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Critical Thinking Quotes

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Governments don't want a population capable of critical thinking, they want obedient workers, people just smart enough to run the machines and just dumb enough to passively accept their situation.You have no choice. You have owners. They own you. They own everything. They own all the important land. They own, and control the corporations. They've long since bought, and paid for the Senate, the Congress, the state houses, the city halls, they got the judges in their back pockets and they own all the big media companies, so they control just about all of the news and information you get to hear.

Thinking is the hardest work there is, which is probably the reason why so few engage in it.

It is the mark of an educated mind to be able to entertain a thought without accepting it.

Whenever you find yourself on the side of the majority, it is time to pause and reflect.

Learn to use your brain power. Critical thinking is the key to creative problem solving in business.

Too often we... enjoy the comfort of opinion without the discomfort of thought.

Responsibility to yourself means refusing to let others do your thinking, talking, and naming for you; it means learning to respect and use your own brains and instincts; hence, grappling with hard work.

It is not enough to have a good mind. The main thing is to use it well.

If everyone is thinking alike, then somebody isn't thinking.

The capacity to innovate - the ability to solve problems creatively or bring new possibilities to life - and skills like critical thinking, communication and collaboration are far more important than academic knowledge.

A great many people think they are thinking when they are merely rearranging their prejudices.

The essence of the independent mind lies not in what it thinks, but in how it thinks.

Critical thinking relies on content, because you can't navigate masses of information if you have nothing to navigate to.

Do not indoctrinate your children. Teach them how to think for themselves, how to evaluate evidence, and how to disagree with you.

Critical thinking is what leads to the next breakthroughs in any area.

The most fundamental attack on freedom is the attack on critical thinking skills.

To every complex question there is a simple answer and it is wrong.

The most dangerous man to any government is the man who is able to think things out for himself.

Imagination is more important than knowledge.

We are approaching a new age of synthesis. Knowledge cannot be merely a degree or a skill... it demands a broader vision, capabilities in critical thinking and logical deduction without which we cannot have constructive progress.

The purpose of education is to replace an empty mind with an open one.

Governments don't want a population capable of critical thinking, they want obedient workers, people just smart enough to run the machines and just dumb enough to passively accept their situation.

It is especially important to encourage unorthodox thinking when the situation is critical

Think for yourselves and let others enjoy the privilege to do so, too.

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The Power of Critical Thinking: 56 Critical Thinking Quotes

Critical thinking is an invaluable skill that empowers individuals to assess information, challenge assumptions, and make reasoned judgments. It is a cognitive process that goes beyond memorization and regurgitation of facts, encouraging individuals to explore different perspectives, evaluate evidence, and arrive at independent conclusions.

In today’s fast-paced and information-rich world, the ability to think critically is essential for making informed decisions, solving complex problems, and navigating the complexities of modern society. This article explores the significance of critical thinking, its benefits, and practical strategies to cultivate this skill in our lives.

Read: What Critical Thinking Skills We Require To Win At Our Careers: 5 Major Ones

The Importance of Critical Thinking

Critical thinking serves as a compass for the mind, enabling individuals to discern between fact and fiction, identify biases, and evaluate the credibility of sources. In an era characterized by the proliferation of misinformation and the manipulation of public opinion, critical thinking provides a powerful tool to navigate through the noise and arrive at well-informed conclusions.

Moreover, critical thinking equips individuals with the ability to analyze complex problems systematically. It fosters creativity, enabling the exploration of innovative solutions by challenging conventional wisdom and exploring alternative perspectives. It also encourages open-mindedness and intellectual humility, as critical thinkers recognize the limits of their knowledge and remain receptive to new information and ideas.

Related: 10 Best Critical Thinking Movies With Interesting Endings

Benefits of Critical Thinking

Developing critical thinking skills has numerous advantages that extend beyond individual decision-making. In educational settings, critical thinking fosters a deep understanding of subjects, encourages active engagement, and prepares students for lifelong learning. It equips them with the ability to ask probing questions, engage in meaningful discussions, and evaluate information critically, rather than accepting it at face value.

In professional contexts, critical thinking is highly valued by employers. It enables employees to analyze complex situations, consider multiple variables, and make informed decisions. Critical thinkers are also more adept at problem-solving, as they approach challenges with a systematic and analytical mindset, breaking down problems into manageable components.

Furthermore, critical thinking plays a vital role in democratic societies. Citizens who think critically are more likely to question authority, hold leaders accountable, and actively participate in public discourse. They are better equipped to analyze political arguments, distinguish between valid reasoning and fallacies, and make informed choices during elections.

Recommended: Interview Questions For Critical Thinking No One Tells About

Critical Thinking Quotes

• “Critical thinking is the ability to think for yourself and independently evaluate information, rather than simply accepting what you hear or read.” – Diane Halpern
• “Critical thinking is a survival tool, not just for our species but for our planet.” – Carl Sagan
• “Critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better.” – Richard W. Paul
• “The first rule of critical thinking is to ask questions. Be willing to wonder.” – Unknown
• “Critical thinking is seeing things as they are, not as you want them to be.” – Unknown
• “The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” – Martin Luther King Jr.
• “The greatest enemy of knowledge is not ignorance; it is the illusion of knowledge.” – Daniel J. Boorstin
• “The world we have created is a product of our thinking; it cannot be changed without changing our thinking.” – Albert Einstein
• “Critical thinking is the ability to think independently and evaluate information objectively and accurately. It is an essential skill in a world filled with quick opinions, sound bites, and misinformation.” – Edwidge Danticat
• “I am not a teacher, but an awakener.” – Robert Frost
• “A problem well-stated is a problem half-solved.” – Charles Kettering
• “The real voyage of discovery consists not in seeking new landscapes, but in having new eyes.” – Marcel Proust
• “The important thing is not to stop questioning. Curiosity has its own reason for existence.” – Albert Einstein
• “The mind is not a vessel to be filled but a fire to be kindled.” – Plutarch
• “Wisdom is not the product of schooling but of the lifelong attempt to acquire it.” – Albert Einstein
• “Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas.” – Peter A. Facione
• “The value of critical thinking is not only in the answers it produces, but also in the questions it uncovers.” – Unknown
• “To think critically is to embrace uncertainty and ambiguity, and to be comfortable with asking challenging questions.” – Unknown
• “A critical thinker is someone who thinks with reason and objectivity, not influenced solely by emotions or personal biases.” – Unknown
• “Critical thinking is the art of analyzing and evaluating information to reach informed conclusions.” – Unknown
• “The greatest skill a critical thinker can possess is the ability to change their mind in the face of new evidence and reasoning.” – Unknown
• “Critical thinking is not about being right; it’s about being open to new perspectives and adjusting our beliefs accordingly.” – Unknown
• “Critical thinking is a process of continuous learning and improvement, honing our intellectual abilities to make sound judgments.” – Unknown
• “Critical thinking is like a mental muscle that needs to be exercised regularly to stay strong and agile.” – Unknown
• “The path of critical thinking is paved with curiosity, skepticism, and a commitment to truth-seeking.” – Unknown
• “The mind is not a vessel to be filled, but a fire to be kindled.” – Plutarch
• “Critical thinking is the ability to think independently, solve problems creatively, and make rational decisions based on evidence and logic.” – Unknown
• “The mark of a well-educated mind is the ability to entertain a thought without accepting it.” – Aristotle
• “It is the mark of an educated mind to be able to entertain a thought without accepting it.” – Aristotle
• “The essence of critical thinking is suspended judgment; the essence of this suspense is inquiry to determine whether or not the judgment is well-founded.” – John Dewey
• “Critical thinking is not just thinking, but thinking which entails self-improvement.” – Unknown
• “Critical thinking is the ability to think independently, analyze information objectively, and make rational decisions.” – Unknown
• “The first rule of critical thinking is to question everything.” – Unknown
• “Critical thinking is a skill that enables you to analyze and evaluate information objectively and make reasoned judgments.” – Unknown
• “Critical thinking is the key to unlocking the doors of understanding and knowledge.” – Unknown
• “Critical thinking is a self-directed, self-monitored, and self-disciplined thinking that strives to be fair, clear, and accurate.” – Linda Elder
• “Critical thinking is the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion.” – Unknown
• “The role of critical thinking is to break down problems into their component parts, analyze them, and develop creative solutions.” – Unknown
• “Critical thinking is like a compass that guides us through the maze of information and helps us make informed choices.” – Unknown
• “Critical thinking is the art of being able to evaluate and analyze information objectively, rather than accepting it at face value.” – Unknown
• “The hallmark of a critical thinker is intellectual humility – the willingness to accept that one’s beliefs may be incorrect.” – Unknown
• “Critical thinking is the ability to ask the right questions and challenge the status quo.” – Unknown
• “The essence of critical thinking is to suspend judgment, seek multiple perspectives, and examine the evidence before arriving at a conclusion.” – Unknown
• “Critical thinking is not a single skill, but a set of skills that work together to help us navigate the complexities of the world.” – Unknown
• “Critical thinking is not about being negative; it’s about being discerning and questioning what we are told.” – Unknown
• “Critical thinking is the ability to think independently and make reasoned judgments based on evidence and logical reasoning.” – Unknown
• “The greatest enemy of knowledge is not ignorance, but the illusion of knowledge.” – Stephen Hawking
• “Critical thinking is the bridge between knowledge and wisdom.” – Unknown
• “Critical thinking is the intellectual discipline of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information.” – Unknown
• “The mind is like a parachute; it works best when it’s open.” – Unknown
• “Critical thinking is the foundation of rationality and the cornerstone of progress.” – Unknown
• “In a world of information overload, critical thinking is the key to sifting through the noise and finding the signal.” – Unknown
• “Critical thinking is not just about finding flaws in others’ arguments; it’s about critically examining our own beliefs and biases.” – Unknown
• “The purpose of critical thinking is to empower individuals to think for themselves, question authority, and arrive at their own informed conclusions.” – Unknown
• “Critical thinking is the art of asking the right questions, challenging assumptions, and seeking evidence to support or refute claims.” – Unknown
• “Critical thinking is not a destination; it’s a lifelong journey of intellectual growth and development.” – Unknown

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Famous Quotes Related to Critical Thinking

"Not everything that counts can be counted and not everything that can be counted counts." - William Bruce Cameron (often falsely attributed to Albert Einstein)

"What we hope ever to do with ease, we must learn first to do with diligence." - Samuel Johnson

"It is the mark of an educated mind to be able to entertain a thought without accepting it." - Aristotle

"The school is the last expenditure upon which America should be willing to economize." - Franklin D. Roosevelt

"If you think education is expensive, try ignorance." - Derek Bok

"It is today we must create the world of the future." - Eleanor Roosevelt

"It is the supreme art of the teacher to awaken joy in creative expression and knowledge." - Albert Einstein

"The objective of education is to prepare the young to educate themselves throughout their lives." - Robert Maynard Hutchins

"An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't." - Anatole France

"Do not go where the path may lead; go instead where there is no path and leave a trail." - Ralph Waldo Emerson "Education would be much more effective if its purpose was to ensure that by the time they leave school every boy and girl should know how much they do not know, and be imbued with a lifelong desire to know it." - William Haley, British Editor

"Do not confine your children to your own learning for they were born in another time." - Hebrew Proverb

"Too often we give children answers to remember rather than problems to solve." - Roger Lewin

"The school is the last expenditure upon which America should be willing to economize." - Franklin D. Roosevelt

"The eye sees only what the mind is prepared to comprehend." - Henri Bergson, French Philosopher and Educator "If you think you can, you can. And if you think you can't, you're right." - MARY KAY ASH, American businesswoman

"The man who can make hard things easy is the educator." - RALPH WALDO EMERSON, American writer and philosopher

"Children are apt to live up to what you believe of them." - LADY BIRD JOHNSON, Former First Lady of the United States

"The eye sees only what the mind is prepared to comprehend." - HENRI BERGSON, French Philosopher and Educator

"The direction in which education starts a man will determine his future life." - PLATO, Greek Philosopher

"With a smile we should instruct our youth..." - JEAN BAPTISTE MOLIERE, French Playwright

"Children are not vessels to be filled but lamps to be lit." - SWAMI CHINMAYANANDA, Indian Spiritual Leader

"Genius without an education is like silver in the mine." - BENJAMIN FRANKLIN, American Diplomat, Scientist, and Writer

"Education must not simply teach work—it must teach life." - W.E.B. DU BOIS, American Civil Rights Leader and Writer

"Mistakes are a fact of life. It is the response to the error that counts." - NIKKI GIOVANNI, American poet

"Teaching is the greatest act of optimism." - COLLEEN WILCOX, American school administrator

"Those of us who are in this world to educate—to care for—young children have a special calling: a calling that has very little to do with the collection of expensive possessions but has a lot to do with worth inside of heads and hearts." - FRED M. ROGERS, Host of Mr. Rogers' Neighborhood

"Each student is a unique person and a powerful learner capable of great achievements. I truly marvel at my students' capacity for learning, accomplishment, and growth." - MICHELLE FORMAN, American National Teacher of the Year 2001

"The one real goal of education is to leave a person asking questions." - MAX BEERHOHM, British Critic, Essayist, and Caricaturist "Too often we... enjoy the comfort of opinion without the discomfort of thought." - JOHN F. KENNEDY

"Out of the questions of students come most of the creative ideas and discoveries." - Ellen Langer

"Invest a few moments in thinking. It will pay good interest." - Author Unknown

"He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever." - CHINESE PROVERB

"No problem can be solved by the same consciousness that created it. We need to see the world anew." - ALBERT EINSTEIN

"The important thing is not to stop questioning." - Albert Einstein

"Knowing a great deal is not the same as being smart; intelligence is not information alone but also judgment, the manner in which information is collected and used." - Carl Sagan

"There is nothing more uncommon than common sense." - FRANK LLOYD WRIGHT

"Too often we give children answers to remember rather than problems to solve." - ROGER LEWIN, Ph.D., British anthropologist and science writer

"Time given to thought is the greatest time saver of all." - Norman Cousins

"No way of thinking or doing, however ancient, can be trusted without proof." - Henry David Thoreau

"Who dares to teach must never cease to learn." - John Cotton Dana

"Think for yourselves and let others enjoy the privilege to do so, too" - Voltaire

"Reason obeys itself: ignorance submits to what is dictated to it." - Thomas Paine

"Education is what remains after one has forgotten everything one learned in school." - Albert Einstein

Critical Thinking Quotes

The ability to think critically is the key to unlocking the door to new possibilities.

Critical thinking is not just about finding the right answers, but also asking the right questions.

Don’t be afraid to challenge your own beliefs and assumptions – that’s where critical thinking begins.

The more you use your critical thinking skills, the stronger they become.

Don’t be satisfied with surface-level answers – dig deeper and think critically.

Critical thinking is like a muscle – it needs exercise to grow stronger.

Question everything – even your own thoughts and opinions.

Critical thinking is the pathway to innovation and progress.

Don’t follow blindly – think critically and forge your own path.

Critical thinking is about examining information from multiple perspectives.

Don’t rely on intuition alone – use critical thinking to make informed decisions.

Critical thinking is not about being right all the time, but about being willing to admit when you’re wrong.

The best ideas come from a place of critical thinking and open-mindedness.

Don’t accept information at face value – think critically and evaluate its credibility.

Thinking critically is not about being negative, but about being objective.

Be curious – critical thinking begins with a genuine desire to learn.

Critical thinking is the antidote to ignorance and prejudice.

Don’t be afraid to question authority – critical thinking requires independent thought.

Embrace complexity – critical thinking thrives in the midst of uncertainty.

Don’t settle for easy answers – critical thinking demands intellectual rigor.

Critical thinking is like a compass – it helps navigate the sea of information.

Don’t let your emotions cloud your judgment – critical thinking requires a clear mind.

The power of critical thinking lies in its ability to challenge the status quo.

Don’t be afraid of disagreement – critical thinking thrives in the marketplace of ideas.

Critical thinking is the engine that drives progress and innovation.

Don’t be swayed by popularity – critical thinking demands independent thought.

Question the source – critical thinking requires skepticism.

Don’t be afraid of complexity – critical thinking is a tool for unraveling it.

Critical thinking is not about finding faults, but about seeking truths.

Don’t settle for black and white – critical thinking thrives in shades of gray.

Question your assumptions – critical thinking demands intellectual honesty.

Don’t fear uncertainty – critical thinking embraces ambiguity.

Critical thinking is not about winning arguments, but about seeking understanding.

Don’t be afraid to change your mind – critical thinking requires intellectual flexibility.

Question everything, especially your own biases – critical thinking is about self-reflection.

Don’t accept mediocrity – critical thinking strives for excellence.

Critical thinking is not about being right all the time, but about being willing to learn.

Don’t let fear hold you back – critical thinking requires courage.

Question authority – critical thinking challenges the status quo.

Don’t be satisfied with superficial knowledge – critical thinking demands depth.

Critical thinking is the spark that ignites the fire of curiosity.

Don’t be afraid to admit when you don’t know – critical thinking values intellectual humility.

Question your own biases – critical thinking demands self-awareness.

Don’t be swayed by charismatic speakers – critical thinking requires independent thought.

Critical thinking is the compass that guides us through the maze of information.

Don’t let others do the thinking for you – critical thinking requires independent thought.

Question everything, especially your own assumptions – critical thinking demands self-reflection.

Don’t settle for easy answers – critical thinking requires intellectual rigor.

Critical thinking is not about finding faults, but about seeking solutions.

Don’t be satisfied with surface-level understanding – critical thinking delves deeper.

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Critical Thinking

Critical thinking is a widely accepted educational goal. Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal. Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms for thinking carefully, and the thinking components on which they focus. Its adoption as an educational goal has been recommended on the basis of respect for students’ autonomy and preparing students for success in life and for democratic citizenship. “Critical thinkers” have the dispositions and abilities that lead them to think critically when appropriate. The abilities can be identified directly; the dispositions indirectly, by considering what factors contribute to or impede exercise of the abilities. Standardized tests have been developed to assess the degree to which a person possesses such dispositions and abilities. Educational intervention has been shown experimentally to improve them, particularly when it includes dialogue, anchored instruction, and mentoring. Controversies have arisen over the generalizability of critical thinking across domains, over alleged bias in critical thinking theories and instruction, and over the relationship of critical thinking to other types of thinking.

2.1 Dewey’s Three Main Examples

2.2 dewey’s other examples, 2.3 further examples, 2.4 non-examples, 3. the definition of critical thinking, 4. its value, 5. the process of thinking critically, 6. components of the process, 7. contributory dispositions and abilities, 8.1 initiating dispositions, 8.2 internal dispositions, 9. critical thinking abilities, 10. required knowledge, 11. educational methods, 12.1 the generalizability of critical thinking, 12.2 bias in critical thinking theory and pedagogy, 12.3 relationship of critical thinking to other types of thinking, other internet resources, related entries.

Use of the term ‘critical thinking’ to describe an educational goal goes back to the American philosopher John Dewey (1910), who more commonly called it ‘reflective thinking’. He defined it as

active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends. (Dewey 1910: 6; 1933: 9)

and identified a habit of such consideration with a scientific attitude of mind. His lengthy quotations of Francis Bacon, John Locke, and John Stuart Mill indicate that he was not the first person to propose development of a scientific attitude of mind as an educational goal.

