conversation accordingly.

Similarly, they need to be able to assess each argument objectively and consider its merits, rather than getting caught up in the emotion of the debate. If someone is using an unfair point or one that is not factual, the moderator needs to be switched on and identify this.

By remaining calm and impartial, the moderator can help to ensure that a debate is productive and respectful.

4. Judging and Adjudicating

A judge or adjudicator needs to weigh the evidence and make a determination based on the facts.

This requires the adjudicator to be able to try to see both sides of an argument. They need the ability to see past personal biases and to critically evaluate the credibility of all sides.

In addition, judges and adjudicators must be able to think quickly and make sound decisions in the face of complex issues.

For example, if you were to be adjudicating the above debate, you need to hear both sides of the argument and then decide who won. It’s your job to evaluate, see strengths and weaknesses in arguments, and come to a conclusion.

5. Grading an Essay

Teachers need critical thinking skills when grading essays so that they can effectively assess the quality of the writing. By critically analyzing the essay, teachers can identify any errors or weaknesses in the argument.

Furthermore, they can also determine whether the essay meets the required standards for the assignment. Even a very well-written essay may deserve a lower grade if the essay doesn’t directly answer the essay question.

A teacher needs to be able to read an essay and understand not only what the student is trying to say, but also how well they are making their argument. Are they using evidence effectively? Are they drawing valid conclusions? A teacher needs to be able to evaluate an essay holistically in order to give a fair grade.

In order to properly evaluate an essay, teachers need to be able to think critically about the writing. Only then can they provide an accurate assessment of the work.

6. Active Reading

Active reading is a skill that requires the reader to be engaged with the text in order to fully understand it. This means not only being able to read the words on the page, but also being able to interpret the meaning behind them.

In order to do this, active readers need to have good critical thinking skills.

They need to be able to ask questions about the text and look for evidence to support their answers. Additionally, active readers need to be able to make connections between the text and their own experiences.

Active reading leads to better comprehension and retention of information.

7. Deciding Whether or Not to Believe Something

When trying to determine whether or not to believe something, you’re engaging in critical thinking.

For example, you might need to consider the source of the information. If the information comes from a reliable source, such as a reputable news organization or a trusted friend, then it is more likely to be accurate.

However, if the source is less reliable, such as an anonymous website or a person with a known bias, then the information should be viewed with more skepticism.

In addition, it is important to consider the evidence that is being presented. If the evidence is well-supported and logically presented, then it is more likely to be true. However, if the evidence is weak or relies on fallacious reasoning, then the claim is less likely to be true.

8. Determining the Best Solution to a Situation

Determining the best solution to a problem generally requires you to critique the different options. There are often many different factors to consider, and it can be difficult to know where to start.

However, there are some general guidelines that can help to make the process a little easier.

For example, if you have a few possible solutions to the problem, it is important to weigh the pros and cons of each one. Consider both the short-term and long-term effects of each option before making a decision.

Furthermore, it is important to be aware of your own biases. Be sure to consider all of the options objectively, without letting your personal preferences get in the way.

9. Giving Formative Feedback

Formative feedback is feedback that you give to someone part-way through a learning experience. To do this, you need to think critically.

For example, one thing you need to do is see where the student’s strengths and weaknesses like. Perhaps the student is doing extremely well at a task, so your feedback might be that they should try to extend themselves by adding more complexity to the task.

Or, perhaps the student is struggling, so you suggest to them that they approach the learning experience from a different angle.

10. Giving Summative Feedback

Summative feedback occurs at the end of a learning scenario. For example, the written feedback at the end of an essay or on a report card is summative.

When providing summative feedback, it is important to take a step back and consider the situation from multiple perspectives. What are areas for improvement and where exactly might the student have missed some key points? How could the student have done better?

Asking yourself these questions is all part of the process of giving feedback, and they can all be considered examples of critical thinking. You’re literally critiquing the student’s work and identifying opportunities for improvement.

11. Evaluating Evidence

When evaluating evidence, critical thinkers take a step back and look at the bigger picture. They consider all of the available information and weigh it up. They look at logical flaws, the reliability of the evidence, and its validity.

This process allows them to arrive at a conclusion that is based on sound reasoning, rather than emotion or personal bias.

For example, when a social scientist looks at the evidence from his study, he needs to evaluate whether the data was corrupted and ensure the methodology was sound in order to determine if the evidence is valuable or not.

12. Media Literacy

Media literacy seems to be in short supply these days. Too many people take information off the internet or television and just assume it is true.

A person with media literacy, however, will not just trust what they see and read. Instead, they look at the data and weigh up the evidence. They will see if there was a sound study to back up claims. They will see if there is bias in the media source and whether it’s just following an ideological line.

Furthermore, they will make sure they seek out trustworthy media sources. These are not just media sources you like or that confirm your own point of view. They need to be sources that do their own research, find solid data, and don’t pursue one blind agenda.

13. Asking your Own Questions

Asking your own questions is an important part of critical thinking. When you ask questions, you are forcing yourself to think more deeply about the information you are considering.

Asking questions also allows you to gather more information from others who may have different perspectives.

This helps you to better understand the issue and to come up with your own conclusions.

So, often at schools, we give students a list of questions to ask about something in order to dig deeper into it. For example, in a book review lesson, the teacher might give a list of questions to ask about the book’s characters and plot.

14. Conducting Rigorous Research

Research is a process of inquiry that encompasses the gathering of data, interpretation of findings, and communication of results. The researcher needs to engage in critical thinking throughout the process, but most importantly, when designing their methodology.

Research can be done through a variety of methods, such as experiments, surveys, interviews, and observations. Each method has strengths and weaknesses.

Once the data has been collected, it must be analyzed and interpreted. This is often done through statistical methods or qualitative analysis.

Research is an essential tool for discovering new knowledge and for solving problems, but researchers need to think critically about how valid and reliable their data truly is.

15. Examining your own Beliefs and Prejudices

It’s important to examine your own beliefs and prejudices in order to ensure that they are fair and accurate. People who don’t examine their own beliefs have not truly critically examined their lives.

One way to do this is to take the time to consider why you believe what you do. What experiences have you had that have led you to this belief? Are there other ways to interpret these experiences? It’s also important to be aware of the potential for confirmation bias , which is when we seek out information that confirms our existing beliefs, while ignoring information that contradicts them.

This can lead us to hold onto inaccurate or unfair beliefs even when presented with evidence to the contrary.

To avoid this, it’s important to seek out diverse perspectives, and to be open-minded when considering new information. By taking these steps, you can help ensure that your beliefs are fair and accurate.

16. Looking at a Situation from Multiple Perspectives

One of the most important critical thinking skills that you can learn in life is how to look at a situation from multiple perspectives.

Being able to see things from different angles can help you to understand complex issues, spot potential problems, and find creative solutions. It can also help you to build better relationships, as you will be able to see where others are coming from and find common ground.

There are a few simple techniques that you can use to develop this skill.

First, try to imagine how someone else would feel in the same situation.

Second, put yourself in their shoes and try to see things from their point of view.

Finally, ask yourself what other factors may be influencing their perspective. By taking the time to view things from multiple angles, you will be better prepared to deal with whatever life throws your way.

17. Considering Implications before Taking Action

When faced with a difficult decision, it is important to consider the implications of each possible action before settling on a course of action.

This is because the consequences of our actions can be far-reaching and often unforeseen.

For example, a seemingly small decision like whether to attend a party or not might have much larger implications. If we decide to go to the party, we might miss an important deadline at work.

However, if we stay home, we might miss out on an opportunity to meet new people and make valuable connections.

In either case, our choice can have a significant impact on our lives.

Fortunately, critical thinking can help people to make well-informed decisions that could have a positive impact on their lives.

For example, you might have to weight up the pros and cons of attending the party and identify potential downsides, like whether you might be in a car with an impaired driver, and whether the party is really worth losing your job.

Having weighed up the potential outcomes, you can make a more rational and informed decision.

18. Reflective Practice

Reflecting on your actions is an important part of critical thinking. When you take the time to reflect, you are able to step back and examine your choices and their consequences more objectively.

This allows you to learn from your mistakes and make better decisions in the future.

In order to reflect effectively, it is important to be honest with yourself and open to learning new things. You must also be willing to question your own beliefs and assumptions. By taking these steps, you can develop the critical thinking skills that are essential for making sound decisions next time.

This will also, fortunately, help you to constantly improve upon yourself.

19. Problem-Solving

Problem-solving requires the ability to think critically in order to accurately assess a situation and determine the best course of action.

This means being able to identify the root cause of a problem , as well as any potential obstacles that may stand in the way of a solution. It also involves breaking down a problem into smaller, more manageable pieces in order to more easily find a workable solution.

In addition, critical thinking skills also require the ability to think creatively in order to come up with original solutions to these problems.

Go Deeper: Problem-Solving Examples

20. Brainstorming New Solutions

When brainstorming new solutions , critical thinking skills are essential in order to generate fresh ideas and identify potential issues.

For example, the ability to identify the problems with the last solution you tried is important in order to come up with better solutions this time. Similarly, analytical thinking is necessary in order to evaluate the feasibility of each idea. Furthermore, it is also necessary to consider different perspectives and adapt to changing circumstances.

By utilizing all of these critical thinking skills, it will be possible to develop innovative solutions that are both practical and effective.

21. Reserving Judgment

A key part of critical thinking is reserving judgment. This means that we should not rush to conclusions, but instead take the time to consider all the evidence before making up our minds.

