Critical thinking is continuous application of unbiased analysis in search of objective truth.
Although its name suggests criticism, critical thinking is actually closer tojudgment of truth‘ based on withholding judgment while evaluating existing and emerging data to form more accurate conclusions. Critical thinking is an ongoing process emphasizing liquid and continued interpretation of information rather than formation of static beliefs and opinions.
Research on cognitively demanding skills provides formal academic content that we can extend to less formal settings, including K-12 classrooms.
This researchfor example, explores the fundamental role of critical thinking in improving decision-making in a variety of fields, including health care, finance, and interpersonal relationships. The study highlights the importance of rigorous core assessments of thinking that can predict successful outcomes in complex scenarios.
Of course, this highlights the importance of integrating critical thinking development and measurement into educational frameworks to promote higher-level cognitive abilities that impact real-world problem solving and decision making.
Which critical thinking skills are most important?
Deciding which critical thinking skills are “most important” is not easy, because prioritizing them in any order is less important than knowing what they are, when, and how to use them.
However, to begin such a process, it can be helpful to identify a small sample of the larger set of thought processes and skills that make up the skill of critical thinking.
Let’s take a look at eight of the more important, basic critical thinking skills that everyone—students, teachers, and laypeople alike—should know.
8 Critical Thinking Skills Everyone Should Know
8 essential critical thinking skills
Analyze: Break a whole into parts to examine them
Example: The teacher asks the students to break down a story into its basic components: characters, setting, plot, conflict, and resolution. This helps students understand how each part contributes to the overall narrative.
Rate it: Assess value or quality
Example: A teacher asks students to evaluate the effectiveness of two persuasive essays. Students evaluate which essay presents stronger arguments and why, considering factors such as evidence, tone, and logic.
I interpret” Explain the meaning or significance
Example: After reading a poem, the teacher asks students to interpret the symbolism of a recurring image, such as a river, by discussing what it might represent in the context of the poem.
Synthesize” Combine to form a coherent whole
Example: A teacher asks students to write an essay combining information from multiple sources about the causes of the American Revolution, encouraging them to create a cohesive argument that integrates different points of view.
Conclusion: Draw conclusions based on evidence
Example: A teacher presents students with a scenario in a science experiment and asks them to infer what might happen if a variable is changed, based on the data they have already collected.
A question
Formal or informal inquiries for understanding
Example: During a history lesson, the teacher encourages students to ask questions about the motives of historical figures, prompting deeper understanding and critical discussions about historical events.
Reflect
Recall and interpret experiences or ideas
Example: After completing a group project, the teacher asks students to reflect on what worked well and what could have been improved, helping them gain insight into their collaborative process and learning experience.
a judge: Form an opinion or conclusion
Example: A teacher presents students with a scenario in which two solutions are proposed to solve a public problem, such as building a new park or community center. The teacher asks students to use their judgment to determine which solution would best meet the needs of the community, taking into account costs, affordability, and potential benefits.
8 of the most important critical thinking skills
Quotes
Butler, HA (2024). Improving critical thinking skills through solution-based learning. J. Intel.12(2), Art. 16. https://doi.org/10.3390/jintelligence12020016