In the 1930s, many of the schools that participated in the Eight-Year Study of the Progressive Education Association (Aikin 1942) adopted critical thinking as an educational goal, for whose achievement the study’s Evaluation Staff developed tests (Smith, Tyler, & Evaluation Staff 1942). Glaser (1941) showed experimentally that it was possible to improve the critical thinking of high school students. Bloom’s influential taxonomy of cognitive educational objectives (Bloom et al. 1956) incorporated critical thinking abilities. Ennis (1962) proposed 12 aspects of critical thinking as a basis for research on the teaching and evaluation of critical thinking ability.

Since 1980, an annual international conference in California on critical thinking and educational reform has attracted tens of thousands of educators from all levels of education and from many parts of the world. Also since 1980, the state university system in California has required all undergraduate students to take a critical thinking course. Since 1983, the Association for Informal Logic and Critical Thinking has sponsored sessions in conjunction with the divisional meetings of the American Philosophical Association (APA). In 1987, the APA’s Committee on Pre-College Philosophy commissioned a consensus statement on critical thinking for purposes of educational assessment and instruction (Facione 1990a). Researchers have developed standardized tests of critical thinking abilities and dispositions; for details, see the Supplement on Assessment . Educational jurisdictions around the world now include critical thinking in guidelines for curriculum and assessment.

For details on this history, see the Supplement on History .

2. Examples and Non-Examples

Before considering the definition of critical thinking, it will be helpful to have in mind some examples of critical thinking, as well as some examples of kinds of thinking that would apparently not count as critical thinking.

Dewey (1910: 68–71; 1933: 91–94) takes as paradigms of reflective thinking three class papers of students in which they describe their thinking. The examples range from the everyday to the scientific.

Transit : “The other day, when I was down town on 16th Street, a clock caught my eye. I saw that the hands pointed to 12:20. This suggested that I had an engagement at 124th Street, at one o’clock. I reasoned that as it had taken me an hour to come down on a surface car, I should probably be twenty minutes late if I returned the same way. I might save twenty minutes by a subway express. But was there a station near? If not, I might lose more than twenty minutes in looking for one. Then I thought of the elevated, and I saw there was such a line within two blocks. But where was the station? If it were several blocks above or below the street I was on, I should lose time instead of gaining it. My mind went back to the subway express as quicker than the elevated; furthermore, I remembered that it went nearer than the elevated to the part of 124th Street I wished to reach, so that time would be saved at the end of the journey. I concluded in favor of the subway, and reached my destination by one o’clock.” (Dewey 1910: 68–69; 1933: 91–92)

Ferryboat : “Projecting nearly horizontally from the upper deck of the ferryboat on which I daily cross the river is a long white pole, having a gilded ball at its tip. It suggested a flagpole when I first saw it; its color, shape, and gilded ball agreed with this idea, and these reasons seemed to justify me in this belief. But soon difficulties presented themselves. The pole was nearly horizontal, an unusual position for a flagpole; in the next place, there was no pulley, ring, or cord by which to attach a flag; finally, there were elsewhere on the boat two vertical staffs from which flags were occasionally flown. It seemed probable that the pole was not there for flag-flying.

“I then tried to imagine all possible purposes of the pole, and to consider for which of these it was best suited: (a) Possibly it was an ornament. But as all the ferryboats and even the tugboats carried poles, this hypothesis was rejected. (b) Possibly it was the terminal of a wireless telegraph. But the same considerations made this improbable. Besides, the more natural place for such a terminal would be the highest part of the boat, on top of the pilot house. (c) Its purpose might be to point out the direction in which the boat is moving.

“In support of this conclusion, I discovered that the pole was lower than the pilot house, so that the steersman could easily see it. Moreover, the tip was enough higher than the base, so that, from the pilot’s position, it must appear to project far out in front of the boat. Moreover, the pilot being near the front of the boat, he would need some such guide as to its direction. Tugboats would also need poles for such a purpose. This hypothesis was so much more probable than the others that I accepted it. I formed the conclusion that the pole was set up for the purpose of showing the pilot the direction in which the boat pointed, to enable him to steer correctly.” (Dewey 1910: 69–70; 1933: 92–93)

Bubbles : “In washing tumblers in hot soapsuds and placing them mouth downward on a plate, bubbles appeared on the outside of the mouth of the tumblers and then went inside. Why? The presence of bubbles suggests air, which I note must come from inside the tumbler. I see that the soapy water on the plate prevents escape of the air save as it may be caught in bubbles. But why should air leave the tumbler? There was no substance entering to force it out. It must have expanded. It expands by increase of heat, or by decrease of pressure, or both. Could the air have become heated after the tumbler was taken from the hot suds? Clearly not the air that was already entangled in the water. If heated air was the cause, cold air must have entered in transferring the tumblers from the suds to the plate. I test to see if this supposition is true by taking several more tumblers out. Some I shake so as to make sure of entrapping cold air in them. Some I take out holding mouth downward in order to prevent cold air from entering. Bubbles appear on the outside of every one of the former and on none of the latter. I must be right in my inference. Air from the outside must have been expanded by the heat of the tumbler, which explains the appearance of the bubbles on the outside. But why do they then go inside? Cold contracts. The tumbler cooled and also the air inside it. Tension was removed, and hence bubbles appeared inside. To be sure of this, I test by placing a cup of ice on the tumbler while the bubbles are still forming outside. They soon reverse” (Dewey 1910: 70–71; 1933: 93–94).

Dewey (1910, 1933) sprinkles his book with other examples of critical thinking. We will refer to the following.

Weather : A man on a walk notices that it has suddenly become cool, thinks that it is probably going to rain, looks up and sees a dark cloud obscuring the sun, and quickens his steps (1910: 6–10; 1933: 9–13).

Disorder : A man finds his rooms on his return to them in disorder with his belongings thrown about, thinks at first of burglary as an explanation, then thinks of mischievous children as being an alternative explanation, then looks to see whether valuables are missing, and discovers that they are (1910: 82–83; 1933: 166–168).

Typhoid : A physician diagnosing a patient whose conspicuous symptoms suggest typhoid avoids drawing a conclusion until more data are gathered by questioning the patient and by making tests (1910: 85–86; 1933: 170).

Blur : A moving blur catches our eye in the distance, we ask ourselves whether it is a cloud of whirling dust or a tree moving its branches or a man signaling to us, we think of other traits that should be found on each of those possibilities, and we look and see if those traits are found (1910: 102, 108; 1933: 121, 133).

Suction pump : In thinking about the suction pump, the scientist first notes that it will draw water only to a maximum height of 33 feet at sea level and to a lesser maximum height at higher elevations, selects for attention the differing atmospheric pressure at these elevations, sets up experiments in which the air is removed from a vessel containing water (when suction no longer works) and in which the weight of air at various levels is calculated, compares the results of reasoning about the height to which a given weight of air will allow a suction pump to raise water with the observed maximum height at different elevations, and finally assimilates the suction pump to such apparently different phenomena as the siphon and the rising of a balloon (1910: 150–153; 1933: 195–198).

Diamond : A passenger in a car driving in a diamond lane reserved for vehicles with at least one passenger notices that the diamond marks on the pavement are far apart in some places and close together in others. Why? The driver suggests that the reason may be that the diamond marks are not needed where there is a solid double line separating the diamond lane from the adjoining lane, but are needed when there is a dotted single line permitting crossing into the diamond lane. Further observation confirms that the diamonds are close together when a dotted line separates the diamond lane from its neighbour, but otherwise far apart.

Rash : A woman suddenly develops a very itchy red rash on her throat and upper chest. She recently noticed a mark on the back of her right hand, but was not sure whether the mark was a rash or a scrape. She lies down in bed and thinks about what might be causing the rash and what to do about it. About two weeks before, she began taking blood pressure medication that contained a sulfa drug, and the pharmacist had warned her, in view of a previous allergic reaction to a medication containing a sulfa drug, to be on the alert for an allergic reaction; however, she had been taking the medication for two weeks with no such effect. The day before, she began using a new cream on her neck and upper chest; against the new cream as the cause was mark on the back of her hand, which had not been exposed to the cream. She began taking probiotics about a month before. She also recently started new eye drops, but she supposed that manufacturers of eye drops would be careful not to include allergy-causing components in the medication. The rash might be a heat rash, since she recently was sweating profusely from her upper body. Since she is about to go away on a short vacation, where she would not have access to her usual physician, she decides to keep taking the probiotics and using the new eye drops but to discontinue the blood pressure medication and to switch back to the old cream for her neck and upper chest. She forms a plan to consult her regular physician on her return about the blood pressure medication.

Candidate : Although Dewey included no examples of thinking directed at appraising the arguments of others, such thinking has come to be considered a kind of critical thinking. We find an example of such thinking in the performance task on the Collegiate Learning Assessment (CLA+), which its sponsoring organization describes as

a performance-based assessment that provides a measure of an institution’s contribution to the development of critical-thinking and written communication skills of its students. (Council for Aid to Education 2017)

A sample task posted on its website requires the test-taker to write a report for public distribution evaluating a fictional candidate’s policy proposals and their supporting arguments, using supplied background documents, with a recommendation on whether to endorse the candidate.

Immediate acceptance of an idea that suggests itself as a solution to a problem (e.g., a possible explanation of an event or phenomenon, an action that seems likely to produce a desired result) is “uncritical thinking, the minimum of reflection” (Dewey 1910: 13). On-going suspension of judgment in the light of doubt about a possible solution is not critical thinking (Dewey 1910: 108). Critique driven by a dogmatically held political or religious ideology is not critical thinking; thus Paulo Freire (1968 [1970]) is using the term (e.g., at 1970: 71, 81, 100, 146) in a more politically freighted sense that includes not only reflection but also revolutionary action against oppression. Derivation of a conclusion from given data using an algorithm is not critical thinking.

What is critical thinking? There are many definitions. Ennis (2016) lists 14 philosophically oriented scholarly definitions and three dictionary definitions. Following Rawls (1971), who distinguished his conception of justice from a utilitarian conception but regarded them as rival conceptions of the same concept, Ennis maintains that the 17 definitions are different conceptions of the same concept. Rawls articulated the shared concept of justice as

a characteristic set of principles for assigning basic rights and duties and for determining… the proper distribution of the benefits and burdens of social cooperation. (Rawls 1971: 5)

Bailin et al. (1999b) claim that, if one considers what sorts of thinking an educator would take not to be critical thinking and what sorts to be critical thinking, one can conclude that educators typically understand critical thinking to have at least three features.

• It is done for the purpose of making up one’s mind about what to believe or do.
• The person engaging in the thinking is trying to fulfill standards of adequacy and accuracy appropriate to the thinking.
• The thinking fulfills the relevant standards to some threshold level.

One could sum up the core concept that involves these three features by saying that critical thinking is careful goal-directed thinking. This core concept seems to apply to all the examples of critical thinking described in the previous section. As for the non-examples, their exclusion depends on construing careful thinking as excluding jumping immediately to conclusions, suspending judgment no matter how strong the evidence, reasoning from an unquestioned ideological or religious perspective, and routinely using an algorithm to answer a question.

If the core of critical thinking is careful goal-directed thinking, conceptions of it can vary according to its presumed scope, its presumed goal, one’s criteria and threshold for being careful, and the thinking component on which one focuses. As to its scope, some conceptions (e.g., Dewey 1910, 1933) restrict it to constructive thinking on the basis of one’s own observations and experiments, others (e.g., Ennis 1962; Fisher & Scriven 1997; Johnson 1992) to appraisal of the products of such thinking. Ennis (1991) and Bailin et al. (1999b) take it to cover both construction and appraisal. As to its goal, some conceptions restrict it to forming a judgment (Dewey 1910, 1933; Lipman 1987; Facione 1990a). Others allow for actions as well as beliefs as the end point of a process of critical thinking (Ennis 1991; Bailin et al. 1999b). As to the criteria and threshold for being careful, definitions vary in the term used to indicate that critical thinking satisfies certain norms: “intellectually disciplined” (Scriven & Paul 1987), “reasonable” (Ennis 1991), “skillful” (Lipman 1987), “skilled” (Fisher & Scriven 1997), “careful” (Bailin & Battersby 2009). Some definitions specify these norms, referring variously to “consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (Dewey 1910, 1933); “the methods of logical inquiry and reasoning” (Glaser 1941); “conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication” (Scriven & Paul 1987); the requirement that “it is sensitive to context, relies on criteria, and is self-correcting” (Lipman 1987); “evidential, conceptual, methodological, criteriological, or contextual considerations” (Facione 1990a); and “plus-minus considerations of the product in terms of appropriate standards (or criteria)” (Johnson 1992). Stanovich and Stanovich (2010) propose to ground the concept of critical thinking in the concept of rationality, which they understand as combining epistemic rationality (fitting one’s beliefs to the world) and instrumental rationality (optimizing goal fulfillment); a critical thinker, in their view, is someone with “a propensity to override suboptimal responses from the autonomous mind” (2010: 227). These variant specifications of norms for critical thinking are not necessarily incompatible with one another, and in any case presuppose the core notion of thinking carefully. As to the thinking component singled out, some definitions focus on suspension of judgment during the thinking (Dewey 1910; McPeck 1981), others on inquiry while judgment is suspended (Bailin & Battersby 2009, 2021), others on the resulting judgment (Facione 1990a), and still others on responsiveness to reasons (Siegel 1988). Kuhn (2019) takes critical thinking to be more a dialogic practice of advancing and responding to arguments than an individual ability.

In educational contexts, a definition of critical thinking is a “programmatic definition” (Scheffler 1960: 19). It expresses a practical program for achieving an educational goal. For this purpose, a one-sentence formulaic definition is much less useful than articulation of a critical thinking process, with criteria and standards for the kinds of thinking that the process may involve. The real educational goal is recognition, adoption and implementation by students of those criteria and standards. That adoption and implementation in turn consists in acquiring the knowledge, abilities and dispositions of a critical thinker.

Conceptions of critical thinking generally do not include moral integrity as part of the concept. Dewey, for example, took critical thinking to be the ultimate intellectual goal of education, but distinguished it from the development of social cooperation among school children, which he took to be the central moral goal. Ennis (1996, 2011) added to his previous list of critical thinking dispositions a group of dispositions to care about the dignity and worth of every person, which he described as a “correlative” (1996) disposition without which critical thinking would be less valuable and perhaps harmful. An educational program that aimed at developing critical thinking but not the correlative disposition to care about the dignity and worth of every person, he asserted, “would be deficient and perhaps dangerous” (Ennis 1996: 172).

Dewey thought that education for reflective thinking would be of value to both the individual and society; recognition in educational practice of the kinship to the scientific attitude of children’s native curiosity, fertile imagination and love of experimental inquiry “would make for individual happiness and the reduction of social waste” (Dewey 1910: iii). Schools participating in the Eight-Year Study took development of the habit of reflective thinking and skill in solving problems as a means to leading young people to understand, appreciate and live the democratic way of life characteristic of the United States (Aikin 1942: 17–18, 81). Harvey Siegel (1988: 55–61) has offered four considerations in support of adopting critical thinking as an educational ideal. (1) Respect for persons requires that schools and teachers honour students’ demands for reasons and explanations, deal with students honestly, and recognize the need to confront students’ independent judgment; these requirements concern the manner in which teachers treat students. (2) Education has the task of preparing children to be successful adults, a task that requires development of their self-sufficiency. (3) Education should initiate children into the rational traditions in such fields as history, science and mathematics. (4) Education should prepare children to become democratic citizens, which requires reasoned procedures and critical talents and attitudes. To supplement these considerations, Siegel (1988: 62–90) responds to two objections: the ideology objection that adoption of any educational ideal requires a prior ideological commitment and the indoctrination objection that cultivation of critical thinking cannot escape being a form of indoctrination.

Despite the diversity of our 11 examples, one can recognize a common pattern. Dewey analyzed it as consisting of five phases:

• suggestions , in which the mind leaps forward to a possible solution;
• an intellectualization of the difficulty or perplexity into a problem to be solved, a question for which the answer must be sought;
• the use of one suggestion after another as a leading idea, or hypothesis , to initiate and guide observation and other operations in collection of factual material;
• the mental elaboration of the idea or supposition as an idea or supposition ( reasoning , in the sense on which reasoning is a part, not the whole, of inference); and
• testing the hypothesis by overt or imaginative action. (Dewey 1933: 106–107; italics in original)

The process of reflective thinking consisting of these phases would be preceded by a perplexed, troubled or confused situation and followed by a cleared-up, unified, resolved situation (Dewey 1933: 106). The term ‘phases’ replaced the term ‘steps’ (Dewey 1910: 72), thus removing the earlier suggestion of an invariant sequence. Variants of the above analysis appeared in (Dewey 1916: 177) and (Dewey 1938: 101–119).

The variant formulations indicate the difficulty of giving a single logical analysis of such a varied process. The process of critical thinking may have a spiral pattern, with the problem being redefined in the light of obstacles to solving it as originally formulated. For example, the person in Transit might have concluded that getting to the appointment at the scheduled time was impossible and have reformulated the problem as that of rescheduling the appointment for a mutually convenient time. Further, defining a problem does not always follow after or lead immediately to an idea of a suggested solution. Nor should it do so, as Dewey himself recognized in describing the physician in Typhoid as avoiding any strong preference for this or that conclusion before getting further information (Dewey 1910: 85; 1933: 170). People with a hypothesis in mind, even one to which they have a very weak commitment, have a so-called “confirmation bias” (Nickerson 1998): they are likely to pay attention to evidence that confirms the hypothesis and to ignore evidence that counts against it or for some competing hypothesis. Detectives, intelligence agencies, and investigators of airplane accidents are well advised to gather relevant evidence systematically and to postpone even tentative adoption of an explanatory hypothesis until the collected evidence rules out with the appropriate degree of certainty all but one explanation. Dewey’s analysis of the critical thinking process can be faulted as well for requiring acceptance or rejection of a possible solution to a defined problem, with no allowance for deciding in the light of the available evidence to suspend judgment. Further, given the great variety of kinds of problems for which reflection is appropriate, there is likely to be variation in its component events. Perhaps the best way to conceptualize the critical thinking process is as a checklist whose component events can occur in a variety of orders, selectively, and more than once. These component events might include (1) noticing a difficulty, (2) defining the problem, (3) dividing the problem into manageable sub-problems, (4) formulating a variety of possible solutions to the problem or sub-problem, (5) determining what evidence is relevant to deciding among possible solutions to the problem or sub-problem, (6) devising a plan of systematic observation or experiment that will uncover the relevant evidence, (7) carrying out the plan of systematic observation or experimentation, (8) noting the results of the systematic observation or experiment, (9) gathering relevant testimony and information from others, (10) judging the credibility of testimony and information gathered from others, (11) drawing conclusions from gathered evidence and accepted testimony, and (12) accepting a solution that the evidence adequately supports (cf. Hitchcock 2017: 485).

Checklist conceptions of the process of critical thinking are open to the objection that they are too mechanical and procedural to fit the multi-dimensional and emotionally charged issues for which critical thinking is urgently needed (Paul 1984). For such issues, a more dialectical process is advocated, in which competing relevant world views are identified, their implications explored, and some sort of creative synthesis attempted.

