critical thinking skills for your education degree

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Critical Thinking Skills for your Education Degree (Critical Study Skills) First Edition

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Critical Thinking Skills for your Education Degree provides you with a sound knowledge and understanding of:

• the nature of critical thinking, and its relevance and importance in HE
• how to adopt a critical approach to all aspects of your studies within education 
• the importance of active, critical reading, and how it allows you an efficient, principled, effective assessment of the literature in your field
• the need to adopt a critical approach to writing, characterised by analytical and evaluative use of sources and the development of your own ‘voice’

If you are embarking on a university education or teaching degree, the books in this series will help you acquire and develop the knowledge, skills and strategies you need to achieve your goals. They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication. Tasks and activities are designed to foster aspects of learning which are valued in higher education, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life.

• ISBN-10 1912508575
• ISBN-13 978-1912508570
• Edition First Edition
• Publisher Critical Publishing
• Publication date June 10, 2019
• Part of series Critical Study Skills
• Language English
• Dimensions 6.15 x 0.2 x 9.2 inches
• Print length 96 pages
• See all details

Editorial Reviews

About the author.

Kulwinder Maude is a senior lecturer in education at Kingston University. Her background is in primary teaching and she worked as an EAL coordinator and later as an inclusion manager in primary settings in London. As a part of her master's degree, she explored emergent bilingual reading in KS1 children, and her research is focused on student teachers' knowledge of early reading development.

David Waugh is a former deputy headteacher who has worked in Initial Teacher Training (ITT) from 1990 at the University of Hull, where he led the PGCE course and became Head of Department.  In 2008 he was appointed as a National Strategies Regional Adviser for ITT.  He is currently Director of the Primary PGCE at Durham University, where he is also subject leader for English. He has published extensively in primary English, as well as developing e-learning resources for National Strategies for English, mathematics and mentoring and coaching.

Jane Bottomley  is a freelance writer, teacher and educational consultant. She is a Senior Fellow of the Higher Education Academy and a Senior Fellow of the British Association of Lecturers in English for Academic Purposes. She has helped students from a wide range of disciplines to improve their academic skills and achieve their study goals, including 14 years as a Senior Language Tutor at the University of Manchester. Jane is the editor of the  Critical Study Skills series, which covers nursing, education and social work. 

Steven Pryjmachuk is Professor of Mental Health Nursing Education in the School of Health Science's Division of Nursing, Midwifery and Social Work at the University of Manchester and a Senior Fellow of the Higher Education Academy. His teaching, clinical and research work has centred largely on supporting and facilitating individuals – be they students, patients or colleagues – to develop, learn or care independently. 

In December 2014, Steven was elected as vice Chair (2015-16) and Chair (2017-18) of Mental Health Nurse Academics UK, an organisation representing 65 Higher Education Institutions providing education and research on mental health nursing.

Product details

• Publisher ‏ : ‎ Critical Publishing; First Edition (June 10, 2019)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 96 pages
• ISBN-10 ‏ : ‎ 1912508575
• ISBN-13 ‏ : ‎ 978-1912508570
• Item Weight ‏ : ‎ 2.31 pounds
• Dimensions ‏ : ‎ 6.15 x 0.2 x 9.2 inches

About the authors

Jane bottomley.

Discover more of the author’s books, see similar authors, read author blogs and more

David Waugh

David is Professor of Education at Durham University School of Education.

He has extensive teaching experience in schools and universities. Having taught in four schools in East Yorkshire for fourteen years, latterly as a deputy headteacher, he took up a post as lecturer in English for ITT at University of Hull in 1990. He went on to lead the PGCE course, which achieved successive "outstanding" grades from Ofsted in 2004 and 2007, and became Head of Department of the Centre for Educational Studies in 2005.

In 2008, he became one of two advisers for primary ITT for the National Strategies, working with universities and school-based training providers throughout England. His role included professional development for tutors and teachers; working with trainee teachers; organising and presenting at conferences; producing e-learning resources; leading projects on literacy, inclusion, and mathematics; and liaising with other agencies, including TDA, UCET and DCSF.

In 2013, David was awarded a faculty prize for his outreach work in Primary English, which includes delivering lectures to students in schools, followed by students working one-to-one with pupils putting theory into practice.

David has published extensively on primary English and on management of educational change, the subject for his doctoral thesis. His publications include sixteen books for Scholastic designed to support teachers and trainees in planning for teaching. English 3-11 (2008, Routledge), written with Jolliffe, W, was a core text for many ITT providers. Its successor, English 5-11, published in October 2012 and again in 2016, is also a core text in ITT. Teaching Systematic Synthetic Phonics in Primary Schools (Jolliffe, W and Waugh, D with Carss, A) was published in June 2012 and again in 2015 and has also become a core text for ITT programmes.

