what is critical thinking question

41+ Critical Thinking Examples (Definition + Practices)

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

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

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

Critical Thinking Process Outline

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

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

Here's what it looks like step by step:

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

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

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

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

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

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

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

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

Critical Thinking Methods

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

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

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

1. "What If" Scenarios

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

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

3. Analyze Visual Data

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

4. Mind Mapping

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

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

5. Weekly Diary

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

6. Evaluating Information Sources

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

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

7. Socratic Questioning

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

Start with a Big Question:

"What does 'success' mean?"

Dive Deeper with More Questions:

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

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

Look for Real-life Examples:

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

Think About Other People's Views:

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

Think About What It Means:

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

Look Back and Think:

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

8. Six Thinking Hats 

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

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

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

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

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

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

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

When using this method with a group:

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

9. SWOT Analysis

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

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

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

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

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

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

Steps to do a SWOT Analysis:

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

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

Everyday Examples

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

10. Deciding to buy something

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

11. Deciding what is true

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

12. Deciding when you’re wrong

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

13. Deciding what to eat

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

14. Deciding what to do today

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

15. Making Tough Choices

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

16. Planning for the Future

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

Job Examples

17. solving problems.

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

18. Decision Making

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

19. Setting Goals

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

20. Evaluating Ideas

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

21. Handling Conflict

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

22. Improving Processes

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

23. Asking Questions

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

24. Checking Facts

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

25. Planning for the Future

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

26. Understanding Perspectives

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

School Examples

27. researching a topic.

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

28. Debating an Issue

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

29. Evaluating Sources

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

30. Problem Solving in Math

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

31. Analyzing Literature

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

32. Testing a Hypothesis

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

33. Giving Peer Feedback

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

34. Questioning Assumptions

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

35. Designing a Study

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

36. Interpreting Data

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

Critical Thinking Puzzles

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

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

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

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

Here's the challenge:

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

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

38. The Rope, Jar, and Pebbles Problem

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

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

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

39. The Two Guards Problem

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

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

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

40. The Hourglass Problem

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

41. The Lifeboat Dilemma

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

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

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

42. The Tech Dilemma

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

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

43. The History Mystery

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

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

The Role of Bias in Critical Thinking

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

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

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

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

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

How Bias Gets in the Way of Good Thinking

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

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

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

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

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

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

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

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

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

How to Overcome Biases

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

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

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

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

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

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

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

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

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

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

Critical Thinking Puzzles (Solutions)

The farmer, fox, chicken, and grain problem.

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

The Rope, Jar, and Pebbles Problem

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

The Two Guards Problem

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

The Hourglass Problem

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

The Boat and Weights Problem

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

The Lifeboat Dilemma

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

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

The Tech Dilemma

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

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

The History Mystery

Dr. Amelia should take the following steps:

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

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

Related posts:

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

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

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

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

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

Critical thinking skills help you to:

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

Table of contents

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

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

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

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

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

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

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

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

Academic examples

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

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

Nonacademic examples

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

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

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

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

When encountering information, ask:

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

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

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

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

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

 Plagiarism

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

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

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

Critical thinking skills include the ability to:

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

Ask questions such as:

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

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

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

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

Being information literate means that you:

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

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

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

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

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85 Critical Thinking Questions to Carefully Examine Any Information

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The ability to think critically will often determine your success in life.

Let’s face it. Every day, we are bombarded by news, social media updates, and an avalanche of information. If you take all of this at face value, it’s easy to be deceived, misled or ripped off.

That’s why it’s important to  develop a mindset that focuses on critical thinking . This is a skill that needs to be developed in the classroom. But it’s also a valuable life skill.

With that in mind, the following post will share 85 critical thinking questions you can use to increase your awareness about different problems by carefully examining available information. 

Let’s get started…

Table of Contents

What Are Critical Thinking Questions?

Critical thinking questions are inquiries that help you think rationally and clearly by understanding the link between different facts or ideas. These questions create a seemingly endless learning process that lets you critique, evaluate, and develop a depth of knowledge about a given subject. Moreover, you get to reinforce your viewpoints or see things in a new way.

We make decisions every day, whether at work or home. Adopting logical, rational, and practical approaches in addressing various issues requiring critical thinking is essential in decision-making. Therefore, before arriving at a decision, always ask yourself relevant questions and carefully analyze the matter’s pros and cons.

Critical Thinking Questions When in an Argument

When you make an argument using a critical thinking approach, you focus on justified claims that are valid and based on evidence. It helps one establish a strong argument.

• Do I disagree with the other person? Might the person I'm arguing with be misinformed on what they are saying?
• Would I be comfortable saying what I am telling him/her if I was in front of a group of people? 
• What would happen if I lose this argument? Is engaging in this argument worth my time and energy? How will I feel if I lose?
• Is there room for ambiguity or misinterpretation? Are we arguing because I didn't make my point explicit? Should I take my time to understand his school of thought?
• Do I need some rest before saying something? Am I arguing because of other reasons other than the issues at hand? Do I need to take some time and cool down?

• Is it more important that I’m right? Am I trying to ask to prove an unnecessary point?
• Is this argument inductive, deductive, or abductive? Is it a weak or strong argument that I need to engage in? Is it compelling or sound? 
• Is my opponent sincere? Given that they are wrong, are they willing to admit that they are wrong? Can they depend on available evidence, wherever it leads?
• Are my opponents only trying to shift their burden to me? What is the best way to prove them wrong without making them feel bad?
• Are the people I'm arguing with only interested in winning, or are they trying to pass some information across and help me discover the truth?

Critical Thinking Questions When Reading a Book 

When you read a book, you probably ask yourself many “why” questions. Why is this a problem? Why did the character say that? Why is this important? The most challenging part of reading a book is assessing the information you are reading. These questions can help.

• If I learn only two things from this book, what will they be? How will they help me? How will I apply them in my daily life?
• What message are the authors trying to pass across? Are they making suggestions or providing evidence for their arguments?
• Given that almost every book is about solving problems, what is the most prevalent issue that the author is trying to solve?
• What is the author’s writing style? What strategy or master plan does the author employ to convey his/her main ideas throughout the book?
• Do I have background information about the book’s topic? If so, how is what the author is saying different from what I already know?
• What didn’t I understand from the book? Should I re-read the book to understand everything the writer is trying to convey?
• Which sections of the book do I love the most, and why? Generally, do I like this book? Should I look for more books that are written by the same author?
• If I had a chance to meet this book’s author, what questions would I ask him/her? What would I tell the writer about the book? Is it a great book worth recommending to your friends and family members?
• Who are the main characters of the book? If there is only one main character, what overarching goal does the character accomplish?
• In what ways did the protagonist change from the start of the book to the end? What caused the changes? Was the protagonist reckless in some ways? Which ways?

Critical Thinking Questions to Spot a Scam

Asking questions when you feel that a fraud or a scam is being presented to you is a good way to stretch your critical thinking muscles. Are you being emailed or messaged by a stranger? Or maybe there are other red flags you are unsure about. If so, ask these questions.

• Does it seem to be too good to be true? Is this stranger pushy or trying to lure me into making a poor decision?
• When trying out online dating: Is my new “friend” professing strong feelings towards me although we’ve only interacted for a few hours?
• Why is a stranger calling me to ask about my Social Security Number (SSN), personal contact information, or bank details while claiming they are from the bank or a phone company? 
• When buying products online, why does the seller ask me to pay for goods using an insecure payment option like Bitcoin or money order?
• Does the email I have received have any spelling or grammatical errors? Is the language used overly formal or informal?
• If I do a quick search about the exact words of the email I received, does Google indicate it's a fraud or scam?
• Why should a stranger manipulate me using obvious questions like “Would you want to be rich or poor?” While they already know the answer?
• Is the email asking me to download an attachment? Or click a link to some insecure website? 
• Is the person trying to make me feel selfish or guilty for not sending them money, whether for a donation or buying a product? 
• Is the stranger portraying a sense of urgency and using pressure tactics? Are they telling me that their family member needs urgent medical attention?

Critical Thinking Questions About Your Life

It can also help to ask yourself a few critical thinking questions about your life. This way, you can gather basic information and uncover solutions to problems you might not have otherwise thought of.

• Where do I wish to be in a few years, probably two, three, or five years? What short-term and long-term goals should I set?
• What have I achieved so far from the time I set my previous goals? What should I be grateful for?
• Do I have any values that guide me in life? If so, what are these values? Am I always true to these values?
• Am I always worried about what people around me think? Can I act independently without the need to meet social expectations?
• What should people say about me at my funeral? Would they talk about how good I made them feel or how rich and flashy I was?
• If I wasn't afraid of anyone or anything, what would I have done? What if I didn't have any fear in me?
• If today was my last day, what extraordinary thing would I do? Can I do it right now?
• What should I do with the things that matter the most to me? 
• What things will make the greatest difference in my future life if I take action now?
• How should I react when I feel unwanted by the people I love the most? Should I tell them?

Critical Thinking Questions for a Debate or Discussion

When you are in the middle of a debate or discussion, you need to know that what you are saying is fact, have evidence to support your claim, and position yourself as an expert in what you are saying. Here are some critical thinking questions to ask when you are in a debate or discussion.

• Is there fairness in this discussion? Is the moderator supporting one side? Do they want to make one side look stupid or wrong? 
• What is the aim of this discussion? Is there a major problem that needs to be solved? If so, how can I help solve it?
• Who are the people affected by this discussion? If they were here, what would they say?
• Do my views on this discussion matter? If I raise my point, will I be redundant?
• What am I supposed to learn from this debate, and how can I use what I have learned in my daily life?
• Does the audience seem to be biased towards one side? Are they booing one side? What can I do even if it's our opponents being booed?
• Who are the discussion panel members? What views have they held about this kind of discussion or any other related discussions in the past?
• How can I make my point without being ambiguous? Before I speak, should I take down some notes to avoid any confusion during my speech?
• Am I ready to apologize if I make a mistake during the discussion? If so, what are the limits?
• What information does my team, or I need before this discussion? 

Critical Thinking Questions About Lying

Admitting when you are wrong, choosing not to cheat, and sharing constructive feedback are all ways to show your honesty. Here are some critical thinking skills to ask regarding lying.

• Will the lie hurt those I am telling, or will it help them? What if being honest might cause my friend unnecessary pain?
• Should I be the one telling this person a lie, or I let someone else do it? 
• Will I be the one hurt if I tell this lie? Will my friend feel I am a betrayer? Will it affect our friendship?
• Do they answer my questions in detail, or are they always trying to ignore and dodge the main problem?
• What if I ask these people the same question using different terms and wording? Will they give me the same response?
• Did the tone of my friend suddenly change after I asked him/her this question? Do they sound louder, faster, or slower compared to how they usually speak?
• Does this person have something to gain by lying to me? What is their motive?
• Does this person take a sudden pause or hesitate more than usual when responding to my question?
• When I look at these people's faces, do their facial expressions match what they say?
• Should I believe this person or not? What are my intuitions? Does it look like they are telling the truth?
• Do they blink like other days when I ask them questions? Are they always trying to avoid direct eye contact?
• Why do they seem uncomfortable when it’s just a normal conversation?  

Critical Thinking Questions When Presented With a Claim

Critical thinking is much more than just evaluating whether a claim is true or not. It also means a critical thinker reflects on what follows from true claims.

• What does this claim mean, and what are its implications? What if it's a false claim?
• Which of my morals, values, or beliefs do I have to give up to accept this claim?
• Do professionals in this field agree or disagree with the claim that has been made?
• Do they have evidence to back their claim? Which is the most robust evidence to support the claim?
• What argument can I come up with to refute this claim? Or what is the best view that can support this claim?
• Who is the primary source of the claim being made? Is the basis of the claim reliable?
• Is it a claim, or it's just an opinion?
• Is the claim likely to be 100% false, true, or partially true?
• Am I allowed to refute the claim and table my evidence, or is it one-sided?

Critical Thinking Interview Questions

Critical thinking skills are valuable in any industry or field and for almost all roles. During a job interview, you will be asked questions so the potential employer can assess your skills and see how you use logic. Your critical thinking ability is just one vital part that can play into your professional development.

• Is there a time you had to convince someone to use an alternate approach to solve a problem?
• Have you ever had to make a difficult decision quickly?
• How would you handle a situation where your supervisor handled something wrong or made a mistake?
• What is one of the most difficult decisions you have ever had to make at work?
• How would you solve a disagreement between coworkers when approaching a project?
• Can you describe a time when you anticipated a problem ahead of time and took the appropriate steps to stop the problem from becoming an issue?
• If you discover a cheaper way to do something or a better solution to a problem and try to explain it to your supervisor, but they don’t understand, what do you do?

Critical Thinking Questions for Kids

We can’t leave the kids out either. Critical thinking questions for kids get them thinking and talking. It also allows a parent to get to know their child better.

• How many grains of sand do you think are on the beach?
• What would happen if it stopped raining?
• Do you think there is life on other planets?
• Should children be able to set their own bedtimes?
• How would you describe what a tree looks like without saying green or leaves?
• Can you name five different emotions?
• Can you talk for five minutes without uttering “um?”

What Are the Basic Principles of Critical Thinking?

Your critical thinking skills involve gathering complete information, understanding and defining terms, questioning the methods by which we get facts, questioning the conclusions, and looking for hidden assumptions and biases.

Additionally, we can’t expect to find all of the answers, and we need to take the time to examine the big picture of it all.