If one considers the critical thinking process illustrated by the 11 examples, one can identify distinct kinds of mental acts and mental states that form part of it. To distinguish, label and briefly characterize these components is a useful preliminary to identifying abilities, skills, dispositions, attitudes, habits and the like that contribute causally to thinking critically. Identifying such abilities and habits is in turn a useful preliminary to setting educational goals. Setting the goals is in its turn a useful preliminary to designing strategies for helping learners to achieve the goals and to designing ways of measuring the extent to which learners have done so. Such measures provide both feedback to learners on their achievement and a basis for experimental research on the effectiveness of various strategies for educating people to think critically. Let us begin, then, by distinguishing the kinds of mental acts and mental events that can occur in a critical thinking process.

• Observing : One notices something in one’s immediate environment (sudden cooling of temperature in Weather , bubbles forming outside a glass and then going inside in Bubbles , a moving blur in the distance in Blur , a rash in Rash ). Or one notes the results of an experiment or systematic observation (valuables missing in Disorder , no suction without air pressure in Suction pump )
• Feeling : One feels puzzled or uncertain about something (how to get to an appointment on time in Transit , why the diamonds vary in spacing in Diamond ). One wants to resolve this perplexity. One feels satisfaction once one has worked out an answer (to take the subway express in Transit , diamonds closer when needed as a warning in Diamond ).
• Wondering : One formulates a question to be addressed (why bubbles form outside a tumbler taken from hot water in Bubbles , how suction pumps work in Suction pump , what caused the rash in Rash ).
• Imagining : One thinks of possible answers (bus or subway or elevated in Transit , flagpole or ornament or wireless communication aid or direction indicator in Ferryboat , allergic reaction or heat rash in Rash ).
• Inferring : One works out what would be the case if a possible answer were assumed (valuables missing if there has been a burglary in Disorder , earlier start to the rash if it is an allergic reaction to a sulfa drug in Rash ). Or one draws a conclusion once sufficient relevant evidence is gathered (take the subway in Transit , burglary in Disorder , discontinue blood pressure medication and new cream in Rash ).
• Knowledge : One uses stored knowledge of the subject-matter to generate possible answers or to infer what would be expected on the assumption of a particular answer (knowledge of a city’s public transit system in Transit , of the requirements for a flagpole in Ferryboat , of Boyle’s law in Bubbles , of allergic reactions in Rash ).
• Experimenting : One designs and carries out an experiment or a systematic observation to find out whether the results deduced from a possible answer will occur (looking at the location of the flagpole in relation to the pilot’s position in Ferryboat , putting an ice cube on top of a tumbler taken from hot water in Bubbles , measuring the height to which a suction pump will draw water at different elevations in Suction pump , noticing the spacing of diamonds when movement to or from a diamond lane is allowed in Diamond ).
• Consulting : One finds a source of information, gets the information from the source, and makes a judgment on whether to accept it. None of our 11 examples include searching for sources of information. In this respect they are unrepresentative, since most people nowadays have almost instant access to information relevant to answering any question, including many of those illustrated by the examples. However, Candidate includes the activities of extracting information from sources and evaluating its credibility.
• Identifying and analyzing arguments : One notices an argument and works out its structure and content as a preliminary to evaluating its strength. This activity is central to Candidate . It is an important part of a critical thinking process in which one surveys arguments for various positions on an issue.
• Judging : One makes a judgment on the basis of accumulated evidence and reasoning, such as the judgment in Ferryboat that the purpose of the pole is to provide direction to the pilot.
• Deciding : One makes a decision on what to do or on what policy to adopt, as in the decision in Transit to take the subway.

By definition, a person who does something voluntarily is both willing and able to do that thing at that time. Both the willingness and the ability contribute causally to the person’s action, in the sense that the voluntary action would not occur if either (or both) of these were lacking. For example, suppose that one is standing with one’s arms at one’s sides and one voluntarily lifts one’s right arm to an extended horizontal position. One would not do so if one were unable to lift one’s arm, if for example one’s right side was paralyzed as the result of a stroke. Nor would one do so if one were unwilling to lift one’s arm, if for example one were participating in a street demonstration at which a white supremacist was urging the crowd to lift their right arm in a Nazi salute and one were unwilling to express support in this way for the racist Nazi ideology. The same analysis applies to a voluntary mental process of thinking critically. It requires both willingness and ability to think critically, including willingness and ability to perform each of the mental acts that compose the process and to coordinate those acts in a sequence that is directed at resolving the initiating perplexity.

Consider willingness first. We can identify causal contributors to willingness to think critically by considering factors that would cause a person who was able to think critically about an issue nevertheless not to do so (Hamby 2014). For each factor, the opposite condition thus contributes causally to willingness to think critically on a particular occasion. For example, people who habitually jump to conclusions without considering alternatives will not think critically about issues that arise, even if they have the required abilities. The contrary condition of willingness to suspend judgment is thus a causal contributor to thinking critically.

Now consider ability. In contrast to the ability to move one’s arm, which can be completely absent because a stroke has left the arm paralyzed, the ability to think critically is a developed ability, whose absence is not a complete absence of ability to think but absence of ability to think well. We can identify the ability to think well directly, in terms of the norms and standards for good thinking. In general, to be able do well the thinking activities that can be components of a critical thinking process, one needs to know the concepts and principles that characterize their good performance, to recognize in particular cases that the concepts and principles apply, and to apply them. The knowledge, recognition and application may be procedural rather than declarative. It may be domain-specific rather than widely applicable, and in either case may need subject-matter knowledge, sometimes of a deep kind.

Reflections of the sort illustrated by the previous two paragraphs have led scholars to identify the knowledge, abilities and dispositions of a “critical thinker”, i.e., someone who thinks critically whenever it is appropriate to do so. We turn now to these three types of causal contributors to thinking critically. We start with dispositions, since arguably these are the most powerful contributors to being a critical thinker, can be fostered at an early stage of a child’s development, and are susceptible to general improvement (Glaser 1941: 175)

8. Critical Thinking Dispositions

Educational researchers use the term ‘dispositions’ broadly for the habits of mind and attitudes that contribute causally to being a critical thinker. Some writers (e.g., Paul & Elder 2006; Hamby 2014; Bailin & Battersby 2016a) propose to use the term ‘virtues’ for this dimension of a critical thinker. The virtues in question, although they are virtues of character, concern the person’s ways of thinking rather than the person’s ways of behaving towards others. They are not moral virtues but intellectual virtues, of the sort articulated by Zagzebski (1996) and discussed by Turri, Alfano, and Greco (2017).

On a realistic conception, thinking dispositions or intellectual virtues are real properties of thinkers. They are general tendencies, propensities, or inclinations to think in particular ways in particular circumstances, and can be genuinely explanatory (Siegel 1999). Sceptics argue that there is no evidence for a specific mental basis for the habits of mind that contribute to thinking critically, and that it is pedagogically misleading to posit such a basis (Bailin et al. 1999a). Whatever their status, critical thinking dispositions need motivation for their initial formation in a child—motivation that may be external or internal. As children develop, the force of habit will gradually become important in sustaining the disposition (Nieto & Valenzuela 2012). Mere force of habit, however, is unlikely to sustain critical thinking dispositions. Critical thinkers must value and enjoy using their knowledge and abilities to think things through for themselves. They must be committed to, and lovers of, inquiry.

A person may have a critical thinking disposition with respect to only some kinds of issues. For example, one could be open-minded about scientific issues but not about religious issues. Similarly, one could be confident in one’s ability to reason about the theological implications of the existence of evil in the world but not in one’s ability to reason about the best design for a guided ballistic missile.

Facione (1990a: 25) divides “affective dispositions” of critical thinking into approaches to life and living in general and approaches to specific issues, questions or problems. Adapting this distinction, one can usefully divide critical thinking dispositions into initiating dispositions (those that contribute causally to starting to think critically about an issue) and internal dispositions (those that contribute causally to doing a good job of thinking critically once one has started). The two categories are not mutually exclusive. For example, open-mindedness, in the sense of willingness to consider alternative points of view to one’s own, is both an initiating and an internal disposition.

Using the strategy of considering factors that would block people with the ability to think critically from doing so, we can identify as initiating dispositions for thinking critically attentiveness, a habit of inquiry, self-confidence, courage, open-mindedness, willingness to suspend judgment, trust in reason, wanting evidence for one’s beliefs, and seeking the truth. We consider briefly what each of these dispositions amounts to, in each case citing sources that acknowledge them.

• Attentiveness : One will not think critically if one fails to recognize an issue that needs to be thought through. For example, the pedestrian in Weather would not have looked up if he had not noticed that the air was suddenly cooler. To be a critical thinker, then, one needs to be habitually attentive to one’s surroundings, noticing not only what one senses but also sources of perplexity in messages received and in one’s own beliefs and attitudes (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
• Habit of inquiry : Inquiry is effortful, and one needs an internal push to engage in it. For example, the student in Bubbles could easily have stopped at idle wondering about the cause of the bubbles rather than reasoning to a hypothesis, then designing and executing an experiment to test it. Thus willingness to think critically needs mental energy and initiative. What can supply that energy? Love of inquiry, or perhaps just a habit of inquiry. Hamby (2015) has argued that willingness to inquire is the central critical thinking virtue, one that encompasses all the others. It is recognized as a critical thinking disposition by Dewey (1910: 29; 1933: 35), Glaser (1941: 5), Ennis (1987: 12; 1991: 8), Facione (1990a: 25), Bailin et al. (1999b: 294), Halpern (1998: 452), and Facione, Facione, & Giancarlo (2001).
• Self-confidence : Lack of confidence in one’s abilities can block critical thinking. For example, if the woman in Rash lacked confidence in her ability to figure things out for herself, she might just have assumed that the rash on her chest was the allergic reaction to her medication against which the pharmacist had warned her. Thus willingness to think critically requires confidence in one’s ability to inquire (Facione 1990a: 25; Facione, Facione, & Giancarlo 2001).
• Courage : Fear of thinking for oneself can stop one from doing it. Thus willingness to think critically requires intellectual courage (Paul & Elder 2006: 16).
• Open-mindedness : A dogmatic attitude will impede thinking critically. For example, a person who adheres rigidly to a “pro-choice” position on the issue of the legal status of induced abortion is likely to be unwilling to consider seriously the issue of when in its development an unborn child acquires a moral right to life. Thus willingness to think critically requires open-mindedness, in the sense of a willingness to examine questions to which one already accepts an answer but which further evidence or reasoning might cause one to answer differently (Dewey 1933; Facione 1990a; Ennis 1991; Bailin et al. 1999b; Halpern 1998, Facione, Facione, & Giancarlo 2001). Paul (1981) emphasizes open-mindedness about alternative world-views, and recommends a dialectical approach to integrating such views as central to what he calls “strong sense” critical thinking. In three studies, Haran, Ritov, & Mellers (2013) found that actively open-minded thinking, including “the tendency to weigh new evidence against a favored belief, to spend sufficient time on a problem before giving up, and to consider carefully the opinions of others in forming one’s own”, led study participants to acquire information and thus to make accurate estimations.
• Willingness to suspend judgment : Premature closure on an initial solution will block critical thinking. Thus willingness to think critically requires a willingness to suspend judgment while alternatives are explored (Facione 1990a; Ennis 1991; Halpern 1998).
• Trust in reason : Since distrust in the processes of reasoned inquiry will dissuade one from engaging in it, trust in them is an initiating critical thinking disposition (Facione 1990a, 25; Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001; Paul & Elder 2006). In reaction to an allegedly exclusive emphasis on reason in critical thinking theory and pedagogy, Thayer-Bacon (2000) argues that intuition, imagination, and emotion have important roles to play in an adequate conception of critical thinking that she calls “constructive thinking”. From her point of view, critical thinking requires trust not only in reason but also in intuition, imagination, and emotion.
• Seeking the truth : If one does not care about the truth but is content to stick with one’s initial bias on an issue, then one will not think critically about it. Seeking the truth is thus an initiating critical thinking disposition (Bailin et al. 1999b: 294; Facione, Facione, & Giancarlo 2001). A disposition to seek the truth is implicit in more specific critical thinking dispositions, such as trying to be well-informed, considering seriously points of view other than one’s own, looking for alternatives, suspending judgment when the evidence is insufficient, and adopting a position when the evidence supporting it is sufficient.

Some of the initiating dispositions, such as open-mindedness and willingness to suspend judgment, are also internal critical thinking dispositions, in the sense of mental habits or attitudes that contribute causally to doing a good job of critical thinking once one starts the process. But there are many other internal critical thinking dispositions. Some of them are parasitic on one’s conception of good thinking. For example, it is constitutive of good thinking about an issue to formulate the issue clearly and to maintain focus on it. For this purpose, one needs not only the corresponding ability but also the corresponding disposition. Ennis (1991: 8) describes it as the disposition “to determine and maintain focus on the conclusion or question”, Facione (1990a: 25) as “clarity in stating the question or concern”. Other internal dispositions are motivators to continue or adjust the critical thinking process, such as willingness to persist in a complex task and willingness to abandon nonproductive strategies in an attempt to self-correct (Halpern 1998: 452). For a list of identified internal critical thinking dispositions, see the Supplement on Internal Critical Thinking Dispositions .

Some theorists postulate skills, i.e., acquired abilities, as operative in critical thinking. It is not obvious, however, that a good mental act is the exercise of a generic acquired skill. Inferring an expected time of arrival, as in Transit , has some generic components but also uses non-generic subject-matter knowledge. Bailin et al. (1999a) argue against viewing critical thinking skills as generic and discrete, on the ground that skilled performance at a critical thinking task cannot be separated from knowledge of concepts and from domain-specific principles of good thinking. Talk of skills, they concede, is unproblematic if it means merely that a person with critical thinking skills is capable of intelligent performance.

Despite such scepticism, theorists of critical thinking have listed as general contributors to critical thinking what they variously call abilities (Glaser 1941; Ennis 1962, 1991), skills (Facione 1990a; Halpern 1998) or competencies (Fisher & Scriven 1997). Amalgamating these lists would produce a confusing and chaotic cornucopia of more than 50 possible educational objectives, with only partial overlap among them. It makes sense instead to try to understand the reasons for the multiplicity and diversity, and to make a selection according to one’s own reasons for singling out abilities to be developed in a critical thinking curriculum. Two reasons for diversity among lists of critical thinking abilities are the underlying conception of critical thinking and the envisaged educational level. Appraisal-only conceptions, for example, involve a different suite of abilities than constructive-only conceptions. Some lists, such as those in (Glaser 1941), are put forward as educational objectives for secondary school students, whereas others are proposed as objectives for college students (e.g., Facione 1990a).

The abilities described in the remaining paragraphs of this section emerge from reflection on the general abilities needed to do well the thinking activities identified in section 6 as components of the critical thinking process described in section 5 . The derivation of each collection of abilities is accompanied by citation of sources that list such abilities and of standardized tests that claim to test them.

Observational abilities : Careful and accurate observation sometimes requires specialist expertise and practice, as in the case of observing birds and observing accident scenes. However, there are general abilities of noticing what one’s senses are picking up from one’s environment and of being able to articulate clearly and accurately to oneself and others what one has observed. It helps in exercising them to be able to recognize and take into account factors that make one’s observation less trustworthy, such as prior framing of the situation, inadequate time, deficient senses, poor observation conditions, and the like. It helps as well to be skilled at taking steps to make one’s observation more trustworthy, such as moving closer to get a better look, measuring something three times and taking the average, and checking what one thinks one is observing with someone else who is in a good position to observe it. It also helps to be skilled at recognizing respects in which one’s report of one’s observation involves inference rather than direct observation, so that one can then consider whether the inference is justified. These abilities come into play as well when one thinks about whether and with what degree of confidence to accept an observation report, for example in the study of history or in a criminal investigation or in assessing news reports. Observational abilities show up in some lists of critical thinking abilities (Ennis 1962: 90; Facione 1990a: 16; Ennis 1991: 9). There are items testing a person’s ability to judge the credibility of observation reports in the Cornell Critical Thinking Tests, Levels X and Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). Norris and King (1983, 1985, 1990a, 1990b) is a test of ability to appraise observation reports.

Emotional abilities : The emotions that drive a critical thinking process are perplexity or puzzlement, a wish to resolve it, and satisfaction at achieving the desired resolution. Children experience these emotions at an early age, without being trained to do so. Education that takes critical thinking as a goal needs only to channel these emotions and to make sure not to stifle them. Collaborative critical thinking benefits from ability to recognize one’s own and others’ emotional commitments and reactions.

Questioning abilities : A critical thinking process needs transformation of an inchoate sense of perplexity into a clear question. Formulating a question well requires not building in questionable assumptions, not prejudging the issue, and using language that in context is unambiguous and precise enough (Ennis 1962: 97; 1991: 9).

Imaginative abilities : Thinking directed at finding the correct causal explanation of a general phenomenon or particular event requires an ability to imagine possible explanations. Thinking about what policy or plan of action to adopt requires generation of options and consideration of possible consequences of each option. Domain knowledge is required for such creative activity, but a general ability to imagine alternatives is helpful and can be nurtured so as to become easier, quicker, more extensive, and deeper (Dewey 1910: 34–39; 1933: 40–47). Facione (1990a) and Halpern (1998) include the ability to imagine alternatives as a critical thinking ability.

Inferential abilities : The ability to draw conclusions from given information, and to recognize with what degree of certainty one’s own or others’ conclusions follow, is universally recognized as a general critical thinking ability. All 11 examples in section 2 of this article include inferences, some from hypotheses or options (as in Transit , Ferryboat and Disorder ), others from something observed (as in Weather and Rash ). None of these inferences is formally valid. Rather, they are licensed by general, sometimes qualified substantive rules of inference (Toulmin 1958) that rest on domain knowledge—that a bus trip takes about the same time in each direction, that the terminal of a wireless telegraph would be located on the highest possible place, that sudden cooling is often followed by rain, that an allergic reaction to a sulfa drug generally shows up soon after one starts taking it. It is a matter of controversy to what extent the specialized ability to deduce conclusions from premisses using formal rules of inference is needed for critical thinking. Dewey (1933) locates logical forms in setting out the products of reflection rather than in the process of reflection. Ennis (1981a), on the other hand, maintains that a liberally-educated person should have the following abilities: to translate natural-language statements into statements using the standard logical operators, to use appropriately the language of necessary and sufficient conditions, to deal with argument forms and arguments containing symbols, to determine whether in virtue of an argument’s form its conclusion follows necessarily from its premisses, to reason with logically complex propositions, and to apply the rules and procedures of deductive logic. Inferential abilities are recognized as critical thinking abilities by Glaser (1941: 6), Facione (1990a: 9), Ennis (1991: 9), Fisher & Scriven (1997: 99, 111), and Halpern (1998: 452). Items testing inferential abilities constitute two of the five subtests of the Watson Glaser Critical Thinking Appraisal (Watson & Glaser 1980a, 1980b, 1994), two of the four sections in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), three of the seven sections in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005), 11 of the 34 items on Forms A and B of the California Critical Thinking Skills Test (Facione 1990b, 1992), and a high but variable proportion of the 25 selected-response questions in the Collegiate Learning Assessment (Council for Aid to Education 2017).

Experimenting abilities : Knowing how to design and execute an experiment is important not just in scientific research but also in everyday life, as in Rash . Dewey devoted a whole chapter of his How We Think (1910: 145–156; 1933: 190–202) to the superiority of experimentation over observation in advancing knowledge. Experimenting abilities come into play at one remove in appraising reports of scientific studies. Skill in designing and executing experiments includes the acknowledged abilities to appraise evidence (Glaser 1941: 6), to carry out experiments and to apply appropriate statistical inference techniques (Facione 1990a: 9), to judge inductions to an explanatory hypothesis (Ennis 1991: 9), and to recognize the need for an adequately large sample size (Halpern 1998). The Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) includes four items (out of 52) on experimental design. The Collegiate Learning Assessment (Council for Aid to Education 2017) makes room for appraisal of study design in both its performance task and its selected-response questions.

