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2023 Boat Buyers Guide: Catamarans

• By Karl Anderson
• December 27, 2022

The popularity of the multihull (aka catamaran or cat) fishing boats has never been greater, as more and more boatbuilders enter this growing segment of the market. The inherent stability of the catamaran design rolls less with the seas, making fishing offshore less tiresome and more comfortable. Available from 20 to 48 feet, catamarans typically offer a large fishing platform with generous storage and fishing amenities. They are available in a wide variety of deck layouts, including center-consoles, dual-consoles, and even pilothouse and express variants.

Big Picture

The large deck area of a catamaran enables many large underdeck storage lockers and insulated fish boxes in the sponsons. This gives anglers ample room for gear and the day’s catch. The catamaran’s stability, fishability, and smooth ride in rough seas make it attractive to anglers as well as day-cruisers. A center-console version adds 360 degrees of angler access to the rail. With the dual-console design, generous seating behind a beam-to-beam windshield makes for a great family fishing-friendly setup.

Live bait is one of the most popular types of fishing in virtually every coastal zone. To do it successfully requires optimal water capacity and proper flow. The minimum size of the outflow water plumbing should be twice the size of the inflow. The plumbing should have a drain at the bottom to shed scales at the end of the day, as well as a drain at the top of the well to adjust capacity and allow overflow. Above-deck transom-mounted wells should fully flood to the lids when running to keep baits from getting beat up. 

Tip: A sump box with multiple pumps in case a pump fails is the best setup for first-rate livewells. Conveniently located inflow and outflow valves make it easy to optimize the flow without tiring your bait from swimming too much in the well. 

Rod Storage

Having enough rod holders is essential to be successful for opportunity fishing. Look for vertical rod storage along the console and across the back of the T-top. Many models also have rod holders along the outboard transom wall. Having plenty of gunwale rod holders for drift- and kite-fishing is helpful. 

Tip: Placing adjustable swivel rod holders by Gemlux makes deep-dropping, lure-fishing and drifting even easier because they allow your rods to face the direction the baits are fishing, yet they can be swiveled back to keep rods from sticking out of the boat while running and docking. 

Manufacturers often offer multiple choices for horsepower, but whatever the choice, the engines must come in pairs. For example, you might order twin outboards (one for each sponson) or four outboards (two for each sponson), but single- or triple-outboard configurations are not common on a cat. Optimal selection should be made based on user load, weight of the boat, ride comfort , performance desires, and best case for resale. It’s a rare day when you can run wide open, but having more horsepower gives better torque at slower speeds and thus better control. Running larger engines slower gives better fuel efficiency too.

Tip: When possible, choose the highest horsepower offered because it typically leads to a better resale value with a shorter sales cycle. 

Power steering from engine manufacturer Optimus or SeaStar is essential with the higher horsepower required for larger boats, and it makes installing and operating the upper station in a tower far more practical and comfortable.

With the power demands of electronics, livewell pumps, stereo amps and more, it is wise to have at least two house batteries, and for larger boats, a third or fourth with a multibank charger for dockside. Each engine should have its own dedicated battery as well. 

Electronics

Typically choosing the largest screen or multiple screens that will fit on the console is best-case scenario for ease of use, ergonomics, and visibility. VHF radios, stereo controller, and equipment switches for lighting, pumps, and accessories should all be integrated with greatest visibility and ease of operator reach. 

A Tale of Two Hulls 

A catamaran rides on pair of hulls, or sponsons, each thinner and sharper than  that of a similarly sized monohull boat. The narrow sponsons of the cat tend to slice easily through water to deliver a smooth ride, even in rough seas. At the same time, with the sponsons positioned out to the sides of the boat, cats tend to roll less, thus providing great stability to enhance crew comfort, security and safety. However, cats tend to corner more flatly than a monohull, and some hulls (but not all) tend to lean outward versus inward during a turn.

Experts Say

Newer designs such as Invincible’s Morelli and Melvin-designed semi-asymmetrical sponsons eliminate some of the negatives of the cat design, such as “sneezing,” where water sprays out the front of the boat when hitting a wave. They’ve also controlled the uncomfortable “outboard lean” ­sensation common in older designs when in a turn. Once transitioned to a ­catamaran, many become true believers and preach the benefits of the design.