Here are the basic principles:

• Disposition: Someone with critical thinking skills is often skeptical, open-minded, and practices fair-mindedness. They can look at different viewpoints and change positions if the evidence and reason lead them to do so.
• Criteria: In order to think critically, one must also apply criteria. Certain conditions must be met before someone believes in something. The information needs to be from credible sources.
• Argument: An argument is simply a statement or proposition that is shown with supporting evidence. When you use your critical thinking skills, you identify, evaluate, and construct your argument.
• Reasoning: With critical thinking comes reasoning. You must examine logical relationships among the statements being made.
• Point of View: Critical thinkers can see things from different perspectives and different points of view.

What Are Good Analysis Questions?

Analysis is a part of critical thinking that allows you to examine something carefully. Someone with analytical skills can examine the information presented, understand what that information means, and then properly explain that information to others. Analysis in critical thinking provides more clarity on the information you process.

When analyzing, you may ask yourself, “how do I know this,” how would I solve this problem,” and “why does it matter?”

Why Is Critical Thinking an Important Skill?

Critical thinking skills allow you to express thoughts, ideas, and beliefs in a better way. It also leads to improved communication while allowing others to understand you better. Critical thinking fosters creativity and encourages out-of-the-box thinking. This is a skill that can be applied to many different areas of your life.

For example, knowing the answers to critical thinking questions for a job interview will better prepare you for the interview. Many employers, during questioning, are likely to ask you critical thinking questions to assess if you have the ability to evaluate information effectively so you can make more informed decisions.

Final Thoughts on Critical Thinking Questions

Although it's common to get torn between making two or more choices, nobody wants to make the wrong decision. The only thing you can do to avoid this is use critical thinking questions to examine your situation. The answers to these questions will help you make informed decisions and help you comprehend crucial matters in your life. 

Want to learn more about critical thinking and decision-making using a real-life example? Here is  how Jeff Bezos uses critical thinking  to make some of the most challenging life decisions.

Finally, if you want to ask better questions, then watch this short, 20-minute course to learn how to have a great conversation with virtually anyone .

20 Types Of Questions For Teaching Critical Thinking

What are some of the most common types of questions for teaching critical thinking? This led to many dozens of answers.

What Are The Best Questions For Teaching Critical Thinking?

by Terry Heick

What are the different types of questions? Turns out, it’s pretty limitless.

I’ve always been interested in them–the way they can cause (or stop) thinking; the nature of inquiry and reason; the way they can facilitate and deepen a conversation; the way they can reveal understanding (or lack thereof); the stunning power of the right question at the right time.

There’s a kind of humility to questions. Someone who doesn’t know asks someone who might. Or even someone who does know (rhetorically) asks someone who doesn’t to produce an effect (rhetorically). There’s a relative intimacy between someone asking and answering questions, one that says, ‘We need one another.’

It’s from that kind of perspective that TeachThought was founded, so it was surprising to me when I realized recently that, after years of writing about questions and questions stems and the power of questions and so on, I hadn’t ever written about the types of questions.

After doing some research, I realized that identifying clearly what the ‘types of questions’ are isn’t easy because there isn’t a set number. Much like when I wrote about  types of transfer of learning or types of blended learning , it was clear that although I kept seeing the same categories and question types, there really wasn’t a limit. When I asked myself, ‘What are the different kinds of questions?’ I was asking the wrong question.

A slight adjustment: What are some of the most common types of questions? What are the categories of questions? What are the most common forms of questions? This led to many dozens of answers. There are dozens of types of questions and categories of questions and forms of questions and on and on and on. An entire book could be written about the topic (if not a series of books).

But we have to start somewhere, so below I’ve started that kind of process with a collection of types of questions for teaching critical thinking –a collection that really needs better organizing and clearer formatting. Hopefully I can get to that soon.

Let’s start out with some simple ones.

Common Types Of Assessment Questions

Multiple-choice/Single : A question with multiple available answers for the responder to choose from but only one correct solution

Multiple-Choice/Multiple : A question with multiple available answers for the responder to choose from and more than one correct solution

See The Problem With Multiple-Choice Questions

True-or-false : A statement that the responder must decide is ‘true’ or ‘false’

Fill in the blank : A statement with a key piece of information missing that the responder must add to make the statement complete and true

Matching : Most commonly, Matching Questions have two columns and each column has items categorized by a clear rule that must be matched to items on the opposing column. For example, the column on the left can have words and the column on the right can have definitions. Other possibilities:

Left Column/Right Column: Inventors/Inventions; Forms of Government/Strengths and Weaknesses, Geometric Shape/Formula to calculate area; etc.

A variation of the Matching Question has one column holding more items than the other. This generally makes the question more complex–or at least more difficult–as the responder can’t be sure all items are used and must be more selective. Deductive reasoning (process of elimination, for example) is less accessible to the responder.

Short-Answer : This is less close-ended than the above common assessment questions types. In a short answer, the responder must answer the prompt without the benefit of any additional information or possible answers.

Analogies : These aren’t exactly a type of ‘question’ but analogies excellent assessment tools and can be used in many of the other forms of questions–multiple-choice for example.

Pig : Mud :: Bird: _____ (simple)

Pig: Mud :: Mitochondria: ___ (less simple)

What Are The Different Categories Of Questions?

This one isn’t simple or standardized either. There are simply too many different ways to think about inquiry.

You could, for example, use every level of Bloom’s Taxonomy and say that there are ‘Evaluation-level questions’ and ‘Analyze-level’ questions and ‘Remember’ and so on. A lot of this comes down to function: as a teacher, what are you wanting the question to ‘do’? With that in mind, let’s look at just a few examples (this is by no means an exhaustive list).

The Definition of Factual Questions: Questions with unambiguous, more or less universally accepted objective answers based on knowledge.

The Definition of Interpretive Questions : Questions meant to interpret something else –a comment, work of art, speech, poem, etc. The emphasis here is on the thinking process and will often result in an improved understanding of that ‘other’ (rather than demonstrating knowledge as is the case in a Factual Question. Responses to Interpretive Questions should be evidence-based but are inherently subjective, open-ended, and ongoing.

The Definition of Evaluative Questions : Questions that emphasize one’s personal opinion–of the value of a law or the strength of an author’s thematic development, for example.

Analytical Questioning and Didactic Questioning are common forms of questioning and inquiry whose role is simple and whose patterns are clear and plain enough to see and follow.

The Definition Of Analytical Questions: Questions meant to understand–to identify the ‘parts’ and understand how those parts work together and depend on and affect one another. Analytical Questions depend on other higher-level thinking skills like classifying, attributing, and organizing by rules or other phenomena.

An example of an Analytical Question might be to ask a student about character motivation in a novel or how science drives technology–“What is the protagonist’s motivation in the story and how do we know?” or ‘Why was this event important?’.

The Definition Of Didactic Questions: Structured, formal questions commonly about facts and knowledge at the recall and comprehension level, including remembering, describing, explaining, naming, identifying, etc.

Examples Of Didactic Questions: ‘Who, what, where and when’ can be examples of Didactic Questions while ‘Why’ tends more toward an Analytic Questions (see below).

Sidenote: Questioning And The Socrative Method

The Socrative Method is among the most well-known version of the Didactic approach, where students are (or can be, depending on how the seminar is structured) guided by ‘more knowledge others’ (MKO) personalized and extended reflection through inquiry. This, of course, can result in the thinker shedding their own dogma and reaching enlightenment.

It’s not very scalable in a classroom with one teacher and 34 students, which is where the Socrative Seminar comes in–a ‘built-for-the-classroom structure to bring learning-through-questioning’ into traditional educational spaces. This Socrative Seminar (or ‘Method’) is a formal approach to inquiry-based conversation where open-ended questions are used to facilitate discussion by students who respond to prompting from the teacher or comments and questions from other students. It’s not exactly a ‘type of question’ but is a format to use questions to promote understanding in a classroom.

This method is dialectical and dialogic, depending on the ability of students and teachers to be able to verbalize often complex and abstract thinking. A ‘good’ question in a Socrative Seminar would be much different than a ‘good’ question on a criterion-referenced assessment. What is a ‘good question’?

The quality of a question, then, is highly contextual–and to answer it with any clarity, you have to be able to answer: For that student in that situation at that time, what did that question  do ? What was the  effect  of that question?

See also ‘ The Relationship Between Quality And Effect .’

Types Of Questions For Teaching

Clarifying Question : A question meant to clarify something–either a question asked by the teacher to clarify the answer a student gives or what the student thinks or a question asked by the student to the teacher to clarify something (a statement, a task, a question, etc.)

Probing Questions : A probing question does what it sounds like it might: Serves as an inquiry tool to explore a topic or a student’s thinking and existing understanding of a topic. Probing questions also have different forms, including Emphasizing, Clarifying, Redirecting, Evaluative, Prompting, and Critical Analysis.

Thinking Over Time Questions : Questions that reflect on an idea, topic, or even question over time. This can emphasize change over time and lead to cause/effect discussions about the changes. This can also focus on metacognition–one’s thinking over time and how it has changed, etc.

Extending Questions : Questions meant to continue to lead a discussion, assessment, or ‘learning event,’ often after a ‘successful’ event immediately prior. For example, if a student is asked a question about adding fractions and they answer successfully, the teacher can ask an ‘Extending Question’ about adding mixed numbers or decimals.

Deepening Questions : Similar to Extending Questions, a Deepening Question increases in complexity rather simply extending what’s been learned. In the scenario above, after answering the question about adding fractions, a teacher could ask how exponents or the order of operations might affect adding fractions.

Transfer Questions : Questions meant to ‘laterally’ extend an idea without necessarily becoming more complex. If discussing the orbit of Saturn, you could ask an ‘Extending Question’ meant to take knowledge gleaned from that discussion and apply it

Contextualizing Questions : Questions meant to clarify the context of a topic/question/answer rather than to elicit an ‘answer.’

Perspective-Based Questions : Questions focused on the effect perspectives have on answers and/or ‘truth.’ Perspective Questions can also be asked from specific points-of-view–a student could answer a question about government from the perspective of a modern citizen, citizen of an ancient culture, famous historical figure, specific political party, etc.

Concrete Questions : Usually a ‘close-ended’ question, Concrete Questions ask students to provide ‘concrete’ answers–names, quantities, formulas, facts, characteristics, etc. See the following item for an example.

Metaphorical & Abstract Questions : The opposite of Concrete Questions, Abstract Questions intended to draw attention to or more closely understand abstract ideas or the abstraction in non-abstract ideas.

These can also be thought of as Thematic or Conceptual Questions. For example, asking a student to identify the three branches of the US government would be a ‘Concrete Question’ while asking them to describe, from their perspective, the virtues of democracy or how ‘freedom’ affects citizenship are examples of Perspective-Based Abstract Questions.

Compare & Contrast Questions : Questions that–you guessed it–ask students to identify the way two or more ‘things’ (concrete or abstract, for example) are the same and different.

Claim/Critique & Defend Questions : Questions (or prompts) that ask students to make a claim or issue a ‘criticism’ (e.g., of an argument), then defend that claim or criticism with concrete evidence.

Cause & Effect Questions : Another more or less self-explanatory category, Cause & Effect Questions require students to separate cause from effect or focus on mostly causes or mostly effects. These can be Concrete or Abstract, or Perspective-Based as well.

Open-Ended Questions : Often subjective questions meant to promote conversation, inquiry, etc. Open/Open-ended questions are central to Socrative Dialogue (though closed/yes or no questions can be just as effective at times because questioning is an art).

Closed Questions : Questions with yes or no answers generally used to check for understanding, emphasize an idea, or uncover information

Leading Questions : Questions meant to ‘lead’ the thinking of the responder in a specific direction for an intellectual or psychological effect

Loaded Questions : Questions embedded with an underlying assumption–one that might contain faulty reasoning, bias, etc. This question is characterized by those faulty or otherwise distracting assumptions rather than the assessment or answer.

Dichotomous Question : A type of Closed Question with only two answers (generally Yes/No)

Display Questions (Known Information Question): A way to check for understanding; a type of question that requires the answerer to ‘perform’ or demonstrate their understanding by answering a question the questioner already knows the answer to.

Then there are  Referential Questions : An inherently subjective question, Referential Questions produce new information and can be either open or closed-ended questions.

An Example of a Referential Question: Which character in Macbeth would be most likely to be a successful YouTuber (or ‘streamer’) today?

Rhetorical Questions : A question asked to create some form of effect rather than produce an answer. These are useful in discussions but can also be used in writing as well. After all, who is going to answer a question posed by an author in an essay?

Epistemic Questions : Questions about the nature of knowledge and understanding. This is more of a content-based category rather than a universal ‘type of question,’ though asking students about the nature of knowledge in math or science–how we form it, how we know if it’s accurate, the value of that knowledge, etc.–can be used in most content areas.

Divergent Questions : According to Wikipedia , a divergent question is a “question with no specific answer, but rather exercises one’s ability to think broadly about a certain topic.”

Inductive Questions : Questions meant to cause or induce the responder to form general principles theories based on observation, evidence, or data. In inductive reasoning, the conclusion or argument becomes more general than the premises that prompted it.

Deductive Questions : Questions meant to support the responder in forming a the given theory based on continued testing. In deductive reasoning, the conclusions drawn are less general (i.e., more specific) than the premises given and in a valid deductive line of reasoning, the conclusion must be true if the premises are true.

5 Ws Questions : Wonderfully simple and devastatingly effective questions: Who, What, Where, Why, and When? And you can add ‘How’ to the list, too. These include Who, What, and Where questions? These can be useful in guided discussion, reflection prompts, the formation of essential questions , and more.

Examples Of Using ‘5 Ws Questions’ For Critical Thinking

What’s the point?

What’s the big idea?

What’s the purpose?

What is the process?

What’s more important here? Less important?

What crucial information are we missing?

What did they think or believe and how did that belief change over time? What contributed to that change?