By reserving judgment, we can avoid making premature decisions that we might later regret. We can also avoid falling victim to confirmation bias, which is the tendency to only pay attention to information that supports our existing beliefs.

Instead, by keeping an open mind and considering all the evidence, we can make better decisions and reach more accurate conclusions.

22. Identifying Deceit

Critical thinking is an important skill to have in any situation, but it is especially important when trying to identify deceit.

There are a few key things to look for when using critical thinking to identify deceit.

First, pay attention to the person’s body language. Second, listen closely to what the person is saying and look for any inconsistencies. Finally, try to get a sense of the person’s motive – why would they want to deceive you?

Each of these questions helps you to not just take things at their face value. Instead, you’re critiquing the situation and coming to a conclusion using all of your intellect and senses, rather than just believing what you’re told.

23. Being Open-Minded to New Evidence that Contradicts your Beliefs

People with critical thinking skills are more open-minded because they are willing to consider different points of view and evidence.

They also realize that their own beliefs may be wrong and are willing to change their minds if new information is presented.

Similarly, people who are not critical thinkers tend to be close-minded because they fail to critique themselves and challenge their own mindset. This can lead to conflicts, as closed-minded people are not willing to budge on their beliefs even when presented with contradictory evidence.

Critical thinkers, on the other hand, are able to have more productive conversations as they are willing to listen to others and consider different viewpoints. Ultimately, being open-minded and willing to change one’s mind is a sign of intelligence and maturity.

24. Accounting for Bias

We all have biases, based on our individual experiences, perspectives, and beliefs. These can lead us to see the world in a certain way and to interpret information in a way that supports our existing views.

However, if we want to truly understand an issue, it is important to try to put aside our personal biases and look at the evidence objectively.

This is where critical thinking skills come in.

By using critical thinking, we can examine the evidence dispassionately and assess different arguments without letting our own prejudices get in the way. Start by looking at weaknesses and logical flaws in your own thinking.

Play the devil’s advocate.

In this way, you can start to get a more accurate picture of an issue and make more informed decisions.

25. Basing your Beliefs on Logic and Reasoning

In order to lead a successful and fulfilling life, it is important to base your beliefs on logic and reasoning.

This does not mean that you should never believe in something without evidence, but it does mean that you should be thoughtful and intentional about the things that you choose to believe.

One way to ensure that your beliefs are based on logic and reasoning is to seek out reliable sources of information. Another method is to use thought games to follow all your thoughts to their logical conclusions.

By basing your beliefs on logic and reasoning, you will be more likely to make sound decisions, and less likely to be swayed by emotions or misinformation.

Critical thinking is an important skill for anyone who wants to be successful in the modern world. It allows us to evaluate information and make reasoned decisions, rather than simply accepting things at face value. 

Thus, employers often want to employ people with strong critical thinking skills. These employees will be able to solve problems by themselves and identify ways to improve the workplace. They will be able to push back against bad decisions and use their own minds to make good decisions.

Furthermore, critical thinking skills are important for students. This is because they need to be able to evaluate information and think through problems with a critical mindset in order to learn and improve.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Word Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Outdoor Games for Kids
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 50 Incentives to Give to Students

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What Are Critical Thinking Skills? (Example List Included)

Mike Simpson 0 Comments

By Mike Simpson

Ah, critical thinking skills. As a candidate, it’s vital to understand that pretty much all employers are on the hunt for job seekers with critical thinking skills. Why? Because it’s universally helpful on the job.

When employees know how to think critically, they are more effective in their positions. They’ll be more productive and self-sufficient. In the eyes of employers, that matters a ton.

But what are critical thinking skills exactly? And, if you don’t have them, what can you do to improve your ability to think critically?

If you’re asking yourself questions like those, you’re in luck. After all, you’re here, and we’re about to tell you all about the characteristics of critical thinking and how to get better at it. So, if you’re ready to dig in, here’s what you need to know.

What Are Critical Thinking Skills?

If we’re going to talk about critical thinking skills, it’s best to begin by answering a crucial question: what are critical thinking skills?

Well, to figure that out, it’s helpful to know what critical thinking means. According to the Cambridge Dictionary , critical thinking is “the process of thinking carefully about a subject or idea, without allowing feelings or opinions to affect you.” That’s actually a pretty solid place to start.

In many ways, critical thinking is a two-fold process. First, it focuses on information-gathering and fact-analysis. It’s all about understanding a subject thoroughly.

Second, it’s about setting your feelings aside. With critical thinking, it isn’t about what you want the facts to say; it’s about the reality of the situation. It’s a very Vulcans-from-Star-Trek approach to topics. Emotions and personal preference simply aren’t part of the equation in the vast majority of cases. Instead, objectivity reigns.

Alright, so what are critical thinking skills then? Well, critical thinking skills are the soft skills and hard skills that help you assess situations, collect data, analyze information, identify solutions, determine the viability of solutions, and make decisions without letting your emotions run the show. Any capability or trait that makes it easier to do those things can qualify.

In many cases, thinking critically plays a bigger role in your day-to-day than you’d expect. When you approach any task, you usually spend a moment analyzing it. That way, you can find the best path toward success.

When a task is simple, it doesn’t take much time to do a quick critical thinking once over, so you probably don’t even notice you’re doing it. It’s only when an activity is challenging or when something unexpected occurs that your thought process really stands out. As a result, you probably spend far more time thinking critically than you realize.

How Are Critical Thinking Skills Relevant to a Job Search?

Okay, we’ve given you a solid overview of what critical thinking skills are. Now it’s time to talk about the importance of critical thinking during a job search.

When you’re hunting for new opportunities, critical thinking skills are immensely valuable. For example, they can help you figure out if a job opening is genuinely a good fit for your capabilities and career.

When you find a job ad, do you just apply without seeing if it matches your skills and aligns with your goals? Of course not. Instead, you take a look at the requirements, examine the job ad for potential, and decide whether or not that opportunity really fits. That’s critical thinking.

But that’s not the only way these skills make a difference during your job search. They may also help you identify what points to include in your resume and cover letter to stand out to a hiring manager or what to talk about when you’re answering specific job interview questions.

How can it do all of that? Well, when you decide what to list in your resume or cover letter, or add to an interview answer, you have to do some analysis. You consider the hiring manager’s needs. Next, you find a matching accomplishment that highlights what they are after. Then, you figure out present it in an engaging way. That’s all critical thinking, too.

Plus, thinking critically can also make a difference post-interview. You’ll have an easier time assessing your own performance, allowing you to identify areas for improvement. Good stuff, right?

When it comes to why hiring managers prefer candidates with these skills, there are actually several reasons. The biggest is that employees with strong critical thinking skills tend to be more self-sufficient and productive. They are better equipped to assess situations and find their own solutions, and that matters, particularly in faster-paced environments.

Plus, workers that know how to think critically may have an easier time collaborating. They can separate their emotions from the situation, allowing them to focus on what’s best for the team and company.

So, which critical thinking skills are they after? Well, that can depend on the hiring manager. However, most want to see you possess capabilities in four core areas: information-gathering, analysis , problem-solving, and creativity. If you tap into all of those, you usually have what it takes to think critically.

How to Highlight Critical Thinking Skills for Job Search

Okay, at this point, you probably understand the importance of critical thinking skills. Now onto the next part of the equation: how to show off your capabilities during a job search.

Let’s start with the earliest part of the job search: your resume and cover letter. When you’re writing a resume or creating a cover letter , the best thing you can do is focus on achievements.

Highlighting accomplishments where you put your critical thinking skills to work lets you “show” the hiring manager you have what it takes instead of just telling them. After all, anyone can say, “I’m an excellent critical thinker,” even if they aren’t. By having examples, you prove that you have those capabilities. That matters.

How do you pick the right achievements? By using a winning strategy, like the Tailoring Method . The Tailoring Method focuses on relevancy. It helps you choose accomplishments that showcase the skills the hiring manager wants to see, increasing the odds that they’ll view you as an excellent match for their needs.

Now that your resume and cover letter are squared away, it’s time to talk about the interview. Luckily, you can use the Tailoring Method here, too. It’s a great technique for straightforward job interview questions , as well as behavioral interview questions .

When you’re dealing with behavioral interview questions, couple the Tailoring Method with the STAR Method . That way, your answers are engaging and relevant, making them even more impactful.

How to Develop Critical Thinking Skills If You Don’t Have Them

Some people may think that they don’t have any critical thinking skills. In reality, that probably isn’t true.

Nearly everyone develops some critical thinking capabilities over the course of their lives; they just may not realize it. Luckily, that’s a good thing. It means you probably have a solid foundation, even if you don’t know it.

Why does that matter? Well, it means you can focus more on developing what you have. You aren’t actually starting from scratch, which can make it easier.

Ready to take your critical thinking skills to the next level? Great! Here’s how you can.

Understand the Critical Thinking Process

When it comes to how to think critically, there is actually a core process involved. By understanding the steps, you can make sure you approach situations properly.

Usually, the critical thinking process involves:

• Observation
• Information-Gathering
• Brainstorming

Typically, you start by observing the issue at hand. Next, you do some research, helping you gather more information. After that, you focus on brainstorming ideas on how to proceed. Then, you consider each option, identifying the best one. Finally, you decide to proceed, taking actions based on what you’ve learned.

It’s a systematic way to address a range of scenarios. By learning the process, you can put it into use more often, allowing you to increase your skills.