Editor Says: Saltwater fishing cats not only offer superb stability and smooth ride, but some also display exceptional speed and range. I recall one trip out of Key West, Florida, aboard an Invincible 40 Cat with four 350 hp outboards to the Dry Tortugas. It was a 60-mile run, and we made it there in 70 minutes. We caught more fish than our arms could bear, and then dashed back to Key West, arriving in time for cocktail hour on the same day. -Jim Hendricks, Staff Editor, Boating and Fishing Group

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Designed with a singular vision...To deliver unmatched performance and efficiency!

Introducing the insetta 35ifc  – the bar has been raised.

The Insetta 35IFC was designed with a singular vision… to be the best-performing center console sport fishing catamaran in its class.  Enjoy unmatched performance, range, and efficiency thanks to the 35IFC’s hydrofoil-assisted design.

In addition to being the best High-Performance Fishing Catamaran in its class, it also provides a smoother and dryer ride in the rough stuff!

This boat was designed for people who fish, by people who fish!  From its integrated livewells to its cavernous coffin boxes, level open deck layout, massive insulated storage and so much more, this boat was designed for maximum range and fishability!

Here’s what our customers have to say: “Holy crap do I love my 35 IFC with the Merc 300 V8’s on the back. We ran her down to Key Largo the other day, snorkeled all day, got lunch at Shipwrecks Bar and Grill, and ran back. Cruised between 40 and 45 mph, mostly around 42. So smooth it’s nuts. Burned maaaayyybe 40 gallons for the whole day. As we cruised the dashboard was telling us between 1.7 and 1.8 mpg, but I’m pretty sure we cruised more than 40 miles and burned between 35 and 40 gallons, no more. So… suffice it to say that you guys have absolutely crushed it and changed the game here. Fantastic work”! – Alan, Hull #4

Check out our FAQ’s section below for more about the Insetta 35 with  IFC!

Specifications

Length Overall

Maximum Beam

Maximum Draft

Fuel Capacity

Cruise Speed

Cruise Miles Per Gallon (MPG)

Over 850 miles*

Cruise Range

Standard Features

Standard “Insetta White” Gelcoat Molded in Diamond Non-Skid Tackle Storage Stbd Side Tackle Storage Port Side 19 Gallon Freshwater Washdown/Shower 5 x In Deck Storage Hatch 2 x In Deck Macerated Fish Boxes 625 Qt Insulated Coffin Box, Split Boxes Walk through Transom Access (Door Optional) Two 36 gallon Integrated Transom Livewells Fresh and Raw Water Washdown 34 Rod Holders (gunnels and coffin box) 7 Stainless Gemlux Pull-Up Cleats LED Navigation Lights Boarding Ladder

Recessed Stainless Bow Rail

Helm / Console

Fiberglass Hardtop with Powder Coated Aluminum Supports Tempered Safety Glass Enclosure for Console 6 Integral Rod Holders Built into Rear Support Molded Fiberglass Leaning Post with Rear Face Seating and cooler 3 Wide Helm Seats 6 S/S Cup Holders Storage Box and Rigging Tray on Rear Facing Seat Storage Drawers Under Helm Seats 165 Qt Leaning Post Ice Box Located Under Rear Face Seats

Base Upholstery

Equipment and Electronics

3 Part Internal Foil System

3 Pump Capacity Sea Chest with Dual Livewell Pumps & Raw Water Feed

4 1100 GPH Bilge Pumps (2 in Each Sponson)

Standard Capacities

490 gallon fuel capacity.

625 Qt Insulated Coffin Box with Divider

165 Qt Leaning Post Ice box

Dual 36 Gallon Livewells

19 Gallon Freshwater

Frequently Asked Questions

IFC is Insetta Boatwork's Internal Foiling System.

You can expect a significant increase in cruise speed; Improved handling and stability in rough conditions; Better acceleration; A boat that is less affected by increased payload; A 20-40% increase in fuel efficiency; and a 20-40% further cruise range! Additionally, the IFC technology will also provide a drier ride in choppy conditions and Provide for more responsiveness when turning at speed!

The system is a fixed setup, there is nothing to operate and there are zero moving parts.

The IFC Technology in effect smooths out rough seas by allowing the boat to run from wave crest to wave crest at a relatively smooth and stable attitude. The IFC System creates lift which help to in effect “Carry” the hull higher in the water. The system acts as a set of wings carrying the boat at speed, keeping the hull from having to follow each wave across its entire contour. In other words the surface of the waves have less effect on the hull as the IFC system is lifting the boat. Additionally, the aerodynamic lift created by the catamaran hulls creates even more lift at the bow of the boat, keeping the nose high and preventing the “slamming” or sneezing found in other catamaran hulls.