Why should I learn this?

What should I do with what I’ve learned?

What is the author, speaker, write, or artist ‘saying’ here? What are they underlying assumptions of that message?

What is the author’s point of view? What do I believe and how does that affect what I think others believe–or how does it affect what I think about what they do believe?

What should I ask about this?

How can I improve the questions I or others have already asked?

Is the answer wrong or is the question ‘wrong’?

Education Expert

Founder & Director of TeachThought

A Crash Course in Critical Thinking

What you need to know—and read—about one of the essential skills needed today..

Posted April 8, 2024 | Reviewed by Michelle Quirk

• In research for "A More Beautiful Question," I did a deep dive into the current crisis in critical thinking.
• Many people may think of themselves as critical thinkers, but they actually are not.
• Here is a series of questions you can ask yourself to try to ensure that you are thinking critically.

Conspiracy theories. Inability to distinguish facts from falsehoods. Widespread confusion about who and what to believe.

These are some of the hallmarks of the current crisis in critical thinking—which just might be the issue of our times. Because if people aren’t willing or able to think critically as they choose potential leaders, they’re apt to choose bad ones. And if they can’t judge whether the information they’re receiving is sound, they may follow faulty advice while ignoring recommendations that are science-based and solid (and perhaps life-saving).

Moreover, as a society, if we can’t think critically about the many serious challenges we face, it becomes more difficult to agree on what those challenges are—much less solve them.

On a personal level, critical thinking can enable you to make better everyday decisions. It can help you make sense of an increasingly complex and confusing world.

In the new expanded edition of my book A More Beautiful Question ( AMBQ ), I took a deep dive into critical thinking. Here are a few key things I learned.

First off, before you can get better at critical thinking, you should understand what it is. It’s not just about being a skeptic. When thinking critically, we are thoughtfully reasoning, evaluating, and making decisions based on evidence and logic. And—perhaps most important—while doing this, a critical thinker always strives to be open-minded and fair-minded . That’s not easy: It demands that you constantly question your assumptions and biases and that you always remain open to considering opposing views.

In today’s polarized environment, many people think of themselves as critical thinkers simply because they ask skeptical questions—often directed at, say, certain government policies or ideas espoused by those on the “other side” of the political divide. The problem is, they may not be asking these questions with an open mind or a willingness to fairly consider opposing views.

When people do this, they’re engaging in “weak-sense critical thinking”—a term popularized by the late Richard Paul, a co-founder of The Foundation for Critical Thinking . “Weak-sense critical thinking” means applying the tools and practices of critical thinking—questioning, investigating, evaluating—but with the sole purpose of confirming one’s own bias or serving an agenda.

In AMBQ , I lay out a series of questions you can ask yourself to try to ensure that you’re thinking critically. Here are some of the questions to consider:

• Why do I believe what I believe?
• Are my views based on evidence?
• Have I fairly and thoughtfully considered differing viewpoints?
• Am I truly open to changing my mind?

Of course, becoming a better critical thinker is not as simple as just asking yourself a few questions. Critical thinking is a habit of mind that must be developed and strengthened over time. In effect, you must train yourself to think in a manner that is more effortful, aware, grounded, and balanced.

For those interested in giving themselves a crash course in critical thinking—something I did myself, as I was working on my book—I thought it might be helpful to share a list of some of the books that have shaped my own thinking on this subject. As a self-interested author, I naturally would suggest that you start with the new 10th-anniversary edition of A More Beautiful Question , but beyond that, here are the top eight critical-thinking books I’d recommend.

The Demon-Haunted World: Science as a Candle in the Dark , by Carl Sagan

This book simply must top the list, because the late scientist and author Carl Sagan continues to be such a bright shining light in the critical thinking universe. Chapter 12 includes the details on Sagan’s famous “baloney detection kit,” a collection of lessons and tips on how to deal with bogus arguments and logical fallacies.

Clear Thinking: Turning Ordinary Moments Into Extraordinary Results , by Shane Parrish

The creator of the Farnham Street website and host of the “Knowledge Project” podcast explains how to contend with biases and unconscious reactions so you can make better everyday decisions. It contains insights from many of the brilliant thinkers Shane has studied.

Good Thinking: Why Flawed Logic Puts Us All at Risk and How Critical Thinking Can Save the World , by David Robert Grimes

A brilliant, comprehensive 2021 book on critical thinking that, to my mind, hasn’t received nearly enough attention . The scientist Grimes dissects bad thinking, shows why it persists, and offers the tools to defeat it.

Think Again: The Power of Knowing What You Don't Know , by Adam Grant

Intellectual humility—being willing to admit that you might be wrong—is what this book is primarily about. But Adam, the renowned Wharton psychology professor and bestselling author, takes the reader on a mind-opening journey with colorful stories and characters.

Think Like a Detective: A Kid's Guide to Critical Thinking , by David Pakman

The popular YouTuber and podcast host Pakman—normally known for talking politics —has written a terrific primer on critical thinking for children. The illustrated book presents critical thinking as a “superpower” that enables kids to unlock mysteries and dig for truth. (I also recommend Pakman’s second kids’ book called Think Like a Scientist .)

Rationality: What It Is, Why It Seems Scarce, Why It Matters , by Steven Pinker

The Harvard psychology professor Pinker tackles conspiracy theories head-on but also explores concepts involving risk/reward, probability and randomness, and correlation/causation. And if that strikes you as daunting, be assured that Pinker makes it lively and accessible.

How Minds Change: The Surprising Science of Belief, Opinion and Persuasion , by David McRaney

David is a science writer who hosts the popular podcast “You Are Not So Smart” (and his ideas are featured in A More Beautiful Question ). His well-written book looks at ways you can actually get through to people who see the world very differently than you (hint: bludgeoning them with facts definitely won’t work).

A Healthy Democracy's Best Hope: Building the Critical Thinking Habit , by M Neil Browne and Chelsea Kulhanek

Neil Browne, author of the seminal Asking the Right Questions: A Guide to Critical Thinking, has been a pioneer in presenting critical thinking as a question-based approach to making sense of the world around us. His newest book, co-authored with Chelsea Kulhanek, breaks down critical thinking into “11 explosive questions”—including the “priors question” (which challenges us to question assumptions), the “evidence question” (focusing on how to evaluate and weigh evidence), and the “humility question” (which reminds us that a critical thinker must be humble enough to consider the possibility of being wrong).

Warren Berger is a longtime journalist and author of A More Beautiful Question .

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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.

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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)

Critical Thinking Definition, Skills, and Examples

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

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

Examples of Critical Thinking

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

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

Why Do Employers Value Critical Thinking Skills?

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

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

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

How to Demonstrate Critical Thinking in a Job Search

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

Add Keywords to Your Resume

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

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

Mention Skills in Your Cover Letter

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

Show the Interviewer Your Skills

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

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

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

Top Critical Thinking Skills

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

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

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

Communication

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

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

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

• Flexibility
• Conceptualization
• Imagination
• Drawing Connections
• Synthesizing

Open-Mindedness

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

• Objectivity
• Observation

Problem-Solving

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

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

More Critical Thinking Skills

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

Key Takeaways

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

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15 Questions that Teachers and Parents Can Ask Kids to Encourage Critical Thinking

By Maureen Leming

Each student walks across the graduation stage, diploma in one hand and a proverbial toolbox in the other. Inside the box is every skill and piece of knowledge they've learned throughout their childhood. The contents of this toolbox will be their building blocks to success beyond high school.

In addition to impressive classroom discoveries — like producing electricity from potatoes or building their own paper mache volcano — there's a vital skill every student should possess: critical thinking. They'll use this skill to assess, critique, and create, propelling them to thrive in the real world as they participate in engaging conversations and offer constructive solutions to real-world issues.

Fortunately, this valuable skill can be developed both inside and out of the classroom. Teachers and parents can encourage kids to think deeply and critically about the world by asking good questions. We'll explore why, as parents and teachers, the questions we ask our kids matter — and what we can be asking to help them excel.

How Questions Guide Young Students’ Critical Thinking 

Critical thinking is about so much more than simply knowing the facts. Thinking critically involves applying reason and logic to assess arguments and come to your own conclusions. Instead of reciting facts or giving a textbook answer, critical thinking skills encourage students to move beyond knowing information and get to the heart of what they really think and believe. 

15 Questions to Encourage Critical Thinking

What is one of the best ways to encourage critical thinking? By asking excellent questions! 

We have compiled a list of 15 questions that you, as a teacher or parent, can ask to encourage kids to think outside the box. Let's dive in.

1. How Do You Know This? 

Whether it was by word of mouth, classroom knowledge, or a news report, this question prompts students to consider whether their source of information is reputable.

2. How Would Your Perspective Be Different If You Were on the Opposing Side?

This question encourages kids to role-play from an opposing person’s viewpoint and discover a perspective outside their own so that they can better understand the broader situation. Extracurriculars like debate class — mandatory for all Hun middle school students — is a powerful way to accomplish this goal, as students must thoughtfully anticipate their opposition's arguments in order to counter them.

3. How Would You Solve This Problem?

Finding creative solutions to common problems is a valuable life skill. This question is the perfect opportunity to encourage young minds to wander!

4. Do You Agree or Disagree — and Why?

Choosing a side in any debate challenges students to consider both perspectives, weigh the arguments, and make an informed choice. 

5. Why? Why? Why?

Just like when you were a young kid, ask why repeatedly to push students beyond a simple first, second, or even third answer, to get to the real depth. Be careful, though, not to ask them to the point of frustration — you want learning and exploring to be a positive experience.

6. How Could We Avoid This Problem in the Future?

Ask students to apply critical thinking by analyzing how they could prevent a certain issue from reoccurring.

7. Why Does It Matter?

Whether they're learning about a historical event or a mathematical concept, it's important to understand why the topic is relevant today.

8. What's Another Way to Look at This Issue?

It can be easy to learn one worldview and automatically believe it is the only, or the best, way. Challenging kids to think of a creative alternate perspective encourages them to think more broadly.

9. Can You Give Me an Example?

Inventing an example, or pulling from experience to share a real one, is an excellent way to apply critical thinking skills.

10. How Could It Have Ended Differently?

It takes some innovation and careful analysis to storyboard a different ending, considering "what could have been" rather than "what is." 

11. When Will We Be Able to Tell If It Worked?

Kids will be pushed to consider what constitutes success and how it can be measured in scenarios where the results aren't set in stone.

12. Why did you ask that question?

Instead of answering a question at face value, this question encourages kids to think about what the merits of the question may be.

13. Who Would Be Affected by This?

Students as the next generation of leaders and game-changers. When making any decision, it's important to consider who will be impacted and how.

14. What Can This Story Teach Us About Our Own Lives?

From literature to social studies, students interact with all kinds of different stories. Help them take these narratives one step further by examining how it relates to their lives.

15. Why Is This a Problem?

Analyzing why something is a problem — rather than just accepting that it is — will help students develop strong problem-solving skills of their own.

The Hun School of Princeton Teaches Critical Thinking

At the Hun School of Princeton, our teachers ask these questions, and more, in combination with our student-centered learning approach that helps kids of all ages think critically about what they’re learning. 

As a premier private school in Princeton, NJ , we aim to help students think deeply and develop well-rounded skill sets through immersive, problem-based learning . 

Schedule a tour today to see our program in action!

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How to answer critical thinking questions

Whether you are studying and preparing to take the LSAT or looking to engage in more meaningful workplace discussions, you need to know how to properly answer critical thinking questions. Luckily, there are some key facets to critical thinking that can guide you along the way.

In this guide, we’ll be sharing some tips to help you answer critical thinking questions adequately. Read along as we discuss the ways to answer by asking useful questions, relying on logic, anticipating specific problems and solutions, and clearly communicating your thoughts. Let’s get into it!

Table of Contents

Ask the important questions.

When you follow-up a question with your own questions, you are engaging in truth-seeking behavior, which is a key element of critical thinking .

Examples of questions you can ask to arrive at a critical answer include:

Consider All Possible Solutions

Another thing that sets critical thinkers apart from traditional thinkers is the ability to anticipate multiple different outcomes.

Don’t merely stop at your first answer to the problem you’re being asked about. Take things a step further by drafting several different solutions. Follow step-by-step routes in your mind to try and anticipate how these solutions would play out in reality.

Articulate Yourself Clearly

Critical thinking requires you to communicate your thoughts effectively, in addition to arriving at those thoughts in the first place.

If you claim that they should be distributed evenly among households, you should consider how that route would affect larger households vs. smaller ones.

Examine and Reflect

Each time you read the question, check to see if there are meanings or intentions in the question that you didn’t notice before. You can also take this time of reflection to discover ways in which your own assumptions or biases may be negatively influencing your answer.

Only after examining and reflecting can you get to the precise heart of the question at hand. Then, you can pair it with an equally precise answer.

Research and Inform Yourself

Critical thinkers also rely on research and newfound knowledge to inform their answers to questions. This involves taking the time to learn about topics that you’re questioned about if you are unfamiliar with them.

From there, you can make your answer more accurate and logical overall.

Organize Your Thoughts

If you need to break the answer down into parts and rearrange them to improve it, do so. An organized answer will be easier to understand and may make the difference between a good idea getting lost in the weeds or being championed.

Final Thoughts – 6 Critical Thinking Answer Tips

If you’ve been wanting to learn how to better answer critical thinking questions, then hopefully our guide has given you some inspiration. Some of the key aspects of critical thinking involve one’s ability to ask pertinent questions, examine and reflect on one’s thoughts, set aside biases, make judgments, and clearly communicate.

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What Is Critical Thinking and Why Do We Need To Teach It?

Question the world and sort out fact from opinion.