Consulting abilities : Skill at consulting sources of information comes into play when one seeks information to help resolve a problem, as in Candidate . Ability to find and appraise information includes ability to gather and marshal pertinent information (Glaser 1941: 6), to judge whether a statement made by an alleged authority is acceptable (Ennis 1962: 84), to plan a search for desired information (Facione 1990a: 9), and to judge the credibility of a source (Ennis 1991: 9). Ability to judge the credibility of statements is tested by 24 items (out of 76) in the Cornell Critical Thinking Test Level X (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005) and by four items (out of 52) in the Cornell Critical Thinking Test Level Z (Ennis & Millman 1971; Ennis, Millman, & Tomko 1985, 2005). The College Learning Assessment’s performance task requires evaluation of whether information in documents is credible or unreliable (Council for Aid to Education 2017).

Argument analysis abilities : The ability to identify and analyze arguments contributes to the process of surveying arguments on an issue in order to form one’s own reasoned judgment, as in Candidate . The ability to detect and analyze arguments is recognized as a critical thinking skill by Facione (1990a: 7–8), Ennis (1991: 9) and Halpern (1998). Five items (out of 34) on the California Critical Thinking Skills Test (Facione 1990b, 1992) test skill at argument analysis. The College Learning Assessment (Council for Aid to Education 2017) incorporates argument analysis in its selected-response tests of critical reading and evaluation and of critiquing an argument.

Judging skills and deciding skills : Skill at judging and deciding is skill at recognizing what judgment or decision the available evidence and argument supports, and with what degree of confidence. It is thus a component of the inferential skills already discussed.

Lists and tests of critical thinking abilities often include two more abilities: identifying assumptions and constructing and evaluating definitions.

In addition to dispositions and abilities, critical thinking needs knowledge: of critical thinking concepts, of critical thinking principles, and of the subject-matter of the thinking.

We can derive a short list of concepts whose understanding contributes to critical thinking from the critical thinking abilities described in the preceding section. Observational abilities require an understanding of the difference between observation and inference. Questioning abilities require an understanding of the concepts of ambiguity and vagueness. Inferential abilities require an understanding of the difference between conclusive and defeasible inference (traditionally, between deduction and induction), as well as of the difference between necessary and sufficient conditions. Experimenting abilities require an understanding of the concepts of hypothesis, null hypothesis, assumption and prediction, as well as of the concept of statistical significance and of its difference from importance. They also require an understanding of the difference between an experiment and an observational study, and in particular of the difference between a randomized controlled trial, a prospective correlational study and a retrospective (case-control) study. Argument analysis abilities require an understanding of the concepts of argument, premiss, assumption, conclusion and counter-consideration. Additional critical thinking concepts are proposed by Bailin et al. (1999b: 293), Fisher & Scriven (1997: 105–106), Black (2012), and Blair (2021).

According to Glaser (1941: 25), ability to think critically requires knowledge of the methods of logical inquiry and reasoning. If we review the list of abilities in the preceding section, however, we can see that some of them can be acquired and exercised merely through practice, possibly guided in an educational setting, followed by feedback. Searching intelligently for a causal explanation of some phenomenon or event requires that one consider a full range of possible causal contributors, but it seems more important that one implements this principle in one’s practice than that one is able to articulate it. What is important is “operational knowledge” of the standards and principles of good thinking (Bailin et al. 1999b: 291–293). But the development of such critical thinking abilities as designing an experiment or constructing an operational definition can benefit from learning their underlying theory. Further, explicit knowledge of quirks of human thinking seems useful as a cautionary guide. Human memory is not just fallible about details, as people learn from their own experiences of misremembering, but is so malleable that a detailed, clear and vivid recollection of an event can be a total fabrication (Loftus 2017). People seek or interpret evidence in ways that are partial to their existing beliefs and expectations, often unconscious of their “confirmation bias” (Nickerson 1998). Not only are people subject to this and other cognitive biases (Kahneman 2011), of which they are typically unaware, but it may be counter-productive for one to make oneself aware of them and try consciously to counteract them or to counteract social biases such as racial or sexual stereotypes (Kenyon & Beaulac 2014). It is helpful to be aware of these facts and of the superior effectiveness of blocking the operation of biases—for example, by making an immediate record of one’s observations, refraining from forming a preliminary explanatory hypothesis, blind refereeing, double-blind randomized trials, and blind grading of students’ work. It is also helpful to be aware of the prevalence of “noise” (unwanted unsystematic variability of judgments), of how to detect noise (through a noise audit), and of how to reduce noise: make accuracy the goal, think statistically, break a process of arriving at a judgment into independent tasks, resist premature intuitions, in a group get independent judgments first, favour comparative judgments and scales (Kahneman, Sibony, & Sunstein 2021). It is helpful as well to be aware of the concept of “bounded rationality” in decision-making and of the related distinction between “satisficing” and optimizing (Simon 1956; Gigerenzer 2001).

Critical thinking about an issue requires substantive knowledge of the domain to which the issue belongs. Critical thinking abilities are not a magic elixir that can be applied to any issue whatever by somebody who has no knowledge of the facts relevant to exploring that issue. For example, the student in Bubbles needed to know that gases do not penetrate solid objects like a glass, that air expands when heated, that the volume of an enclosed gas varies directly with its temperature and inversely with its pressure, and that hot objects will spontaneously cool down to the ambient temperature of their surroundings unless kept hot by insulation or a source of heat. Critical thinkers thus need a rich fund of subject-matter knowledge relevant to the variety of situations they encounter. This fact is recognized in the inclusion among critical thinking dispositions of a concern to become and remain generally well informed.

Experimental educational interventions, with control groups, have shown that education can improve critical thinking skills and dispositions, as measured by standardized tests. For information about these tests, see the Supplement on Assessment .

What educational methods are most effective at developing the dispositions, abilities and knowledge of a critical thinker? In a comprehensive meta-analysis of experimental and quasi-experimental studies of strategies for teaching students to think critically, Abrami et al. (2015) found that dialogue, anchored instruction, and mentoring each increased the effectiveness of the educational intervention, and that they were most effective when combined. They also found that in these studies a combination of separate instruction in critical thinking with subject-matter instruction in which students are encouraged to think critically was more effective than either by itself. However, the difference was not statistically significant; that is, it might have arisen by chance.

Most of these studies lack the longitudinal follow-up required to determine whether the observed differential improvements in critical thinking abilities or dispositions continue over time, for example until high school or college graduation. For details on studies of methods of developing critical thinking skills and dispositions, see the Supplement on Educational Methods .

12. Controversies

Scholars have denied the generalizability of critical thinking abilities across subject domains, have alleged bias in critical thinking theory and pedagogy, and have investigated the relationship of critical thinking to other kinds of thinking.

McPeck (1981) attacked the thinking skills movement of the 1970s, including the critical thinking movement. He argued that there are no general thinking skills, since thinking is always thinking about some subject-matter. It is futile, he claimed, for schools and colleges to teach thinking as if it were a separate subject. Rather, teachers should lead their pupils to become autonomous thinkers by teaching school subjects in a way that brings out their cognitive structure and that encourages and rewards discussion and argument. As some of his critics (e.g., Paul 1985; Siegel 1985) pointed out, McPeck’s central argument needs elaboration, since it has obvious counter-examples in writing and speaking, for which (up to a certain level of complexity) there are teachable general abilities even though they are always about some subject-matter. To make his argument convincing, McPeck needs to explain how thinking differs from writing and speaking in a way that does not permit useful abstraction of its components from the subject-matters with which it deals. He has not done so. Nevertheless, his position that the dispositions and abilities of a critical thinker are best developed in the context of subject-matter instruction is shared by many theorists of critical thinking, including Dewey (1910, 1933), Glaser (1941), Passmore (1980), Weinstein (1990), Bailin et al. (1999b), and Willingham (2019).

McPeck’s challenge prompted reflection on the extent to which critical thinking is subject-specific. McPeck argued for a strong subject-specificity thesis, according to which it is a conceptual truth that all critical thinking abilities are specific to a subject. (He did not however extend his subject-specificity thesis to critical thinking dispositions. In particular, he took the disposition to suspend judgment in situations of cognitive dissonance to be a general disposition.) Conceptual subject-specificity is subject to obvious counter-examples, such as the general ability to recognize confusion of necessary and sufficient conditions. A more modest thesis, also endorsed by McPeck, is epistemological subject-specificity, according to which the norms of good thinking vary from one field to another. Epistemological subject-specificity clearly holds to a certain extent; for example, the principles in accordance with which one solves a differential equation are quite different from the principles in accordance with which one determines whether a painting is a genuine Picasso. But the thesis suffers, as Ennis (1989) points out, from vagueness of the concept of a field or subject and from the obvious existence of inter-field principles, however broadly the concept of a field is construed. For example, the principles of hypothetico-deductive reasoning hold for all the varied fields in which such reasoning occurs. A third kind of subject-specificity is empirical subject-specificity, according to which as a matter of empirically observable fact a person with the abilities and dispositions of a critical thinker in one area of investigation will not necessarily have them in another area of investigation.

The thesis of empirical subject-specificity raises the general problem of transfer. If critical thinking abilities and dispositions have to be developed independently in each school subject, how are they of any use in dealing with the problems of everyday life and the political and social issues of contemporary society, most of which do not fit into the framework of a traditional school subject? Proponents of empirical subject-specificity tend to argue that transfer is more likely to occur if there is critical thinking instruction in a variety of domains, with explicit attention to dispositions and abilities that cut across domains. But evidence for this claim is scanty. There is a need for well-designed empirical studies that investigate the conditions that make transfer more likely.

It is common ground in debates about the generality or subject-specificity of critical thinking dispositions and abilities that critical thinking about any topic requires background knowledge about the topic. For example, the most sophisticated understanding of the principles of hypothetico-deductive reasoning is of no help unless accompanied by some knowledge of what might be plausible explanations of some phenomenon under investigation.

Critics have objected to bias in the theory, pedagogy and practice of critical thinking. Commentators (e.g., Alston 1995; Ennis 1998) have noted that anyone who takes a position has a bias in the neutral sense of being inclined in one direction rather than others. The critics, however, are objecting to bias in the pejorative sense of an unjustified favoring of certain ways of knowing over others, frequently alleging that the unjustly favoured ways are those of a dominant sex or culture (Bailin 1995). These ways favour:

• reinforcement of egocentric and sociocentric biases over dialectical engagement with opposing world-views (Paul 1981, 1984; Warren 1998)
• distancing from the object of inquiry over closeness to it (Martin 1992; Thayer-Bacon 1992)
• indifference to the situation of others over care for them (Martin 1992)
• orientation to thought over orientation to action (Martin 1992)
• being reasonable over caring to understand people’s ideas (Thayer-Bacon 1993)
• being neutral and objective over being embodied and situated (Thayer-Bacon 1995a)
• doubting over believing (Thayer-Bacon 1995b)
• reason over emotion, imagination and intuition (Thayer-Bacon 2000)
• solitary thinking over collaborative thinking (Thayer-Bacon 2000)
• written and spoken assignments over other forms of expression (Alston 2001)
• attention to written and spoken communications over attention to human problems (Alston 2001)
• winning debates in the public sphere over making and understanding meaning (Alston 2001)

A common thread in this smorgasbord of accusations is dissatisfaction with focusing on the logical analysis and evaluation of reasoning and arguments. While these authors acknowledge that such analysis and evaluation is part of critical thinking and should be part of its conceptualization and pedagogy, they insist that it is only a part. Paul (1981), for example, bemoans the tendency of atomistic teaching of methods of analyzing and evaluating arguments to turn students into more able sophists, adept at finding fault with positions and arguments with which they disagree but even more entrenched in the egocentric and sociocentric biases with which they began. Martin (1992) and Thayer-Bacon (1992) cite with approval the self-reported intimacy with their subject-matter of leading researchers in biology and medicine, an intimacy that conflicts with the distancing allegedly recommended in standard conceptions and pedagogy of critical thinking. Thayer-Bacon (2000) contrasts the embodied and socially embedded learning of her elementary school students in a Montessori school, who used their imagination, intuition and emotions as well as their reason, with conceptions of critical thinking as

thinking that is used to critique arguments, offer justifications, and make judgments about what are the good reasons, or the right answers. (Thayer-Bacon 2000: 127–128)

Alston (2001) reports that her students in a women’s studies class were able to see the flaws in the Cinderella myth that pervades much romantic fiction but in their own romantic relationships still acted as if all failures were the woman’s fault and still accepted the notions of love at first sight and living happily ever after. Students, she writes, should

be able to connect their intellectual critique to a more affective, somatic, and ethical account of making risky choices that have sexist, racist, classist, familial, sexual, or other consequences for themselves and those both near and far… critical thinking that reads arguments, texts, or practices merely on the surface without connections to feeling/desiring/doing or action lacks an ethical depth that should infuse the difference between mere cognitive activity and something we want to call critical thinking. (Alston 2001: 34)

Some critics portray such biases as unfair to women. Thayer-Bacon (1992), for example, has charged modern critical thinking theory with being sexist, on the ground that it separates the self from the object and causes one to lose touch with one’s inner voice, and thus stigmatizes women, who (she asserts) link self to object and listen to their inner voice. Her charge does not imply that women as a group are on average less able than men to analyze and evaluate arguments. Facione (1990c) found no difference by sex in performance on his California Critical Thinking Skills Test. Kuhn (1991: 280–281) found no difference by sex in either the disposition or the competence to engage in argumentative thinking.

The critics propose a variety of remedies for the biases that they allege. In general, they do not propose to eliminate or downplay critical thinking as an educational goal. Rather, they propose to conceptualize critical thinking differently and to change its pedagogy accordingly. Their pedagogical proposals arise logically from their objections. They can be summarized as follows:

• Focus on argument networks with dialectical exchanges reflecting contesting points of view rather than on atomic arguments, so as to develop “strong sense” critical thinking that transcends egocentric and sociocentric biases (Paul 1981, 1984).
• Foster closeness to the subject-matter and feeling connected to others in order to inform a humane democracy (Martin 1992).
• Develop “constructive thinking” as a social activity in a community of physically embodied and socially embedded inquirers with personal voices who value not only reason but also imagination, intuition and emotion (Thayer-Bacon 2000).
• In developing critical thinking in school subjects, treat as important neither skills nor dispositions but opening worlds of meaning (Alston 2001).
• Attend to the development of critical thinking dispositions as well as skills, and adopt the “critical pedagogy” practised and advocated by Freire (1968 [1970]) and hooks (1994) (Dalgleish, Girard, & Davies 2017).

A common thread in these proposals is treatment of critical thinking as a social, interactive, personally engaged activity like that of a quilting bee or a barn-raising (Thayer-Bacon 2000) rather than as an individual, solitary, distanced activity symbolized by Rodin’s The Thinker . One can get a vivid description of education with the former type of goal from the writings of bell hooks (1994, 2010). Critical thinking for her is open-minded dialectical exchange across opposing standpoints and from multiple perspectives, a conception similar to Paul’s “strong sense” critical thinking (Paul 1981). She abandons the structure of domination in the traditional classroom. In an introductory course on black women writers, for example, she assigns students to write an autobiographical paragraph about an early racial memory, then to read it aloud as the others listen, thus affirming the uniqueness and value of each voice and creating a communal awareness of the diversity of the group’s experiences (hooks 1994: 84). Her “engaged pedagogy” is thus similar to the “freedom under guidance” implemented in John Dewey’s Laboratory School of Chicago in the late 1890s and early 1900s. It incorporates the dialogue, anchored instruction, and mentoring that Abrami (2015) found to be most effective in improving critical thinking skills and dispositions.

What is the relationship of critical thinking to problem solving, decision-making, higher-order thinking, creative thinking, and other recognized types of thinking? One’s answer to this question obviously depends on how one defines the terms used in the question. If critical thinking is conceived broadly to cover any careful thinking about any topic for any purpose, then problem solving and decision making will be kinds of critical thinking, if they are done carefully. Historically, ‘critical thinking’ and ‘problem solving’ were two names for the same thing. If critical thinking is conceived more narrowly as consisting solely of appraisal of intellectual products, then it will be disjoint with problem solving and decision making, which are constructive.

Bloom’s taxonomy of educational objectives used the phrase “intellectual abilities and skills” for what had been labeled “critical thinking” by some, “reflective thinking” by Dewey and others, and “problem solving” by still others (Bloom et al. 1956: 38). Thus, the so-called “higher-order thinking skills” at the taxonomy’s top levels of analysis, synthesis and evaluation are just critical thinking skills, although they do not come with general criteria for their assessment (Ennis 1981b). The revised version of Bloom’s taxonomy (Anderson et al. 2001) likewise treats critical thinking as cutting across those types of cognitive process that involve more than remembering (Anderson et al. 2001: 269–270). For details, see the Supplement on History .

As to creative thinking, it overlaps with critical thinking (Bailin 1987, 1988). Thinking about the explanation of some phenomenon or event, as in Ferryboat , requires creative imagination in constructing plausible explanatory hypotheses. Likewise, thinking about a policy question, as in Candidate , requires creativity in coming up with options. Conversely, creativity in any field needs to be balanced by critical appraisal of the draft painting or novel or mathematical theory.

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Defining Critical Thinking

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12 Inspiring Critical Thinking Quotes For Students

A birdie flies sans inhibitions, and so must you. But first, you must know where you wish to fly. One’s moods and behaviors are both influenced by one’s thinking. Whether you’re shaping a student’s moments or a lifetime, thinking is a powerful tool. The actual fun is that you can learn to think better throughout the course of your lifetime since it is a skill.

We can learn from the age-old knowledge and the contemporary sages to improve our thinking abilities. And one of the finest ways to achieve that is using “ quotes ”. There are a lot of wise words and proverbs that get us thinking, whether they be positive thinking quotes or critical thinking quotes. Perhaps one of the most powerful thoughts on thinking is this… “Watch your thoughts, for they become words. Watch your words, for they become actions. Watch your actions, for they become habits. Watch your habits, for they become who you are.”

Critical thinking for students – Who’s job is it?

Research reveals several essential findings. Despite widespread agreement that critical thinking is important, most individuals feel that schools do not do enough to help students develop their critical thinking skills.

Nearly 95% of people agree that critical thinking abilities are vital in today’s world, and favor more critical thinking across nearly every demographic characteristic. Nevertheless, many individuals are concerned that our schools do not teach sophisticated ways of thinking, and nearly 80% of respondents believe that young people lack the capacity for critical thought. Only 29% of respondents claim to have categorically studied critical thinking at school.

It’s unclear when, when, and even how critical thinking instruction should take place. A little over half of the parents surveyed believe that it is their responsibility to instill critical thinking in their children. Another 41% think that educators should be in charge of imparting critical thinking skills to young people. Another 22% think that kids should be in charge of their own behavior.

Critical thinking at school

A teacher’s influence on a student extends beyond just imparting a top-notch education.

You serve as a leader, mentor, coach, advisor, and promoter of growth. Since students spend so much time in your classroom, it is up to you and your co-workers in education to create an environment where students can be themselves and accomplish their best work.