No, you don’t. The foils are flush mounted to the bottom of the keels of each sponson (as well as up in the tunnel.) At its centerline the main foil of the IFC system is only slightly lower than the keel line. The boat will easily load onto a standard catamaran trailer. There is no big contraption hanging way down under the boat.

Remember, the foils are INTERNAL to the tunnel. At its lowest point the main foil is only slightly lower than the hull and is higher than the props. Because of this the odds of striking the foils are extremely low. The boat is designed to be lifted by the foil. The structural integrity of the foil system is such that the weight of the boat could be supported many times over by the foil. As such, if you did somehow manage to strike the foil on something EXTREMELY SUBSTANTIAL, like a stone shoal, the likely outcome is that you may (in a very worst case scenario) bend or break a foil wing. If that were to happen, you could still operate the boat to port with the remaining foils. The IFC foils are made from a very high-grade stainless steel and designed to meet or exceed relevant guidelines for impact and strength.

As water travels through the tunnel and around the foil, a tremendous vortex is created. This force keeps most debris from being trapped in the tunnel or around the foil. Between the pressure of the air moving through the tunnel, and the vortex created in the water, the tunnel and foils will stay clean and clear.

The outboards of the 35 IFC are mounted on a slight outward angle to place the propellers properly to maximize the thrust and flow efficiency created as the water travels through the tunnel and around the foils. This mounting also helps the boat to lean into a corner, much like a monohull.

Firstly, we’d ask, “Why would you want to?” But the short answer is no. IFC is an integrated system that is integral to the design of the boat.

The short answer is that boats with technology similar to IFC have been in use for many years, but not in the recreational market. Commercial and Military applications are quite prevalent. The initial design of a hull and system like this is quite complex and can be cost prohibitive. We at Insetta feel the gains in efficiency, speed, range and ride quality far outweigh the initial design and build cost.

Upon deciding to build a foiling Cat, Insetta assembled a team of naval Architects and Marine Engineers to refine an existing and proven design. Using their own state of the art construction techniques, Insetta brought an application specific version to the fiberglass Center Console market.

Optional Features

Customizable Garmin or Simrad Electronics JL Audio 10 Speaker Stereo System Flush Mount Acrylic Helm Bow Shade Custom Gelcoat or Combination of Colors Deluxe Upholstery Third Center Livewell Under Rear Facing Seat 40 gallon Seadek Flooring or Flexiteek Decking Additional Gunnel Rod Holders (18 standard) Recessed Wireless Phone Chargers Swivel Base Rod Holders Outlets for Electric Reels Additional Drink Holders on Leaning Post, Coffin Box, Gunnels and Helm Forward/Rear/Side Spreader Lights T-Top Outrigger Bases/Poles Gemlux Electric Head With 19 Gallon Blackwater Holding Tank Freshwater Sink and Vanity Inside Console Underwater Lights Heavy Duty Dive Ladder LED Under Gunnel Lighting On-Board Battery Charger Windlass Custom Aluminum Trailer Cockpit Table/Bow Table

Why did Insetta Boatworks decide to build a boat with IFC?

For decades, Hydrofoil power boats have proven to be the most efficient craft for a variety of offshore operations.

While pursuing a B.S. in physics in 1960, Victor Insetta was employed doing anti-submarine research that utilized high speed Deep-V patrol boats equipped with hydrofoils. Their ability to pursue submarines at high speed, operate safely offshore, and, being foil borne: allowed their hull to run clear of the water avoiding direct hits from torpedoes. Decades later, Vic and his family rode comfortably on hydrofoil ferries in Italy, flying over white capped waves in the bay of Naples.

In 2017, The Insetta 45 was chosen to be the official chase boat of the America’s cup! Four 45’ Insetta’s catamarans were shipped to Bermuda to assist at various cup events. Sailboats, competing from several countries, were catamarans with hydrofoils ! The Insetta 45’s ran parallel to these “foiling sail cats” to assist with TV coverage. The sailing cats were traveling at speeds approaching 50 mph, 2 ½ times the wind speed . Efficient … you bet . They could also turn on a dime at over 40 mph…

It became obvious: that a foiling cat would make a great offshore outboard power boat… Many foil power boat designs in the past, had wide foils that stuck out the sides, increasing their beam and draft. It made them difficult to dock, and they couldn’t operate in shallow waters. Joel Shine (chief operating officer) of Insetta Boatworks found a catamaran design that had hydrofoils mounted in the tunnel, (that location between the tunnel walls actually improves their efficiency), and does not add to its draft. Further improvements could be added by using our ultra-light high strength infused composite construction.