Take Up a Hobby

Many hobbies actually require quite a bit of critical thinking. For example, if you want to have a thriving garden, you need to take several factors into account. Soil condition, water availability, the amount of sunlight, aesthetics… those are just some of the points you need to analyze if you want to succeed.

Arts and crafts can also help you boost critical thinking. When you’re making something, you have to evaluate your options for materials, techniques, and more, ensuring you choose a path that leads to the best final product.

Join a Debate Club

If you’re looking for possibly one of the best critical thinking examples around, debate is probably it. That means, if you want to take your skills up a notch, joining a debate club can be a great option.

You have to support a position – at times one that doesn’t align with your personal beliefs – and try to convince others that your side is correct. You’ll dive into unfamiliar topics, gather data to support the perspective you’re assigned, and choose how to present information in a convincing way.

While you might think that, if you aren’t in high school, that this isn’t an option, that isn’t the case. There are many meetups that focus on debate, giving people of all ages a place to boost their skills.

List of Critical Thinking Skills

There are quite a few characteristics and capabilities that support critical thinking. By knowing which skills fall into that category, you can decide what to showcase during your job search.

So, let’s dig in. Here is a quick list of critical thinking skill examples:

• Self-Reliance
• Decision-Making
• Open-Mindedness
• Deductive Reasoning
• Problem-Solving
• Communication
• Collaboration
• Attention to Detail
• Pattern Recognition
• Interpretation
• Active Listening
• Conceptualization

Now, these aren’t the only skills that can help you think critically. Practically anything that enables you to navigate the process can count.

Additionally, you don’t have to fit all of these skills on your resume to show that you know how to think critically. Instead, you want to highlight a range, demonstrating that you have what it takes to navigate situations effectively and accomplish your goals.

Spend some time reflecting on your work history or educational experiences. Then, identify moments where you used critical thinking to accomplish something noteworthy. Once you have, think about the skills that came into play, and make sure to mention them as you describe what led up to the achievement.

If you’re looking for more skills to put on a resume , we’ve actually taken a deep dive into that topic before. Along with various critical thinking skills, we tap on a ton of other areas, making it easier for you to figure out what you should feature during your job search.

Putting It All Together

In the end, critical thinking skills are essential for nearly every member of the workforce. By elevating yours as much as possible and showcasing them during your job search, you won’t just be a stronger candidate but also a more capable employee. That’s all great stuff. It’ll help you have your ideal career and, ultimately, isn’t that what it’s all about?

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com.

His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others.

Learn more about The Interview Guys on our About Us page .

About The Author

Mike simpson.

Co-Founder and CEO of TheInterviewGuys.com. Mike is a job interview and career expert and the head writer at TheInterviewGuys.com. His advice and insights have been shared and featured by publications such as Forbes , Entrepreneur , CNBC and more as well as educational institutions such as the University of Michigan , Penn State , Northeastern and others. Learn more about The Interview Guys on our About Us page .

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50 Problem-Solving and Critical Thinking Examples

Critical thinking and problem solving are essential skills for success in the 21st century. Critical thinking is the ability to analyze information, evaluate evidence, and draw logical conclusions. Problem solving is the ability to apply critical thinking to find effective solutions to various challenges. Both skills require creativity, curiosity, and persistence. Developing critical thinking and problem solving skills can help students improve their academic performance, enhance their career prospects, and become more informed and engaged citizens.

Sanju Pradeepa

In today’s complex and fast-paced world, the ability to think critically and solve problems effectively has become a vital skill for success in all areas of life. Whether it’s navigating professional challenges, making sound decisions, or finding innovative solutions, critical thinking and problem-solving are key to overcoming obstacles and achieving desired outcomes. In this blog post, we will explore problem-solving and critical thinking examples.

Table of Contents

Developing the skills needed for critical thinking and problem solving.

It is not enough to simply recognize an issue; we must use the right tools and techniques to address it. To do this, we must learn how to define and identify the problem or task at hand, gather relevant information from reliable sources, analyze and compare data to draw conclusions, make logical connections between different ideas, generate a solution or action plan, and make a recommendation.

The first step in developing these skills is understanding what the problem or task is that needs to be addressed. This requires careful consideration of all available information in order to form an accurate picture of what needs to be done. Once the issue has been identified, gathering reliable sources of data can help further your understanding of it. Sources could include interviews with customers or stakeholders, surveys, industry reports, and analysis of customer feedback.

After collecting relevant information from reliable sources, it’s important to analyze and compare the data in order to draw meaningful conclusions about the situation at hand. This helps us better understand our options for addressing an issue by providing context for decision-making. Once you have analyzed the data you collected, making logical connections between different ideas can help you form a more complete picture of the situation and inform your potential solutions.

Once you have analyzed your options for addressing an issue based on all available data points, it’s time to generate a solution or action plan that takes into account considerations such as cost-effectiveness and feasibility. It’s also important to consider the risk factors associated with any proposed solutions in order to ensure that they are responsible before moving forward with implementation. Finally, once all the analysis has been completed, it is time to make a recommendation based on your findings, which should take into account any objectives set out by stakeholders at the beginning of this process as well as any other pertinent factors discovered throughout the analysis stage.

By following these steps carefully when faced with complex issues, one can effectively use critical thinking and problem-solving skills in order to achieve desired outcomes more efficiently than would otherwise be possible without them, while also taking responsibility for decisions made along the way.

What Does Critical Thinking Involve: 5 Essential Skill

Problem-solving and critical thinking examples.

Problem-solving and critical thinking are key skills that are highly valued in any professional setting. These skills enable individuals to analyze complex situations, make informed decisions, and find innovative solutions. Here, we present 25 examples of problem-solving and critical thinking. problem-solving scenarios to help you cultivate and enhance these skills.

Ethical dilemma: A company faces a situation where a client asks for a product that does not meet quality standards. The team must decide how to address the client’s request without compromising the company’s credibility or values.

Brainstorming session: A team needs to come up with new ideas for a marketing campaign targeting a specific demographic. Through an organized brainstorming session, they explore various approaches and analyze their potential impact.

Troubleshooting technical issues : An IT professional receives a ticket indicating a network outage. They analyze the issue, assess potential causes (hardware, software, or connectivity), and solve the problem efficiently.

Negotiation : During contract negotiations, representatives from two companies must find common ground to strike a mutually beneficial agreement, considering the needs and limitations of both parties.

Project management: A project manager identifies potential risks and develops contingency plans to address unforeseen obstacles, ensuring the project stays on track.

Decision-making under pressure: In a high-stakes situation, a medical professional must make a critical decision regarding a patient’s treatment, weighing all available information and considering potential risks.

Conflict resolution: A team encounters conflicts due to differing opinions or approaches. The team leader facilitates a discussion to reach a consensus while considering everyone’s perspectives.

Data analysis: A data scientist is presented with a large dataset and is tasked with extracting valuable insights. They apply analytical techniques to identify trends, correlations, and patterns that can inform decision-making.

Customer service: A customer service representative encounters a challenging customer complaint and must employ active listening and problem-solving skills to address the issue and provide a satisfactory resolution.

Market research : A business seeks to expand into a new market. They conduct thorough market research, analyzing consumer behavior, competitor strategies, and economic factors to make informed market-entry decisions.

Creative problem-solvin g: An engineer faces a design challenge and must think outside the box to come up with a unique and innovative solution that meets project requirements.

Change management: During a company-wide transition, managers must effectively communicate the change, address employees’ concerns, and facilitate a smooth transition process.

Crisis management: When a company faces a public relations crisis, effective critical thinking is necessary to analyze the situation, develop a response strategy, and minimize potential damage to the company’s reputation.

Cost optimization : A financial analyst identifies areas where expenses can be reduced while maintaining operational efficiency, presenting recommendations for cost savings.

Time management : An employee has multiple deadlines to meet. They assess the priority of each task, develop a plan, and allocate time accordingly to achieve optimal productivity.

Quality control: A production manager detects an increase in product defects and investigates the root causes, implementing corrective actions to enhance product quality.

Strategic planning: An executive team engages in strategic planning to define long-term goals, assess market trends, and identify growth opportunities.

Cross-functional collaboration: Multiple teams with different areas of expertise must collaborate to develop a comprehensive solution, combining their knowledge and skills.

Training and development : A manager identifies skill gaps in their team and designs training programs to enhance critical thinking, problem-solving, and decision-making abilities.

Risk assessment : A risk management professional evaluates potential risks associated with a new business venture, weighing their potential impact and developing strategies to mitigate them.

Continuous improvement: An operations manager analyzes existing processes, identifies inefficiencies, and introduces improvements to enhance productivity and customer satisfaction.

Customer needs analysis: A product development team conducts extensive research to understand customer needs and preferences, ensuring that the resulting product meets those requirements.

Crisis decision-making: A team dealing with a crisis must think quickly, assess the situation, and make timely decisions with limited information.

Marketing campaign analysis : A marketing team evaluates the success of a recent campaign, analyzing key performance indicators to understand its impact on sales and customer engagement.

Constructive feedback: A supervisor provides feedback to an employee, highlighting areas for improvement and offering constructive suggestions for growth.

Conflict resolution in a team project: Team members engaged in a project have conflicting ideas on the approach. They must engage in open dialogue, actively listen to each other’s perspectives, and reach a compromise that aligns with the project’s goals.

Crisis response in a natural disaster: Emergency responders must think critically and swiftly in responding to a natural disaster, coordinating rescue efforts, allocating resources effectively, and prioritizing the needs of affected individuals.

Product innovation : A product development team conducts market research, studies consumer trends, and uses critical thinking to create innovative products that address unmet customer needs.