He has also co-written e-learning resources, including Developing Literacy in ITT, Secondary Developing Literacy in ITT, Progressing Learning in Literacy, Developing Mathematics in ITT, and Mentoring and Coaching.

He has also written an app. Spelling Punctuation and Grammar for Children Count, together with English, E, Bulman, E, Allott, K and Waugh, R. (2014).

This is designed to provide ready access to subject knowledge on spelling, grammar and punctuation for teachers via mobile phones and tablet computers.

David also wrote, with Jonathan Pye, a former postgraduate student, resources for the Teach It website on teaching spelling (published 2014). His recent publications include:

Waugh, D, Jolliffe, W and Allott, K (eds) (2017) Primary English for Trainee Teachers (2nd edition). London: Sage.

Jolliffe, W and Waugh, D with Carss, A (2019) Teaching Systematic Synthetic Phonics in Primary Schools. (2nd edition) London: Sage.

Waugh, D, Warner, C and Waugh, R (2019) Teaching Grammar, Punctuation and Spelling in Primary Schools (2nd edition) London: Sage.

Waugh, D, Neaum, S and Waugh, R (2016) Children’s Literature in Primary Schools (2nd edition). London: Sage.

Waugh, D and Harrison-Palmer, R (2013) Auditing Phonic Knowledge and Understanding. London: Sage

Waugh, D, Carter, J and Desmond, C (2015) Lessons in Teaching Phonics. London: Sage.

Jolliffe, W and Waugh, D (2017) NQT: London: Sage

Allott, K and Waugh, D (2016) Language and Communication in Primary Schools. London: Sage.

Bushnell, A and Waugh, D (eds) (2017) Inviting Writing Across the Curriculum. London: Sage.

Jolliffe, W, Waugh, D and Beverton, S with Stead, J (2014) Supporting Secondary Readers. London: Sage.

A key feature of several of the books is the case studies of classroom practice provided by local teachers and Durham students, some of whom have been acknowledged in the text.

He has also written chapters in several books, including:

Waugh, D (2015) 'Primary Education in England' in Brock, C (2015) (ed.) Education in the United Kingdom: A Regional Overview. London: Bloomsbury.

David is often asked to contribute articles to news websites (e.g. BBC) and newspapers (e.g. The Guardian)

David also enjoys writing stories for children. He has written six novels for children aged 8 and above. Lottie's Run tells the story of the England football captain's daughter's escape from kidnappers. His second novel, "Girls Can't Play Football!", tells of Lauren Morris's battle to be accepted as a member of her school football team, while trying to save her school from closure. His third, Jessica's Other World, was published in February, 2016 and tells of Jessica Chambers' adventures when she discovers a trapdoor under her bed which leads to a different house and a very different lifestyle.

In 2017, The Wishroom was published - a novel David wrote with 45 children from 15 East Durham primary schools. In 2019, Twins?, written with 12 children from Our Lady and St Joseph's, Brooms appeared.

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Developing Critical Thinking

• Posted January 10, 2018
• By Iman Rastegari

In a time where deliberately false information is continually introduced into public discourse, and quickly spread through social media shares and likes, it is more important than ever for young people to develop their critical thinking. That skill, says Georgetown professor William T. Gormley, consists of three elements: a capacity to spot weakness in other arguments, a passion for good evidence, and a capacity to reflect on your own views and values with an eye to possibly change them. But are educators making the development of these skills a priority?

"Some teachers embrace critical thinking pedagogy with enthusiasm and they make it a high priority in their classrooms; other teachers do not," says Gormley, author of the recent Harvard Education Press release The Critical Advantage: Developing Critical Thinking Skills in School . "So if you are to assess the extent of critical-thinking instruction in U.S. classrooms, you’d find some very wide variations." Which is unfortunate, he says, since developing critical-thinking skills is vital not only to students' readiness for college and career, but to their civic readiness, as well.

"It's important to recognize that critical thinking is not just something that takes place in the classroom or in the workplace, it's something that takes place — and should take place — in our daily lives," says Gormley.

In this edition of the Harvard EdCast, Gormley looks at the value of teaching critical thinking, and explores how it can be an important solution to some of the problems that we face, including "fake news."

About the Harvard EdCast

The Harvard EdCast is a weekly series of podcasts, available on the Harvard University iT unes U page, that features a 15-20 minute conversation with thought leaders in the field of education from across the country and around the world. Hosted by Matt Weber and co-produced by Jill Anderson, the Harvard EdCast is a space for educational discourse and openness, focusing on the myriad issues and current events related to the field.

An education podcast that keeps the focus simple: what makes a difference for learners, educators, parents, and communities

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Notes from ferguson, the case for homework.

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Critical thinking

Advice and resources to help you develop your critical voice.

Developing critical thinking skills is essential to your success at University and beyond.  We all need to be critical thinkers to help us navigate our way through an information-rich world. 