Joel, Vic and our technical staff reviewed the foiling cat’s initial specifications and performance data, and then sea trialed two foiling cats with internal hydrofoils. Our staff includes a second physicist and pilot… Glen Dobbs. We are all active boaters and we determined we would build our version of a foiling outboard powered cat. We contacted a Naval architect, who designed several successful foiling power cats . He is now a member of our technical staff.

Our 35 “foiling cat” design has set the standard for Foil-Assisted Sportfishing boats. The hull, foils, materials, and engines are synergistically combined, to provide: unrivaled high-speed cruising efficiency , and provide safe offshore handling, with unimpeded shallow water operation, including beaching, without foils or props contacting the bottom.

Insetta 35IFC

The premier internal foiling catamaran.

Integrated 36 Gallon Livewells & 625 QT Coffin Box Standard

Designed to fish.

850+ Mile Range!

Best in Class MPG, Smoother/Dryer Ride!

Performance.

Click the button below to contact or email us for more info!

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• Aluminum Powder Coat Gloss/Textured (White or Black)
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Livewells, Pumps & Storage

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• Raw Water Washdown Pump
• Twin transom live wells (45gal), (1 ea.) port & stbd

Seating and Upholstery

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There’s a good reason Renaissance Prowler owners are some of the most satisfied and loyal in the industry . In fact, there are several.

For starters, we hand-craft boats to meet individual customers’ needs. When you buy a Prowler, you come aboard as an equal partner in the build . You won’t find a more personalized experience anywhere. Renaissance Prowler is a family company, and that family includes everybody who owns a Prowler.

Our hull designs play a part too. We’ve been pushing the envelope with high-performance offshore catamarans since 1997 — long before their recent surge in popularity with hardcore offshore anglers. Those decades of experience show up in our best-in-class efficiency , exceptional rough-water performance , and unmatched toughness and longevity .

Likewise, the flexibility and spaciousness of our interior layouts help keep Prowler owners in the family. Those owners aren’t just fishermen; they’re also divers, surfers, paddlers, researchers, island hoppers, sun seekers, and explorers. And we take pride in accommodating all of them with smarter, roomier floor plans; bigger, easier to access compartments for fish, bait, ice, and dry gear; and more practical seating and comfort options than anybody else.

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New for 2024, the Prowler 25 sports a sleek new hardtop design with integrated enclosure as well as a new helm seating arrangement.

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In spring 2023, responding to customer input, we launched a new console seating option for the Prowler 31 — a forward lounger/coffin box.

See Chunky, Jerry, Jon, Chris and Robb fishing their Mercury-powered Renaissance Prowler 36 all over the Eastern US on the Fish Circus YouTube channel.

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Best Catamaran Fishing Boat Brands

20th oct 2023 by lenny rudow.

Choosing the best catamaran fishing boats is no easy task, because in this day and age, you have plenty to choose from. This wasn’t always the case, but in recent years more and more power catamaran fishing boats have been hitting the market. The reasons are simple: Whether you’re looking at an offshore fishing catamaran, inshore catamaran fishing boats, or small catamaran fishing boats, foot-for-foot they tend to run smoother and more efficiently than their monohull brethren. While all the types of fishing boats are different and each has its own advantages and drawbacks, as a general rule, if you want to get to the fish fast in rough seas, nothing is better than a powercat for the job.

It’s tough to try to sort through various builders and nail down the best fishing boat brands , and the increase in the number of catamaran fishing boat manufacturers means choosing the top picks in this genre is as tough as any other. So, which brands are best? Here are our top picks in some of the most important categories and why we think they make the grade.

Catamaran Center Console Boat Brands

This will be a very short section, because virtually all of the catamaran sport fishing boats being built today are center consoles. Yes, some manufacturers offer pilothouse models or cuddy cabins, but those that don’t offer a lineup consisting mostly of center consoles are few and far between. So, keep on reading—the manufacturers we call out as tops for the more specific categories below all fall into the category of best catamaran center console boat brands, as well.