Supply chain optimization: A logistics manager analyzes the supply chain to identify areas for efficiency improvement, such as reducing transportation costs, improving inventory management, or streamlining order fulfillment processes.

Business strategy formulation: A business executive assesses market dynamics, the competitive landscape, and internal capabilities to develop a robust business strategy that ensures sustainable growth and competitiveness.

Crisis communication: In the face of a public relations crisis, an organization’s spokesperson must think critically to develop and deliver a transparent, authentic, and effective communication strategy to rebuild trust and manage reputation.

Social problem-solving: A group of volunteers addresses a specific social issue, such as poverty or homelessness, by critically examining its root causes, collaborating with stakeholders, and implementing sustainable solutions for the affected population.

Problem-Solving Mindset: How to Achieve It (15 Ways)

Risk assessment in investment decision-making: An investment analyst evaluates various investment opportunities, conducting risk assessments based on market trends, financial indicators, and potential regulatory changes to make informed investment recommendations.

Environmental sustainability: An environmental scientist analyzes the impact of industrial processes on the environment, develops strategies to mitigate risks, and promotes sustainable practices within organizations and communities.

Adaptation to technological advancements : In a rapidly evolving technological landscape, professionals need critical thinking skills to adapt to new tools, software, and systems, ensuring they can effectively leverage these advancements to enhance productivity and efficiency.

Productivity improvement: An operations manager leverages critical thinking to identify productivity bottlenecks within a workflow and implement process improvements to optimize resource utilization, minimize waste, and increase overall efficiency.

Cost-benefit analysis: An organization considering a major investment or expansion opportunity conducts a thorough cost-benefit analysis, weighing potential costs against expected benefits to make an informed decision.

Human resources management : HR professionals utilize critical thinking to assess job applicants, identify skill gaps within the organization, and design training and development programs to enhance the workforce’s capabilities.

Root cause analysis: In response to a recurring problem or inefficiency, professionals apply critical thinking to identify the root cause of the issue, develop remedial actions, and prevent future occurrences.

Leadership development: Aspiring leaders undergo critical thinking exercises to enhance their decision-making abilities, develop strategic thinking skills, and foster a culture of innovation within their teams.

Brand positioning : Marketers conduct comprehensive market research and consumer behavior analysis to strategically position a brand, differentiating it from competitors and appealing to target audiences effectively.

Resource allocation: Non-profit organizations distribute limited resources efficiently, critically evaluating project proposals, considering social impact, and allocating resources to initiatives that align with their mission.

Innovating in a mature market: A company operating in a mature market seeks to innovate to maintain a competitive edge. They cultivate critical thinking skills to identify gaps, anticipate changing customer needs, and develop new strategies, products, or services accordingly.

Analyzing financial statements : Financial analysts critically assess financial statements, analyze key performance indicators, and derive insights to support financial decision-making, such as investment evaluations or budget planning.

Crisis intervention : Mental health professionals employ critical thinking and problem-solving to assess crises faced by individuals or communities, develop intervention plans, and provide support during challenging times.

Data privacy and cybersecurity : IT professionals critically evaluate existing cybersecurity measures, identify vulnerabilities, and develop strategies to protect sensitive data from threats, ensuring compliance with privacy regulations.

Process improvement : Professionals in manufacturing or service industries critically evaluate existing processes, identify inefficiencies, and implement improvements to optimize efficiency, quality, and customer satisfaction.

Multi-channel marketing strategy : Marketers employ critical thinking to design and execute effective marketing campaigns across various channels such as social media, web, print, and television, ensuring a cohesive brand experience for customers.

Peer review: Researchers critically analyze and review the work of their peers, providing constructive feedback and ensuring the accuracy, validity, and reliability of scientific studies.

Project coordination : A project manager must coordinate multiple teams and resources to ensure seamless collaboration, identify potential bottlenecks, and find solutions to keep the project on schedule.  

These examples highlight the various contexts in which problem-solving and critical-thinking skills are necessary for success. By understanding and practicing these skills, individuals can enhance their ability to navigate challenges and make sound decisions in both personal and professional endeavors.

Conclusion:

Critical thinking and problem-solving are indispensable skills that empower individuals to overcome challenges, make sound decisions, and find innovative solutions. By honing these skills, one can navigate through the complexities of modern life and achieve success in both personal and professional endeavors. Embrace the power of critical thinking and problem-solving, and unlock the door to endless possibilities and growth.

• Problem solving From Wikipedia, the free encyclopedia
• Critical thinking From Wikipedia, the free encyclopedia
• The Importance of Critical Thinking and Problem Solving Skills for Students (5 Minutes)

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What Critical Thinking Is—And 7 Ways to Improve Yours

Making a hire. Debugging a website glitch. Deciding how to tell your boss they have a stain on their shirt.

All of these tasks, and more, require critical thinking skills. And whether you think you have them or not, they’re critical (see what we did there?) for your career—here’s why.

What is critical thinking and why is it so important?

Critical thinking “requires us to give a second thought to our own interpretations” as we’re making a decision or trying to understand a given situation, Constance Dierickx , a clinical psychologist and decision-making coach for CEOs and executives, told The Muse.

There are three steps to critical thinking, according to Lily Drabkin, a graduate student specializing in organizational psychology who facilitates a class called “Developing Critical Thinkers” at Columbia University:

• Becoming aware of our assumptions : This is the process of tuning into what we’re believing or thinking, otherwise known as metacognition.
• Researching our assumptions: This is the process of checking our assumptions using a wide range of sources. “Generally, it can be helpful to involve other people who can help us see ourselves in our actions from unfamiliar perspectives,” Drabkin said.
• Testing our analysis: This step involves putting our research into action to see if it’s accurate, as well as being open to our initial assumptions being wrong and ready to change our perspective.

Critical thinking is beneficial for building relationships, starting or pivoting your career, or even just doing your everyday job. It’s also a highly-sought-after skill in job seekers. “You want someone who has good critical thinking skills because they're not going to be an attention sponge,” Muse career coach Yolanda Owens said. “They're going to be able to figure things out and…be more resourceful.”

Here are two other ways it’s helpful to be good at critical thinking:

Critical thinking leads to better decision-making

Owens pointed out that good critical thinkers always seek to understand the “why.” “When they can do that, they're better problem solvers,” she said. “It really helps people analyze situations and viewpoints.”

Critical thinking can also prevent you from having knee-jerk reactions that backfire in the long run, Dierickx said. “Decisions based on critical thinking are more likely to be ones that we feel confident about,” Drabkin added.

Critical thinking makes you look smart

Dierickx said when we use critical thinking, we have more proof to back up our statements or decisions, making it easier to influence and earn the respect of others.

“You build up a reputation as somebody who's a reliable thinker,” Dierickx said. “It makes you stand out because in most organizations, a lot of people say the same things.”

7 ways to improve your critical thinking skills

The following habits are worth incorporating into your daily routine—that is, if you want to impress your colleagues and avoid falling into a spiral of poor choices.

1. Ask questions

Good critical thinkers, Owens said, aren’t afraid to ask others when they’re unsure about something. This allows them to have as much information in front of them as possible before making a decision. It also ensures they’re never so confident in their assumptions that they ignore better options.

2. Practice reflection

Dierickx advised baking time for reflection into your day, particularly after an emotional situation is resolved or a big project is completed. Consider:

• What was the context?
• What was I thinking and feeling in the moment?
• What were other people thinking and feeling in the moment?
• What could I have done differently knowing what I know now?

It can be helpful, too, to loop in someone you trust or admire for feedback on how you handled it and what they would have done differently.

3. Be open to change

Owens and Dierickx agreed that people who are open minded have more success when it comes to critical thinking. “My biggest pet peeve is when people say, ‘Well, we've always done it that way.’ Don't become that person,” Owens said. “There's always an alternate way to do something, and understanding that your way is not always the only way or the right way to do something.”

Dierickx advised being “willing to let go of what you believed was true yesterday in the face of new evidence.”

“We need to be certain and uncertain,” she added. “You can't be so certain that you never question. That's not critical thinking. That's blind ignorance.”

4. Build a diverse network

You’ll never learn to think critically if you’re only faced with perspectives that mimic your own. So make the effort to surround yourself with people of different backgrounds, expertise, interests, and viewpoints and actively seek out their advice, feedback, and ideas on a regular basis.

“Learning from peers is one of the most important ways that adults learn something, which is great actually for critical thinking, because critical thinking skills are often learned in conversation,” Drabkin said.

“Even if there might be somebody whose views you disagree with, it's still helpful to hear them out,” she added.

5. Get good at active listening

When you’ve developed a diverse network of friends, colleagues, and mentors, it’s important that you’re really engaged with what they’re saying to you so you can leverage those insights for your own critical thinking.

Here’s our guide to becoming an active listener , or someone who listens with intent and strategy (and most definitely doesn’t scroll on their phone while chatting with others).

6. Read and study widely

Just as it’s important to interact with different types of people to get better at critical thinking, Dierickx said, it’s also important to take in new information outside your profession or area of expertise.

She suggested setting aside time in your schedule to read scholarly articles or books on topics you’re not as familiar with or even ideas you disagree with.

Similarly, she said, it can be helpful to take on new hobbies or study up on activities that are unfamiliar.

7. Take on stretch assignments

Critical thinking can come into play when you put yourself outside your comfort zone, and there’s no better way to do that than to tackle something new and different in your job.