Posters with inspirational quotes are a great approach to make your classroom immediately seem more upbeat. Famous writers, innovators, and other personalities have left us with a wealth of inspiring quotations on learning and achievement. After choosing your favorite motivational sayings, you can utilize them to make your own low-cost classroom posters.

What words weigh

The proverb “actions speak louder than words” is certainly familiar to you, but it’s not always the case. Each of us has the ability to sway someone with our words.

Numerous research has revealed the advantages and disadvantages associated with particular terms. Dr. Susan Smalley, a professor of psychiatry and biobehavioural sciences at UCLA, stated that “individuals [who] read words of ‘loving kindness’ showed an increase in self-compassion, improved mood, and reduced anxiety.”

If we think back to times we’ve heard inspirational words, we remember how good and motivated we felt after. To get in the habit of choosing our words wisely and with positive intent, we can put reminders around us.

Below is a rundown of some thought-provoking critical thinking quotes that are fit and fun to read for students and mentors alike:

Critical thinking quotes for students

1. “the important thing is not to stop questioning. curiosity has its own reason for existing.” — albert einstein.

Few men in history have had the critical thinking skills of Albert Einstein. One of the characteristics of extremely competent critical thinkers is their inherent curiosity. With that curiosity comes the practice of questioning to explore, discover, and reveal. This is why through using essential and herding questions in our teaching, we drive learners’ curiosity by engaging them in exploring a topic through questions that begin big and get increasingly specific as more discoveries are made. This piece of wisdom is a pearl for dyslexic and non-dyslexic students alike.

2. “To love oneself is the beginning of a lifelong romance.” – Oscar Wilde

No, narcissism doesn’t say that. According to the saying, you must reawaken your love for yourself so that it last forever. To teach students anything , it is essential you teach them to love themselves first. Once you can do that, no one will be able to undermine your confidence and knock you down. Your own best critic would be you. The days of seeking emotional support from others and relying on them to maintain one’s mental health would be gone.

3. “You have a brain and mind of your own. Use it, and reach your own decisions.” — Napoleon Hill

The ability to think independently is one of the critical thinking’s most important characteristics. Without giving anything much thought, believing or agreeing is simple. However, when we make the decision to think for ourselves, we exercise a human right and a duty we have as citizens of the world. Independent thought is labor-intensive, but the benefits are incalculable. One benefit is that it provides various viewpoints and perspectives, which can be instructive. Another benefit of independent thought is that it inspires us to stand up for what we believe in and have confidence in our capacity to make the best decisions for ourselves.

4. “If you are going through hell, keep going.” — Sir Winston Churchill

This pearl of knowledge has lasting ramifications for the lives of all learners, young and old, within and outside of the classroom. Nothing can be endured indefinitely. Everything changes at some point in time. Life is a roller coaster ride that goes through ups and downs in cycles. When difficult times hit you, as a young student, it’s normal to feel discouraged, but you need to realize that they won’t last forever and that you need to keep at it until you’re there.

Hold hands, unite, and proceed through it. And you are never alone in the larger scheme of things.

5. “It is the mark of an educated mind to be able to entertain a thought without accepting it.” —Aristotle

According to cognition scientists, the average person has between 60,000 and 80,000 ideas per day, or a few thousand thoughts every hour. Thus, thinking critically entails evaluating ideas that have significance and tossing out or dismissing ideas that don’t. Let’s say that when you leave the house, you leave the iron on. You recall that you left it on as you’re driving out the driveway, so you go back inside to turn it off. Or does your day proceed as usual? Here is what might follow:

“That was so foolish, I could have set the house on fire.”

“What if, after preparing breakfast, I forget to turn the burner off? Children will burn their hands off!

“When my spouse or wife learns about it, what will they think?”

“Am I aging faster?”

We refer to this as “sharing our tale.” The stories we tell ourselves, however, are not the facts. The fact is you left the iron on, remembered because you’re smart, turned it off, and diverted a disaster. Additionally, now that you’ve learned from this experience, you’ll be more conscientious next time, and your family may also pick up on your good habits. That’s the path of the critical thinker.

6. “Some people never go crazy. What truly horrible lives they must lead.” — Charles Bukowski

Life is designed to be an experimentation ground. To think critically, you must first understand that one cannot think with boundaries around them. Consider also that curiosity is like exercise for the brain, combatting boredom and stagnation by making the brain more active and energized. The student cannot and should not think amid their safe, familiar bubbles and be pushed to explore. It is only in that experimentation you realize what you are worthy of. One would then become ecstatic, ecstatic by coming to a step closer to the meaning of life. It is that ecstasy that would madden you, help you grow and it will be totally worth it.

7. “Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider.” — Francis Bacon

One must be genuinely able to read anything without immediately taking it to heart because there are so many opinions and points of view in the world that are freely communicated through both online and offline means. Thus, developing analytical reading skills in our students is important. Encouraging children to think critically while they read is one thing we can do for them in this vein. The purpose for this is simple; not only does it cultivate independent critical thinking skills, but it helps students enjoy reading more. Rather than passively consuming the words they read, they are questioning and observing, looking for hidden meanings, recognizing patterns and relations to experiences they’ve had, and more.

8. “My father used to say ‘Don’t raise your voice, improve your argument.”— Desmond Tutu

This can occur when a person who wasn’t nearly as informed as they thought is suddenly confronted with evidence that contradicts their strongly held beliefs. This may be concerning because our opinions are significant to us and help to define who we are. As a result, this person may respond hastily and out of fear; their natural tendency is to shout louder to drown out the offensive opponent. That is not how critical thinkers operate. Instead, they come prepared to open discussions with a solid bedrock of knowledge and experience to rest on about the discussion topic. They’ll listen openly to the views of others and consider anything that another’s perspective may have to teach them, and share in any and all discussions as constructively as possible.

9. “Right is right even if no one is doing it; wrong is wrong even if everyone is doing it.” —Augustine of Hippe

In the past, or in the future, righteousness has never depended on its adherents. Even if just a small portion of a population supports it, what is right must remain right. Not everyone has the strength to follow the correct route since it is less appealing than the other one. And more people will always be drawn to what is attractive and simple. For students and for them to adhere to critical thinking, it is essential they first abide by and think about what’s right.

10. “Everybody is a genius. But if you judge a fish on its ability to climb a tree, it will live its whole life believing that it is stupid.” — Albert Einstein

It is an unavoidable fact that not everyone has potential that is similar to another person. A student’s ability is facilitated by their environment, society, and upbringing, which helps them see their value. Every student is capable of thinking, but also has his own special abilities that must be nourished, nurtured, and garnered.

11.“The difference between ordinary and extraordinary is that little extra.” — Jimmy Johnson

Students rather are distinguished from the commonplace and be viewed as extraordinary. They must therefore ask themselves, “Have we really made that extra effort that would make us the latter?” today. When someone gives up the impulse to always take the easy route and instead makes the necessary extra effort, they become special.

12. “Two roads diverged in a wood, and I- I took the one less traveled by, And that has made all the difference.” – Robert Frost

There is no way to succeed in life and climb above the rat race by adhering to it. You must possess the courage to travel the less traveled route. It is important to inculcate in the students that someday, they could be a pioneer in a field that they wouldn’t become aware of until years later. Fear keeps you from stepping into an unfamiliar environment. Once you let go of it there would be nothing holding you back.

Both you and your students deserve to hear all the uplifting and motivating things that are said.

With a bouquet of flowers, make sure to send these thoughtful quotes to a friend or family member who might or might not be a student as a way to express care and the importance of critical thinking.

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of  Smartynote -‘The notepad app for dyslexia’, 

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[C01] What is critical thinking?

Module: Critical thinking

• C02. Improve our thinking skills
• C03. Defining critical thinking
• C04. Teaching critical thinking
• C05. Beyond critical thinking
• C06. The Cognitive Reflection Test
• C07. Critical thinking assessment
• C08. Videos and courses on critical thinking
• C09. Famous quotes
• C10. History of critical thinking

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Critical thinking is the ability to think clearly and rationally about what to do or what to believe. It includes the ability to engage in reflective and independent thinking. Someone with critical thinking skills is able to do the following :

• understand the logical connections between ideas
• identify, construct and evaluate arguments
• detect inconsistencies and common mistakes in reasoning
• solve problems systematically
• identify the relevance and importance of ideas
• reflect on the justification of one's own beliefs and values

Critical thinking is not a matter of accumulating information. A person with a good memory and who knows a lot of facts is not necessarily good at critical thinking. A critical thinker is able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and to seek relevant sources of information to inform himself.

Critical thinking should not be confused with being argumentative or being critical of other people. Although critical thinking skills can be used in exposing fallacies and bad reasoning, critical thinking can also play an important role in cooperative reasoning and constructive tasks. Critical thinking can help us acquire knowledge, improve our theories, and strengthen arguments. We can use critical thinking to enhance work processes and improve social institutions.

Some people believe that critical thinking hinders creativity because it requires following the rules of logic and rationality, but creativity might require breaking rules. This is a misconception. Critical thinking is quite compatible with thinking "out-of-the-box", challenging consensus and pursuing less popular approaches. If anything, critical thinking is an essential part of creativity because we need critical thinking to evaluate and improve our creative ideas.

§1. The importance of critical thinking

Critical thinking is a domain-general thinking skill . The ability to think clearly and rationally is important whatever we choose to do. If you work in education, research, finance, management or the legal profession, then critical thinking is obviously important. But critical thinking skills are not restricted to a particular subject area. Being able to think well and solve problems systematically is an asset for any career.

Critical thinking is very important in the new knowledge economy. The global knowledge economy is driven by information and technology. One has to be able to deal with changes quickly and effectively. The new economy places increasing demands on flexible intellectual skills, and the ability to analyse information and integrate diverse sources of knowledge in solving problems. Good critical thinking promotes such thinking skills, and is very important in the fast-changing workplace.

Critical thinking enhances language and presentation skills . Thinking clearly and systematically can improve the way we express our ideas. In learning how to analyse the logical structure of texts, critical thinking also improves comprehension abilities.

Critical thinking promotes creativity . To come up with a creative solution to a problem involves not just having new ideas. It must also be the case that the new ideas being generated are useful and relevant to the task at hand. Critical thinking plays a crucial role in evaluating new ideas, selecting the best ones and modifying them if necessary

Critical thinking is crucial for self-reflection . In order to live a meaningful life and to structure our lives accordingly, we need to justify and reflect on our values and decisions. Critical thinking provides the tools for this process of self-evaluation.

Good critical thinking is the foundation of science and democracy . Science requires the critical use of reason in experimentation and theory confirmation. The proper functioning of a liberal democracy requires citizens who can think critically about social issues to inform their judgments about proper governance and to overcome biases and prejudice.

§2. The future of critical thinking

The Fourth Industrial Revolution, which includes developments in previously disjointed fields such as artificial intelligence and machine-learning, robotics, nanotechnology, 3-D printing, and genetics and biotechnology, will cause widespread disruption not only to business models but also to labour markets over the next five years, with enormous change predicted in the skill sets needed to thrive in the new landscape.

The top three skills that supposed to be most relevant are thinking skills related to critical thinking, creativity, and their practical application. These are the cognitive skills that our website focuses on.

§3. For teachers

• The ideas on this page were discussed in a blog post on edutopia. The author uses the critical thinking framework here to apply to K-12 education. Very relevant to school teachers!

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Thinking About Kahneman’s Contribution to Critical Thinking

A nobel laureate on the importance of 'thinking slow.'.

Updated April 11, 2024 | Reviewed by Lybi Ma

• Kahneman won a Nobel Memorial Prize in Economics for his work.
• He found that people are often irrational about economics.

During my Ph.D. studies, I recall focusing on reconceptualising what we know of as critical thinking to include reflective judgment (not jumping to conclusions and taking your time in your decision-making to consider the nature limits, and certainty of knowing) on par with the commonly accepted skills and dispositions components. The importance of reflective judgment wasn’t a particularly novel idea – a good deal of research on reflective judgment and similar processes akin to critical thinking had already been conducted (see King and Kitchener, 1994; Kuhn, 1999; 2000; Stanovich, 1999). However, reflective judgment – as opposed to intuitive judgment – didn’t seem to have ‘the presence’ in the discussion of critical thinking that it does today.

The same month I submitted my Ph.D. back in 2011, a book was released that massively helped to accomplish what I had been working to help facilitate – changing the terrain of thought surrounding critical thinking: Thinking, Fast, and Slow . Its author, Daniel Kahneman, passed away a couple of weeks ago at age 90. Psychology students will likely recognise the name associated with Amos Tversky and their classic work together in the 1970s on the availability, representativeness, and anchoring and adjustment heuristics (for example, Tversky and Kahneman, 1974). Indeed, such heuristics, alongside the affect heuristic (Kahneman and Frederick, 2002; Slovic and colleagues, 2002) play a large role in how we think about thinking and barriers to critical thought. In 2002, Kahneman won a Nobel Memorial Prize in Economics for his work on prospect theory concerning loss aversion and people’s often irrational approach to economics. Indeed, Kahneman’s resume is full of awards and achievements.

However, the accomplishment I will remember him best for is the publication of Thinking, Fast, and Slow and its contribution to the field of critical thinking. Funny enough, I don’t recall the term, critical thinking being used very often in the book, if at all – and I read it two or three times. No, critical thinking was not the focus of his book; rather system 1 (fast) and 2 (slow) thinking (see also Stanovich, 1999) – intuitive and reflective judgment. Not only did this book put into the spotlight many of the mechanics of reflective judgment for fellow academics and researchers of cognitive psychology, it also did so l for non-academic audiences – becoming a New York Times bestseller. Moreover, it won the Los Angeles Times Book Award for Current Interest, and the National Academy of Sciences Communication Award for Best Book (both in 2011). Good thinking was cool again in popular culture.

In the critical thinking literature, reflective judgment – regardless of what you want to call it (for example, system 2 thinking, epistemological understanding, ‘taking your time’) – is becoming more accepted as a core component of critical thinking. The field of critical thinking research and psychology more broadly, owes Kahneman a debt of gratitude for his contributions in helping shine a light on the importance of ‘thinking slow’. Thank you .

Kahneman, D. (2011). Thinking, fast and slow . 2UK: Penguin.

Kahneman, D., & Frederick, S. (2002). Representativeness revisited: Attribute substitution in intuitive judgment. Heuristics and biases: The Psychology of Intuitive Judgment , 49 (49-81), 74.

King, P. M., & Kitchener, K. S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Adults. CA: Jossey-Bass.

King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39 (1), 5–15.

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher , 28 (2), 16-46.

Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science , 9 (5), 178-181.

Slovic, P., Finucane, M., Peters, E., & MacGregor, D. G. (2002). Rational actors or rational fools: Implications of the affect heuristic for behavioral economics. The Journal of Socio-economics , 31 (4), 329-342.

Stanovich, K.E. (1999) Who is rational? Studies of individual differences in reasoning. Mahwah, Erlbaum.

Tversky, A., & Kahneman, D. (1974). Judgment under Uncertainty: Heuristics and Biases: Biases in judgments reveal some heuristics of thinking under uncertainty. Science , 185 (4157), 1124-1131.

Christopher Dwyer, Ph.D., is a lecturer at the Technological University of the Shannon in Athlone, Ireland.

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Sources of Insight

Unleash Your Greatest Potential

Great Thinking Quotes

“No problem can withstand the assault of sustained thinking.”— Voltaire

Your thoughts can shape your feelings can shape your actions.

Thinking is powerful stuff whether you’re shaping your moment or shaping your lifetime.

The real beauty is that thinking is a skill, and you can develop throughout your lifetime.

To build our thinking skills, we can draw from the wisdom of the ages and modern sages.  And quotes are one of the best ways to do that.

Whether it’s positive thinking quotes, or critical thinking quotes, there are so many words of wisdom and sayings that make us think.

How Your Thoughts Shape Your Destiny

Perhaps one of the most powerful thoughts on thinking is this …

“Watch your thoughts, for they become words. 

Watch your words, for they become actions. 

Watch your actions, for they become habits.

Watch your habits, for they become character.

Watch your character, for it becomes your destiny.” – Unknown

Now, let’s turn wisdom into action and fill your quiver with arrows of action, and fill your mental toolbox with a garden of insight in the form of pithy prose, one-liner reminders, and quotable quotes.

To make the most of these thinking quotes, see if you can find three thinking quotes that you can use in some way or at least make you think.

There are no right answers here, only growth and greatness.

Here’s to your excellence.

Top 10 Quotes on Thinking

• “A great many people think they are thinking when they are merely rearranging their prejudices.” — William James
• “Clear thinking requires courage rather than intelligence.” — Thomas Szasz
• “ Did you ever stop to think, and forget to start again?” — Winnie the Pooh
• “Few minds wear out; more rust out.” — Christian N. Bovee
• “ It is well for people who think, to change their minds occasionally in order to keep them clean.” — Luther Burbank
• “Language shapes the way we think, and determines what we can think about.” — Benjamin Lee Whorf
• “Misery is almost always the result of thinking.” — Joseph Joubert
• “Most of the mistakes in thinking are inadequacies of perception rather than mistakes of logic.” — Edward de Bono
• “Thought is the blossom; language the bud; action the fruit behind it.” —  Ralph Waldo Emerson
• “What we think, we become.” — Buddha

While that’s a useful bunch to have under your belt, and you may have heard of many of these before, now take a waltz through the garden below and be sure to stop and smell the thinking quotes that bloom brightest for you.

Best Quotes on Thinking

Here is a collection of thinking quotes from A – Z for your browsing pleasure …

“A bookstore is one of the only pieces of evidence we have that people are still thinking.”

— Jerry Seinfeld

“ A good listener is usually thinking about something else.”

— Kin Hubbard

“A great many people think they are thinking when they are merely rearranging their prejudices.”

— William James

“A long habit of not thinking a thing wrong gives it a superficial appearance of being right.”

— Thomas Paine

“A man is but the product of his thoughts what he thinks, he becomes.”

— Mahatma Gandhi

“A man who as a physical being is always turned toward the outside, thinking that his happiness lies outside him, finally turns inward and discovers that the source is within him.”

— Soren Kierkegaard

“A man who does not think for himself does not think at all.”

— Oscar Wilde

“An idea is always a generalization, and generalization is a property of thinking. To generalize means to think.”

— Georg Wilhelm Friedrich Hegel

“A real decision is measured by the fact that you’ve taken a new action. If there’s no action, you haven’t truly decided.”

— Tony Robbins

“A sect or party is an elegant incognito devised to save a man from the vexation of thinking.”

— Ralph Waldo Emerson

“And these little things may not seem like much but after a while they take you off on a direction where you may be a long way off from what other people have been thinking about.”

— Roger Penrose

“And we’re seeing a higher level of consciousness and many more opportunities for people to challenge their present ways of thinking and move into a grander and larger experience of who they really are.”

— Neale Donald Walsch

“Any man who reads too much and uses his own brain too little falls into lazy habits of thinking.”

— Albert Einstein

“ As you begin changing your thinking, start immediately to change your behavior. Begin to act the part of the person you would like to become. Take action on your behavior. Too many people want to feel, then take action. This never works.”

— John Maxwell

“At a certain age some people’s minds close up; they live on their intellectual fat.”

–William Lyon Phelps

“Begin challenging your own assumptions.  Your assumptions are your windows on the world.  Scrub them off every once in awhile, or the light won’t come in.”

— Alan Alda

“Belief is when someone else does the thinking.”