Offshore Fishing Catamaran Brands

Offshore boats need to meet some prerequisites: they have to be large and competent enough to run dozens of miles from shore, have the fuel capacity for cruising hours on end, and of course they need all the fishing accouterments to handle big game pelagics like tunas and billfish. 

In many ways, Freeman is partially responsible for the current wave of cat popularity, because their 34- to 47-foot fleet was quickly adopted by a number of offshore fishing guides after they splashed their first model in 2007. Their boats are known for hat-stripping performance, often cruising comfortably at 50 mph or more, even in a head sea, with top-end speeds sometimes exceeding 70 mph. Tremendous fuel capacity and utterly massive fishboxes are some other traits the Freemans are famous for.

Invincible Boats offers a lineup including both monohulls and power catamarans , with center console cats ranging from 33 to 46 feet plus a 46-foot pilothouse model. These boats post spectacular speeds with cruising in the 50 mph range and often they can break 70 mph at top-end, thanks to semi-asymmetrical hulls with near-vertical inside walls. Invincible is also known for its advanced and customizable livewell systems. On the 46, for example, the boat can be rigged with up to four livewells up to 70 gallons each, fed by a sea chest system with as many as six pumps. 

When judged by the number of hulls built, World Cat is one of the biggest powercat manufacturers in existence, and the company has a lineup that starts small but includes five models from 26 to 40 feet that are up to the task of offshore fishing. They have all the basic fishing features, plenty of range, and comparatively good performance, but what they’re known for when matched up against the competition is a healthy dose of family-friendly features. Unlike some angling-dedicated offshore fishing catamaran models, the World Cats feature lots of comfy seating, roomy head console compartments, freshwater showers, stereo systems, and similar touches that can take the edge off a long day of fishing.

Inshore Fishing Catamaran Boat Brands

Inshore anglers can be just as demanding as the offshore crowd, and when the weather is right many of them will head into the open ocean as well. So, the main defining factor separating offshore fishing catamaran boats from inshore catamaran fishing boats is simply size. And often, the line between the two gets blurred. As a result, you’ll see some newcomers here, but some of the best catamaran fishing boat brands we’ve already talked about could easily pull a repeat performance.

Caymas is a newcomer to the catamaran world, having built only monohulls up to the 2023 model year. Their new 34, however, is an impressive boat which has offshore abilities and will also make an excellent inshore fishing machine. It rides on a set of twin-stepped hulls with 18/22-degree deadrise surfaces at the transom and 50/55-degree entries at the bow, features a Hooker sea chest livewell system with 70 gallons standard and an additional 50 gallons optional, and plenty of high-end perks like lighted stowage compartments, a JL Marine audio system, and USB ports at the helm.

Photo credit: Caymas Boats

Tideline is a small, semi-custom builder in North Carolina, and their boats can be difficult to find on the market, but we need to mention them here because they build a 24-footer that’s well known as one of the finest inshore hybrid fishing cats around. With twin 200-hp outboards, it boasts 50-plus-mph performance, has an utterly massive forward casting deck for slinging lures to gamefish like reds and specks, and hull draft is a mere 14 inches so it can sneak into the shallows where few anglers tread. 

Photo credit: Tideline Boats

Twin Vee does make some large models intended for offshore use but their 24- to 28-foot center console models are perfect for inshore angling. Better yet for many family fishermen who want a multipurpose platform, they also offer a pair of dual console 24-foot models. Twin Vees have a “compression tunnel” that packs air between the two hulls and compresses it as the boat moves forward, creating a cushion of sorts that makes for an unusually soft ride in choppy seas.

Photo credit: Twin Vee

World Cat is back as we discuss the inshore scene, thanks to models like their 235CC and 260 and 280CC-X. The 235CC is designed like a bay boat, with large fore and aft casting decks, while the 260CC-X features a very unusual drop-down transom design, with the livewell and fishbox shifted into widened aft gunwales. Like other World Cats, these boats have plenty of comfort features to go along with the angling perks.

Photo credit: World Cat

Small Catamaran Fishing Boat Brands

“Small” is a relative term, and while 20- to 24-footers may seem like small catamaran fishing boats to some folks, they seem mighty big to others. However, the distinction is more or less moot because in the current marketplace, no major production builders drop down below 22 feet, seven inches of LOA (the World Cat 235CC). If you want a cat under this size, you can look for a custom builder or search the used boat market. Twin Vee made plenty of 19- to 22-foot boats in years past, Tideline made a 19, and when they were in operation, catamaran boat brands like Leader and Nautico made a number of powercats between 14 and 21 feet.