That isn’t to say that you should raise your hand to lead an important project without understanding what it requires or flagging to your boss where your knowledge gaps are. But you should be open to being the dumbest person in the room or having your skill set and confidence questioned by other people and new ideas.

How to show off your critical thinking skills in the job search

Employers value critical thinkers because they’re often autonomous, innovative, and enjoyable to work with, so it’s key to incorporate examples of your critical thinking in action at several points in your job search process.

In a resume or cover letter

Job search wisdom states your resume bullets and cover letter should focus on your accomplishments instead of your duties. Owens added this is a great way to imply you’re a good critical thinker on paper.

She suggested including not just ways that you moved the needle or added value but “how you made those types of decisions, or what it was that influenced you to do things the way that you've done them.”

In a job interview

Critical thinking skills are frequently assessed by employers through behavioral questions , skills tests, and case studies. Owens said when approaching any job assessment, think out loud—“not just necessarily telling them your answer, but helping them understand how you got to the answer.”

And don’t be afraid to ask follow-up questions before providing a response. “Ask for some context as to why they're asking you that question so you can understand the type of example you need to give them in order to frame your answers,” Owens said. “And that's all part of critical thinking—knowing what questions to ask or knowing that you have to ask a question in order to be able to come up with a solution.”

Drabkin noted that part of critical thinking is seeing beyond what’s in front of you. In an interview, this could mean looking for and pointing out gaps in a job or team where you could be a unique asset. “Finding that and demonstrating that will show your interviewer and show the company that you have these critical thinking skills because you're able to analyze the role in a way that maybe they haven't,” she said.

• How it works

What is Critical Thinking in Academics – Guide With Examples

Published by Grace Graffin at October 17th, 2023 , Revised On October 17, 2023

In an era dominated by vast amounts of information, the ability to discern, evaluate, and form independent conclusions is more crucial than ever. Enter the realm of “critical thinking.” But what does this term truly mean? 

What is Critical Thinking?

Critical thinking is the disciplined art of analysing and evaluating information or situations by applying a range of intellectual skills. It goes beyond mere memorisation or blind acceptance of information, demanding a deeper understanding and assessment of evidence, context, and implications.

Moreover, paraphrasing in sources is an essential skill in critical thinking, as it allows for representing another’s ideas in one’s own words, ensuring comprehension.

Critical thinking is not just an academic buzzword but an essential tool. In academic settings, it serves as the backbone of genuine understanding and the springboard for innovation. When students embrace critical thinking, they move from being passive recipients of information to active participants in their own learning journey.

They question, evaluate, and synthesise information from various sources, fostering an intellectual curiosity that extends beyond the classroom. Part of this involves understanding how to integrate sources into their work, which means not only including information from various places, but also doing so in a cohesive and logical way.

The importance of critical thinking in academics cannot be overstated. It equips students with the skills to discern credible sources from unreliable ones, develop well-informed arguments, and approach problems with a solution-oriented mindset.

The Origins and Evolution of Critical Thinking

The idea of critical thinking isn’t a new-age concept. Its roots reach back into ancient civilisations, moulding the foundations of philosophy, science, and education. To appreciate its evolution, it’s vital to delve into its historical context and the influential thinkers who have championed it.

Historical Perspective on the Concept of Critical Thinking

The seeds of critical thinking can be traced back to Ancient Greece, particularly in the city-state of Athens. Here, the practice of debate, dialogue, and philosophical inquiry was valued and was seen as a route to knowledge and wisdom. This era prized the art of questioning, investigating, and exploring diverse viewpoints to reach enlightened conclusions.

In medieval Islamic civilisation, scholars in centres of learning, such as the House of Wisdom in Baghdad, played a pivotal role in advancing critical thought. Their works encompassed vast areas, including philosophy, mathematics, and medicine, often intertwining rigorous empirical observations with analytical reasoning.

The Renaissance period further nurtured critical thinking as it was a time of revival in art, culture, and intellect. This era championed humanistic values, focusing on human potential and achievements. It saw the rebirth of scientific inquiry, scepticism about religious dogma, and an emphasis on empirical evidence.

Philosophers and Educators Who Championed Critical Thinking

Several philosophers and educators stand out for their remarkable contributions to the sphere of critical thinking:

Known for the Socratic method, a form of cooperative argumentative dialogue, Socrates would ask probing questions, forcing his pupils to think deeply about their beliefs and assumptions. His methodology still influences modern education, emphasising the answer and the path of reasoning that leads to it.

A student of Socrates, Plato believed in the importance of reason and inquiry. His allegory of the cave highlights the difference between blindly accepting information and seeking true knowledge.

He placed great emphasis on empirical evidence and logic. His works on syllogism and deductive reasoning laid the foundation for systematic critical thought.

Al-Farabi And Ibn Rushd (Averroes)

Islamic philosophers, who harmonised Greek philosophy with Islamic thought, emphasised the importance of rationality and critical inquiry.

Sir Francis Bacon

An advocate for the scientific method, Bacon believed that knowledge should be based on empirical evidence, observation, and experimentation rather than mere reliance on accepted truths.

A modern proponent of critical thinking, Dewey viewed it as an active, persistent, and careful consideration of a belief or supposed form of knowledge. He emphasised that students should be taught to think for themselves rather than just memorise facts.

Paulo Freire

Recognised for his ideas on “problem-posing education,” Freire believed that students should be encouraged to question, reflect upon, and respond to societal issues, fostering critical consciousness.

Characteristics of Critical Thinkers

Critical thinkers are not defined merely by the knowledge they possess, but by the manner in which they process, analyse, and use that knowledge. While the profile of a critical thinker can be multifaceted, certain core traits distinguish them. Let’s delve into these characteristics:

1. Open-mindedness

Open-mindedness refers to the willingness to consider different ideas, opinions, and perspectives, even if they challenge one’s existing beliefs. It allows critical thinkers to avoid being trapped in their own biases or preconceived notions. By being open to diverse viewpoints, they can make more informed and holistic decisions.

• Listening to a debate without immediately taking sides.
• Reading literature from different cultures to understand various world views.

2. Analytical Nature

An analytical nature entails the ability to break down complex problems or information into smaller, manageable parts to understand the whole better. Being analytical enables individuals to see patterns, relationships, and inconsistencies, allowing for deeper comprehension and better problem-solving.

• Evaluating a research paper by examining its methodology, results, and conclusions separately.
• Breaking down the components of a business strategy to assess its viability.

3. Scepticism

Scepticism is the tendency to question and doubt claims or assertions until sufficient evidence is presented. Skepticism ensures that critical thinkers do not accept information at face value. They seek evidence and are cautious about jumping to conclusions without verification.

• Questioning the results of a study that lacks a control group.
• Doubting a sensational news headline and researching further before believing or sharing it.

4. Intellectual Humility

Intellectual humility involves recognising and accepting the limitations of one’s knowledge and understanding. It is about being aware that one does not have all the answers. This trait prevents arrogance and overconfidence. Critical thinkers with intellectual humility are open to learning and receptive to constructive criticism.

• Admitting when one is wrong in a discussion.
• Actively seeking feedback on a project or idea to enhance it.

5. Logical Reasoning

Logical reasoning is the ability to think sequentially and make connections between concepts in a coherent manner. It involves drawing conclusions that logically follow from the available information. Logical reasoning ensures that decisions and conclusions are sound and based on valid premises. It helps avoid fallacies and cognitive biases.

• Using deductive reasoning to derive a specific conclusion from a general statement.
• Evaluating an argument for potential logical fallacies like “slippery slope” or “ad hominem.”

The Difference Between Critical Thinking and Memorisation

In today’s rapidly changing educational landscape, there is an ongoing debate about the importance of rote memorisation versus the significance of cultivating critical thinking skills. Both have their place in learning, but they serve very different purposes.

Nature Of Learning

• Rote Learning: Involves memorising information exactly as it is, without necessarily understanding its context or underlying meaning. It’s akin to storing data as-is, without processing.
• Analytical Processing (Critical Thinking): Involves understanding, questioning, and connecting new information with existing knowledge. It’s less about storage and more about comprehension and application.

Depth of Engagement

• Rote Learning: Often remains at the surface level. Students might remember facts for a test, but might forget them shortly after.
• Analytical Processing: Engages deeper cognitive skills. When students think critically, they’re more likely to retain information because they’ve processed it deeper.

Application in New Situations

• Rote Learning: Information memorised through rote often does not easily apply to new or unfamiliar situations, since it is detached from understanding.
• Analytical Processing: Promotes adaptability. Critical thinkers can transfer knowledge and skills to different contexts because they understand underlying concepts and principles.

Why Critical Thinking Produces Long-Term Academic Benefits

Here are the benefits of critical thinking in academics. 

Enhanced Retention

Critical thinking often involves active learning—discussions, problem-solving, and debates—which promotes better retention than passive memorisation.

Skill Development

Beyond content knowledge, critical thinking develops skills like analysis, synthesis, source evaluation , and problem-solving. These are invaluable in higher education and professional settings.

Adaptability

In an ever-evolving world, the ability to adapt is crucial. Critical thinkers are better equipped to learn and adapt because they don’t just know facts; they understand concepts.

Lifelong Learning

Critical thinkers are naturally curious. They seek to understand, question, and explore, turning them into lifelong learners who continually seek knowledge and personal growth.

Improved Decision-Making

Analytical processing allows students to evaluate various perspectives, weigh evidence, and make well-informed decisions, a skill far beyond academics.

Preparation for Real-World Challenges

The real world does not come with a textbook. Critical thinkers can navigate unexpected challenges, connect disparate pieces of information, and innovate solutions.