The world is full of information (and misinformation) from books, TV, magazines, newspapers, online articles, social media, and more. Everyone has their own opinions, and these opinions are frequently presented as facts. Making informed choices is more important than ever, and that takes strong critical thinking skills. But what exactly is critical thinking? Why should we teach it to our students? Read on to find out.

What is critical thinking?

Source: Indeed

Critical thinking is the ability to examine a subject and develop an informed opinion about it. It’s about asking questions, then looking closely at the answers to form conclusions that are backed by provable facts, not just “gut feelings” and opinion. These skills allow us to confidently navigate a world full of persuasive advertisements, opinions presented as facts, and confusing and contradictory information.

The Foundation for Critical Thinking says, “Critical thinking can be seen as having two components: 1) a set of information and belief-generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior.”

In other words, good critical thinkers know how to analyze and evaluate information, breaking it down to separate fact from opinion. After a thorough analysis, they feel confident forming their own opinions on a subject. And what’s more, critical thinkers use these skills regularly in their daily lives. Rather than jumping to conclusions or being guided by initial reactions, they’ve formed the habit of applying their critical thinking skills to all new information and topics.

Why is critical thinking so important?

Imagine you’re shopping for a new car. It’s a big purchase, so you want to do your research thoroughly. There’s a lot of information out there, and it’s up to you to sort through it all.

• You’ve seen TV commercials for a couple of car models that look really cool and have features you like, such as good gas mileage. Plus, your favorite celebrity drives that car!
• The manufacturer’s website has a lot of information, like cost, MPG, and other details. It also mentions that this car has been ranked “best in its class.”
• Your neighbor down the street used to have this kind of car, but he tells you that he eventually got rid of it because he didn’t think it was comfortable to drive. Plus, he heard that brand of car isn’t as good as it used to be.
• Three independent organizations have done test-drives and published their findings online. They all agree that the car has good gas mileage and a sleek design. But they each have their own concerns or complaints about the car, including one that found it might not be safe in high winds.

So much information! It’s tempting to just go with your gut and buy the car that looks the coolest (or is the cheapest, or says it has the best gas mileage). Ultimately, though, you know you need to slow down and take your time, or you could wind up making a mistake that costs you thousands of dollars. You need to think critically to make an informed choice.

What does critical thinking look like?

Source: TeachThought

Let’s continue with the car analogy, and apply some critical thinking to the situation.

• Critical thinkers know they can’t trust TV commercials to help them make smart choices, since every single one wants you to think their car is the best option.
• The manufacturer’s website will have some details that are proven facts, but other statements that are hard to prove or clearly just opinions. Which information is factual, and even more important, relevant to your choice?
• A neighbor’s stories are anecdotal, so they may or may not be useful. They’re the opinions and experiences of just one person and might not be representative of a whole. Can you find other people with similar experiences that point to a pattern?
• The independent studies could be trustworthy, although it depends on who conducted them and why. Closer analysis might show that the most positive study was conducted by a company hired by the car manufacturer itself. Who conducted each study, and why?

Did you notice all the questions that started to pop up? That’s what critical thinking is about: asking the right questions, and knowing how to find and evaluate the answers to those questions.

Good critical thinkers do this sort of analysis every day, on all sorts of subjects. They seek out proven facts and trusted sources, weigh the options, and then make a choice and form their own opinions. It’s a process that becomes automatic over time; experienced critical thinkers question everything thoughtfully, with purpose. This helps them feel confident that their informed opinions and choices are the right ones for them.

Key Critical Thinking Skills

There’s no official list, but many people use Bloom’s Taxonomy to help lay out the skills kids should develop as they grow up.

Source: Vanderbilt University

Bloom’s Taxonomy is laid out as a pyramid, with foundational skills at the bottom providing a base for more advanced skills higher up. The lowest phase, “Remember,” doesn’t require much critical thinking. These are skills like memorizing math facts, defining vocabulary words, or knowing the main characters and basic plot points of a story.

Higher skills on Bloom’s list incorporate more critical thinking.

True understanding is more than memorization or reciting facts. It’s the difference between a child reciting by rote “one times four is four, two times four is eight, three times four is twelve,” versus recognizing that multiplication is the same as adding a number to itself a certain number of times. When you understand a concept, you can explain how it works to someone else.

When you apply your knowledge, you take a concept you’ve already mastered and apply it to new situations. For instance, a student learning to read doesn’t need to memorize every word. Instead, they use their skills in sounding out letters to tackle each new word as they come across it.

When we analyze something, we don’t take it at face value. Analysis requires us to find facts that stand up to inquiry. We put aside personal feelings or beliefs, and instead identify and scrutinize primary sources for information. This is a complex skill, one we hone throughout our entire lives.

Evaluating means reflecting on analyzed information, selecting the most relevant and reliable facts to help us make choices or form opinions. True evaluation requires us to put aside our own biases and accept that there may be other valid points of view, even if we don’t necessarily agree with them.

Finally, critical thinkers are ready to create their own result. They can make a choice, form an opinion, cast a vote, write a thesis, debate a topic, and more. And they can do it with the confidence that comes from approaching the topic critically.

How do you teach critical thinking skills?

The best way to create a future generation of critical thinkers is to encourage them to ask lots of questions. Then, show them how to find the answers by choosing reliable primary sources. Require them to justify their opinions with provable facts, and help them identify bias in themselves and others. Try some of these resources to get started.

5 Critical Thinking Skills Every Kid Needs To Learn (And How To Teach Them)

• 100+ Critical Thinking Questions for Students To Ask About Anything
• 10 Tips for Teaching Kids To Be Awesome Critical Thinkers
• Free Critical Thinking Poster, Rubric, and Assessment Ideas

More Critical Thinking Resources

The answer to “What is critical thinking?” is a complex one. These resources can help you dig more deeply into the concept and hone your own skills.

• The Foundation for Critical Thinking
• Cultivating a Critical Thinking Mindset (PDF)
• Asking the Right Questions: A Guide to Critical Thinking (Browne/Keeley, 2014)

Have more questions about what critical thinking is or how to teach it in your classroom? Join the WeAreTeachers HELPLINE group on Facebook to ask for advice and share ideas!

Plus, 12 skills students can work on now to help them in careers later ..

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240 Philosophical Questions for Deep Critical Thinking & Debate

Philosophical questions are an effective tool to stimulate and develop critical thought. They examine profound matters like free will and human nature; the source and value of happiness; morality and ethics; love, logic, and knowledge; religion, death, and the meaning of life.

Although such questions can open a “rabbit hole” that leads to endless and seemingly unanswerable questions, a list of philosophical questions to ask about life—like the ones provided below—can be used as a springboard for critical thinking.  

Such questions help us evaluate arguments, explore foreign ideas, identify potential biases, and think critically about our own beliefs and presuppositions.

We are preparing our our children to enter a society full of questions … and questionable ideas.

Consequently, it is our responsibility to train them to think critically and, above all, seek truth when asking the deep questions that arise in their own hearts. 

First, let’s take a closer look at what a philosophy question is. Then I’ll provide some examples to help encourage deep thinking. 

What is a Philosophical Question OR TOPIC?

A philosophical question is open-ended. Since philosophy itself means “love of wisdom,” it logically follows that a philosophical question is one that pursues a deep understanding of the subject examined.

The answer to this type of question isn’t necessarily an easy one—nor is it always black or white. It requires thoughtful reflection.

The deeper the reasoning behind the answer the better.  

Bear in mind there’s no such thing as a dumb philosophical question . However, don’t be surprised if the way questions are answered borders on the brink of absurdity at times.

But the goal is to inspire thought .

So … even if your students gives nonsensical responses, if they’re willing to explain how they came to their answer, count it as a win. 

(Even giving an incomplete answer is better than not pondering the question at all.)

A good example of a philosophical question is one of the three overarching “pillars” of philosophy.

The 3 Basic But Big Questions of Philosophy Deal with Existence

The fundamental questions of philosophy deal with existence and fall into three main categories::

• Where did we come from?
• Why are we here and how should we live?
• Is there hope for our future and life after death?

How we answer those questions determines what we will value and how we will behave. 

With that in mind, it’s clear just how important it is to train our children to ask meaningful questions and seek truthful answers. 

The study of philosophy can help us do that.

PDF Download of 240 Philosophical Questions

GET ALL 240 QUESTIONS IN AN INSTANT-DOWNLOAD EBOOK!

Includes strategies for using philosophical questions as debate topics.

It is natural to be inquisitive. Let’s steward our students’ curious natures well!

I’ve gathered 240 philosophy questions to help you (and your students) think through tough philosophical topics together. 

It’s tempting to look at these questions as a mere academic exercise. 

But philosophical ideas have shaped human history from ancient times until today — for better or for worse .

Look at them, instead, as a means of preparing your students to face (and combat) the deceptive ideas they will soon encounter. 

Questions of Free Will and Human Nature

Are we really free?

The question of free will versus determinism has been debated by great thinkers for centuries.

Some contend that we have complete freedom of choice.

Others believe that humans have no free will and cannot be held morally responsible for their actions (determinism).They argue that the choices we make stem exclusively from the nature we are born with and all the influences that surround us.

The Bible teaches that we have free will, and we’re responsible for our actions. As Deuteronomy 30:19 explains:

“… I have set before you life and death, blessings and curses. Now choose life, so that you and your children may live …”

Here are some questions about will and humanity:

• Are humans innately good or evil?
• Can humans change their behavior if given enough time?
• Do humans need God to exist?
• What happens when we die?
• Does consciousness continue after physical death?
• Why does suffering happen?
• Should we try to prevent bad events from happening? If so, then how would we go about doing that?
• What makes human life so valuable?
• What makes us human?
• Why does it matter if we’re alive?
• Is there anything wrong with being selfish?
• Do humans need other people in order to live?
• Can animals feel pain? If so, why don’t they try to avoid hurting each other?
• Are children born good or evil?
• Is it okay to lie to protect yourself?
• What is beauty?
• Do all people deserve respect?
• Did you exist before you were born?
• Where do emotions come from?
• Can we choose our emotions or do they just happen?
• At what age are children held accountable for their actions? How do you determine that?
• Where does self-worth come from?
• How do you determine one’s self-worth?
• Is one human life worth more than another?
• Is ignorance really bliss?
• What is the goal of humanity?
• Can predestination and free will coexist?

Philosophical Questions About Happiness

The philosopher Aristotle held the view that, “Happiness is the meaning and the purpose of life, the whole aim and end of human existence.”

Yet the very definition of happiness is as diverse as the people who seek it. Some seek it in relationships, others in work, hobbies, or pleasure. 

One school of thought says finding happiness requires a life in which every aspect contributes toward personal fulfillment. 

Another believes that happiness is “happenstance”—an emotion based on positive circumstances. 

What do you think?

Here are some questions to ponder about happiness:

• What does it mean to be happy?
• Can I be happy when faced with suffering?
• Is happiness universal or a matter of perspective?
• How much should we care about making ourselves happy?
• Is it possible to feel happy and sad at the same time?
• Is it really necessary to pursue happiness?
• Are we happier now as a society than in times past? Why or why not?
• Does anyone else’s happiness affect my own?
• If someone has less material wealth than me, does this automatically make him unhappy? 
• What brings true happiness?
• Can happiness be measured or quantified, like money and power?
• Are certain types of experiences inherently “happier” than others?
• Is it always best to seek out pleasure over avoiding pain?
• Is happiness just the product of chemical reactions in the brain?

Questions Regarding Morals and Ethics

Questions of morals and ethics are important to explore if you wish to develop critical thinking skills. 

Morality and ethics both relate to the distinction between good and bad or right and wrong. However, morality is usually thought of as personal and normative, while ethics is the standards of good and bad distinguished by a particular community or social setting. 

Because the seriousness of the two topics can elicit emotional responses, if we’re not careful, debates on ethics and morality can get heated quickly.

A good moral or ethical argument takes the whole picture into account. 

For instance, how would you answer the question, “ Is killing always wrong? ”

Our first instinct may be a resounding Yes!

But looking at the big picture, we might ask: What if it occurs in self-defense? What about soldiers? Are they held to the same ethical standard civilians are?

These are the types of philosophical questions we encounter in this category.

Here are some additional examples:

• Is morality relative or absolute?
• Where do morals come from?
• Is it possible to make moral judgments without religion?
• Is killing justified under certain conditions?
• What makes something immoral?
• How do you define “good” and “evil”?
• Why do most people think that lying is bad?
• Should all actions have equal consequences?
• Does every human life count equally?
• Is it ever justified to hurt others?
• Is it fair to punish criminals with death?
• Does morality come from within or outside ourselves?
• Is stealing ever permissible? 
• Is it ever permissible to deceive others?
• Should we judge acts based on their outcomes alone?
• Should we always follow the rules even if doing so causes harm?
• Is slavery ever ethically defensible?
• Is dishonesty always wrong?
• Would you kill one person in order to save 1,000?
• Are lies permissible if they protect someone’s feelings?
• What defines a person?
• Are we obligated to help others?
• Is it wrong to kill animals?
• Are humans replaceable?
• What is virtue?

Love is an abstract concept defined in a number of different ways. It’s described as:

• a state of mind
• a relationship
• or a desire.