Whatever your discipline, you will engage with a wide variety of sources of information and evidence.  You will develop the skills to make judgements about this evidence to form your own views and to present your views clearly.

One of the most common types of feedback received by students is that their work is ‘too descriptive’.  This usually means that they have just stated what others have said and have not reflected critically on the material.  They have not evaluated the evidence and constructed an argument.

What is critical thinking?

Critical thinking is the art of making clear, reasoned judgements based on interpreting, understanding, applying and synthesising evidence gathered from observation, reading and experimentation. Burns, T., & Sinfield, S. (2016)  Essential Study Skills: The Complete Guide to Success at University (4th ed.) London: SAGE, p94.

Being critical does not just mean finding fault.  It means assessing evidence from a variety of sources and making reasoned conclusions.  As a result of your analysis you may decide that a particular piece of evidence is not robust, or that you disagree with the conclusion, but you should be able to state why you have come to this view and incorporate this into a bigger picture of the literature.

Being critical goes beyond describing what you have heard in lectures or what you have read.  It involves synthesising, analysing and evaluating what you have learned to develop your own argument or position.

Critical thinking is important in all subjects and disciplines – in science and engineering, as well as the arts and humanities.  The types of evidence used to develop arguments may be very different but the processes and techniques are similar.  Critical thinking is required for both undergraduate and postgraduate levels of study.

What, where, when, who, why, how?

Purposeful reading can help with critical thinking because it encourages you to read actively rather than passively.  When you read, ask yourself questions about what you are reading and make notes to record your views.  Ask questions like:

• What is the main point of this paper/ article/ paragraph/ report/ blog?
• Who wrote it?
• Why was it written?
• When was it written?
• Has the context changed since it was written?
• Is the evidence presented robust?
• How did the authors come to their conclusions?
• Do you agree with the conclusions?
• What does this add to our knowledge?
• Why is it useful?

Our web page covering Reading at university includes a handout to help you develop your own critical reading form and a suggested reading notes record sheet.  These resources will help you record your thoughts after you read, which will help you to construct your argument. 

Reading at university

Developing an argument

Being a university student is about learning how to think, not what to think.  Critical thinking shapes your own values and attitudes through a process of deliberating, debating and persuasion.   Through developing your critical thinking you can move on from simply disagreeing to constructively assessing alternatives by building on doubts.

There are several key stages involved in developing your ideas and constructing an argument.  You might like to use a form to help you think about the features of critical thinking and to break down the stages of developing your argument.

Features of critical thinking (pdf)

Features of critical thinking (Word rtf)

Our webpage on Academic writing includes a useful handout ‘Building an argument as you go’.

Academic writing

You should also consider the language you will use to introduce a range of viewpoints and to evaluate the various sources of evidence.  This will help your reader to follow your argument.  To get you started, the University of Manchester's Academic Phrasebank has a useful section on Being Critical. 

Academic Phrasebank

Developing your critical thinking

Set yourself some tasks to help develop your critical thinking skills.  Discuss material presented in lectures or from resource lists with your peers.  Set up a critical reading group or use an online discussion forum.  Think about a point you would like to make during discussions in tutorials and be prepared to back up your argument with evidence.

For more suggestions:

Developing your critical thinking - ideas (pdf)

Developing your critical thinking - ideas (Word rtf)

Published guides

For further advice and more detailed resources please see the Critical Thinking section of our list of published Study skills guides.

Study skills guides  

This article was published on 2024-02-26

Critical Thinking Skills for your Education Degree

• Nursing & Midwifery

Research output : Book/Report › Book

Publication series

• Study skills

T1 - Critical Thinking Skills for your Education Degree

AU - Bottomley, Jane

AU - Maude, Kulwinder

AU - Pryjmachuk, Steven

AU - Waugh, David

KW - Study skills

KW - Education

SN - 9781912508570

T3 - Critical Study Skills

BT - Critical Thinking Skills for your Education Degree

PB - Critical Publishing

CY - St Albans

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WESTERN GOVERNORS UNIVERSITY

Developing your critical thinking skills, critical thinking skills, critical thinking skills are the navigational tools needed for everyday life and in any professional journey. they enable you to analyze and solve complex problems effectively, allowing you to gain a competitive edge and empowering you to make smarter decisions.    .

With these skills, you’ll be able to think outside the box, adapt to change, and handle risks with greater efficiency. By improving your critical thinking abilities, you're setting yourself up to succeed in any field. 

This guide explores different types of critical thinking skills and how you can learn and apply them in your everyday life.

What Are Critical Thinking Skills?

Critical thinking skills refer to your ability to analyze, evaluate, and interpret information in a logical and systematic manner to determine possible solutions. Think of it as employing objective reasoning and sound judgment to assess situations, solve problems, make decisions, and draw meaningful conclusions.

These skills assist you in thinking clearly and making sensible decisions when needed to solve problems, make better choices, think independently, consider multiple viewpoints, and apply thoughtful analysis to complex issues.