Choosing the Best Catamaran Brand For You

Are there some powercat brands out there that build a great boat, but we haven’t mentioned? Absolutely. Arrow Cat builds a pair of interesting cabin boats that aren’t 100-percent fishing machines, but do have semi-fishy cockpits that would work just fine for plenty of people. C Dory makes a 25-footer that falls into the same category. And Aquila , which traditionally built large cruising boats, has recently introduced a 28-foot center console billed as a fishing boat. Any of these, or others, could be the “best” brand for you, depending on your personal needs and tastes. But the power catamaran fishing boat manufacturers we’ve called out here are all arguably at the top of the heap—nd if you take one for a sea trial, we’re betting you’ll agree.

Written By: Lenny Rudow

With over three decades of experience in marine journalism, Lenny Rudow has contributed to dozens of boating and fishing publications and websites. Rudow lives in Annapolis, Maryland, and is currently Angler in Chief at Rudow’s FishTalk ; he is a past president of Boating Writers International (BWI), a graduate of the Westlawn School of Yacht Design, and has won numerous BWI and OWAA writing awards.

More from: Lenny Rudow

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ArrowCat Power Catamarans Unmatched Craftsmanship Meets Unyielding Spirit

Experience the thrill of the open water with unparalleled comfort and tailored craftsmanship. Whether you are cruising the coastlines or anchored in serene bays, your ArrowCat power catamaran is your gateway to a life of adventure and tranquility.

Introducing Our Newest Addition, The 20' Power Cat Center Console Model

We intentionally designed this model to be simple and plain – simple to take the boat out, simple to use and to maintain, plain by allowing you the flexibility to customize it according to your preferences.

ArrowCat 20cc

This 20-foot center console is built with strength and purpose, designed for ease and simplicity. Effortlessly take it out on the water, and enjoy straightforward maintenance and operation. Its clean, adaptable design allows for extensive customization, whether on your own or through a dealer.

Fully Planing Hull Design LOA: 19′ 4″ / 5.89 meters Beam: 8′ 4″ / 2.54 meters Draft: 10″ / 0.254 meters

Explore Our 32' and 42' Signature Cabin Models

Perfect for inshore and offshore cruising, long distance and overnight trips, cold off seasons and hot boating seasons, and much more. The ArrowCat 32-foot and 42-foot models provide an exciting and versatile experience on the water. Explore to see which one could best suit your boating lifestyle.

ArrowCat 320

Merging express cruiser elegance with catamaran stability, the ArrowCat 320 Coupe features a planing hull design for smooth, swift rides. Powered by twin outboard motors, it promises dynamic performance and exhilarating adventures on every voyage.

Standard Layout: 2 Cabins/ 1 Wet Head Optional Tower Option LOA: 31′ 2″ / 9.5 meters Beam: 10’ / 3.05 meters Draft: 20″ / 0.508 meters

ArrowCat 420 Coupe

The ArrowCat 420 Coupe combines the luxury of an express cruiser yacht with the stability of a catamaran hull. Designed with a planing hull for agile, efficient navigation and powered by twin outboard motors, it delivers unmatched performance for your ocean adventures.

Standard Layout: 2 Cabins/ 1 Full Head LOA: 41′ 9″ / 12.73 meters Beam: 14′ 9″ / 4.50 meters Draft: 18″ / 0.46 meters

ArrowCat 420 Flybridge

 This luxury express cruiser yacht boasts a catamaran hull for superior stability and a planing hull design that ensures efficient, agile handling. Powered by twin outboard motors, it offers robust performance. The addition of a flybridge enhances your view and enjoyment, making every journey unforgettable.

Standard Layout: 2 Cabins/ 1 Full Head LOA: 41′ 9″ / 12.73 meters Beam: 14′ 9″ / 4.50 meters Draft: 20″ / 0.51 meters

Our Unique Design

Enjoy your boat year-round and stay warm and dry during cooler weather or overnight trips, while also having a comfortable and private space to retreat for whenever you need a break. Here are a few reasons why an ArrowCat power cat is an excellent boat to consider.

Catamarans have two hulls, which provide more stability in the water. They are less likely to roll or pitch, which means they offer a more comfortable ride, especially in rough conditions and for people who are prone to seasickness.