You’ll find a biblical definition of love in 1 Corinthians 13:4-8:

“Love is patient and kind; love does not envy or boast; it is not arrogant or rude. It does not insist on its own way; it is not irritable or resentful; it does not rejoice at wrongdoing, but rejoices with the truth. Love bears all things, believes all things, hopes all things, endures all things. Love never ends.…”

Here’s a collection of philosophical questions about love:

• Which is more important: love or money? Why?
• Is there such thing as true love? If yes, where does it come from? 
• Do all human beings want to be loved?
• Can anyone ever really understand another’s feelings?
• Are children born with an innate love for their parents? 
• Are some relationships better than others?
• Can life without love exist?
• What makes someone fall in love?
• Why do people get married?
• Is there a difference between love and lust?
• Is marriage necessary?
• Does love last forever?
• Is it okay to love yourself?
• Is love natural or a choice to be made?
• Where do we find love?

Hard Questions Concerning Death

Have you heard the cliché: “The only certainty in life is death and taxes”?

Death truly is a certainty of life. 

While some people choose to face the reality of death head-on, others pretend like it doesn’t exist. 

Perhaps it’s the finality of death that sparks fear. 

Regardless of how we feel, our time on earth will end at some point in the future. 

How should that impact how we live today?

Discussing death can be healthy when done in the right manner. 

Here are some questions about death we can use to explore the topic, provoke thought, and potentially positively affect how we live:

• Why do people fear death?
• Can we know for certain if there is life after death?
• How would you like to be remembered after you die?
• What happens to the body after you die?
• Does “good death” exist?
• What would happen if we lived forever?
• Should we try to prolong our lives at any cost?
• Could immortality be possible?
• Is euthanasia wrong in all circumstances?
• Is death actually the beginning?
• Why is it acceptable to kill insects?
• Should terminally ill patients be able to choose death?

Questions with Respect to Universal Human Rights 

Universal human rights are those rights which apply equally to everyone regardless of race, religion, gender, or creed. 

They include freedom of speech , equality before law , right to justice , and more. 

The philosophy behind human rights is based upon the idea that humans deserve respect and dignity, and—ultimately—the right to life.

They’re largely considered universal because they are natural, belonging to all members of humanity simply by virtue of being human.

Some philosophers argue that such rights can’t be taken away, while others claim they are conditional.  

Here are a few questions to help us think critically about human rights:

• What makes something a human right?
• Do you believe human rights even exist?
• Are human rights actually universal?
• Are humans rights and entitlement the same thing? 
• Can torture be justified?
• Is liberty a human right?
• Is personal autonomy a right?
• Do governments have the authority to regulate what people do?
• Does democracy guarantee individual liberty?
• How much control should individuals have over their own bodies?
• If someone commits murder, do they still have the right to life?
• Who has the ultimate responsibility for protecting human rights?
• Has modern technology made us more or less humane?
• Is education a human right for all people?
• Is war ever justifiable?
• Is due process a universal right no matter the crime?
• Is capital punishment ever appropriate?
• Are there any downsides to universal human rights?
• Is free speech a universal right?

Philosophical Questions About Politics, Government, and Society

This category contains some of the hardest philosophical questions out there. Most of us have strong beliefs about politics, government, and society that make it hard to form an unbiased opinion. 

Besides political topics, questions in this category also address social issues , social construct , culture , power , and influence .

We can go so far as to question who gets what— when, where, and how.

If you wish to argue successfully—no matter what side of an issue you align with—it is paramount to understand the opposing viewpoint. 

Let’s look at a few questions:

• What makes a country democratic?
• What responsibilities does a government have to its constituents?
• Do democracies always make better decisions than dictatorships?
• What constitutes good governance?
• Is rebellion against government ever justified?
• Is socialism fair? What is “fair”?
• If you rob from the rich and give to the poor, is it wrong?
• Are laws always good?
• Is taxation justified?
• What is the ideal government? Why?
• Should the will of the people always be followed?
• What role do political parties play?
• Who defines corruption?
• How do I know whether my views are correct?
• Is voting compulsory?
• Is there such a thing as too much freedom?
• Is bribery always bad?
• Are police officers obligated to protect criminals?
• Should citizens obey unjust laws?
• Who decides which laws apply to whom?
• Where do we draw the line between criminal behavior and civil disobedience?
• Does the state have the moral duty to provide healthcare for its citizens?
• Is wealth redistribution morally correct?
• Should college be free for all? What about grade school or high school?
• Are freedom and liberty the same thing?
• What makes someone free?
• What makes a crime a crime?
• Is it right to govern the number of children families can have to control the world’s population?

Deep Questions to Make You Think 

Deep philosophical questions are designed to help you think critically and reflect on the subject at hand. 

They are meant to challenge your beliefs so that you may stand more firmly in them , knowing why you believe what you do. 

Here are some examples:

• What is reality?
• What are the limits of science?
• Where did all matter come from?
• Can I trust my senses?
• Is there an innnate moral code?
• Does time exist objectively?
• Who created God?
• Is there a soul?
• Are perceptions real?
• Is “fair” the same for everyone? Who determines whether or not something is “fair”?
• What is time?
• What makes you … you?
• What is truth?
• Is truth reality?
• What gives life meaning?
• What determines success vs. failure?
• Why do bad things happen to good people?
• How do I know what’s true?
• Should we judge others by their actions?
• What’s the purpose of life?
• Where do ideas come from?
• What is justice?
• What is evil?
• What makes someone “good” or “bad”?
• Can something be true without evidence?
• Is fate real?
• At what point does consciousness begin?
• Can time be altered?
• Is there a cause for every effect?

Easy and Funny Questions for Conversation Starters

Not all philosophy discussion topics have to be as serious as “What is the meaning of life?” 

Learning should be fun and engaging, so don’t shy away from humor when asking deep questions or coming up with unorthodox answers. 

Sometimes the most amusing questions lead to the most profound realizations.

Here’s a list of somewhat random philosophical questions to start fun conversations with kids, teens, and older students:

• Is time travel possible? Why or why not?
• Do memories still exist if you forget them?
• Are animals freer than man?
• Are twins unique?
• Are animals like people?
• Do trees feel pain?
• How do you know you’re not dreaming right now?
• Are insects conscious of life?
• What makes something humorous to some and not to others?
• If you save time on something, what happens to that time?
• Why do we talk to ourselves?
• If you try to fail and do, did you actually succeed?
• Can 2+2 ever be something other than 4?

For more ways to engage students in the study of philosophy, try these fun and creative philosophy activities .

Epistemology Questions

Epistemology is concerned with knowledge. It asks questions like::

• How does knowledge work?
• Why do we need it?
• What kind of things count as knowledge?

Epistemologists study these kinds of questions because they’re interested in understanding how humans acquire knowledge. 

They also investigate how to differentiate between opinion and justified belief .

As such, epistemological questions analyze which types of evidence can be trusted as reliable sources of information and why. 

Needless to say, this category can contain some pretty interesting philosophical questions:

• How do we determine if something is certain?
• How do you know if you know something?
• Does anyone ever truly learn anything?
• Who decides what counts as true knowledge?
• Who determines the difference between fact and fiction?
• What is the relationship between facts and opinions?
• What is the source of human knowledge?
• What is knowledge?
• What is the nature of certainty?
• What is the basis of our confidence in claims made by other people?
• What is the role of reason in determining what’s true?
• What is the relation between logic and reasoning?
• What is the connection between language and thought?
• What is the distinction between perception and imagination?
• What is intuition?
• What is the function of intuition?
• What are thoughts?
• What is the purpose of thinking?
• If two people understand things differently, who is right?
• If we had 1000 years to learn, could we know everything?
• Is there an end of knowledge?
• Is everything subjective?

Logic and the Universe

The historical discipline of logic largely began with Thales , known as the “Father of Western Philosophy.” 

Before this point in history, questions of existence were largely “explained” with Greek mythology. 

As it stands today, logic can be described as the discipline of distinguishing good vs bad reasoning.   

But who defines “good” and “bad”?

It’s important to note that even the best logical conclusions can be false.

Logic doesn’t equal truth.

( Investigate the difference between logical thinking and critical thinking here if you’re interested).

You’ll notice many questions in this category address our origins and creation: 

• Can order come from chaos?
• Can something be created from nothing?
• Where did matter come from?
• Is everything relative?
• Is there only one universe? How do we know?
• Is there such thing as absolute truth?
• Are there different levels of existence?
• Do we live forever?
• Was the Big Bang a real event?
• Is space finite?
• Is time eternal?
• Is logic a created concept?
• What time is it really?
• Is the mind the same as the brain?
• What are numbers? 
• Does the universe end?
• Is there such a thing as perfection?
• Does sound exist without hearing?
• Are people in a different timezone in the past (or future)?
• Where does fear come from?
• Does pain exist in itself or just our perception of it?
• What is hope?
• Could there be a parallel universe?

Philosophical Questions About Religion 

Maybe some of the toughest questions are those of religion. Religion for many is the driving force in their lives (and for good reason). 

Religious views affect how we raise our children, interact with others, make decisions, and so much more. 

As such, questioning religious principles can be tricky. Some parents go so far as to encourage their kids to not question at all. 

Others choose a different route, knowing their children will soon enter a world that will challenge them to question what they believe.

Encouraging teens to question their beliefs—in a structured setting with the Word of God in hand—can prepare them to “make a defense” to those who ask about the hope that is within them (1 Peter 3:15). 

Here are some questions about religion:

• Does God exist?
• Does God’s existence depend on our belief in him?
• Can love exist without God?
• What constitutes religion?
• Are miracles real?
• Is religion compatible with science?
• Why does faith matter?
• Who decides which religions are right?
• What makes a person a Christian?
• Should I follow my beliefs blindly?
• Is God a created being?
• Can morality exist without religion?
• Is there a higher power?

Unanswerable Philosophical Questions

Let’s talk about some of the challenges that arise when we delve into the world of ideas.

Since philosophical thought lives largely in grey territory, it deals with questions that can’t be answered with the usual “yes or no,” “this or that” definitive response. 

And as our children search for answers to these philosophical questions, they will encounter deceptive lies disguised as logic. 

Many college professors of philosophy today will tell you that life’s biggest questions remain unanswered.

Yet those who possess a biblical worldview have a much different perspective. 

Even in a lost, confusing world, the Bible is a compass that always points true North. It declares truth in matters the world deems unanswerable.

That’s why it is so important to teach our children how to think and how to reason from a biblical perspective.

Philosophy and Critical Thinking Go Hand in Hand

Critical thinking involves asking questions, analyzing arguments, evaluating evidence, and making decisions based on those evaluations. 

It requires us to use logic, reasoning skills, critical analysis, and judgment.

Sound familiar?

Critical thinking is an essential skill that allows us to make decisions and solve problems effectively. 

And while it may not seem so at first glance, it is a skill that enables us to defend our beliefs effectively when challenged.

That’s why we focus so heavily on critical thinking from a biblical worldview in the resources we offer at Homeschool Adventure . 

If you’re looking for a way to help your students develop critical thinking from a biblical worldview as they explore the history of ideas, check out Philosophy Adventure :

will your children recognize truth?

Philosophy Adventure  teaches students 6th-12th grade how to  write   skillfully ,  think   critically , and  speak   clearly  as they explore the  history of ideas .

It was written to bring history alive! Instead of memorizing facts, students “travel back in time” to walk alongside ancient philosophers.

All the while, they will be challenged to examine what they believe about the world around them, and  why they believe it .

By the end of the year, students will have written their very own book of philosophy!

Tips for Using These Questions as Philosophical Debate Topics

Philosophical questions about life are naturally thought provoking.

When used properly, even controversial philosophy topics can be effective springboards for critical thinking—a skill that will benefit your teen for life!

Questions can spark wonderful, stimulating debate among older students, especially those in upper middle through high school. 

And philosophical debates can be fun but also challenging, providing the perfect opportunity to practice critical thinking. 

If you’ve never tried debating in your homeschool, you can use some of these philosophical questions to start. 

A quick note:

Not all questions are practical for satisfying philosophical discussions.  

The purpose of debate in the homeschool setting is to practice and improve critical thinking, active listening, argument formation, and even teamwork. 

Its purpose is not to waste time on frivolous arguing. 

Those of us who believe that the Bible is the Word of God know that absolute truth exists. Consequently, questions to which Scripture provides clear answers may not be the best choice for learning how to debate .

Likewise, you may want to avoid questions whose answers would have to be based solely on speculation—with no practical way to confirm facts or conclusions. 

However, keeping all of that in mind, it can be immensely productive for older, more mature students to try to debate a stance they personally disagree with.

Doing so can help them better understand their opponent … and equip them to effectively counter opposing views they may face in “real life.”

Only you know whether your students are ready for such a task, so use discernment. 

Since the list of questions we provided is pretty extensive, here’s an abbreviated list of questions that would make great philosophical debate topics :

• Does anyone else’s happiness affect my own?
• Is socialism fair? What is “fair’?

 How to Debate Philosophy

When you debate a philosophical question, follow the same general outline as any other debate process. 

An at-home, sibling-to-sibling or parent-child debate may proceed as follows:

• Assign the debate topic, first and second positions (for or against the question), and allow time for students to brainstorm ideas.
• Encourage students to organize their ideas into simple arguments or points.
• Practice structuring those ideas into a speech with an introduction, rebuttal (for those arguing in the second position), points to make, and a conclusion. 
• Designate a neutral third party to declare a “winner.”
• Start the debate.

Depending on your schedule, this entire process can be done in a single day—or stretched over the course of a week (or even a month). 

How to Handle Different Age Groups

Simply adjust how deeply you go into each step, depending on the ages of your students.

For younger middle school students, consider keeping the debate more like a simple discussion and less of an emphasis on structure and speeches. 

However, you may want to encourage high school students to organize well-developed arguments and rebuttals.

Philosophical questions about life are naturally thought-provoking.

We actually have even more thought-provoking questions here .

When used properly, even controversial philosophy topics can be effective springboards for critical thinking — a skill that will benefit your teen for life!