Steps in the Critical Thinking Process

Critical thinking is more than just a skill—it is a structured process. By following a systematic approach, critical thinkers can navigate complex issues and ensure their conclusions are well-informed and reasoned. Here’s a breakdown of the steps involved:

Step 1. Identification and Clarification of the Problem or Question

Recognizing that a problem or question exists and understanding its nature. It’s about defining the issue clearly, without ambiguity. A well-defined problem serves as the foundation for the subsequent steps. The entire process may become misguided without a clear understanding of what’s being addressed.

Example: Instead of a vague problem like “improving the environment,” a more specific question could be “How can urban areas reduce air pollution?”

Step 2. Gathering Information and Evidence

Actively seeking relevant data, facts, and evidence. This might involve research, observations, experiments, or discussions. Reliable decisions are based on solid evidence. The quality and relevance of the information gathered can heavily influence the final conclusion.

Example: To address urban air pollution, one might gather data on current pollution levels, sources of pollutants, existing policies, and strategies employed by other cities.

Step 3. Analysing the Information

Breaking down the gathered information, scrutinising its validity, and identifying patterns, contradictions, and relationships. This step ensures that the information is not just accepted at face value. Critical thinkers can differentiate between relevant and irrelevant information and detect biases or inaccuracies by analysing data.

Example: When examining data on pollution, one might notice that certain industries are major contributors or that pollution levels rise significantly at specific times of the year.

Step 4. Drawing Conclusions and Making Decisions

After thorough analysis, formulating an informed perspective, solution, or decision-based on the evidence. This is the culmination of the previous steps. Here, the critical thinker synthesises the information and applies logic to arrive at a reasoned conclusion.

Example: Based on the analysis, one might conclude that regulating specific industries and promoting public transportation during peak pollution periods can help reduce urban air pollution.

Step 5. Reflecting on the Process And The Conclusions Reached

Take a step back to assess the entire process, considering any potential biases, errors, or alternative perspectives. It is also about evaluating the feasibility and implications of the conclusions. Reflection ensures continuous learning and improvement. Individuals can refine their approach to future problems by evaluating their thinking process.

Example: Reflecting on the proposed solution to reduce pollution, one might consider its economic implications, potential industry resistance, and the need for public awareness campaigns.

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The Role of Critical Thinking in Different Academic Subjects

Critical thinking is a universal skill applicable across disciplines. Its methodologies might differ based on the subject, but its core principles remain consistent. Let us explore how critical thinking manifests in various academic domains:

1. Sciences

• Hypothesis Testing: Science often begins with a hypothesis—a proposed explanation for a phenomenon. Critical thinking is essential in formulating a testable hypothesis and determining its validity based on experimental results.
• Experimental Design: Designing experiments requires careful planning to ensure valid and reliable results. Critical thinking aids in identifying variables, ensuring controls, and determining the best methodologies to obtain accurate data.
• Example: In a biology experiment to test the effect of light on plant growth, critical thinking helps ensure variables like water and soil quality are consistent, allowing for a fair assessment of the light’s impact.

2. Humanities

• Analysing Texts: Humanities often involve studying texts—literature, historical documents, or philosophical treatises. Critical thinking lets students decode themes, discern authorial intent, and recognise underlying assumptions or biases.
• Understanding Contexts: Recognizing a text or artwork’s cultural, historical, or social contexts is pivotal. Critical thinking allows for a deeper appreciation of these contexts, providing a holistic understanding of the subject.
• Example: When studying Shakespeare’s “Othello,” critical thinking aids in understanding the play’s exploration of jealousy, race, and betrayal, while also appreciating its historical context in Elizabethan England.

3. Social Sciences

• Evaluating Arguments: Social sciences, such as sociology or political science, often present various theories or arguments about societal structures and behaviours. Critical thinking aids in assessing the merits of these arguments and recognising their implications.
• Understanding Biases: Since social sciences study human societies, they’re susceptible to biases. Critical thinking helps identify potential biases in research or theories, ensuring a more objective understanding.
• Example: In studying economic policies, critical thinking helps weigh the benefits and drawbacks of different economic models, considering both empirical data and theoretical arguments.

4. Mathematics

• Problem-Solving: Mathematics is more than just numbers; it is about solving problems. Critical thinking enables students to identify the best strategies to tackle problems, ensuring efficient and accurate solutions.
• Logical Deduction: Mathematical proofs and theorems rely on logical steps. Critical thinking ensures that each step is valid and the conclusions sound.
• Example: In geometry, when proving that two triangles are congruent, critical thinking helps ensure that each criterion (like side lengths or angles) is met and the logic of the proof is coherent.

Examples of Critical Thinking in Academics

Some of the critical thinking examples in academics are discussed below. 

Case Study 1: Evaluating A Scientific Research Paper

Scenario: A research paper claims that a new herbal supplement significantly improves memory in elderly individuals.

Critical Thinking Application:

Scrutinising Methodology:

• Was the study double-blind and placebo-controlled?
• How large was the sample size?
• Were the groups randomised?
• Were there any potential confounding variables?

Assessing Conclusions:

• Do the results conclusively support the claim, or are there other potential explanations?
• Are the statistical analyses robust, and do they show a significant difference?
• Is the effect size clinically relevant or just statistically significant?

Considering Broader Context:

• How does this study compare with existing literature on the subject?
• Were there any conflicts of interest, such as funding from the supplement company?

Critical analysis determined that while the study showed statistical significance, the effect size was minimal. Additionally, the sample size was small, and there was potential bias as the supplement manufacturer funded the study.

Case Study 2: Analysing a Literary Text

Scenario: A reading of F. Scott Fitzgerald’s “The Great Gatsby.”

Understanding Symbolism:

• What does the green light represent for Gatsby and in the broader context of the American Dream?
• How does the Valley of Ashes symbolise societal decay?

Recognising Authorial Intent:

• Why might Fitzgerald depict the characters’ lavish lifestyles amid underlying dissatisfaction?
• What critiques of American society is Fitzgerald potentially making?

Contextual Analysis:

• How does the era in which the novel was written (Roaring Twenties) influence its themes and characters?

Through critical analysis, the reader recognises that while “The Great Gatsby” is a tale of love and ambition, it’s also a poignant critique of the hollowness of the American Dream and the societal excesses of the 1920s.

Case Study 3: Decoding Historical Events

Scenario: The events leading up to the American Revolution.

Considering Multiple Perspectives:

• How did the British government view the colonies and their demands?
• What were the diverse perspectives within the American colonies, considering loyalists and patriots?

Assessing Validity of Sources:

• Which accounts are primary sources, and which are secondary?
• Are there potential biases in these accounts, based on their origins?

Analysing Causation and Correlation:

• Were taxes and representation the sole reasons for the revolution, or were there deeper economic and philosophical reasons?

Through critical analysis, the student understands that while taxation without representation was a significant catalyst, the American Revolution was also influenced by Enlightenment ideas, economic interests, and long-standing grievances against colonial policies.

Challenges to Developing Critical Thinking Skills

In our complex and rapidly changing world, the importance of critical thinking cannot be overstated. However, various challenges can impede the cultivation of these vital skills. 

1. Common Misconceptions and Cognitive Biases

Human brains often take shortcuts in processing information, leading to cognitive biases. Additionally, certain misconceptions about what constitutes critical thinking can hinder its development.

• Confirmation Bias: The tendency to search for, interpret, and recall information that confirms one’s pre-existing beliefs.
• Anchoring Bias: Relying too heavily on the first piece of information encountered when making decisions.
• Misconception: Believing that critical thinking merely means being critical or negative about ideas, rather than evaluating them objectively.

These biases can skew perception and decision-making, making it challenging to objectively approach issues.

2. The Influence of Technology and Social Media

While providing unprecedented access to information, the digital age also presents unique challenges. The barrage of information, the immediacy of social media reactions, and algorithms that cater to user preferences can hinder critical thought.

• Information Overload: The sheer volume of online data can make it difficult to discern credible sources from unreliable ones.
• Clickbait and Misinformation: Articles with sensational titles designed to generate clicks might lack depth or accuracy.
• Algorithmic Bias: Platforms showing users content based on past preferences can limit exposure to diverse viewpoints.

Relying too heavily on technology and social media can lead to superficial understanding, reduced attention spans, and a narrow worldview.

3. The Danger of Echo Chambers and Confirmation Bias

An echo chamber is a situation in which beliefs are amplified or reinforced by communication and repetition inside a closed system, cutting off differing viewpoints.

• Social Media Groups: Joining groups or following pages that only align with one’s beliefs can create a feedback loop, reinforcing existing opinions without challenge.
• Selective Media Consumption: Only watching news channels or reading websites that align with one’s political or social views.

Echo chambers reinforce confirmation bias, limit exposure to diverse perspectives, and can polarise opinions, making objective, critical evaluation of issues challenging.

Benefits of Promoting Critical Thinking in Education

When cultivated and promoted in educational settings, critical thinking can have transformative effects on students, equipping them with vital skills to navigate their academic journey and beyond. Here’s an exploration of the manifold benefits of emphasising critical thinking in education:

Improved Problem-Solving Skills

Critical thinking enables students to approach problems methodically, breaking them down into manageable parts, analysing each aspect, and synthesising solutions.

• Academic: Enhances students’ ability to tackle complex assignments, research projects, and unfamiliar topics.
• Beyond School: Prepares students for real-world challenges where they might encounter problems without predefined solutions.