— Buckminster Fuller

“Believing is easier than thinking.  Hence so many more believers than thinkers.”

— Bruce Calvert

“Better to be without logic than without feeling.”

— Charlotte Bronte

“Building art is a synthesis of life in materialized form. We should try to bring in under the same hat not a splintered way of thinking, but all in harmony together.”

— Alvar Aalto

“Clear thinking requires courage rather than intelligence.”

— Thomas Szasz

“Did you ever stop to think, and forget to start again?”

— Winnie the Pooh

“Don’t be seduced into thinking that that which does not make a profit is without value.”

— Arthur Miller

“Don’t think. Thinking is the enemy of creativity. It’s self-conscious, and anything self-conscious is lousy. You can’t try to do things. You simply must do things.”

— Ray Bradbury

“Doubt is not a pleasant state of mind, but certainty is absurd.”

— Voltaire

“Every great and deep difficulty bears in itself its own solution. It forces us to change our thinking in order to find it.”

— Niels Bohr

“Faith is an oasis in the heart which will never be reached by the caravan of thinking.”

— Khalil Gibran

“Fame usually comes to those who are thinking about something else.”

— Oliver Wendell Holmes

“Few minds wear out; more rust out.”

— Christian N. Bovee

“Few people think more than two or three times a year; I have made an international reputation for myself by thinking once or twice a week.”

— George Bernard Shaw

“Get into a line that you will find to be a deep personal interest, something you really enjoy spending twelve to fifteen hours a day working at, and the rest of the time thinking about.”

— Earl Nightingale

“Humility is not thinking less of yourself, it’s thinking of yourself less.”

— Rick Warren

“I am neither bitter nor cynical but I do wish there was less immaturity in political thinking.”

— Franklin D. Roosevelt

“I am not what I think. I am thinking what I think.”

— Eric Butterworth

“I began to realize that thinking itself is nothing but the process of asking and answering questions.”

“I cannot cure myself of that most woeful of youth’s follies – thinking that those who care about us will care for the things that mean much to us.”

— David Herbert Lawrence

“I don’t pretend we have all the answers. But the questions are certainly worth thinking about.”

— Arthur C. Clarke

“I don’t think the human mind can comprehend the past and the future. They are both just illusions that can manipulate you into thinking theres some kind of change.”

— Bob Dylan

“I grew up thinking that whatever I wanted to do, I could do.”

— Victoria Principal

“I have a different way of thinking. I think synergistically. I’m not linear in thinking, I’m not very logical.”

— Imelda Marcos

“I have things in my head that are not like what anyone has taught me – shapes and ideas so near to me – so natural to my way of being and thinking that it hasn’t occurred to me to put them down.”

— Georgia O’Keeffe

“I knew I was a winner back in the late sixties. I knew I was destined for great things. People will say that kind of thinking is totally immodest. I agree. Modesty is not a word that applies to me in any way – I hope it never will.”

— Arnold Schwarzenegger

“I like thinking big. If you’re going to be thinking anything, you might as well think big.”

— Donald Trump

“ I like to think of thoughts as living blossoms borne by the human tree.”

— James Douglas

“I like what the future holds. I don’t like thinking about the past.”

— John Cale

“I must write it all out, at any cost. Writing is thinking. It is more than living, for it is being conscious of living.”

— Anne Morrow Lindbergh

“I once tried thinking for an entire day, but I found it less valuable than one moment of study.”

— Xun Zi

“I really wish I was less of a thinking man and more of a fool not afraid of rejection.”

— Billy Joel

“I succeeded by saying what everyone else is thinking.”

— Joan Rivers

“I think and think for months and years. Ninety-nine times, the conclusion is false. The hundredth time I am right.”

—  Albert Einstein

“I think of life as a good book. The further you get into it, the more it begins to make sense.”

— Harold Kushner

“ I was thinking that we all learn by experience, but some of us have to go to summer school.”

— Peter De Vries

“I’m against fashionable thinking.”

— Herman Kahn

“I’ve never responded well to entrenched negative thinking.”

— David Bowie

“If everyone is thinking alike, then somebody isn’t thinking.”

— George S. Patton

“If I look confused it is because I am thinking.”

— Samuel Goldwyn

“If the track is tough and the hill is rough, thinking you can just ain’t enough!”

— Shel Silverstein

“If you keep thinking about what you want to do or what you hope will happen, you don’t do it, and it won’t happen.”

— Desiderius Erasmus

“If you look for truth, you may find comfort in the end; if you look for comfort you will not get either comfort or truth only soft soap and wishful thinking to begin, and in the end, despair.”

—  C.S. Lewis

“If you spend too much time thinking about a thing, you’ll never get it done.”

— Bruce Lee

“In dwelling, live close to the ground. In thinking, keep to the simple. In conflict, be fair and generous. In governing, don’t try to control. In work, do what you enjoy. In family life, be completely present.”

— Lao Tzu

“It is better to know some of the questions than all of the answers.”

— James Thurber

“It is by not always thinking of yourself, if you can manage it, that you might somehow be happy. Until you make room in your life for someone as important to you as yourself, you will always be searching and lost.”

— Richard Bach

“It is neither good nor bad, but thinking makes it so.”

— William Shakespeare

“It is no good getting furious if you get stuck. What I do is keep thinking about the problem but work on something else. Sometimes it is years before I see the way forward. In the case of information loss and black holes, it was 29 years.”

— Stephen Hawking

“It is well for people who think, to change their minds occasionally in order to keep them clean.”

— Luther Burbank

“It’s not the events that shape my life that determine how I feel and act, but, rather, it’s the way I interpret and evaluate my life experiences.”

“Kindness in words creates confidence. Kindness in thinking creates profoundness. Kindness in giving creates love.”

“Language shapes the way we think, and determines what we can think about.”

— Benjamin Lee Whorf

“Let our advance worrying become advance thinking and planning.”

— Winston Churchill

“Let your performance do the thinking.”

“Life consists in what a man is thinking of all day.”

“Living is like tearing through a museum. Not until later do you really start absorbing what you saw, thinking about it, looking it up in a book, and remembering – because you can’t take it in all at once.”

— Audrey Hepburn

“Logic teaches rules for presentation, not thinking.”

— Mason Cooley

“ Logic: The art of thinking and reasoning in strict accordance with the limitations and incapacities of the human misunderstanding.”

— Ambrose Bierce

“ Man can alter his life by altering his thinking.”

“Man falls from the pursuit of the ideal of plan living and high thinking the moment he wants to multiply his daily wants. Man’s happiness really lies in contentment.”

— Mohandas Gandhi

“Man is but a reed, the most feeble thing in nature, but he is a thinking reed.”

— Blaise Pascal

“Masterpieces are not single and solitary births; they are the outcome of many years of thinking in common, of thinking by the body of the people, so that the experience of the mass is behind the single voice.”

— Virginia Woolf

“Meditation is the dissolution of thoughts in Eternal awareness or Pure consciousness without objectification, knowing without thinking, merging finitude in infinity.”

“Men always do leave off really thinking, when the last bit of wild animal dies in them.”

“Men can live without air a few minutes, without water for about two weeks, without food for about two months – and without a new thought for years on end.”

— Kent Ruth

“Mental fight means thinking against the current, not with it. It is our business to puncture gas bags and discover the seeds of truth.”

“Misery is almost always the result of thinking.”

— Joseph Joubert

“Most of one’s life is one prolonged effort to prevent oneself thinking.”

— Aldous Huxley

“Most of the mistakes in thinking are inadequacies of perception rather than mistakes of logic.”

— Edward de Bono

“Most people are prisoners, thinking only about the future or living in the past. They are not in the present, and the present is where everything begins.”

— Carlos Santana

“Most people are unable to write because they are unable to think, and they are unable to think because they congenitally lack the equipment to do so, just as they congenitally lack the equipment to fly over the moon.”

—  Henry Louis Mencken

“My definition of an intellectual is someone who can listen to the William Tell Overture without thinking of the Lone Ranger.”

— Billy Connolly

“My hand is the extension of the thinking process – the creative process.”

— Tadao Ando

“My thought is me: that is why I cannot stop thinking. I exist because I think I cannot keep from thinking.”

— Jean-Paul Sartre

“No amount of energy will take the place of thought.  A strenuous life with its eyes shut is a kind of wild insanity.”

— Henry Van Dyke

“No matter where you go or what you do, you live your entire life within the confines of your head.” — Terry Josephson

“No problem can be solved until it is reduced to some simple form. The changing of a vague difficulty into a specific, concrete form is a very essential element in thinking.”

— J. P. Morgan

“No problem can withstand the assault of sustained thinking.”

“Nothing comes merely by thinking about it.”

— John Wanamaker

“Nothing is more conducive to peace of mind than not having any opinion at all.”

— G.C. Lichtenberg

“Often the hands will solve a mystery that the intellect has struggled with in vain.”

— Carl G. Jung

“One ought to look a good deal at oneself before thinking of condemning others.”

“Opinion is that exercise of the human will which helps us to make a decision without information.”

— John Erskine

“Our job is not to make up anybody’s mind, but to open minds and to make the agony of the decision-making so intense you can escape only by thinking.”

— Anonymous

“Our minds are lazier than our bodies.”

— François, Duc de La Rochefoucauld

“Our thinking and our behaviour are always in anticipation of a response. It is therefore fear-based.”

— Deepak Chopra

“ Ours is the age which is proud of machines that think and suspicious of men who try to.”

— Howard Mumford Jones

“People demand freedom of speech as a compensation for the freedom of thought which they seldom use.”

“People mistakenly assume that their thinking is done by their head; it is actually done by the heart which first dictates the conclusion, then commands the head to provide the reasoning that will defend it.”

—  Anthony de Mello

“People who say they don’t care what people think are usually desperate to have people think they don’t care what people think.”

— George Carlin

“Physiological response to thinking and to pain is the same; and man is not given to hurting himself.”

— Martin H. Fischer

“Positive anything is better than negative nothing.”

— Elbert Hubbard

“Positive thinking will let you do everything better than negative thinking will.” — Zig Ziglar

“Pressure is a word that is misused in our vocabulary. When you start thinking of pressure, it’s because you’ve started to think of failure.”

— Tommy Lasorda

“Pride is pleasure arising from a man’s thinking too highly of himself.”

— Baruch Spinoza

“Principles and rules are intended to provide a thinking man with a frame of reference.”

— Karl Von Clausewitz

“Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours.”

— John Locke

“Reading is equivalent to thinking with someone else’s head instead of with one’s own.”

— Arthur Schopenhauer

“Reading without reflecting is like eating without digesting.”

— Edmund Burke

“Romance is thinking about your significant other, when you are supposed to be thinking about something else.”

— Nicholas Sparks

“ Sad people dislike the happy, and the happy the sad; the quick thinking the sedate, and the careless the busy and industrious.”

“Science is a way of thinking much more than it is a body of knowledge.”

— Carl Sagan

“Self-worth comes from one thing – thinking that you are worthy.”

— Wayne Dyer

“Sixty minutes of thinking of any kind is bound to lead to confusion and unhappiness.”

“Some people get lost in thought because it’s such unfamiliar territory.”

— G. Behn

“Some people do not become thinkers simply because their memories are too good.”

— Friedrich Wilhelm Nietzsche

“Some years ago, I wrote a book called the Emperor’s New Mind and that book was describing a point of view I had about consciousness and why it was not something that comes about from complicated calculations.”

“Sometimes I think and other times I am.”

— Paul Valéry

“Success is a lousy teacher. It seduces smart people into thinking they can’t lose.”

— Bill Gates

“Take time to deliberate, but when the time for action has arrived, stop thinking and go in.”

— Napoleon Bonaparte

“Talking with a friend is nothing else but thinking aloud.”

— Joseph Addison

“The act of putting pen to paper encourages pause for thought, this in turn makes us think more deeply about life, which helps us regain our equilibrium.”

— Norbet Platt

“ The average man never really thinks from end to end of his life.  The mental activity of such people is only a mouthing of clichés.”

— H.L. Mencken

“The best ideas come as jokes. Make your thinking as funny as possible.”

— David Ogilvy

“The best thinking has been done in solitude. The worst has been done in turmoil.”

— Thomas A. Edison

“ The best way of forgetting how you think you feel is to concentrate on what you know you know.”

— Mary Stewart

“The conventional view serves to protect us from the painful job of thinking.”

— John Kenneth Galbraith

“The forceps of our minds are clumsy things and crush the truth a little in the course of taking hold of it.”

— H.G. Wells

“The ‘how’ thinker gets problems solved effectively because he wastes no time with futile ‘ifs’.”

—  Norman Vincent Peale

“The most common way people give up their power is by thinking they don’t have any.”

— Alice Walker

“The most successful politician is he who says what the people are thinking most often in the loudest voice.”

— Theodore Roosevelt

“The most thought-provoking thing in our thought-provoking time is that we are still not thinking.”

— Martin Heidegger

“ The only place where your dream becomes impossible is in your own thinking.”

— Robert H. Schuller

“ The reason why so few people are agreeable in conversation is that each is thinking more about what he intends to say than others are saying.”

— Francois de La Rochefoucauld

“The secret of living a life of excellence is merely a matter of thinking thoughts of excellence. Really, it’s a matter of programming our minds with the kind of information that will set us free.”

— Charles R. Swindoll

“The third-rate mind is only happy when it is thinking with the majority. The second-rate mind is only happy when it is thinking with the minority. The first-rate mind is only happy when it is thinking.”

— A. A. Milne

“The thoughts that come often unsought, and, as it were, drop into the mind, are commonly the most valuable of any we have.”

“The trouble with most people is that they think with their hopes or fears or wishes rather than with their minds.”

— Will Durant

“ The use of travelling is to regulate imagination by reality, and instead of thinking how things may be, to see them as they are.”

— Samuel Johnson

“The way we communicate with others and with ourselves ultimately determines the quality of our lives.”

“The whole of science is nothing more than a refinement of everyday thinking.”

“The world we have created is a product of our thinking; it cannot be changed without changing our thinking.”

“There are different rules for reading, for thinking, and for talking. Writing blends all three of them.”

“ There are some days I practice positive thinking, and other days I’m not positive I am thinking.”

— John M. Eades

“There are two distinct classes of what are called thoughts: those that we produce in ourselves by reflection and the act of thinking and those that bolt into the mind of their own accord.”

“There are very many people who read simply to prevent themselves from thinking.”

— Georg C. Lichtenberg

“There is a magnet in your heart that will attract true friends. That magnet is unselfishness, thinking of others first; when you learn to live for others, they will live for you.”

— Paramahansa Yogananda

“There is an art of reading, as well as an art of thinking, and an art of writing.”

— Clarence Day

“ There is no expedient to which a man will not go to avoid the labor of thinking.”

“Think for yourselves and let others enjoy the privilege to do so, too.” – Voltaire

“Thinking about the universe has now been handed over to specialists. The rest of us merely read about it.”

— Mason Cooley

“Thinking begins only when we have come to know that reason, glorified for centuries, is the stiff-necked adversary of thought.”

“Thinking in its lower grades is comparable to paper money, and in its higher forms it is a kind of poetry.”

— Havelock Ellis

“Thinking is like loving and dying.  Each of us must do it for himself.”

— Josiah Royce

“Thinking is more interesting than knowing, but less interesting than looking.”

— Johann Wolfgang von Goethe

“ Thinking is one thing no one has ever been able to tax.”

— Charles Kettering

“Thinking is the hardest work there is, which is probably the reason why so few engage in it.”

— Henry Ford

“Thinking is easy, acting is difficult, and to put one’s thoughts into action is the most difficult thing in the world.”

“Thinking isn’t agreeing or disagreeing. That’s voting.”

— Robert Frost

“Thinking will not overcome fear but action will.”

— W. Clement Stone

“ Thinking: the talking of the soul with itself.”

“Those who know how to think need no teachers.”

“Thought is action in rehearsal.” — Anonymous“Thought is the blossom; language the bud; action the fruit behind it.”

—  Ralph Waldo Emerson

“Thoughts lead on to purpose, purpose leads on to actions, actions form habits, habits decide character, and character fixes our destiny.”

— Tryon Edwards

“Thoughts, like fleas, jump from man to man.  But they don’t bite everybody.”

— Stanislaw Lec

“To be a real philosopher all that is necessary is to hate some one else’s type of thinking.”

“To do anything truly worth doing, I must not stand back shivering and thinking of the cold and danger, but jump in with gusto and scramble through as well as I can.”

— Og Mandino

“ To get others to come into our ways of thinking, we must go over to theirs; and it is necessary to follow, in order to lead.”

— William Hazlitt

“Too often we enjoy the comfort of opinion without the discomfort of thought.”

— John F. Kennedy

“Try not thinking of peeling an orange. Try not imagining the juice running down your fingers, the soft inner part of the peel. The smell. Try and you can’t. The brain doesn’t process negatives.”

— Doug Coupland

“Very little is needed to make a happy life; it is all within yourself, in your way of thinking.”

— Marcus Aurelius

“We are formed and molded by our thoughts. Those whose minds are shaped by selfless thoughts give joy when they speak or act. Joy follows them like a shadow that never leaves them.”

—  Buddha

“We cannot solve our problems with the same thinking we used when we created them.”

“We get into the habit of living before acquiring the habit of thinking. In that race which daily hastens us towards death, the body maintains its irreparable lead.”

— Albert Camus

“We teach people that they upset themselves. We can’t change the past, so we change how people are thinking, feeling and behaving today.”

— Albert Ellis

“What then do you call your soul? What idea have you of it? You cannot of yourselves, without revelation, admit the existence within you of anything but a power unknown to you of feeling and thinking.”

“When I get ready to talk to people, I spend two thirds of the time thinking what they want to hear and one third thinking about what I want to say.”

— Abraham Lincoln

“ When men yield up the privilege of thinking, the last shadow of liberty quits the horizon.”

“ When people talk of the freedom of writing, speaking or thinking I cannot choose but laugh. No such thing ever existed. No such thing now exists; but I hope it will exist. But it must be hundreds of years after you and I shall write and speak no more.”

— John Adams

“When the mind is thinking it is talking to itself.”

“ When we quit thinking primarily about ourselves and our own self-preservation, we undergo a truly heroic transformation of consciousness.”

— Joseph Campbell

“When you control a man’s thinking you do not have to worry about his actions.”

— Carter G. Woodson

“ Why should we think upon things that are lovely? Because thinking determines life. It is a common habit to blame life upon the environment. Environment modifies life but does not govern life. The soul is stronger than its surroundings.”

“Writing and learning and thinking are the same process.”

— William Zinsser

“Writing, to me, is simply thinking through my fingers.”

— Isaac Asimov

“You and I are not what we eat; we are what we think.”

— Walter Anderson

“You are educated. Your certification is in your degree. You may think of it as the ticket to the good life. Let me ask you to think of an alternative. Think of it as your ticket to change the world.”

—  Tom Brokaw

“You cannot simply put something new into a place. You have to absorb what you see around you, what exists on the land, and then use that knowledge along with contemporary thinking to interpret what you see.”

“You must continue to gain expertise, but avoid thinking like an expert.”

— Denis Waitley

“You sort of start thinking anything’s possible if you’ve got enough nerve.”

— J. K. Rowling

“Zen does not confuse spirituality with thinking about God while one is peeling potatoes. Zen spirituality is just to peel the potatoes.”