Power catamarans are typically more fuel-efficient than monohull boats of the same size. It requires less energy and yields more performance per HP. The two hulls create little to no drag or resistance to get on plane, resulting in greater fuel economy. Allowing for longer journeys with fewer refueling stops. 

Power catamarans have a shallow draft which means they can navigate diverse cruising grounds – beaches, islands, rivers, channels, and coastal areas with limited water depth. 

Express Cruiser

Cabin boats are designed with comfortable sleeping quarters and living spaces. They feature a sleeping space with a bed, a galley with a stove, sink, and refrigerator, and a head with a shower and toilet.

Cabin boats provide protection from the elements, such as wind, sun, and rain. This allows for comfortable cruising in a variety of weather conditions, as well as providing a haven during storms

Express cruisers are designed for efficient and fast navigation, offering higher speeds compared to traditional cruising boats. They usually have powerful engines that enable them to cover long distances quickly, making them ideal for day trips or weekend getaways.

Powered By Outboard Motors

Outboard motors can provide excellent performance and speed. They can often reach higher speeds than inboard motors of the same horsepower.

Outboard motors have a simple and standard design and are relatively easy to install, they do not require additional components such as a transmission, propeller shaft, couplings, and struts, that inboard engines do. They are easily assessable and cost less to maintain than inboard motors because they are mounted outside at the rear of the boat.

Outboard motors are often designed with features that make them easy to maneuver. For example, they can be tilted or rotated to provide precise control and handling in tight spaces and shallower waters.

About ArrowCat

Crafting Versatility and Adventure on the Water Since 2008

At ArrowCat, we believe in creating boats that are ready for anything. Our American-owned company builds versatile, multi-functional catamarans designed not just for a specific activity, but for a lifestyle that demands freedom and reliability. Whether you’re cruising, fishing, or exploring, our boats deliver superior performance in all conditions.

Trusted by seasoned mariners across coastal and saltwater environments, ArrowCat power catamarans embody the spirit of adventure and the promise of quality.

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Experience A Smooth, Fast, And Stable Ride

Discover the unparalleled stability and speed of an ArrowCat power catamaran. Connect with our experts to schedule your sea trial today and experience the thrill firsthand.

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Custom Built, High Performance, Fishing Catamarans

Each Tideline Boat is built to order and sold directly from the factory. The current lead time for a new Tideline Boat is approximately 12 months from the date the order is placed.

Tideline fishing catamarans combine the performance, function, and fishability of the newest, high-end offshore fishing cats on the market today with the classic lines and aesthetics of traditional, custom built, sportfishing boats. The North Carolina coast is home to some of the roughest sea conditions on the planet and as a result, the boat building industry in this area is known for producing some of the toughest, most seaworthy boats in the world.

Though the quality and toughness of Tideline Boats are second to none, it’s the comfort of the ride in less-than-ideal conditions that truly sets Tidelines apart from other boats in their size class. The ride is exceptional, but don’t take our word for it. Experience the difference for yourself!

Tideline Fishing Catamarans

TIDELINE 235 HYBRID

A true hybrid, the Tideline 235 can do anything a bay boat can do but is more offshore capable than any bay boat on the market today. Some people have 2 boats, one boat for offshore and one boat for inshore…And then some people just have a 235 Hybrid.

TIDELINE 365 OFFSHORE

Tideline 365 Offshore combines the aesthetics, beauty, and lines of a custom built offshore sportfishing boat with the superior performance, sea worthiness, speed, and fuel efficiency of the top offshore catamarans on the market today.

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Sea Trial a Tideline 365 Offshore, Stuart Boat Show, Stuart , Florida, January 13, 14 & 15, 2023

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Our Commitment to Our Customers, Quality, and Warranty Related Issues

As we are located in North Carolina and we sell our boats directly to the customer, and not through dealers, a lot of people wonder how we would a handle warranty claim if one were to arise.  If a customer has a warranty related issue, Tideline and the customer will typically agree upon a 3rd party service provider located in that customer’s area who is capable of doing the work, and then Tideline will cover the cost of the repair. If it’s a significant issue, which we hope never happens but has happened on a couple of occasions, then we’ll bring the boat back to our facility for the repairs.  We do whatever it takes to make sure any issues are handled in such a way that the customer is more than satisfied.