Why Are Critical Thinking Skills Important?

Critical thinking skills are highly valued by employers and are crucial in today's job market for several reasons. Let’s have a look at why these skills are important:

• Decision-making: You can make informed decisions based on careful analysis, which leads to more effective decision-making, minimizing risks and maximizing opportunities. 
• Effective problem-solving: These skills provide the foundation for effective problem-solving in different professional contexts. These skills equip you to effectively identify, define, and analyze problems from different perspectives.
• Promote open-mindedness: Critical thinking leads to innovative ideas and approaches that will make you challenge assumptions. These challenges lead to innovative ideas and approaches. 
• Effective communication: By enabling you to clearly organize your thoughts and articulate ideas, critical thinking skills promote effective communication.

What are the Benefits of Having Critical Thinking Skills?

As mentioned above, critical thinking skills are crucial in every profession and enable you to stand out and succeed in your field. Let’s explore some of the benefits of critical thinking skills and how they add value to your profession:

Stronger analytical abilities: You enhance your analytical thinking capabilities, allowing you to gather, assess, and interpret data effectively. Using logical reasoning, you can identify patterns, extract relevant insights, and draw meaningful conclusions from complex information. This skill is valuable in problem-solving, decision-making, and strategic planning.  

Flexibility: Being flexible enables you to adapt to changing circumstances and swiftly navigate uncertainties. By considering multiple perspectives, evaluating information gathered, and adjusting your thinking, you can adapt your strategies and approaches to respond effectively to evolving situations. This adaptability is crucial in today's fast-changing work environments. 

Lifelong learning: By embracing a growth mindset and engaging in lifelong learning, you can acquire new skills, question assumptions, seek new knowledge, critically evaluate your beliefs, and stay relevant in your chosen field.  

Vision clarity: Having a clear vision enables you to forecast situations and goals. Critical thinking skills provide a framework for purposeful action. This concept also guarantees that your efforts are consistently directed toward achieving the desired outcomes.

Endless possibilities: Solid critical thinking skills allow you to uncover an array of potential outcomes, ideas, and opportunities to go beyond the familiar. 

Examples of Critical Thinking Skills in the Workplace

Critical thinking skills can be applied in many ways across various professions. Here are some practical examples:

Analysis: You can ask relevant questions, evaluate evidence, and draw logical conclusions based on available information. You can uncover a trend or problem through analysis and make a well-informed decision based on your findings. 

Evaluation: You can weigh different perspectives, consider biases or limitations, and make informed judgments about the quality and validity of information or claims presented. You can distinguish between credible and unreliable sources by evaluating evidence, claims, or proposals and determining the best cause of action.

Creative thinking: Thinking creatively means being innovative, embracing new perspectives, and engaging in divergent thinking to discover fresh insights and possibilities.  

Inference: You can draw logical conclusions based on available evidence, observations, or patterns. By making reasoned judgments and connecting pieces of information, you can delve deeper into complex situations leading to better solutions. 

Reflection: You can critically examine your thoughts, beliefs, and experiences. By displaying self-awareness and introspection, you enhance self-directed learning and promote continuous improvement.  

How Will I Use Critical Thinking Skills?

By developing and applying critical thinking skills, you will be better equipped to navigate complex work environments, contribute to organizational success, and excel in your chosen career path. 

These skills are applicable across various professional roles and industries. For example, with IT careers, you can use critical thinking skills in the following fields:

IT Career: In the IT industry, critical thinking skills are essential for problem-solving and troubleshooting. For example, you’ll be able to analyze the symptoms, gather relevant information, and evaluate potential causes. IT careers such as risk analysts , information manager and IT manager require solid critical thinking skills.

With health careers you can use critical thinking skills in the workplace. This includes:

Accurate diagnoses and treatment decisions: Critical thinking skills are crucial for the hospital environment and beyond.  For instance, as a nurse or doctor with strong critical thinking skills, you will carefully assess a patient's symptoms, review medical history, and analyze test results. Most careers in healthcare such as community health workers , ICU nurses , medical records manager , etc., require these skills.

With education careers, you’ll discover how critical thinking skills are useful in the classroom and beyond:

Designing engaging classroom activities: As a teacher with strong critical thinking skills, you’ll design engaging classroom activities and questions. You can promote problem-solving and creative learning. Most careers in education such as teaching assistants , preschool teachers , and even high school teachers need these skills.

With business professions you incorporate critical thinking skills into everyday decisions in the workplace:

Evaluating market trends: As a decision-maker in business, critical thinking skills help you evaluate market trends, analyze financial data, and assess potential risks and opportunities. You’ll use logical reasoning and sound judgment to make informed business-related decisions such as product development, resource allocation, and business strategies. Most business-related careers such as project management, actuary , human resources management , etc., need these skills.

Critical thinking skills provide a foundation for thoughtful approaches in each field.