About The Author

Jordan Mitchell

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240 Philosophical Questions  contains 60+ pages filled with open-ended questions that inspire thought and reflection. Includes built-in tips for discussion and ways to use questions as debate topics. 

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Critical Thinking: Basic Questions & Answers

Home > Why Is Critical Thinking Important and How to Improve It

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Why Is Critical Thinking Important and How to Improve It

Updated: July 8, 2024

Published: April 2, 2020

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

What Is Critical Thinking?

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

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

The Importance Of Critical Thinking

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

1. Critical Thinking Is Universal

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

2. Crucial For The Economy

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

3. Improves Language & Presentation Skills

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

4. Promotes Creativity

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

5. Important For Self-Reflection

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

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6. the basis of science & democracy.

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

Benefits Of Critical Thinking

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

1. Key For Career Success

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

2. Better Decision Making

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

3. Can Make You Happier!

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

4. Form Well-Informed Opinions

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

5. Better Citizens

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

6. Improves Relationships

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

7. Promotes Curiosity

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

8. Allows For Creativity

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

9. Enhances Problem Solving Skills

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

10. An Activity For The Mind

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

11. Creates Independence

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

12. Crucial Life Skill

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

How To Improve Your Critical Thinking

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

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

How Is Critical Thinking Developed At School?

Critical thinking is developed in nearly everything we do, but much of this essential skill is encouraged and practiced in school. Fostering a culture of inquiry is crucial, encouraging students to ask questions, analyze information, and evaluate evidence.

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

How Does Critical Thinking Apply To Your Career?

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

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

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

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

Photo by Oladimeji Ajegbile from Pexels

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

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

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

What are the benefits of developing critical thinking skills?

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

How does critical thinking contribute to problem-solving abilities?

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

What role does critical thinking play in academic success?

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

How does critical thinking promote effective communication skills?

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

How can critical thinking skills be applied in everyday situations?

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

What role does skepticism play in critical thinking?

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

What strategies can enhance critical thinking?

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

In this article

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.

115 Critical Thinking Questions For Adults and Students

By: Author Tom Stevenson

Posted on Published: November 9, 2021  - Last updated: August 19, 2023

To learn how this content was created please read our Editorial Guidelines .

Critical thinking questions are a great way to help you learn and get to the heart of many matters.

These fun critical thinking questions are what you should be asking if you want to learn more and challenge your own beliefs.

Questioning what you’ve read, what you’ve learnt and your own preconceptions is a useful way to remove your own ignorance on many topics.

As a child, we asked questions about critical thinking all the time. It’s how we learn right and wrong and a variety of other things. Curiosity and questioning what we know are some of the best ways to improve your knowledge.

Whether you want to use these questions with your students or to learn more yourself, they’ll help you develop a framework to learn more about almost anything.

Table of Contents

Critical thinking questions examples.

Critical thinking questions are easy to spot. They’re questions that are worded so you can take a more in-depth look at things.

They’re similar in nature to open-ended questions , in that it’s expected the person who’s being questioned will provide a substantive answer rather than a short one.

Here are a few examples so you get the idea:

• How do you know this?
• Why does it matter?
• What are the reasons for _____?

Critical Thinking Questions Starting With ‘What’

1. What do you think you would have done if you were the person in that position?

2. What did you think they meant when they said…?

3. What did you assume about them in the beginning that you were wrong about?

4. What do you think it meant when this happened…?

5. What did the evidence say about…?

6. What do you think would have happened if…?

7. What are your conclusions about…?

8. What do you think would have been a better ending to…?

9. What could have been a big twist in the story?

10. What do you think would have happened if…?

You might also like:

• Hardest questions to answer
• Ethical questions
• Philosophical questions
• Probing questions
• Questions that make you think

11. What were the strengths of this argument?

12. What do you think were the weaknesses about…?

13. What do you think that ___ meant?

You might also like: What if questions

14. What do you think made ___ do that?

15. What do you think the reasons are for it happening in that way?

16. What do you think would have changed if ___ did _?

17. What would have been a better option for…?

18. What do you think the problem was about…?

19. What do you think you could do to solve this problem?

20. What should have happened instead of…?

21. What do you think the biggest win about ___ is?

22. What do you think will happen when…?

23. What do you think that character’s motive was in the movie?

24. What makes you come to that idea?

25. What is the point of…?

26. What do you think you would say to ___ if you had the chance?

You might also like: Self-reflection questions

Questions For Critical Thinking Starting With ‘When’

27. When do you think that this became a problem?

28. When will you change your mind about…?

29. When do you think you will be ready to…?

30. When will you be able to tell if _ worked?

31. When is ___ ever acceptable?

32. When will be the right time to stop…?

33. When is the best time to start…?

34. When do you think the situation changed with…?

35. When will ___ ever happen?

36. When do you think you knew in the movie what the ending was going to be?

37. When will be the best time to have another think about…?

38. When shall we revisit…?

39. When did you realise that ___ hadn’t worked?

You might also like: Thought provoking questions

Critical Thinking Questions Starting With ‘How’

40. How do you feel about…?

41. How do you think _ could have been handled better?

42. How would you have responded to…?

43. How did you come to that conclusion about…?

44. How does doing ___ change…?

45. How would you feel if…?

46. How did you come to deciding…?

47. How do you think ___ might hurt..?

48. How else would you handle this in the future?

49. How do you think they ought to have responded to…?

50. How do you think you will feel when…?

51. How did this benefit you?

52. How would ___ benefit others?

Next: Mind blowing questions

53. How is this different from other situations?

54. How would you advise them to handle it in the future?

55. How do you think they will react when they find out…?

Critical Thinking Questions Starting With ‘Who’

56. Who will be affected when this happens?

57. Who is the person that you would call on for…?

58. Who do you think will be most impacted by…?

59. Who caused the problem in ___ this situation?

60. Who wrote…?

61. Who do you think is most likely to…?

62. Who do you think will most benefit from…?

63. Who do you think was the problem in ___ situation?

64. Who caused the most harm in…?

65. Who is responsible for…?

You might also like: Yes or no questions

66. Who do you think is the most crucial person for…?

67. Who would be the best person to call on for this problem?

68. Who can you count on …?

69. Who do you think would be best off staying out of…?

70. Who is the person you are most nervous about telling…?

71. Who was the happiest when they found out that…?

72. Who was the most important character in this story?

73. Who had the strongest argument for…?

74. Who do you feel was wrong in that situation?

75. Who would be the first person that you would tell about…?

Critical Thinking Questions Starting With ‘Why’

76. Why do you need to…?

77. Why do you think they chose to…?

78. Why do you think that ___ happened?

Next: Hypothetical questions

79. Why is it important to…?

80. Why do you think ___ is necessary?

81. Why do you think that they said?

82. Why do you think the author decided to add…?

83. Why is it a problem when…?

84. Why do we need to do…?

85. Why are you so…?

86. Why does this need to stop?

87. Why do you need to improve…?

88. Why do you think I am bringing this up…

89. Why do you think that ___ became a problem?

90. Why do you think it wasn’t rectified?

Critical Thinking Questions Starting With ‘Where’

91. Where has this happened before?

You might also like: Unanswerable questions

92. Where do you think we would be if…?

93. Where did the story begin to alter?

94. Where can we give our attention to…?

95. Where can you get more information about…?

96. Where do we need to improve?

97. Where would we find the solution for….?

98. Where did they find the solution?

99. Where do you think that ___ got complicated?

100. Where could we ask for help with…?

101. Where would you have done things differently?

102. Where would you seek answers to these problems?

103. Where do you think would have been the best place to stop?

104. Where would you advise we focus next time we…?

105. Where do you think it went wrong?

Critical Thinking Questions For Interviews

106. Tell me about a time you had to use your initiative to solve a problem

107. How would you handle a situation when you’ve noticed a superior makes an error?

108. What would you do if a colleague came to you with an unusual suggestion to improve the business?

109. Have you ever anticipated potential problems and stopped them before they became an issue?

110. How quickly do you make decisions?

111. How do you handle disagreements between colleagues?

112. Have you ever convinced managers or your superiors to take your approach on solving a problem?

113. How would you solve a disagreement between a customer and a colleague?

114. What would you do if a customer came to with an issue while you were talking to a colleague/superior?

115. What would you do if you had a deadline approaching you knew you wouldn’t be able to meet?

Looking For More Questions?

Existential Questions – Questions that will make you think about life, the universe and many other deep topics.

Trick Questions – If you want people to start thinking but in a fun way, these questions are perfect!

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.
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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.

How Socrates' Method Of Critical Thinking Led To His Execution

Socrates is considered one of the greatest philosophers of all time, on par with other great minds such as Plato, Aristotle , and Epicurus. He made significant contributions to philosophy by seeking to think more critically. Socrates challenged people to question their assumptions and beliefs about themselves and the world around them. This gained him many admirers, but it also made him a social outcast, ultimately leading to his death.

Who Was Socrates?

Socrates was a philosopher in born in 470 BCE in Ancient Greece . Socrates didn't record any of his philosophy. Instead, his teachings live on through his students and admirers. Plato and Xenophon have works that reference Socrates and outline his philosophy. They both portray Socrates as a wise man dedicated to self-mastery and argumentative skill.

Socrates is famous for saying, "The only thing that I know, is that I know nothing." He wasn't humbly bragging when he said this. This quote reflects his view that we can never really know anything for certain. While we can hold certain beliefs and opinions, we never really know if they are correct. This is an idea that has now been debated for centuries. Thinking about it forces us to challenge our own beliefs, which is what Socrates did best. This belief in critical thinking is the backbone of his famous philosophy, the Socratic method.

The Socratic Method

The Socratic method is a term used vaguely in education today. However, it is a real method developed by Socrates. At its core, the Socratic method asks someone a series of questions to lead them to a deeper understanding of a subject. This was important to Socrates because he believed that by questioning our assumptions, we could better understand ourselves and the world around us. Another important part of the method is intellectual humility. This means being open to the perspectives and ideas of others. Socrates would use the Socratic method to guide his interlocutors toward questioning their beliefs and ideas rather than outright feeding them his opinion.

A Hated Man

Despite Socrates ' contributions to philosophy and his community, the public hated him. Many people misunderstood who Socrates was. This is in part because of beauty and status-obsessed Athens . Unlike his students and admirers, Socrates did not come from wealth and he had no interest in politics. Socrates further stood out because he was considered ugly. In ancient Greece, beauty was an important part of life and success. Socrates was also controversial and pushed back against the mainstream views at the time, such as Greek Democracy. However, this was one of the milder controversies Socrates committed. Socrates was so controversial that he was ridiculed publicly in plays. One of the plays mocking Socrates that still exists today is Aristophanes’ play Clouds.

Beyond opposing social standards, Socrates also openly defied power. In one instance he refused to help in the arrest and execution of a man named Leon of Salamis. This ruffled more than a few feathers and some people saw Socrates as a threat to Greek society. At this time, Athens was changing and many people were exhausted by Socrates questioning. Socrates often got into trouble by asking questions about the beliefs of his fellow citizens. Some historians believe Socrates became more hated because people didn't want to reflect on themselves.

Socrates' Death

Socrates was brought to trial on charges of impiety and corrupting the youth. Although Socrates' indictment claimed he was charged with impiety for failing to recognize the gods at the time, this was peculiar. Socrates was known to refer to a single god or deity that was unknown to people at the time, possibly as an addition to or replacement of the existing Greek gods. However, there were foreigners, non-citizens, and slaves who followed different religions in Athens. As far as corrupting the youth, Socrates' conversations with the youth caused them to express dissent and rebel against existing ideals. Socrates's encouragement of critical thinking ultimately led to his downfall.

Socrates had to face the consequences of his conviction in an Athens court. Socrates represented himself, but, unfortunately, the jury of 500 men in court found Socrates guilty. The justice system in Ancient Greece allowed the defendants to suggest their own punishments. Socrates cracked a joke that he should be rewarded, but the jurors did not find this funny. If anything, it aggravated them since most of them voted in favor of the death penalty. Socrates was given the choice of exile, but he chose to remain in the city and honor the law. A cup of poison, likely Hemlock, was given to Socrates to drink, causing his death at around the age of 70.

Ancient Athens may have executed Socrates, but they couldn't take away his philosophical ideas that infiltrated Greek society. Even though he has no written work himself, his philosophy lives on through the works of his admirers like Plato. From these works, we have learned about important ideas such as the Socratic method. The Socratic method teaches critical thinking and reflects Socrates' desire for deeper inquiry and understanding in life. It's admirable that he dedicated his life to teaching others how to question more and think critically despite the consequences.

The legacy Socrates left behind is to question the world around us and think critically. Socrates stuck to his philosophy and teaching, even though it eventually killed him. There is value for everyone in questioning more, even if the cost is sticking out from the crowd.

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Professors say they teach critical thinking. But is that what students are learning?

Suzanne Cooper. " Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools . February 21, 2024

Faculty Authors

Suzanne Cooper

What’s the issue.

The ability to think critically is an essential skill for professionals, including doctors, government officials, and educators. But are instructors at professional schools teaching it, or do they just think they are? Approaches to teaching and assessing critical thinking skills vary substantially across academic disciplines and are not standardized. And little data exists on how much students are learning—or even whether they know their instructors are trying to teach them critical thinking. 

What does the research say? 

The researchers, including Suzanne Cooper, the Edith M. Stokey Senior Lecturer in Public Policy at HKS, compared instructors’ approaches to teaching critical thinking with students’ perceptions of what they were being taught. They surveyed instructors and conducted focus groups with students at three professional schools (Harvard Medical School, Harvard Kennedy School, and the Harvard Graduate School of Education). 