— Alan Watts

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7 Powerful Critical Thinking Quotes – Deconstructed

• Self-improvement

Online, you often find yourself surrounded by extracts, maxims, carefully manufactured word combinations. Or if we can place them inside a single category: quotes. Quotes that make you feel hopeful about the future and comfortable with your past. And while reading those your mind gets pumped. When you close the browser. Open the door to life. You start making the same mistakes you ordinarily do.

The fad of sharing quotes never gets old.

I don’t know which one is more popular.

Sharing quotes of famous people like Albert Einstein or sharing cat memes. Probably something in between – an Einstein quote made like a cat meme.

What makes quotes a preferred online asset – for both consumption and creation – can be portrayed in two points:

• Quotes provide packed wisdom and a delusional state of awe.
• The person sharing quotes believes that he’s getting closer to smartness by the mare recitation of wisdom words.

Both of these, are heavily over-represented.

When you read a quote. While it might feel like you are collecting coins that pump your IQ. It’s just a temporary feeling of satisfaction.

You feel motivated – or smarter, or better, or all included. But this mixture of sensations completely vanishes when your finger scrolls down the page.

All of this, might make you wonder…

Why then create a whole post that talks about quotes – critical thinking quotes, as the title suggests?

Why Spend Time Pondering Critical Thinking Quotes?

The main value of words on a page is misunderstood.

We think that the actual words are the main nugget. That’s not the case.

Real gold is always under a layer of thick wrapping.

As we have to remove the packaging to get and use an item we’ve purchased. In a similar fashion, we need to unpack great quotes.

What I mean by unpacking is not just reading a strangely good word combination and then moving along. Rather, stopping to think about what the person said, why he said it, and what we can derive from these words that can make our lives less miserable.

That’s the essence of critical thinking .

You don’t just glance at something and think you understand it. No. You gently grab it. Hold it. And examine it from all sides. Look at it from the microscope of your consciousness to comprehend it. To find the real value hidden inside.

Quotes. Well-crafted words can acquire your attention.

But to leave a lasting impact on your mind. They need to be deconstructed.

That’s what we are going to do below.

I’m taking the best quotes from some of the great thinkers on critical thinking and inspecting them.

While I’m positive that you’ll be familiar with some of the citations below. I’m also sure that we’ll uncover more insights than you’ll ordinarily get when consuming words on a page.

Here we go…

7 Powerful Critical Thinking Quotes:

1. “the value of a college education is not the learning of many facts but the training of the mind to think.” albert einstein.

What’s considered important in school is unusable in real life. You are trained and optimized around remembering facts about the past that make little positive difference about your future. We are rarely taught how to think properly. How to think better .

Surely having a broad understanding of our history is beneficial. Sadly, teachers embed a belief that we should know dates of past events with surgical precious.

And not only in schools. Modern media is also trying to convince us that we should master isolated facts. That richness is in knowing random inputs about all sorts of things.

That’s a phenomenon observed in the book Amusing Ourselves To Death . Ever since the telegraph was invented, we believe that we should learn about things that have a little positive impact on our lives.

For instance, solving a crossword puzzle might seem like a worthy exercise. But how answering 50+ completely random questions will help you in life?

The value in learning. Reading books. Watching videos even online. It’s not so much about remembering the facts. But about tailoring, adjusting how you think.

When you think better. You’ll perform better.

Thinking is the particle that pushes you in the right direction. Not holding all sorts of random facts.

2. “When we blindly adopt a religion, a political system, a literary dogma, we become automatons.” Anaïs Nin

From an early age, we are steered towards certain beliefs and value systems. Some good. Some bad. Some awfully wicked.

Some of these are intentionally promoted by our teachers and parents – i.e., religion, good manners, etc. Some simply occur by the act of living and by our biological needs – desire for money, power, appreciation.

There is no harm in automatically adopting a behavior such as helping an old lady cross the street. But for most of the other things we hold in our heads, we should know why we have them.

For instance, these days it seems natural to be online. To have a social media profile and to participate in the never-ending race of awesomeness. Who got a new car? Who got a new job? Who went on vacation?

Involvement in the social media race seems so unquestionable.

But have you recently asked yourself, “Why are you really using social media?” Is it because you want to connect with others? Because it makes you feel motivated and inspired? Or because you feel the need to be inside because others are there, too? Because you want to showcase how much cooler you are than the rest of the walking undead?

I bet is the last part.

Too often, we watch and get things because others watch them and own them. But as Anaïs Nin above said. This blind obeying makes us mere automatons. We don’t hold the steering wheel of our lives. We are simply responding to the reaction of others. Which means that we are passengers on a bus that is headed towards somewhere. Somewhere we don’t know.

3. “If chess has any relationship to film-making. It would be in the way it helps you develop patience and discipline in choosing between alternatives at a time when an impulsive decision seems very attractive.” Stanley Kubrick

The only way an impulsive decision can be the best decision is when you’ve mastered a field . When you’re well-versed in a topic and extremely confident in your skills. In these situations, your intuition and tacit knowledge provide involuntarily a good answer. Plainly, you think fast.

This type of response – quick and precise – however. It’s usually only available to you in areas where you have extensive experience.

For the rest of the cases, the quote above stands.

Any activity that allows you to slow down and think before you act. That gives you room to consider the alternatives. Is an activity worth holding.

As you can’t win a chess game if you don’t pause and consider the contra moves of your opponent. You can’t win in life if you don’t pause and consider how what you do today can turn around and slap you back in the future.

4. “You do not win by struggling to the top of a caste system. You win by refusing to be trapped within one at all.” Naomi Wolf

As the authors of the book The Social Animal explain, we are social animals.

Our foundational particles push us towards relationships. We feel better when we are around other people.

But this comes with certain costs. When people are around other people. A natural hierarchy is formed. There is an alpha male/woman and people who want to take his/her place.

And even if you do reach the top position in your social circle. Which is also the case for any other tall structure formed by men – e.g., the corporate ladder. The battle is never over. You now have to defend your place.

A solution few are willing to accept is gently removing yourself from the modern rat race .

Take social media for example.

If you use it. You use it for validation. Every time you throw something in the endless abyss of filtered pictures, you are doing it to tell others that you are progressing in some way. But others are not sitting idle. They are, too, advancing. So the only way you can keep your position is to keep throwing status updates about how you are improving – even if you are not really improving.

This creates quite a stressful daily life. You no longer just live. Life becomes a sophisticated arena. There are no fist fights, however. The battle is for prestige – who is richer, better, smarter. Therefore, your day-to-day life becomes trying to figure out how to show to others that your life is good – even when life is bad.

The only way you can win this game is if you totally remove yourself from the equation.

You no longer share how life is treating you. Nor remain interested in how others apparently become richer and prettier. You just focus on the act of living.

5. “People demand freedom of speech as a compensation for the freedom of thought which they seldom use.” Søren Kierkegaard

Our desire to self-express is motivated by our need to feel valued. What we say is optimized not based on thinking. But optimized towards receiving – these days – likes and comments.

All of this means that we say a lot of things, but we don’t say anything important.

We just dump out more noise in the already noisy world. Hoping, praying, that others will notice us.

For the critical thinker, silence is more than the absence of noise. It’s opening the window and taking a breath of fresh air. A refreshing change from the polluted atmosphere.

Speaking because you can doesn’t mean that you necessarily should. Thinking, however, shouldn’t follow this logic. You should always think. Which will oftentimes lead to not speaking.

6. “Nothing in life is to be feared. It is only to be understood.” Marie Curie

We fear the unknown for a simple reason. The brain is constantly trying to predict what will happen next. What the other person will do, so we can prepare the body and the mind for our reaction.

When we face an unfamiliar situation. The brain simply freezes. It doesn’t know what to do. That’s why we tend to avoid things we don’t quite understand.

Paradoxically, the only way we can advance. The only way we can get outside our comfort zone is to put ourselves in positions we are not fully prepared for – e.g., a new job, facing a new challenge, a new field altogether.

So, when you find yourself struggling to find a good solution to a problem. Or you a presented with a hard-to-digest concept. This is a sign. It means that you don’t yet know the full story. You don’t completely understand the situation. What you need to do is to go and find it.

When you understand the problem. Learn more about difficult concepts. You will clear away the fog. You will be prepared. You’ll have the courage to move forward.

7. “I don’t care that they stole my idea. I care that they don’t have any of their own.” Nikola Tesla

Lack of critical thinking will lead to either stealing ideas or trying to discourage others to pursue their ideas.

Ideas. Fresh perspectives that suggest a certain course of action. These are needed for better decision-making and moving further ahead.

But how to have them?

Here’s where one more quote by Nikola Tesla enters on how to produce good ideas:

“Be alone, that is the secret of invention; be alone, that is when ideas are born.” Nikola Tesla

Some of the ideas that will emerge in your brain will be useless. That’s for sure. But that’s part of the process of generating great ideas and great thinking.

Each of us has an idea-generation style. A way to find solutions to problems. Some instantaneously generate reasonable ideas regardless of the location. Others are capable of doing this exercise only when alone.

Make things easier for yourself by figuring out how you think best. Do you have to be alone? Surrounded by others? Or a combination of both – a time around others and then taking some time away to process the information.

Some Closing Thoughts

Quotes shared online seem like a desperate attempt to capture the attention of other people.

Simply because you can quote someone doesn’t mean anything particular.

You found useful words said by someone else. Good. Now what?

To be sufficiently skillful at this critical thinking judo requires questioning and observation.

This also applies when we examine the words of great people. The people who said the things above.

One smart person saying something is as useful as finding a wrench on the street. If you don’t know how to use it. It will be of no use to you.

I hope that you found handy the deconstruction of some of the best quotes on critical thinking. But what I also hope is that the whole post provided you with a new way to approach words on a page.

Not just agreeing with what was said – regardless of who said it. But to try something new. Something different.

Take an idea. Hold it in your hand and look at it from all sides.

Then, after examining it. Ask yourself: “What’s true about this and what is not?”

Add to your critical thinking knowledge by reading the following:

• 9 Provoking Critical Thinking Questions to Ignite Deep Reflective Discourse
• 5 Critical Thinking Strategies To Sharpen Your Thinking
• Critical Thinking Process (Or Acting Wisely Even If You’re Not Very Bright)
• 7 Popular Self-Discipline Quotes Explained

Trouble Saying No to Temptations?

Join Farview: A newsletter fostering long-term thinking in a world driven by impatience. Trusted by over 4,300 thinkers, Farview is a concise, thoughtfully organized newsletter helping you handle the self-sabotaging thoughts trying to corrupt you.

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• Knowledge Base
• Working with sources
• 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.

Prevent plagiarism. Run a free check.

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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50+ Best Thinking Quotes To Inspire Deep Insights And Creativity

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There is a distinction to be made between having thoughts and actually thinking. The first is something we all have, including animals, according to scientists. However, most of us do not engage in thinking, the act of actually forming and processing thoughts.

Thoughts are the random ramblings of our minds, and they rarely make sense. They are fleeting, and when a good idea appears, it vanishes just as fast.

Sometimes we have thoughts that even we don’t understand. Thoughts that aren’t even true—that aren’t really how we feel—but they’re running through our heads anyway because they’re interesting to think about. If you could hear other people’s thoughts, you’d overhear things that are true as well as things that are completely random. And you wouldn’t know one from the other. It’d drive you insane. What’s true? What’s not? A million ideas, but what do they mean?” ― Jay Asher

And that is why we need to take some time for ourselves to think.

When we say thinking it’s not about going full-on Albert Einstein, but rather thinking that has taken some time and significant processing before expressing or acting on it.

Because rash actions and unrestrained speech frequently get you into trouble. Thinking on the other hand allows you to deliberate with yourself, know and understand your thoughts, and channel your thinking toward a coherent, sensible, enlightening, and deep insight for creativity and action.

So if you want to improve your life, spare some of your time to think. Once the thinking is done, you can then proceed in doing.

Take time to deliberate, but when the time for action comes, stop thinking and go in. – Napoleon Bonaparte

Continue reading for 50+ more of the best thinking quotes to inspire deep insights and creativity.

50+ Best Thinking Quotes

Thinking quotes about life.

We cannot solve our problems with the same level of thinking that created them. – Albert Einstein

Thinking is by far the most underrated activity. People consider it “unproductive” to sit on a bench and think. So they spend their lives doing things they never thought through. An hour of clear thinking can yield a conclusion that changes your life. – Johnny Uzan

We are addicted to our thoughts. We cannot change anything if we cannot change our thinking. – Santosh Kalwar

To think is easy. To act is difficult. To act as one thinks is the most difficult of all. – Johann Wolfgang von Goethe

Controlling your life starts with controlling your thoughts. – Dan Go

Above all, I have been a sentient being, a thinking animal, on this beautiful planet, and that in itself has been an enormous privilege and adventure. – Oliver Sacks

Five percent of the people think; ten percent of the people think they think; and the other eighty-five percent would rather die than think. – Thomas A. Edison

Thoughts are circular, they don’t take you anywhere. They don’t have feet-they can’t gain any ground. They can trap you if you don’t eventually stand up and make a move. – Katie Kacvinsky

Thinking is learning all over again how to see, directing one’s consciousness, making of every image a privileged place. – Albert Camus

The only place where your dream becomes impossible is in your own thinking. – Robert H Schuller

We must begin thinking like a river if we are to leave a legacy of beauty and life for future generations. – David Brower

To live is the rarest thing in the world. Most people exist, that is all. – Oscar Wilde

Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours. – John Locke

Life is like riding a bicycle. To keep your balance, you must keep moving. – Albert Einstein

People mistakenly assume that their thinking is done by their head; it is actually done by the heart which first dictates the conclusion, then commands the head to provide the reasoning that will defend it. – Anthony de Mello

Thinking is man’s only basic virtue, from which all the others proceed. And his basic vice, the source of all his evils, is that nameless act which all of you practice, but struggle never to admit: the act of blanking out, the willful suspension of one’s consciousness, the refusal to think – not blindness, but the refusal to see; not ignorance, but the refusal to know. – Ayn Rand

The way forward is found on a path through the wilderness of the head and heart—reason and emotion. Thinking, knowing, understanding. – Laurence Gonzales

We are what our thoughts have made us; so take care about what you think. Words are secondary. Thoughts live; they travel far. – Swami Vivekananda

Don’t wait for your feelings to change to take the action. Take the action and your feelings will change. – Barbara Baron

Most people would sooner die than think; in fact, they do so. – Bertrand Russell

Words make you think. Music makes you feel. A song makes you feel a thought. – Yip Harburg

…most people in the world don’t really use their brains to think. And people who don’t think are the ones who don’t listen to others. – Haruki Murakami

Thinking is a bit uncomfortable, but you’ll get used to it. A matter of time and practice. – Lloyd Alexander

The difficulty lies not so much in developing new ideas as in escaping from old ones. – John Maynard Keynes

Life is an experimental journey undertaken involuntarily. It is a journey of the spirit through the material world and, since it is the spirit that travels, it is the spirit that is experienced. That is why there exist contemplative souls who have lived more intensely, more widely, more tumultuously than others who have lived their lives purely externally. – Fernando Pessoa

Creativity involves breaking out of expected patterns in order to look at things in a different way. – Edward de Bono

Thought moves with the different whereas silence lives inside those with the loudest voice. – Daniel Kemp

Thinking is the hardest work anyone can do, which is probably the reason why we have so few thinkers. – Thomas S. Monson

Deep thinking quotes

If everyone is thinking alike, then no one is thinking. – Benjamin Franklin

Right thinking comes with self-knowledge. Without understanding yourself, you have no basis for thought. – Jiddu Krishnamurti

The conventional view serves to protect us from the painful job of thinking. – John Kenneth Galbraith

Simple can be harder than complex: You have to work hard to get your thinking clean to make it simple. But it’s worth it in the end because once you get there, you can move mountains. – Steve Jobs

The essence of the independent mind lies not in what it thinks, but in how it thinks. – Christopher Hitchens

The third-rate mind is only happy when it is thinking with the majority. A second-rate mind is only happy when it is thinking with the minority. A first-rate mind is only happy when it is thinking. – A.A. Milne

Pondering is a little like considering and a little like thinking, but looser. To ponder, one must let the facts roll around the rim of the mind’s roulette wheel, coming to settle in whichever slot they feed pulled to. – Christopher Moore

The greatest enemy of good thinking is busyness. – John C. Maxwell

Our thinking will automatically improve when we remember the words of Paul: ‘know ye not that ye are the temple of God, and the spirit of God dwelleth in you? – Thomas S. Monson

The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking. – Albert Einstein

Your pain is the breaking of the shell that encloses your understanding. – Kahlil Gibran

Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning. – Albert Einstein

Thinking quotes funny

Be yourself; everyone else is already taken. – Oscar Wilde

I prefer not to think before speaking. I like being as surprised as everyone else by what comes out of my mouth. – Unknown

Try walking forward while looking over your shoulder and see how far you get. The same goes for life. Look forward! – Martin Henderson

If you don’t design your own life plan, chances are you’ll fall into someone else’s plan. And guess what they have planned for you? Not much. – Jim Rohn

When I look back on all these worries, I remember the story of the old man who said on his deathbed that he had had a lot of trouble in his life, most of which had never happened. – Winston Churchill

I think God, in creating man, somewhat overestimated his ability. – Oscar Wilde

Whenever I’m about to do something, I think, ‘Would an idiot do that?’ And if they would, I do not do that thing. – Dwight Schrute, The Office

Don’t waste so much time thinking about how much you weigh. There is no more mind-numbing, boring, idiotic, self-destructive diversion from the fun of living. – Meryl Streep

People who think they know everything are a great annoyance to those of us who do. – Isaac Asimov

The lord gave us two ends: One to sit on and the other to think with. Success depends on which one we use the most. – Ann Landers

Self-thinking quotes

Thinking for yourself and making your own decisions can be frightening. Letting go of other people’s expectations can leave you feeling empty for a time. And yet seeing yourself as an independent adult who can stand up for your own choices frees you to accept yourself as you are. – Ellen Bass

The only means of strengthening one’s intellect is to make up one’s mind about nothing — to let the mind be a thoroughfare for all thoughts. – John Keats

Think for yourself and let others enjoy the privilege of doing so too. – Voltaire

Your thoughts have the power to control; our being, our emotions, and the way we view the world that surrounds us. If you don’t constantly re-think what you think of on a daily basis, how do you ever expect to evolve into a being of; wisdom, truth, understanding, love, and above all, to be there for others?  – Martin R. Lemieux

If you want someone to tell you what to think,” the phantom answered briskly, without looking up, “you will never be short of people willing to do so. – Frances Hardinge

I am not questioning God’s power! It is God who gave us reason and circumspection! It is God we serve by exercising prudence! – Dan Brown

Each person is chargeable with the essential task to make his or her thought processes as refined as possible. Every person must declare what important distinctions will allow him or her to live a vivid and reflection filled life. – Kilroy J. Oldster

You may believe that you are responsible for what you do, but not for what you think. The truth is that you are responsible for what you think, because it is only at this level that you can exercise choice. What you do comes from what you think. – Marianne Williamson

Why is thinking so important?

Thinking is an important mental process. It helps us in defining and organizing experiences including planning, learning, reflecting, and creating. It also serves as the basis for human reasoning, concept formation, problem-solving, and deliberation.

As such, active thinking is an important activity that we should all engage in for a better life. Here are a few reasons why thinking is important:

Thinking is what defines us as humans

Humans are unique in that we can extract or take out similarities between things and form a concept and interpret them accordingly, allowing us to acquire an infinite amount of knowledge about the world we live in.