How Can I Learn Critical Thinking Skills?

At WGU, our curriculum is designed to foster critical thinking skills by incorporating interactive and thought-provoking course content. 

Our courses are structured to encourage active learning and provide opportunities to apply critical thinking skills in different subject areas.  

For example, in the Leavitt School of Health , the following degree programs teach critical thinking as part of the coursework:

• BS Nursing (BSRN) 
• BS Nursing (RN- to BSN Degree), BSNU
• BS Nursing-Prelicensure (BSPRN) 

In nursing and other health-related degrees, you’ll learn to:

• Identify reliable and credible sources of information. 
• Identify different academic arguments concerning a particular issue.
• Identify potential sources of bias when analyzing a given issue. 
• Gather relevant facts to form a judgment.
• Analyze data from various sources and contexts. 

In critical thinking courses, you’ll encounter challenging concepts, case studies, and real-world scenarios that require critical analysis and problem-solving. 

You’ll be able to engage in collaborative learning activities, such as group projects, discussions, and simulations. You’ll also complete a capstone project that integrates and applies the knowledge and skills you’ve acquired. 

These activities encourage you to share ideas, consider diverse perspectives, and provide an opportunity to demonstrate your proficiency in critical thinking while also showcasing your ability to apply it practically. 

Our goal at WGU is to provide a comprehensive learning experience that enhances your critical thinking skills.

Frequently Asked Questions

How is critical thinking used in everyday life?

You can apply critical thinking to various aspects of everyday life, such as:

• Making logical decisions when solving problems. 
• Assessing the credibility of the information you encounter online to avoid being misled or scammed.
• Understanding and questioning norms, biases, and stereotypes leading to a change in policies and social justice. 

How do you say you’re good at critical thinking in your résumé?

You must provide concrete examples to demonstrate your abilities as a critical thinker in your résumé. 

For example, you can describe situations where you successfully applied critical thinking to solve problems or make decisions. 

You can also provide relevant certifications or coursework if you’ve completed any courses or certifications related to critical thinking. Make sure that you highlight them in the education section of your résumé.

What are the barriers to critical thinking?

There are various factors that can limit your ability to think critically:

• Allowing emotions to influence your thinking process.
• Conforming to cultural and social norms.
• Lacking access to accurate information about a subject. 
• Having insufficient time to thoroughly evaluate information.
• Lacking exposure to situations that require critical thinking.

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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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The ability to effectively incorporate multiple sources into one’s work is not just a skill, but a necessity. Whether we are talking about research papers, articles, or even simple blog posts, synthesising sources can elevate our content to a more nuanced, comprehensive, and insightful level.

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Critical thinking for college, career, and citizenship

Subscribe to the center for universal education bulletin, diane f. halpern dfh diane f. halpern diane f. halpern is the dean of social sciences, emerita at the minerva schools at kgi and a past president of the american psychological association and the society for teaching of psychology. diane has published hundreds of articles and many books including, thought and knowledge: an introduction to critical thinking (5th ed., 2014); sex differences in cognitive abilities (4th ed.), and women at the top: powerful leaders tell us how to combine work and family (co-authored with fanny cheung). her other recent books include psychological science (5th ed. with michael gazzaniga and todd heatherton) and the edited book, undergraduate education in psychology: a blueprint for the future of the discipline..

May 26, 2016

Editor’s note: In the “ Becoming Brilliant ” blog series, experts explore the six competencies that reflect how children learn and grow as laid out by Kathy Hirsh-Pasek and Roberta Golinkoff in their new book  “ Becoming Brilliant .”

Education is about the future—students learn in schools and other places based on two underlying assumptions: (a) What they learn today will be recalled sometime in the future when the knowledge is needed, and (b) today’s learning will transfer across time, place, and space. Teachers are preparing students for higher levels of education, careers that may not even exist today, and the increasingly complex world of citizenship—voting intelligently, recognizing, and supporting good options for societal problems. With the amount of information increasing exponentially and new information often replacing what we formerly believed to be true, the twin abilities of learning well and thinking critically are essential skills for students at every level.

But what does it mean to think critically?

Critical thinking is using the skills or strategies that that are most likely to lead to a desired outcome. It is purposeful, reasoned, and goal-directed. It is the sort of thinking we should be engaging in when deciding what and whom to believe, which of two job offers to accept, or whether vaccinations really do cause autism. It is different from, but often relies upon, simple recall (e.g., what does five plus seven equal?), unsupported opinions (e.g., I like vanilla ice cream), and automated actions (e.g., stopping at a red light).