The researchers found that more than half (54%) of faculty surveyed said they explicitly taught critical thinking in their courses (27% said they did not and 19% were unsure). When the researchers talked to students, however, the consensus was that critical thinking was primarily being taught implicitly. One student said discussions, debates, and case study analyses were viewed as opportunities “for critical thinking to emerge” but that methods and techniques were not a specific focus. The students were also generally unable to recall or define key terms, such as “metacognition” (an understanding of one’s own thought process) and “cognitive biases” (systematic deviations from norms or rationality in which individuals create their own subjective reality). 

Based on their findings, the researchers recommend that faculty should be required to teach critical thinking explicitly and be given specific approaches and definitions that are appropriate to their academic discipline. They also recommend that professional schools consider teaching core critical thinking skills, as well as skills specific to their area of study.   

More from HKS

Developing a rehabilitation program that works for incarcerated people, the link between poor housing conditions and covid-19 infection, parents play a role in leading boys and girls down different paths of study.

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What is one way that critical thinking can help in career exploration? A. It identifies only the positive aspects of a chosen career. B. It helps in weighing the different aspects of a chosen career. C. It provides critical guidance from many career experts. D. It categorizes research findings from many career sources

Related questions.

19. I ought to complain, a) Shouldn't t 1 b) Ought I c) Ought I​

Explanation:

waht sorry i dont understand the question are rude

shouldn't I

since the statement is positive

therefore the question tag should be negative

Can someone help please?

1. 605-215-215= 175

2. 470-108-127-127=108

3. 360-96-96-48-48=72

Gr Short Stories SECTION A: SHORTER TRANSACTIONAL WRITING: DIARY ENTRY Question 1 The New Tribe by Emecheta Buchi Your response should be 80-100 words in length. Arthur informs Ginny that he received a call from social services, they want to see them on Wednesday. Put yourself in Ginny's shoes and write TWO diary entries on how she she feels about the appointment. One entry must express her feelings BEFORE she meets social services. The other must express how she felt AFTER the meeting with social services. [2​

Life changes dramatically for them when Julia arrives. Ginny adapts very well to her new role as a mother . Hence , she is very elated for assuming the role .

Ginny feels nervous and insecured about the news. She is of the opinion that they will not be accepted as an adoptive parents or the biological parents will return and claim the children.

Buchi Emecheta was a novelist, based in the UK from 1962, who also wrote plays and an autobiography , as well as works for children. She authored more than 20 books, including Second Class Citizen , The Bride Price , The Slave Girl and The Joys of Motherhood .

Therefore, Ginny's feelings are that of nervousness and full of happiness before and after the incidents respectively.

learn more about Buchi Emecheta : https://brainly.com/question/22010456

what responsibilities does the media have in its exercise of the to freedom of expression?​

media is a one of peoples exprass there idea freely

Cities should provide internet to residents for free. In today's world, the internet is a necessity just like food or clothes. What is the main idea of this text? A. Clothes are a necessity for living. B. People need food in order to live. C. Cities should provide free Internet.

Why did Hector refuse his wife's request that he not fight in battle? Question 2 options: He did not love her anymore He knew it was a trap and that she was testing him. He believed that no man could escape his fate so if he was meant to die in battle so be it. He was too arrogant and wanted to prove that he was the best warrior.

if this is a multi question then b and c if not then c

he wants to die as a hero in battle

The different approaches to developing an essay_ including narration, description, cause and effect, and argument-_are called

The different approaches regarding development of essays are called as given in option (A): "patterns of development"

A long-standing attempt to categorise the major types of language-based communication, particularly writing and speaking, into:

Patterns of development aid in the organisation of data and the structuring of paragraphs and essays.

They can assist in the organisation of an outline or establish the format of a paper depending on the aim.

Check out the link below to learn more about essay developments ;

https://brainly.com/question/2559481

if i change my name to avoid discrimination is that an ethical issue explain​

Help please, define the 10 words , and write a sentence for them help please

1. Predate: Exist or occur at a date earlier than something. "They predate the Balance by several thousand years." 2. Pretend: Speak and act so as to make it appear that something is the case when in fact it is not. "My kid keeps pretending he's a bird." 3. Pretext: a reason given in justification of a course of action that is not the real reason. "Jackson used his sore finger as a pretext for not going to school." 4. Premier: first in importance, order, or position. "Currently, Justin Beiber is Spotify's premier artist." 5. Present: Existent is the current time. "The doctor must be present in order to commence the surgery." 6. Percise: The exact marking of somthing. "The quarterback was very percise with his throws." 7. Prevail: To prove more powerful than others. "The Blue team prevailed over the Red team." 8. Precede: Going infront of something. "We will precede slowly to not attract attention." 9. Preheat: Heating something beforehand. "I preheated the oven for the roast." 10. Preview: Viewing something before it is bought. "I got to preview the cloths because I wasn't sure if they fit."

Hello, can someone please help me with these questions?

1) Paul's Hubbies

2) The Best Chef

3) Life without Cars

4) My new job

5) The worst vacation

What is an epic hero?

An epic hero is the main character of an epic poem that tells the story of a grand quest in which they use their extraordinary or superhuman abilities to achieve great things. In literature, a hero is simply the protagonist, or main character.- go ogle

Mark brainliest :)

PLEASE PARAPHRASE... A line code is the code used for data transmission of a digital signal over a transmission line, common line encodings are unipolar, polar, bipolar, and Manchester code. Non-Return to Zero NRZ and Return to Zero techniques are used for unipolar, polar, and bipolar line coding schemes. Line coding is used to reduce bandwidth, reduce probability of error and increase efficiency. This lab aims to understand different types of line coding and using MATLAB to implement line coding functions then using input data to simulate these line coding functions.

Unipolar, polar, bipolar, and Manchester codes are common line encodings used for data transmission of a digital signal across a transmission line. For unipolar, polar, and bipolar line coding schemes, Non-Return to Zero NRZ and Return to Zero approaches are utilised. Line coding is a technique for reducing bandwidth, lowering error rates, and increasing efficiency. This lab will teach you how to recognise different types of line coding, how to create line coding functions in MATLAB, and how to simulate line coding functions using input data.

Why is it significant or important that the statute of liberty is product of both French and American efforts

During the American Revolution, the Statue of Liberty was erected as a symbol of friendship between the United States and the French people. Explanation: The Statue of Liberty is the result of both French and American efforts, as it symbolizes both countries' shared aspiration for freedom.

Hope this helps!

Any questions, feel free to reach out to me.

11. What do the cripples do with the old man's wings?

They pluck them and touch their defective parts with them.

I got this from quizlet

The Coexistence of Cruelty and Compassion

“A Very Old Man with Enormous Wings” wryly examines the human response to those who are weak, dependent, and different. There are moments of striking cruelty and callousness throughout the story.

You will form a discussion group with at least two other people. Identify one person who will take notes during the discussion and another person who will observe you as you present your points. Your group could include classmates from other courses, friends, or siblings. The members should be roughly your age, if possible, so you can have a thoughtful discussion with peers. You will set a time and place for the discussion and share the Discussion Guidelines for them to read before the discussion. You will be the only presenter for this discussion. You will also be the person responsible for moving the discussion along and making sure all of the important material is covered. You will present one discussion point or question and then discuss it with your group. Plan for a discussion that lasts 20 to 30 minutes. After your discussion, use the notes from the note taker to help compose a Discussion Summary. Here is an outline of the process for this task: You will formulate a thesis and outline a set of points that support your thesis. This may include some initial research. Depending upon your learning situation, you may need to organize the discussion group, place, and time. Read the Discussion Guidelines for how to conduct, facilitate, and participate constructively in a discussion with your peers. The group meets to discuss your chosen topic: The discussions should be fair, democratic, and orderly. Each member of the group should have an opportunity to express his or her views; all members should actively contribute to the discussion. Group members should show respect for others' views and make their points politely. The goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. Each participant should come to the discussion prepared to help deepen the understanding of the topic. After you've discussed your thesis, you will complete the Discussion Summary section below and submit it to your teacher. Leading a Discussion Be sure that all the participants have read the Discussion Guidelines before beginning your discussion. With three or four peers, start the discussion by presenting your thoughts and findings from your research. Present your thesis and supporting evidence to the group. Then begin the discussion. Using an audio recording tool, record questions and comments from your group as well as your responses to them. Finally, consider how the discussion changed or influenced your initial research and thoughts about the thesis and the supporting evidence. You will submit your responses to the questions asked in the Discussion Summary. Use the notes from your research and your discussion to help you complete the summary. Part A Using an audio recording tool, record the names of the discussion participants below. If you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion. Part B Using an audio recording tool, record the thesis and supporting statements that you shared with your discussion group. Part C Using an audio recording tool,record the questions asked by the participants as well as your responses to these questions. Part D During the discussion, what main points did participants make that supported your thesis, opposed your thesis, or raised new questions or related observations and thoughts? Part E Describe the discussion. How balanced was the participation? What would you change if you could do it again? What insights did you gain about your thesis by discussing it with others? What did you learn from discussing the theses of the other participants?

To carry out this activity, the student must identify what were the challenges encountered by the discussion group , such as integration and achievement of objectives .

Corresponds to a group of people who meet formally or not to discuss new ideas and solve problems , through methods such as:

Therefore, to discuss a thesis , it is necessary that the group is well structured and integrated , where each member can contribute with their ideas and opinions, increasing the exchange of experiences and learning in the group.

Find out more about group discussion here:

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If you repeat the words live, like and lie what sounds do you hear in the words? This is an example of______ A) alliteration B) consonance C) assonance

An alliteration

Hope this helps in the last week of school

If you don't have an experience that shows your point of view, you should—

use another person's experience

Point of view is the means to providing a perspective to the narrative. It helps in building a definition and providing a perspective altogether. Point of view is the result of the experiences and knowledge a person has gathered. In situation when a person do not have his own point of view, then he can give references from another person's experience and create the perspective out of them.

Based on its suffix, which of the following words is a noun? arduous accomplish 0000 CCCC orator O forward​

the or/er suffix form a noun, usually as the doer of a specific action.

Which sentence best expresses the meaning of the following? He who asks is a fool for a five minutes, but he who does not ask remains a fool forever." -- Chinese " proverb A. It is and always will be considered foolish to ask questions. It reveals how much you don't know. B. If you don't know, ask. You are only a fool until you learn. If you don't ask, you remain a fool. a C. If you don't know something, you have five minutes to learn. Otherwise, you remain a fool forever. a

B. If you don't know, ask. You are onlya fool until you learn. If you don't ask,you remain a fool.

this follows the theme that you only remain a fool for a moment until you ask and learn. Once you learn you are not longer foolish in that manner but if you do not ask then you will forever more remain a fool because you will never learn.

2 benefits of conducting an impact study​

1. For the future researchers- It helps the future researchers to analyze their research with the bases in your studies.

2. For the community where the study focused- It helps the community to improve in the factor of health or economy or social aspects where the study focused.

Select the sentence with the correct use of commas. It was the book, on the right that fell. The long, twisted green goblin, face terrified the kids. Once the wind stopped, it was quiet. “Hey how's it going?” asked Jean.

the answer is D.

It was the book, on the right that fell.

I need help on this question?

Help me please I am failing this class ND I NEED SUM HELP

The figurative language and diction choices made by Dr. Martin Luther King Jr. in his “I Have a Dream” speech strengthens the connection of his claim to his intended audience by providing concrete and tangible examples to help grasp the complicated concepts.

Two examples of the figurative language used by Dr. Martin Luther King Jr. in his I have a dream speech are, for instance in paragraph four where he says to his fellow people “America has given the Negro people a bad check, a check which has come back marked “insufficient funds; or how in paragraph fourteen where he says, “This sweltering summer of the negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality.”

Two examples of the diction choices made by Dr. Martin Luther King Jr. in his I have a dream speech are, for instance in paragraph one he starts out like Lincoln by saying “Five score years ago”. Or in paragraph five where he speaks in the style of Lincoln again and says “we have also come to this hallowed spot to remind America of the fierce urgency of now.

One reason that proves that the figurative language and diction choices made by Dr. Martin Luther King Jr. in his I have a dream speech strengthens the connection of his claim to his intended audience is that he provides very concrete and tangible examples to help grasp the complicated concepts in his I have a dream speech.

Also the examples that he does provide are examples of things that the audience can all relate to. One example of the concrete and tangible evidence was where he had mentioned the sweltering summer that they experience in Washington D.C. every year.

Another is where he referred to their freedom and equality not being received as a check that has come back marked insufficient funds and justice as a bank.

This is how the figurative language and diction choices made by Dr. Martin Luther King Jr. in his “I Have a Dream” speech strengthens the connection of his claim to his intended audience by providing concrete and tangible examples to help grasp the complicated concepts

Which line from the text clearly states President Kennedy's central idea relating to civil rights? A.All men are created equal, and that the rights of every man are diminished when the rights of one man are threatened B.We have no class or caste system, no ghettoes, no master race except with respect to Negroes C.Redress is sought in the streets, in demonstrations, parades, and protests which create tensions and threaten violence and threaten lives D.They should have the equal right to develop their talent and their ability and their motivation, to make something of themselves.

Determine the inductive form being used in the following argument: The cover the book says Beyond Good and Evil by Friedrich Nietzsche. Hence, it is nearly certain that Nietzsche is the author of the book.

Write letter to a uncle explaining your three reasons why your academic performance has not been impressive recently.

Good Morning, Uncle

Hope you're doing well. I know you probably aren't too happy with my recent academic performance. It's just that I have a lot on my plate right now. I also can't seem to get the extra help I need. Due to all this, I've been stressing more than ever. I feel like that has had a negative impact on my studies as well. I'm working to fix these problems. Sorry to disappoint, hope to see you soon Uncle.