Enhanced Creativity and Innovation

Critical thinking is not just analytical but also involves lateral thinking, helping students see connections between disparate ideas and encouraging imaginative solutions.

• Academic: Promotes richer discussions, more creative projects, and the ability to view topics from multiple angles.
• Beyond School: Equips students for careers and situations where innovative solutions can lead to advancements in fields like technology, arts, or social entrepreneurship.

Better Decision-Making Abilities

Critical thinkers evaluate information thoroughly, weigh potential outcomes, and make decisions based on evidence and reason rather than impulse or peer pressure.

• Academic: Helps students make informed choices about their studies, research directions, or group projects.
• Beyond School: Prepares students to make sound decisions in personal and professional spheres, from financial choices to ethical dilemmas.

Greater Resilience in the Face of Complex Challenges

Critical thinking nurtures a growth mindset. When students think critically, they are more likely to view challenges as opportunities for learning rather than insurmountable obstacles.

• Academic: Increases perseverance in difficult subjects, promoting a deeper understanding rather than superficial learning. Students become more resilient in handling academic pressures and setbacks.
• Beyond School: Cultivates individuals who can navigate the complexities of modern life, from career challenges to societal changes, with resilience and adaptability.

Frequently Asked Questions

What is critical thinking.

Critical thinking is the objective analysis and evaluation of an issue to form a judgment. It involves gathering relevant information, discerning potential biases, logically connecting ideas, and questioning assumptions. Essential for informed decision-making, it promotes scepticism and requires the ability to think independently and rationally.

What makes critical thinking?

Critical thinking arises from questioning assumptions, evaluating evidence, discerning fact from opinion, recognising biases, and logically connecting ideas. It demands curiosity, scepticism, and an open mind. By continuously challenging one’s beliefs and considering alternative viewpoints, one cultivates the ability to think clearly, rationally, and independently.

What is the purpose of critical thinking?

The purpose of critical thinking is to enable informed decisions by analysing and evaluating information objectively. It fosters understanding, problem-solving, and clarity, reducing the influence of biases and misconceptions. Through critical thinking, individuals discern truth, make reasoned judgments, and engage more effectively in discussions and debates.

How to improve critical thinking?

• Cultivate curiosity by asking questions.
• Practice active listening.
• Read widely and diversely.
• Engage in discussions and debates.
• Reflect on your thought processes.
• Identify biases and challenge assumptions.
• Solve problems systematically.

What are some critical thinking skills?

• Analysis: breaking concepts into parts.
• Evaluation: judging information’s validity.
• Inference: drawing logical conclusions.
• Explanation: articulating reasons.
• Interpretation: understanding meaning.
• Problem-solving: devising effective solutions.
• Decision-making: choosing the best options.

What is information literacy?

Information literacy is the ability to find, evaluate, and use information effectively. It encompasses understanding where to locate information, determining its credibility, distinguishing between facts and opinions, and using it responsibly. Essential in the digital age, it equips individuals to navigate the vast sea of data and make informed decisions.

What makes a credible source?

• Authorship by experts or professionals.
• Reliable publisher or institution backing.
• Transparent sourcing and references.
• Absence of bias or clear disclosure of it.
• Recent publications or timely updates.
• Peer review or editorial oversight.
• Clear, logical arguments.
• Reputability in its field or domain.

How do I analyse information critically?

• Determine the source’s credibility.
• Identify the main arguments or points.
• Examine the evidence provided.
• Spot inconsistencies or fallacies.
• Detect biases or unspoken assumptions.
• Cross-check facts with other sources.
• Evaluate the relevance to your context.
• Reflect on your own biases or beliefs.

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10 examples of critical thinking that changed the world

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

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

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

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

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

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

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

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

1. Albert Einstein

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

(From Einstein: The First Hundred Years )

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

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

2. Charles Darwin

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

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

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

3. Galileo Galilei

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

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

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

4. Martin Luther King, Jr.

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

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

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

5. Simone de Beauvoir

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

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

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

6. Edwin Hubble

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

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

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

7. Marie Curie

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

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

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

8. Sir Isaac Newton

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

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

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

9. Stanislav Petrov

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

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

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

10. W. E. B. Du Bois

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

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

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

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

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Catch These Benefits! 13 Examples of Critical Thinking in the Workplace

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Your team is dealing with a sudden decrease in sales, and you’re not sure why.

When this happens, do you quickly make random changes and hope they work? Or do you pause, bring your team together , and analyze the problem using critical thinking?

In the pages ahead, we’ll share examples of critical thinking in the workplace to show how critical thinking can help you build a successful team and business.

Ready to make critical thinking a part of your office culture?

Let’s dive in!

What Is Critical Thinking? A Quick Definition

Critical thinking is the systematic approach of being a sharp-minded analyst. It involves asking questions, verifying facts, and using your intellect to make decisions and solve problems.

The process of thinking critically is built upon a foundation of six major steps:

• Comprehension
• Application
• Creation/Action

First, you gather “knowledge” by learning about something and understanding it. After that, you put what you’ve learned into action, known as “application.” When you start looking closely at the details, you do the “analysis.”

After analyzing, you put all those details together to create something new, which we call “synthesis.” Finally, you take action based on all your thinking, and that’s the “creation” or “action” step.

Examples of Critical Thinking in the Workplace

Even if the tasks are repetitive, or even if employees are required to follow strict rules, critical thinking is still important. It helps to deal with unexpected challenges and improve processes.

Let’s delve into 13 real examples to see how critical thinking works in practice.

1. Evaluating the pros and cons of each option

Are you unsure which choice is the best? Critical thinking helps you look at the good and bad sides of each option. This ensures that you make decisions based on facts and not just guesses.

Product development : For example, a product development team is deciding whether to launch a new product . They must evaluate the pros and cons of various features, production methods, and marketing strategies to make an informed decision. Obviously, the more complete their evaluation is, the better decisions they can make.

2. Breaking down complex problems into smaller, manageable parts

In the face of complex problems, critical thinkers are able to make the problem easier to solve. How? They create a step-by-step process to address each component separately.

Product deliveries and customer support . Imagine you work in a customer service department, and there has been a sudden increase in customer complaints about delayed deliveries. You need to figure out the root causes and come up with a solution.

So, you break down the problem into pieces – the shipping process, warehouse operations, delivery routes, customer communication, and product availability. This helps you find out the major causes, which are:

• insufficient staff in the packaging department, and
• high volume of orders during specific weeks in a year.

So, when you focus on smaller parts, you can understand and address each aspect better. As a result, you can find practical solutions to the larger issue of delayed deliveries.

3. Finding, evaluating and using information effectively

In today’s world, information is power. Using it wisely can help you and your team succeed. And critical thinkers know where to find the right information and how to check if it’s reliable.

Market research : Let’s say a marketing team is conducting market research to launch a new product. They must find, assess, and use market data to understand customer needs, competitor tactics, and market trends. Only with this information at hand can they create an effective marketing plan.

4. Paying attention to details while also seeing the bigger picture

Are you great at noticing small things? But can you also see how they fit into the larger picture? Critical thinking helps you do both. It’s like zooming in and out with a camera. Why is it essential? It helps you see the full story and avoid tunnel vision.

Strategic planning . For instance, during strategic planning, executives must pay attention to the details of the company’s financial data, market changes, and internal potential. At the same time, they must consider the bigger picture of long-term goals and growth strategies.

5. Making informed decisions by considering all available information

Ever made a choice without thinking it through? Critical thinkers gather all the facts before they decide. It ensures your decisions are smart and well-informed.

Data analysis . For example, data analysts have to examine large datasets to discover trends and patterns. They use critical thinking to understand the significance of these findings, get useful insights, and provide recommendations for improvement.

6. Recognizing biases and assumptions

Too many workplaces suffer from unfair and biased decisions. Make sure yours isn’t on this list. Critical thinkers are self-aware and can spot their own biases. Obviously, this allows them to make more objective decisions.

Conflict resolution . Suppose a manager needs to mediate a conflict between two team members. Critical thinking is essential to understand the underlying causes, evaluate the validity of each person’s opinion, and find a fair solution.

Hiring decisions . Here’s another example. When hiring new employees, HR professionals need to critically assess candidates’ qualifications, experience, and cultural fit. At the same time, they have to “silence” their own assumptions to make unbiased hiring decisions.

7. Optimizing processes for efficiency

Critical thinking examples in the workplace clearly show how teams can improve their processes.

Customer service . Imagine a company that sells gadgets. When customers have problems, the customer service team reads their feedback. For example, if many people struggle to use a gadget, they think about why that’s happening. Maybe the instructions aren’t clear, or the gadget is too tricky to set up.

So, they work together to make things better. They make a new, easier guide and improve the gadget’s instructions. As a result, fewer customers complain, and everyone is happier with the products and service.

8. Analyzing gaps and filling them in

Discovering problems in your company isn’t always obvious. Sometimes, you need to find what’s not working well to help your team do better. That’s where critical thinking comes in.

Training and development . HR professionals, for instance, critically analyze skill gaps within the organization to design training programs. Without deep analysis, they can’t address specific needs and upskill their employees .

9. Contributing effectively to team discussions

In a workplace, everyone needs to join meetings by saying what they think and listening to everyone else. Effective participation, in fact, depends on critical thinking because it’s the best shortcut to reach collective decisions.

Team meetings . In a brainstorming session, you and your colleagues are like puzzle pieces, each with a unique idea. To succeed, you listen to each other’s thoughts, mix and match those ideas, and together, you create the perfect picture – the best plan for your project.