Critical thinking has two main components: understanding information at a deep, meaningful level, and overcoming fallacies and biases. For example, suppose you are learning about a new theory. You could learn to recite the definition of the theory with little meaning (e.g., photosynthesis is a process used by plants to synthesize foods from carbon dioxide and water using sunlight) or you could process it at a deeper level. There are many learning activities that facilitate deep level processing. For example, you could write out the theory in your own words, explain it to someone who is not familiar with it, and provide evidence for (and possibly against) the theory. What is it explaining? What theory is it replacing (if applicable)? What is its history? How could it be applied to an everyday problem?  If you could answer these questions, the theory would become easier to recall, and you could use it to generate new theories or see flaws or strengths in other theories. Argument analysis is another example of deep processing. Critical thinkers learn to identify the conclusion, the evidence, and reasoning used to support the conclusion. They also look for assumptions, counterevidence, and limiting conditions (times when the conclusion may not apply).

Some educators prefer to consider critical thinking as “debiasing” or recognizing and resisting fallacies. Suppose someone asks you if children become brilliant because of their nature or nurture. This is an example of the “either-or” fallacy, and anyone who is trained to recognize it can avoid its pitfalls. Similarly, critical thinkers recognize when correlational data are being used to make causal claims. For example, an article in the Los Angeles Times told readers that if they want their children to get good grades they should make sure that their kids’ friends get good grades. But after reading the article, it was apparent that children with good grades had friends with good grades, and children with poor grades had friends with poor grades. But nowhere did it show that kids with poor grades would improve by friending kids with good grades. The data were correlational, which any critical thinker should recognize.

If you are thinking critically, and I hope you are, you may be wondering: Can we teach students to be better thinkers? The answer is a resounding “yes.” There is a large amount of research literature (reviewed in my book, “Thought and Knowledge: An Introduction to Critical Thinking”). In one project that I conducted with a doctoral student, who is now Dr. Lisa Marin, we went into very low-performing high schools in California. There were several studies, some that involved parents and some in which classes were assigned at random with different critical thinking instruction. We found that when critical thinking skills were deliberately taught (not as an ancillary to other content), students improved in their abilities to think critically. There are many studies showing substantial gains in critical thinking in college students, the military, and other populations as well. Critical thinking can be taught at any grade, as long as it is taught in a way that is developmentally appropriate.

Finally, critical thinking has a self-reflective component. Good thinkers consider the steps of problem solving, how they are mentally approaching a problem, and the quality of their conclusion or solution.  

Those who care about the future for today’s children understand that the jobs of the future will require the ability to think critically. So let’s be sure that our students are ready for college, careers, and citizenship by including deliberate instruction in critical thinking. It is probably the most difficult topic to teach and learn, but it is also the most important.

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What is Critical Thinking?

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

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

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

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

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

Someone with critical thinking skills can:

Understand the links between ideas.

Determine the importance and relevance of arguments and ideas.

Recognise, build and appraise arguments.

Identify inconsistencies and errors in reasoning.

Approach problems in a consistent and systematic way.

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

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

Critical Thinking is:

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

The Skills We Need for Critical Thinking

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

Specifically we need to be able to:

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

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

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

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

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

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

The Critical Thinking Process

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

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

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

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

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

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

Who said it?

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

What did they say?

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

Where did they say it?

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

When did they say it?

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

Why did they say it?

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

How did they say it?

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

What are you Aiming to Achieve?

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

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

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

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

The Benefit of Foresight

Perhaps the most important element of thinking critically is foresight.

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

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

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

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

Further Reading from Skills You Need

The Skills You Need Guide for Students

Develop the skills you need to make the most of your time as a student.

Our eBooks are ideal for students at all stages of education, school, college and university. They are full of easy-to-follow practical information that will help you to learn more effectively and get better grades.

In Summary:

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

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

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

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

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

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

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

Continue to: Critical Thinking and Fake News Critical Reading

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

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Critical Thinking Skills for Education Students

• Lesley-Jane Eales-Reynolds - Kingston University, UK
• Brenda Judge - Manchester Metropolitan University, Manchester, UK
• Elaine McCreery - Manchester Metropolitan University, Manchester, UK
• Patrick Jones - Manchester Metropolitan University, Manchester, UK
• Description
• any course of Initial Teacher Training leading to QTS;
• a degree in Education or Education Studies;
• a degree in Early Years or Early Childhood Education;
• a foundation degree in any education related subject discipline.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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This has now been placed on the reading list for H.E students.

Excellent text that supports students understanding and application of critical thinking skills

Although not part of the course content, our students are increasingly looking for support in academic writing skills. This book offers them this well.

This a good introduction to critical thinking and writing for undergraduate education students; the reflective and practical tasks have been helpful in sessions for getting students to think about their own critical writing skills and take action where needed

A great book to engage students into the thoughts of critical thinking in higher education. Valuable source for new students and those returning to study.

recomended on the reading list for students in module handbook

This is an excellent guide to achieving the skills essential to academic success for students entering HE and those wishing to progress through the HE levels.

Useful for MA Students taking a Critical Thinking Class as supplementary reading

Really interesting book and suitable for the course.