Sincerely, your favorite niece

This is how I personally would have written the letter

26.This river is ________ than that river. A. wider B. the widest C. more wide D. wide more

What type of characters are Mary, Colin, and Mr. Craven Question 5 options: minor major and dynamic flat static

They are major and dynamic type of character.

magor and dynamic

I did also this question give me brainleist

3 Which event from "Seventh Grade" is part of the story's rising action? O Victor waits in line to receive his computer card. Victor lingers in his homeroom so he can be near Teresa. O Victor agrees to help Teresa learn the French language. O Victor goes to the library and checks out French textbooks.

B). Victor lingers in his homeroom so he can be near Teresa

my lil brother had the same question

PLEASE HELP ME PLEASE!!! Select the correct answer. Which sentence best states how the character of Hayashi develops over the course of the text? OA. Hayashi struggles with his feelings for Tama, but he realizes that she is worth fighting for. OB. Hayashi falls in love with Tama, but he leaves due to his fear of her parents' anger. OC. Hayashi is insecure about his social status, but he works hard to demonstrate his value. OD. Hayashi believes he is in love with Tama, but he realizes she is not the one for him.

Sentence best states the character of Hayashi develops over the course of the text which is 'Hayashi struggles with his feelings for Tama, but he realizes that she is worth fighting for.'

It means a particular combination of qualities in a person or place that sets him/her apart from others.

The example of character is 'Hayashi struggles with his feelings for Tama, but he realizes that she is worth fighting for.'

Hence, the correct answer is option A

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What went wrong? How did Secret Service allow shooter to get so close to Trump?

Investigations into the sniper shooting that injured Donald Trump and killed a local firefighter must focus on whether several key Secret Service protocols were violated, current and former law enforcement officials said Sunday.

Chief among them: Why wasn't a building well within 1,000 yards of the former president locked down enough to prevent the shooter from nearly assassinating the presumptive GOP presidential nominee?

In an exclusive interview, former Secret Service Director Julia Pierson told USA TODAY that maintaining such a sniper security perimeter is part of the agency's responsibility for safeguarding "protectees" like Trump from harm. Yet the man identified as the sniper, 20-year-old Thomas Matthew Crooks , fired off numerous rounds from a building top about 150 yards from Trump's lectern at Saturday's rally in Butler, Pennsylvania.

“I think 1,000 yards is the sniper capability that we have a concern about for the President. So anything that's within that range, that is a professional, makable shot... and you want to know about it,” Pierson said.

“When you think about it, it's a football field and a half … and that is a makeable shot by an individual.  And obviously an inch would have made a difference in this case and Trump wouldn't be with us,” said Pierson, who spent three decades with the Secret Service, much of that on presidential protective operations, before becoming director in 2013.

Crooks managed to fire off numerous rounds , injuring two other people in the crowd, before being killed by a Secret Service counter-sniper sharpshooter from another nearby roof. On Sunday evening, the FBI clarified that Crooks had used an "AR-style 556 rifle ."  

Rep. Ruben Gallego, a former Marine and Arizona Democrat, said that those "responsible for the planning, approving and executing of this clearly insufficient security plan need to testify before Congress and be held accountable."

"There should never have been a clear line of sight on the former president. My Marine Corps training taught me that,” said Gallego, an Iraq veteran who is running for Senate in Arizona.

President Joe Biden also weighed in, directing Secret Service Director Kimberly Cheatle to review all security measures for the Republican National Convention, which begins Monday in Milwaukee. He said he had ordered an independent review of the security measures taken at the Trump rally to "assess exactly what happened."

First assassination attempt against a former or current President in 43 years

The shooting marks the first assassination attempt against a former or current U.S. president since President Ronald Reagan was injured in a March 1981 shooting at a Washington, D.C. hotel. Before that, in 1975 a member of the Manson Family cult tried to shoot President Gerald Ford at close range in Sacramento, California but failed to chamber a round into the gun.

The Secret Service has confirmed that it is investigating how a gunman armed with an AR-style rifle was able to get close enough to shoot and injure Trump in what appears to be an epic failure of one the agency's primary duties of protecting VIPs. The FBI, state police and the U.S. Congress also will be seeking to answer the many swirling questions.

Some of those questions: How did Donald Trump’s would-be assassin gain a high-ground vantage point to fire off a potentially fatal head shot against the former president? Why didn’t Secret Service counter-sniper teams neutralize Crooks before he got off so many rounds from his high-powered rifle, killing one Trump rally-goer and injuring two others?

Also, if Crooks had been flagged by local authorities for acting suspiciously as some media have reported, why was he then able to climb atop a nearby building with a rifle, firing a shot that grazed Trump's ear? And why did Secret Service agents allow Trump to stand back up defiantly and do three fist-pumps when it wasn't clear that the threat had been fully neutralized?

Could this have been stopped before it started?

John Miller, a former senior FBI and New York Police Department official, said on CNN that Crooks had been observed acting suspiciously near the magnetometers, or metal detectors stationed outside the event by local law enforcement agencies.

Those officials then shared those concerns with the Secret Service and other authorities “and people had his description and were looking around for him,” said Miller, who’s currently a CNN analyst.

At some point, Miller said, Crooks “left the magnetometer area. And then at some point, people start to point out there's a guy who's climbing on that roof, and he has a rifle and police are putting that over the radio.”

According to some video and media reports, the Secret Service counter-sniper on a nearby rooftop was aiming at the shooter, perhaps before he took some or all of his shots.

“The counter sniper appears to be looking through his scope as if he's scanning for something. … And then, when the shots are fired, takes out the shooter from his position almost immediately,” said Miller, the NYPD’s deputy commissioner of Intelligence & Counterterrorism until 2022. “So we have to fill in those gaps. What happened during those seconds? What were the communications? What did he see through the scope, and did he act at his first opportunity? And we'll learn that later.”

Miller said the counter-sniper succeeded in eliminating the threat quickly. “That part worked,” he said. But, he added, “What about the front end? Could this have been stopped with faster or more clear communications or a more intense search?”

Investigations have already begun

It’s possible and even likely that the Secret Service security plan for the rally, in conjunction with local and state authorities, took into consideration the building from which Crooks allegedly sprayed bullets. It could have been locked down from the inside, prompting Crooks to have to climb to the roof from the outside as part of the security plan put in place by authorities before the rally.

But the entire sequence of events will be investigated to find out what went so wrong that Crooks was able to gain access to the roof of the building, including whether he might have surveilled the site ahead of time to find the best way up, according to current and former law enforcement officials.

William Pickle, a former special agent in charge of the Secret Service's Vice Presidential Protective Division who oversaw Vice President Al Gore’s detail, said there are provisions in any Secret Service security survey that nearby buildings are accounted for. The Secret Service regularly secures public areas such as parade routes peppered with large buildings, and advance teams interview building owners and business managers to determine who has access to the building and at what times to determine if agents need to stand watch.

“We know who’s there, why they’re there, we have control over those buildings,” Pickle said. “It seems like somewhere in this security survey, someone dropped the ball on those particular buildings.”

Though Pickle said the counter-sniper that took out the shooter did an “outstanding” job, he questioned if the Secret Service had posted additional counter-sniper teams to sufficiently cover the entire event perimeter. “A gunshot knows no boundaries except by the velocity and distance a bullet can travel,” Pickle said. “This was a relatively easy shot, and Donald Trump may have been the luckiest man in the world yesterday. He survived by about half an inch."

Secret Service spokesman Anthony Guglielmi told USA TODAY on Sunday that he was traveling to Milwaukee, the site of the upcoming Republican National Convention, and would not be in a position to talk until later in the day. At 2 p.m., he said he was still "unable to respond" to claims that the Secret Service made mistakes in allowing the shooter to gain such a close vantage point.

Three hours later, another senior Secret Service official also declined to comment on whether the agency failed in its mission to protect Trump at the Saturday rally.

“Any questions regarding yesterday’s event can be directed to our public affairs office out of DC,” said Audrey Gibson-Cicchino, the agency’s coordinator for the upcoming Republican National Convention in Milwaukee. Speaking at a news conference there, she said she could only discuss convention security measures.

In a news conference early Sunday morning, the FBI special agent in charge of the Pittsburgh field office, Kevin Rojek, had confirmed that the FBI is leading the investigation into the shooting and that it “is our assessment at this time” that law enforcement did not know the shooter was on the roof until he began firing.

“It is surprising,” Rojek said when asked about the gunman’s close vicinity to the rally. He said that proximity is among the details that will be a focus of the investigation. Rojek added: “The Secret Service really needs to answer that question. They conduct the initial site survey.”

At the midnight news conference, State Police Lt. Col. George Bivens had deferred questions about whether there was anything about the venue that made it particularly difficult to secure by the Secret Service, which did not have representatives at the televised briefing.

Bivens also said he would not speculate on “how close a call” it was for Trump.

But Bivens confirmed that law enforcement is following up on a “number of suspicious occurrences” including accounts from witnesses who said they tried to flag police about the activity of a person outside the rally moments before the shooting.

Calls for answers from both sides of the aisle

Sen. James Comer, a Kentucky Republican who chairs the House Oversight committee, was one of several lawmakers who called for an immediate investigation into potential lapses by the Secret Service.

Comer said in a statement that he has already contacted the Service Service for a briefing and he called on Cheatle – the director – to testify about what went wrong. His committee will send a formal invitation soon, Comer said.

"Political violence in all forms is unamerican and unacceptable," Comer said in his statement. "There are many questions and Americans demand answers."

Pennsylvania Sen. John Fetterman, a Democrat, also called morning for an urgent investigation to explain what happened. Several hours later, however, Pennsylvania Gov. Josh Shapiro, also a Democrat, sidestepped a question at his own news conference about potential Secret Service failures in preventing the shooter from climbing atop the building.

"I'm not getting into ... any questions regarding the ongoing investigation," Shapiro said. "I trust that the FBI and the Pennsylvania State Police will keep you posted throughout the day and in the days ahead as to their investigations."

Contributing: Melissa Brown, a state political reporter at The Tennessean in Nashville, Tennessee.

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Former Secret Service agent Dan Bongino credits Trump for saving own life

According to a former member of the Secret Service, former President Donald Trump did what the agency failed to do Saturday: Save his life.

Bongino, a former Secret Service agent and now a radio host, credited Trump for saving his own life by dodging the bullet.

“The bunting around the front of the stage is probably armor," Bongino said on Fox and Friends Sunday. "Donald Trump knew to duck. I mean, most people would. He saved his own life."

Bongino was a Secret Service agent from 1999 to 2011 and was extremely critical of how they reacted Saturday.

Trump rally: Donald Trump supporters hold rally in Toms River after assassination attempt

“If that’s the best technology we have, and we had a CS team up there, we’re trained out to 1,000 yards in the Secret Service with the counter sniper team, how did they miss someone, at most 1/5 of the way there?" Bongino asked. "It doesn’t make any sense.”

Bongino wasn't the only one asking questions Sunday, a day after Trump, the presumptive Republican nominee, was injured in the right ear when a sniper opened fire Saturday evening with an AR-15-style rifle from a rooftop about 400 feet outside a campaign rally at the Butler Farm Show in Butler, Pennsylvania. 

One spectator was killed and two others were "critically injured," the Secret Service said. 

The FBI identified the gunman as Thomas Matthew Crooks, 20, of Bethel Park, outside Pittsburgh. Crooks was killed by Secret Service agents moments after gunfire erupted at the former president's rally.

While Bongino was crediting Trump for his quick thinking, Trump gave the credit to a higher power.

“Thank you to everyone for your thoughts and prayers yesterday, as it was God alone who prevented the unthinkable from happening,” Trump wrote on Truth social. 

“In this moment, it is more important than ever that we stand United, and show our True Character as Americans, remaining Strong and Determined, and not allowing Evil to Win. I truly love our Country, and love you all, and look forward to speaking to our Great Nation this week from (the Republican National Convention in) Wisconsin.”

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When a Team Member Speaks Up — and It Doesn’t Go Well

• Megan Reitz
• Amy C. Edmondson

How the both of you can move beyond counterproductive emotions and use it as an opportunity to build psychological safety.

Speaking up — and being heard — in organizations is critical, but failed attempts to speak up happen often at work and can lead people to silence themselves and others in the long run. Instead, leaders and team members should frame such situations as opportunities to learn. But this isn’t easy; it can be difficult to recognize such moments as learning opportunities; it can be difficult to move beyond counterproductive emotions like shame and blame,;and we tend to be too busy and focused on the short term to learn. The authors’ research and experience have shown that the antidote starts with all team members, including the leader, explicitly framing such interactions as experiments from which everyone expects to learn; preparing for them; paying attention to them; implementing certain process tools; and thinking more long-term about learning.

Elena, a new member of a manufacturing operations team, has identified possible safety improvements. She’s thought about what she wants to say to the team but is nervous about speaking up. Why? She’s wary of her new boss, Raya; she doesn’t want to get off on the wrong foot with her colleagues; and she isn’t absolutely sure her ideas will work across the multiple plants that the team oversees.

• Megan Reitz is an associate fellow at Saïd Business School, University of Oxford, and adjunct professor of leadership and dialogue at Hult International Business School. She is the author of Dialogue in Organizations (2015) and the coauthor of Mind Time (2018), Speak Up (2019), and the second edition of Speak Out, Listen Up (2024). Follow her on LinkedIn or meganreitz.com .
• Amy C. Edmondson is the Novartis Professor of Leadership and Management at Harvard Business School. Her latest book is Right Kind of Wrong: The Science of Failing Well (Atria Books, 2023).

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