10. Contributing effectively to problem-solving

Effective problem-solving typically involves critical thinking, with team members offering valuable insights and solutions based on their analysis of the situation.

Innovative SaaS product development . Let’s say a cross-functional team faces a challenging innovation problem. So, they use critical thinking to brainstorm creative solutions and evaluate the feasibility of each idea. Afterwards, they select the most promising one for further development.

11. Making accurate forecasts

Understanding critical thinking examples is essential in another aspect, too. In fact, critical thinking allows companies to prepare for what’s coming, reducing unexpected problems.

Financial forecasting . For example, finance professionals critically assess financial data, economic indicators, and market trends to make accurate forecasts. This data helps to make financial decisions, such as budget planning or investment strategies.

12. Assessing potential risks and recommending adjustments

Without effective risk management , you’ll constantly face issues when it’s too late to tackle them. But when your team has smart thinkers who can spot problems and figure out how they might affect you, you’ll have no need to worry.

Compliance review . Compliance officers review company policies and practices to ensure they align with relevant laws and regulations. They want to make sure everything we do follows the law. If they find anything that could get us into trouble, they’ll suggest changes to keep us on the right side of the law.

13. Managing the crisis

Who else wants to minimize damage and protect their business? During a crisis, leaders need to think critically to assess the situation, make rapid decisions, and allocate resources effectively.

Security breach in a big IT company . Suppose you’ve just discovered a major security breach. This is a crisis because sensitive customer data might be at risk, and it could damage your company’s reputation.

To manage this crisis, you need to think critically. First, you must assess the situation. You investigate how the breach happened, what data might be compromised, and how it could affect your customers and your business. Next, you have to make decisions. You might decide to shut down the affected systems to prevent further damage. By taking quick, well-planned actions, you can minimize the damage and protect your business.

Encouraging Critical Thinking in Your Team: A Brief Manager’s Guide

According to Payscale’s survey, 60% of managers believe that critical thinking is the top soft skill that new graduates lack. Why should you care? Well, among these graduates, there’s a good chance that one could eventually become a part of your team down the road.

So, how do you create a workplace where critical thinking is encouraged and cultivated? Let’s find out.

Step 1: Make Your Expectations Clear

First things first, make sure your employees know why critical thinking is important. If they don’t know how critical it is, it’s time to tell them. Explain why it’s essential for their growth and the company’s success.

Step 2: Encourage Curiosity

Do your employees ask questions freely? Encourage them to! A workplace where questions are welcomed is a breeding ground for critical thinking. And remember, don’t shut down questions with a “That’s not important.” Every question counts.

Step 3: Keep Learning Alive

Encourage your team to keep growing. Learning new stuff helps them become better thinkers. So, don’t let them settle for “I already know enough.” Provide your team with inspiring examples of critical thinking in the workplace. Let them get inspired and reach new heights.

Step 4: Challenge, Don’t Spoon-Feed

Rethink your management methods, if you hand your employees everything on a silver platter. Instead, challenge them with tasks that make them think. It might be tough, but don’t worry. A little struggle can be a good thing.

Step 5: Embrace Different Ideas

Do you only like ideas that match your own? Well, that’s a no-no. Encourage different ideas, even if they sound strange. Sometimes, the craziest ideas lead to the best solutions.

Step 6: Learn from Mistakes

Mistakes happen. So, instead of pointing fingers, ask your employees what they learned from the mistake. Don’t let them just say, “It’s not my fault.”

Step 7: Lead the Way

Are you a critical thinker yourself? Show your employees how it’s done. Lead by example. Don’t just say, “Do as I say!”

Wrapping It Up!

As we’ve seen, examples of critical thinking in the workplace are numerous. Critical thinking shows itself in various scenarios, from evaluating pros and cons to breaking down complex problems and recognizing biases.

The good news is that critical thinking isn’t something you’re born with but a skill you can nurture and strengthen. It’s a journey of growth, and managers are key players in this adventure. They can create a space where critical thinking thrives by encouraging continuous learning.

Remember, teams that cultivate critical thinking will be pioneers of adaptation and innovation. They’ll be well-prepared to meet the challenges of tomorrow’s workplace with confidence and competence.

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Critical Thinking Examples That Will Influence the World Around You

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

In this article, we will answer the following questions:

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

Let’s begin!

What Is Critical Thinking?

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

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

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

Critical Thinking Examples in Questioning

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

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

1. Open-ended questions: provoking elaborated answers

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

2. Outcome-based questions: reveal personal traits

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

3. Hypothetical questions: created scenarios

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

4. Reflective questions: to reflect on the process

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

5. Structural questions: helps understand the process

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

Critical Thinking Examples in Everyday Life

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

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

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

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

1. Self-reflection: analyzing your personal shortcomings

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

2. Decision-making: more informed decision-making

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

3. Time utilization analysis: recognize the value you bring

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

Critical Thinking Examples in the Workplace

1. teamwork: promoting group problem-solving.

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

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

2. Adding value: recognizing and improving your contribution

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

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

Critical Thinking Examples in the History of the World

1. albert einstein.

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

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

2. Charles Darwin

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

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

3. Martin Luther King Jr.

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

4. Sir Isaac Newton

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

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

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

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

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

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What is critical thinking.

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

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

Where Is Critical Thinking Used?

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

Why Is Critical Thinking Important?

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

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

Real-World Examples of Critical Thinking

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

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

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

10 Great Examples of Critical Thinking

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

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

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

Critical Thinking Example 2: HR Manager Resolving Conflict Between Staffs

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

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

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

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

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

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

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

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

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

Critical Thinking Example 7: Writer Organizing Content Ideas

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

Critical Thinking Example 8: Applicants Preparing for a Job Interview

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

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

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

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

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

Pro Tips to Boost Your Critical Thinking Skills

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

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

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

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

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

Critical Thinking Examples FAQ

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

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

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

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

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Examples Of Critical Thinking At The Workplace & In Real Life

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

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

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

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

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

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

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

Critical thinking examples in the workplace.

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

Promoting a teamwork approach to problem-solving

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

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

Self-evaluating your contributions

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

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

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

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

Examples of Critical Thinking in Real Life

Choosing a Career Path

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

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

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

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

Evaluating Online Information

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

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

But asking certain questions will help you process such information.

Who published the article?

What are their sources of information?

What are their intentions?

Are they representing themselves or someone else?

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

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

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

16 Critical Thinking Examples in Real Life

What is critical thinking.

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

Critical Thinking Examples in Real Life

1. critical thinking in problem solving.

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

2. Critical Thinking in Analysing Risks

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

3. Critical Thinking in Data Analysis

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

4. Critical Thinking in Hiring Employees

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

5. Promoting the Teamwork

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

6. Critical Thinking in Self-Evaluation

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

7. Critical Thinking in Choosing the Career

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

8. Critical Thinking in Time Management

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

9. Critical Thinking in Analysing the Fake News

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

10. Critical Thinking in Distinguishing between Right and Wrong

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

11. Critical Thinking in Decoding Fashion Trends

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

12. Critical Thinking in Choosing the Suitable Diet and Exercise

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

13. Critical Thinking in Online Shopping

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

14. Critical Thinking in Job Search

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

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

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

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

15. Critical Thinking While Driving

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

16. Critical Thinking in Business

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

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

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

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Critical thinking definition

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

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

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

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

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

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

Is critical thinking useful in writing?

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

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

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

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

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

We understand that it's difficult to learn how to use critical thinking more effectively in just one article, but our service is here to help.

We are a team specializing in writing essays and other assignments for college students and all other types of customers who need a helping hand in its making. We cover a great range of topics, offer perfect quality work, always deliver on time and aim to leave our customers completely satisfied with what they ordered.

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Critical Thinking Activity: Evaluating Sources - One Topic, Two Examples

• Have You Ever Been Fooled?
• What Number Is That?
• Misinformation vs Disinformation
• Evaluating Sources - One Topic, Two Examples

IF I APPLY - In Action (One Topic, Two Sources)

(To review the IF I APPLY checklist steps, scroll past the example in the next section to the green boxes below.)

Example Topic:

The Impact of Social Media on Adolescent Mental Health

Personal Steps, no matter what the source is

Source Steps, with two different source types

IF I APPLY: Review Personal Steps

Personal steps.

• Identify emotions attached to the topic : Reflect on your own biases or strong feelings related to the topic. This helps you recognize how your emotions might influence your research.
• Find unbiased reference sources for proper review of the topic : Consult neutral reference materials (like encyclopedias or fact-checking websites) to gain a balanced understanding of the topic.
• Intellectual courage to seek authoritative voices on the topic that may be outside of the thesis : Be motivated to explore authoritative sources that may present viewpoints different from your own thesis, fostering open-mindedness and intellectual growth.

IF I APPLY: Review Source Steps

Source steps.

• Authority established : Check if the author has relevant education and experience in the field. Verify the author’s credentials and expertise.
• Purpose/Point of view of source : Assess whether the author has an agenda beyond providing education or information. Look for any signs of bias or ulterior motives.
• Publisher : Evaluate whether the publisher has an agenda. Consider the reputation and credibility of the publishing entity.
• List of sources (bibliography) : Examine the evidence provided. Check if the sources cited are reliable, credible, and relevant.
• Year of publication : Determine whether the publication date affects the information’s relevance and accuracy. Consider if the data might be outdated or if recent developments could change the context.
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• Last Updated: Aug 6, 2024 3:42 PM
• URL: https://libguides.marshall.edu/cta