An extremely useful book for nursing students on the Bsc course. Simplified ways of thinking and processes to support students thought processes

Preview this book

For instructors, select a purchasing option, related products.

This title is also available on SAGE Knowledge , the ultimate social sciences online library. If your library doesn’t have access, ask your librarian to start a trial .

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Defining Critical Thinking

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Critical thinking

Advice and resources on critical thinking.

Advice and resources to help you develop your critical voice.

Developing critical thinking skills is essential to your success at University and beyond. We all need to be critical thinkers to help us navigate our way through an information-rich world. 

Why is critical thinking important?

It affects your academic success : if you want to achieve higher grades, being able to take an informed and analytical approach to your studies is very important. Simply memorising and explaining concepts and ideas will not be sufficient for a strong pass at postgraduate level: you will need to be able to demonstrate sufficient knowledge of your subject to articulate your own views or conclusions, supported by appropriate evidence.

It affects your employability : one of the main reasons students undertake postgraduate study is to improve their employment prospects. Many aspects of work (including strategic planning, trouble shooting, problem solving and critical evaluation of projects and processes) require higher-level thinking and reasoning skills, and prospective employers will want to see evidence of these skills.

Whatever your discipline, you will engage with a wide variety of sources of information and evidence. You will develop the skills to make judgements about this evidence to form your own views and to present your views clearly.

One of the most common types of feedback received by students is that their work is ‘too descriptive’. This usually means that they have just stated what others have said and have not reflected critically on the material. They have not evaluated the evidence and constructed an argument.

What is critical thinking?

Critical thinking is the art of making clear, reasoned judgements based on interpreting, understanding, applying and synthesising evidence gathered from observation, reading and experimentation. Burns, T., & Sinfield, S. (2016) Essential Study Skills: The Complete Guide to Success at University (4th ed.) London: SAGE, p94.

Being critical does not just mean finding fault. It means assessing evidence from a variety of sources and making reasoned conclusions.  As a result of your analysis you may decide that a particular piece of evidence is not robust, or that you disagree with the conclusion, but you should be able to state why you have come to this view and incorporate this into a bigger picture of the literature.

Being critical goes beyond describing what you have heard in lectures or what you have read. It involves synthesising, analysing and evaluating what you have learned to develop your own argument or position.

Critical thinking is important in all subjects and disciplines – in science and engineering, as well as the arts and humanities. The types of evidence used to develop arguments may be very different but the processes and techniques are similar. Critical thinking is required for both undergraduate and postgraduate levels of study.

What, where, when, who, why, how?

Purposeful reading can help with critical thinking because it encourages you to read actively rather than passively. When you read, ask yourself questions about what you are reading and make notes to record your views. Ask questions like:

• What is the main point of this paper/ article/ paragraph/ report/ blog?
• Who wrote it?
• Why was it written?
• When was it written?
• Has the context changed since it was written?
• Is the evidence presented robust?
• How did the authors come to their conclusions?
• Do you agree with the conclusions?
• What does this add to our knowledge?
• Why is it useful?

Our web page covering ‘Reading at university’ includes a handout to help you develop your own critical reading form and a suggested reading notes record sheet. These resources will help you record your thoughts after you read, which will help you to construct your argument. 

Reading at university - find out more

Developing an argument

Being a university student is about learning how to think, not what to think.  Critical thinking shapes your own values and attitudes through a process of deliberating, debating and persuasion.  Through developing your critical thinking you can move on from simply disagreeing to constructively assessing alternatives by building on doubts.

There are several key stages involved in developing your ideas and constructing an argument. You might like to use a form to help you think about the features of critical thinking and to break down the stages of developing your argument.

Features of critical thinking   (pdf)

Features of critical thinking (Word rtf)

Our webpage on Academic writing includes a useful handout ‘Building an argument as you go’.

Academic writing

You should also consider the language you will use to introduce a range of viewpoints and to evaluate the various sources of evidence. This will help your reader to follow your argument. To get you started, the University of Manchester's Academic Phrasebank has a useful section on Being Critical. 

Academic Phrasebank

Developing your critical thinking

Set yourself some tasks to help develop your critical thinking skills. Discuss material presented in lectures or from resource lists with your peers. Set up a critical reading group or use an online discussion forum.  Think about a point you would like to make during discussions in tutorials and be prepared to back up your argument with evidence.

For more suggestions:

Developing your critical thinking - ideas   (pdf)

Developing your critical thinking - ideas (Word rtf)

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.

The ordering process is fully online, and it goes as follows:

• Select the topic and the deadline of your essay.
• Provide us with any details, requirements, statements that should be emphasized or particular parts of the essay writing process you struggle with.
• Leave the email address, where your completed order will be sent to.
• Select your prefered payment type, sit back and relax!

With lots of experience on the market, professionally degreed essay writers , online 24/7 customer support and incredibly low prices, you won't find a service offering a better deal than ours.