Because we can see similarities and differences in concepts as well as definite or specific things, our knowledge potential far outstrips that of animals, distinguishing us from them.

Thinking is a key component of survival

Our ability to figure things out is critical to our survival. Because, whether we believe it or not, we as humans have no innate knowledge.

The “knowledge” we have right now comes from our memory, from everything we have learned from birth to the present.

So, in order to live and improve, we must use all of the information we have by thinking, figuring things out, and coming up with what is appropriate for the situation.

Thinking is our connection with reality

Connecting with reality requires an accurate assessment of what is going on based on our own understanding.

This is accomplished by thinking, through our very own information processing of facts gathered by our sensory data.

And since reality is not based on our emotions, feelings, therefore, have no place in the thinking process. As such, our feelings about reality should not be taken as accurate information.

This is because previous thoughts, ideas, events, comprehension, or interpretations also have a significant influence on our feelings. So, two people with very different sets of values, philosophies, and principles in life can have very different emotional reactions to the same thing.

Thinking is how we figure things out

Thinking allows for reasoning, deliberation, and problem-solving. It is how we find solutions and make sense of the world we live in.

So, before establishing goals, values, and strategies for achieving them, it is necessary to think. This is the only way we can gain knowledge and know which actions to take and how to keep living.

Thinking leads to effective action

All effective actions and behavior begin with having thoughts.

And the careful consideration of these thoughts, that is, going through a process that includes some planning, predicting, hypothesizing, calculating, and reasoning increases our chances of success in whatever we are attempting to accomplish.

Fosters a can-do attitude

Thinking promotes a positive, can-do attitude. It fosters a sense of ability and, as a result, self-esteem, because gaining knowledge boosts our self-confidence.

When we think and figure things out, we are informed, and we feel competent, capable of living, and thus worthy of living. This ability to perceive ourselves as competent and adept leads to healthy self-esteem and increased happiness.

In this sense, we can say that our happiness is proportional to our level of thinking. The more we think, the happier we become, whereas not thinking or, worse, not wanting to think, like avoiding anything that requires our attention, can never lead to genuine happiness.

Thinking leads to new discoveries

Thinking is the only way to discover new things, invent new things, and find better ways to do things.

This is how great discoveries in human history came about. Thinking is the process by which every advancement in our quality of life, the standard of living, and comfort was achieved.

So, with thinking, particularly rational thinking, you might just discover a new way of doing things that will advance your current progress.

Thinking allows for a more effective and happy life

Thinking is the only way to live an effective and happy life because it leads to deliberate action, resulting in the achievement of goals, and thus a sense of control over one’s life and self-esteem.

What happens in our lives is the result of our mind’s constant stream of decisions and choices. Our mind is the engine that drives our lives.

We need to think in order to make informed choices and decisions. Because thinking leads to knowledge acquisition, which in turn leads to making informed decisions.

In addition, our ability to think greatly influences our happiness. Thinking is therefore required to ensure that the outcomes leave us effective and happy.

To conclude, thoughts and thinking are distinct from one another. Thoughts are our minds’ random ramblings; they rarely make sense and are fleeting. In contrast, thinking is a process of defining and organizing experiences. It is also the foundation of human reasoning, concept formation, problem-solving, and deliberation.

Simply allowing random thoughts to swim around in our heads will not suffice. We need to give ourselves some time to think if only to avoid making hasty decisions and saying things that will land us in hot water.

But it is even more important for us to think for the following reasons.

• Thinking is what makes us human.
• Thinking is a basic tool we can use in order to survive.
• Reality is based on our own thinking.
• We can figure things out by way of thinking.
• Thinking leads to effective action.
• Thinking fosters a can-do attitude.
• It leads to new discoveries. And
• Thinking allows for a more effective and happy life.

It is therefore for these reasons that we have compiled a list of 50+ of the best thinking quotes to inspire deep insights and creativity. Return to this article each time you need inspiration about thinking and its importance.

Please share your thoughts or ideas about 50+ Best Thinking Quotes To Inspire Deep Insights And Creativity in the comments below. For more quotes, check out…

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145 Thinking Quotes To Make You More Thoughtful

By Maxime Lagacé

Maxime is the founder of WisdomQuotes. He has been collecting quotes since 2004. His goal? To help you develop a calm and peaceful mind. Learn more about him on his about page .

Here are 145 of the most inspiring thinking quotes. And please keep in mind: if you think each day, you’ll solve 90% of your problems. The problem is that most people live on autopilot. So slow down, and think about these quotes. Enjoy!

If everyone is thinking alike, then no one is thinking. Benjamin Franklin

You were born with the greatest weapon in all of nature — the rational, conscious mind. Robert Greene

To think is easy. To act is difficult. To act as one thinks is the most difficult of all. Johann Wolfgang von Goethe

The student reflects rarely and unconsciously. The smart reflects daily and consciously. The master let it go. Maxime Lagacé

Right thinking comes with self-knowledge. Without understanding yourself, you have no basis for thought. Jiddu Krishnamurti

There is no conversation more boring than the one where everybody agrees. Michel de Montaigne

Think for yourself, not of yourself. Think of others, not for others. Naval Ravikant

I insist on a lot of time being spent, almost every day, to just sit and think. Warren Buffett

We waste our time with short term thinking and busywork. Warren Buffett spends a year deciding and a day acting. That act lasts decades. Naval Ravikant

We like it when other people agree with us, which is why we rarely say what we are thinking. Shane Parrish

An opinion should be the result of thought, not a substitute for it. Jef Mallett

Writing is not the most important thing; thinking is. But writing is probably the best way to improve your thinking. Matt Mullenweg

Every deep thinker is more afraid of being understood than of being misunderstood. Friedrich Nietzsche

Too often we enjoy the comfort of opinion without the discomfort of thought. John F. Kennedy

If you can think and speak and write, you are absolutely deadly, nothing can get in your way. Jordan Peterson

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The Best Thinking Quotes

The best thinking is rethinking. Shane Parrish

As soon as you have made a thought, laugh at it. Lao Tzu

The person who consistently makes you think, is the most undervalued person in your life. Shane Parrish

Thinking is the ability to strip away what doesn’t matter from a situation so you can see what does matter. Shane Parrish

Spend at least one hour a day thinking . Just thinking, alone, in silence. No music. No book. No one. Your mind gets clearer. Your relationships get healthier. Your life gets better. @orangebook_

The snake which cannot cast its skin has to die. As well the minds which are prevented from changing their opinions; they cease to be mind. Friedrich Nietzsche

New opinions are always suspected, and usually opposed, without any other reason but because they are not common. John Locke

If you overthink you become stressed and confused. If you think too little they will think for you. Maxime Lagacé

Anxiety is thought without control. Flow is control without thought. James Clear

The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift. Albert Einstein

Few men think, yet all will have opinions. Hence men’s opinions are superficial and confused. John Locke

I think (too much), therefore I am (not there to live my life). Thich Nhat Hanh

Most people would sooner die than think; in fact, they do so. Bertrand Russell

Regular minds find similarities in stories (and situations); finer minds detect differences. Nassim Nicholas Taleb ( The Bed of Procrustes , Amazon book)

Think for yourself. Some people see warnings signs when they are alone. I see warning signs in a crowd. Maxime Lagacé

As a rule, you must always reserve the right to laugh the next day at your thoughts of the previous night. Napoleon Bonaparte

We only labor to stuff the memory, and leave the conscience and the understanding unfurnished and void. Michel de Montaigne

Judge a man by his questions rather than by his answers. Voltaire

Thinking too little about things or thinking too much both make us obstinate and fanatical. Blaise Pascal

One of the painful signs of years of dumbed-down education is how many people are unable to make a coherent argument. They can vent their emotions, question other people’s motives, make bold assertions, repeat slogans – anything except reason. Thomas Sowell

Don’t just follow people because you agree with what they think. Follow them because you’re intrigued by how they think – and how they make you think. Adam Grant

The task is not so much to see what no one has seen, but to think what nobody has yet thought, about that which everybody sees. Erwin Schrödinger

If you’re overthinking, write. If you’re underthinking, read. Alex Wieckowski ( Source )

Learning how to think really means learning how to exercise some control over how and what you think. David Foster Wallace

It is the mark of an educated mind to be able to entertain a thought without accepting it. Aristotle

Good that you ask – you should always ask, always have doubts. Hermann Hesse

Part 2. Thinking Quotes That Are…

The most famous thinking quotes.

Go to table of contents

I think, therefore I am. René Descartes

To know what people really think, observe what they do, not what they say. René Descartes

The most courageous act is still to think for yourself. Aloud. Coco Chanel

Combinatory play seems to be the essential feature in productive thought. Albert Einstein ( Related : How To Boost Your Creativity The Einstein Way—With Combinatory Play , blog.trello.com)

We cannot solve our problems with the same level of thinking that created them. Albert Einstein

People don’t like to think, if one thinks, one must reach conclusions. Conclusions are not always pleasant. Helen Keller

Think for yourself and let others enjoy the privilege of doing so too. Voltaire

Whether you think you can, or you think you can’t – you’re right. Henry Ford

In questions of science, the authority of a thousand is not worth the humble reasoning of a single individual. Galileo Galilei

Take time to deliberate, but when the time for action comes, stop thinking and go in. Napoleon Bonaparte

All truly great thoughts are conceived while walking. Friedrich Nietzsche

I still live, I still think: I still have to live, for I still have to think. Friedrich Nietzsche

Always aim at complete harmony of thought and word and deed. Always aim at purifying your thoughts and everything will be well. Mahatma Gandhi

Knowledge is real knowledge only when it is acquired by the efforts of your intellect, not by memory. Henry David Thoreau

Five percent of the people think; ten percent of the people think they think; and the other eighty-five percent would rather die than think. Thomas A. Edison

Simple can be harder than complex: You have to work hard to get your thinking clean to make it simple. But it’s worth it in the end because once you get there, you can move mountains. Steve Jobs

Thinking is easy, acting is difficult, and to put one’s thoughts into action is the most difficult thing in the world. Johann Wolfgang von Goethe

We more readily confess to errors, mistakes and shortcomings in our conduct than in our thought. Johann Wolfgang von Goethe

Hold your council before dinner; the full belly hates thinking as well as acting. Benjamin Franklin

I don’t care what people think, because people don’t think. Kanye West

What we think, we become. Buddha

Short Thinking Quotes

Schedule time to think. Shane Parrish

Rewriting is rethinking. David Perell

Learn to enjoy silence. Maxime Lagacé

Learn to enjoy not thinking. @orangebook_

Don’t outsource your thinking. Angela Jiang

Overthinking, a.k.a. underacting. Jack Butcher

The less men think, the more they talk. Montesquieu

Much learning does not produce thought. Heraclitus

The best way to minimize risk is to think. Shane Parrish

Build your own judgment, don’t rely on anyone. @AmuseChimp

Thinking is the talking of the soul with itself. Plato

For the busy mind it is painful to stop and think. Shane Parrish

Wise? No, I simply learned to think. Christopher Paolini

Calm? No, I simply learned to watch my thoughts. Maxime Lagacé

Writing is the art of thinking clearly — on paper. Julian Shapiro

Idiots ‘think’ alike, intelligent people different. @AmuseChimp

Thinking is difficult, that’s why most people judge. Carl Jung

A man has free choice to the extent that he is rational. Thomas Aquinas

Think for yourself, with humility and compassion. Lex Fridman ( Source )

The best way to improve your ability to think is to spend time thinking. Shane Parrish

My position on most things is this: I could be wrong, but I think I’m right. Jack Peach

Just think. Just be quiet and think. It’d make all the difference in the world. Fred Rogers

A clear mind is both confident and curious, calm and loving, courageous and humble. Maxime Lagacé

Inspirational Thinking Quotes

You can achieve anything you want if you just change the way you think. Will you? Maxime Lagacé

Genius is finding the invisible link between things. Vladimir Nabokov

We shouldn’t be looking for heroes, we should be looking for good ideas. Noam Chomsky

Your best thoughts will come from being in flow and not thinking at all. Dan Go ( Source )

Closed in a room, my imagination becomes the universe, and the rest of the world is missing out. Criss Jami

It’s the most powerful weapon you can possibly provide someone with. Jordan Peterson (On thinking and writing)

It becomes clear when you love silence, boredom and hard work. For the wise it’s play. For the ordinary it’s hell. Maxime Lagacé

Think not so much of what you lack as of what you have: but of the things that you have, select the best, and then reflect how eagerly you would have sought them if you did not have them . Marcus Aurelius

A thinker sees his own actions as experiments and questions – as attempts to find out something. Success and failure are for him answers above all. Friedrich Nietzsche

You must learn to master a new way to think before you can master a new way to be. Marianne Williamson

Deep understanding requires deep thinking which requires focused time alone, away from the chatter of people online and offline. It requires staying with a single thought for a long time, focusing on it and developing it. In solitude is the genesis of great ideas. @TheAncientSage

What you think constantly becomes your reality. The seed of thought is converted into action and eventually becomes the tree of your being. @TheAncientSage

It’s only by concentrating, sticking to the question, being patient, letting all the parts of my mind come into play, that I arrive at an original idea. By giving my brain a chance to make associations, draw connections, take me by surprise. William Deresiewicz

A truth, an insight, which you have slowly and laboriously puzzled out by thinking for yourself could easily have been found already written in a book; but it is a hundred times more valuable if you have arrived at it by thinking for yourself. Arthur Schopenhauer

If you want to get smart, the question you have to keep asking is why, why, why, why? Charlie Munger

Related : “You NEED to LEARN to THINK!” – Jordan B. Peterson (11-minute YouTube video)

Funny Thinking Quotes

Did you ever stop to think, and forget to start again? Winnie the Pooh

Think left and think right and think low and think high. Oh, the thinks you can think up if only you try! Dr. Seuss

The trouble with having an open mind, of course, is that people will insist on coming along and trying to put things in it. Terry Pratchett

I’ll be more enthusiastic about encouraging thinking outside the box when there’s evidence of any thinking going on inside it. Terry Pratchett

There is nothing wrong with standing back and thinking. To paraphrase several sages: “Nobody can think and hit someone at the same time”. Susan Sontag

Evidence shows that we do much less thinking than we believe we do — except, of course, when we think about it. Nassim Nicholas Taleb

You’ll have better thoughts staring at a wall than watching 24-hour news. Michael ( @mmay3r )

Stop looking for angels, and start looking for angles. Ryan Holiday

Many a man fails as an original thinker simply because his memory it too good. Friedrich Nietzsche

Our heads are round so thought can change direction. Allen Ginsberg

Deep Thinking Sayings

To dare a thought is to risk being wrong. James Dale Davidson ( The Sovereign Individual , Amazon book)

The people who don’t think are the ones who never listen. Haruki Murakami

Our judgment is amongst the most subtle things that power corrupts. Naval Ravikant

Many a serious thinker has been produced in prisons, where we have nothing to do but think. Robert Greene

Your hard work and focus will give you speed. Your thoughts and judgments will give you direction. Maxime Lagacé

If people cannot write well, they cannot think well. And if they cannot think well, others will do their thinking for them. George Orwell

Controlling your life starts with controlling your thoughts. Dan Go ( Source )

Your mind is working at its best when you’re being paranoid. You explore every avenue and possibility of your situation at high speed with total clarity. Banksy

If you make people think they’re thinking, they’ll love you; but if you really make them think, they’ll hate you. Harlan Ellison

The challenge of our time is relearning how to concentrate. The past decade has seen an unparalleled assault on our capacity to fix our minds steadily on anything. To sit still and think, without succumbing to an anxious reach for a machine, has become almost impossible. Thibaut

Related : How To Clear Your Mind (4-minute YouTube video by SciShow Psych)

The thinker needs no one to refute him, for that he has himself. Friedrich Nietzsche

Each person is sitting alone in front of the tube, you know. It’s very hard to have ideas or thoughts under those circumstances. You can’t fight the world alone. Noam Chomsky

A truly independent thinker is neither with nor against the crowd. James Pierce ( Source )

Be careful what you put in. Those are seeds. Don’t water them. Those will grow. Clean your garden once in a while and go for a walk. Maxime Lagacé

In much of your talking, thinking is half murdered. For thought is a bird of space, that in a cage of words may indeed unfold its wings but cannot fly. Kahlil Gibran

The world is a tragedy to those who feel, but a comedy to those who think. Horace Walpole

Madness is the result not of uncertainty but of certainty. Friedrich Nietzsche

Wise Thinking Sayings

Stop thinking, and end your problems. Lao Tzu

The mark of a moderate man is freedom from his own ideas. Lao Tzu

In dwelling, live close to the ground. In thinking, keep to the simple . In conflict, be fair and generous. In governing, don’t try to control. In work, do what you enjoy. In family life, be completely present. Lao Tzu

Nothing in life matters quite as much as you think it does while you are thinking about it. Daniel Kahneman

Your thoughts shape the world you see. The world you see shapes the experiences you have. Your experiences shape your thoughts. Shane Parrish

Amateurs go with the first idea that comes into their head. Professionals realize the first idea is rarely the best idea. Shane Parrish

The true test of a long term thinker is whether you can think in decades, while your peers think in days. Anthony Pompliano ( Source )

Think through time – what do the consequences look like in 10 minutes? 10 months? 10 Years? Shane Parrish

Thinking clearly and rationally will bring you satisfaction. Listening to your heart will give you peace. Maxime Lagacé

Seek clearer thinking, not faster thinking. You acquire faster thinking on the way. @orangebook_

Just because you’ve been doing something a certain way doesn’t mean you have to continue to. Don’t let momentum make your decisions for you. Justin Kan

Related : Second-Order Thinking: What Smart People Use to Outperform (fs.blog)

Thinking is by far the most underrated activity. People consider it “unproductive” to sit on a bench and think. So they spend their lives doing things they never thought through. An hour of clear thinking can yield a conclusion that changes your life. Johnny Uzan

Twenty years after my own graduation, I have come gradually to understand that the liberal arts cliché about “teaching you how to think” is actually shorthand for a much deeper, more serious idea: Learning how to think really means learning how to exercise some control over how and what you think . It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. Because if you cannot exercise this kind of choice in adult life, you will be totally hosed. David Foster Wallace ( This is Water )

Further Readings

• Topic: Education
• 100 Education Quotes That Will Inspire You To Keep Growing
• 100 Learning Quotes To Inspire You To Learn (Forever)
• 100 Knowledge Quotes That Will Change Your Perspective
• 100 Reading Quotes Every Book Lover Can Relate To
• 100 Curiosity Quotes To Increase Your Desire To Learn
• Why You’re Not Thinking Clearly (7-minute YouTube video by Nathaniel Drew)
• How to Think Clearly: 7 Tips for Success (euruni.edu)
• How To Learn Faster (Based on Science)

Hope you enjoyed these inspiring thinking quotes. If you did, please share them with a friend today!

Do you think often? What’s your favorite thinking quote? And remember: words can transform your life, if you find the right ones.

Table Of Contents

Part 1 Top 15 Images Best Quotes

Part 2 Thinking Quotes That ARE Famous Short Inspirational Funny Deep Wise

Part 3 Conclusion

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"Knowing yourself is the beginning of all wisdom." -Aristotle

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Critical thinking definition

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

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

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

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

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

• Developing technical and problem-solving skills
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Is critical thinking useful in writing?

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