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Teaching Thinking Skills----Antalya-Istanbul-Cappadocia-Alanya

This programme aims to develop teacher skills on how to integrate critical and creative thinking skills into lesson processes, focusing on basic, analytical, decision-making and problem-solving skills. During the course, lesson plans will be developed and implemented in which thinking skills are explicitly emphasised.

Description

Learning objectives, methodology & assessment, certification details, pricing, packages and other information.

• Package contents: Accommodation Course Meals Transport

Additional information

• Language: English
• Target audience ISCED: Primary education (ISCED 1) Lower secondary education (ISCED 2) Upper secondary education (ISCED 3)
• Target audience type: Teacher Head Teacher / Principal Teacher Educator
• Learning time: 25 hours or more

Upcoming sessions

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Environmental Education and Biodiversity -----Antalya-Alanya

Next upcoming session  08.06.2024 - 15.06.2024

Inclusive Education --- Antalya -Istanbul

Innovative Assessment -------- Antalya-Istanbul-Alanya

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6 Reasons To Pursue An Honours Year

On this page, what is an honour’s degree, 1. meet the prerequisite for many hiring companies, 2. improve your skillsets, from critical thinking to independent research, 3. fast track any further studies, 4. gain professional certification, 5. become a subject matter expert, 6. further build your professional & academic networks, pursue your honours confidently with idp.

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• 25 May 2024

Year after year, the job market continues to become more competitive and students are trying to find ways to stand out among prospective employers.

We all know how taking up multiple internships and expanding your network can increase one’s chances of securing career prospects.

But an underrated one that’s often unheard of is pursuing an honours year.

You’ve probably heard the term ‘graduating with honours’ at least once. But do you know what it actually means?

Pursuing an honours year in your degree program grants you a higher level of qualification compared to a general Bachelor’s Degree.

In an Honours programme, students are tasked to complete a supervised independent research project related to the nature of their study.

This additional academic qualification can either be done simultaneously with your current Bachelor’s Degree or as a standalone year-long course upon completing your undergraduate degree.

Now that we’ve gone over the basics, here are 6 reasons why pursuing an Honours can be the next best step in your academic journey!

Today, hiring companies are more likely to employ applicants who have completed an honours year compared to those who didn’t.

Since their curriculum is far more demanding and advanced, it shows prospective employers that these students have a better capacity to achieve more complex goals and thrive in a workplace environment.

Instead of just a general subject, honours programmes are designed to tackle more in-depth concepts that would drastically enhance your skillsets as a student.

Since it is positioned to be more advanced than the standard Bachelor’s degree, the curriculum also covers more extensive skills as well.

Some of these include enhanced research skills, strategic problem solving, critical thinking, and report analysis and writing, among many others.

While these also be addressed in general degree courses, they may not be as comprehensive.

For those looking to continue their studies beyond a Bachelor’s Degree, you’ll be glad to know that attaining honours can be of great help to you in the process.

Many students use their honours year as a stepping stone into the world of academic research and further studies such as a master’s degree or PhD.

Certain schools allow students to apply directly for their PhD programme just with their honours degree, depending on the admission criteria. This is an opportunity not offered to non-honours degree holders.

Not only would this accelerate your academic journey, but it also gives you a glimpse into what it would be like before deciding to commit to a master’s or PhD programme.

Apart from your actual degree, students may also attain professional certification for specific skills and course completions as part of their honours.

These certifications are granted depending on your chosen course or area of specialisation.

Let’s take engineering, for example. Some certifications that engineering students can attain include programming foundations, Python, JavaScript, and AI and machine learning.

When presented along with your honours degree at a job interview, you’ll stand a higher chance among your counterparts during the hiring process.

An honours degree is a great way to go beyond your foundational knowledge and delve into more skills-based learning.

Nowadays, employers and companies are on the lookout for candidates with a deep understanding of a particular subject or specialised area.

Instead of taking up general electives, honours programmes dive deeper into specific skills such as research and report writing, which is can be extremely useful for those looking to pursue a career in academia.

On top of that, being a subject matter expert also helps students find their niche and opens them up to collaboration opportunities for multidisciplinary research.

Being a part of an honours programme can help build your connections in both your academic and professional networks.

Students will be able to tap into their school’s esteemed list of alumni and faculty members, and have the privilege to learn from them firsthand.

Apart from being mentored by these acclaimed academics themselves, simply being connected to them could also open doors for your future employment at the same time.

Whether it’s an on-campus position, being recommended to your dream company, or even finding a co-founder to build a startup with, the opportunities are endless.

Think you need advice from a skilled professional on whether an honours year is the way to go? Our IDP education counsellors are here to help.

From going through all the available programme options to making sure the necessary requirements are in place, our job is to ensure that the application process goes nothing but smoothly.

Get in touch with us by booking a free counselling session today to have all your questions answered!

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