You can’t put a dollar amount on your reputation and being a relatively small company as we are, we do whatever it takes to make sure that our reputation is solid and that our customers are happy. In today’s world, one bad internet review can tank business and we operate with that in mind. I think you can talk to any of our existing customers, and they’ll tell you that we truly care about our customers and the products we sell.

– George Stronach, President of Tideline Boats

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A Better Boating Experience Begins With A Better Boat

If you’re a boater, you know about the pounding, slapping, exhausting ride that a monohull boat subjects you to. But, with a World Cat power catamaran, you get a smoother, more stable ride. That means no more physical abuse – for you or your family and friends. You can stay on the water longer, and go farther. You’ll come back with more energy, and fewer bruises. And, along with that comfort, you’ll have the confidence to head out in conditions that keep other boaters at shore. Don’t take our word for it, take a sea trial and experience the World Cat advantages for yourself.

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2023 Boat Buyers Guide: Catamarans

• By Karl Anderson
• December 27, 2022

The popularity of the multihull (aka catamaran or cat) fishing boats has never been greater, as more and more boatbuilders enter this growing segment of the market. The inherent stability of the catamaran design rolls less with the seas, making fishing offshore less tiresome and more comfortable. Available from 20 to 48 feet, catamarans typically offer a large fishing platform with generous storage and fishing amenities. They are available in a wide variety of deck layouts, including center-consoles, dual-consoles, and even pilothouse and express variants.

Big Picture

The large deck area of a catamaran enables many large underdeck storage lockers and insulated fish boxes in the sponsons. This gives anglers ample room for gear and the day’s catch. The catamaran’s stability, fishability, and smooth ride in rough seas make it attractive to anglers as well as day-cruisers. A center-console version adds 360 degrees of angler access to the rail. With the dual-console design, generous seating behind a beam-to-beam windshield makes for a great family fishing-friendly setup.

Live bait is one of the most popular types of fishing in virtually every coastal zone. To do it successfully requires optimal water capacity and proper flow. The minimum size of the outflow water plumbing should be twice the size of the inflow. The plumbing should have a drain at the bottom to shed scales at the end of the day, as well as a drain at the top of the well to adjust capacity and allow overflow. Above-deck transom-mounted wells should fully flood to the lids when running to keep baits from getting beat up. 

Tip: A sump box with multiple pumps in case a pump fails is the best setup for first-rate livewells. Conveniently located inflow and outflow valves make it easy to optimize the flow without tiring your bait from swimming too much in the well. 

Rod Storage

Having enough rod holders is essential to be successful for opportunity fishing. Look for vertical rod storage along the console and across the back of the T-top. Many models also have rod holders along the outboard transom wall. Having plenty of gunwale rod holders for drift- and kite-fishing is helpful. 

Tip: Placing adjustable swivel rod holders by Gemlux makes deep-dropping, lure-fishing and drifting even easier because they allow your rods to face the direction the baits are fishing, yet they can be swiveled back to keep rods from sticking out of the boat while running and docking. 

Manufacturers often offer multiple choices for horsepower, but whatever the choice, the engines must come in pairs. For example, you might order twin outboards (one for each sponson) or four outboards (two for each sponson), but single- or triple-outboard configurations are not common on a cat. Optimal selection should be made based on user load, weight of the boat, ride comfort , performance desires, and best case for resale. It’s a rare day when you can run wide open, but having more horsepower gives better torque at slower speeds and thus better control. Running larger engines slower gives better fuel efficiency too.

Tip: When possible, choose the highest horsepower offered because it typically leads to a better resale value with a shorter sales cycle. 

Power steering from engine manufacturer Optimus or SeaStar is essential with the higher horsepower required for larger boats, and it makes installing and operating the upper station in a tower far more practical and comfortable.

With the power demands of electronics, livewell pumps, stereo amps and more, it is wise to have at least two house batteries, and for larger boats, a third or fourth with a multibank charger for dockside. Each engine should have its own dedicated battery as well. 

Typically choosing the largest screen or multiple screens that will fit on the console is best-case scenario for ease of use, ergonomics, and visibility. VHF radios, stereo controller, and equipment switches for lighting, pumps, and accessories should all be integrated with greatest visibility and ease of operator reach. 

A Tale of Two Hulls 

A catamaran rides on pair of hulls, or sponsons, each thinner and sharper than  that of a similarly sized monohull boat. The narrow sponsons of the cat tend to slice easily through water to deliver a smooth ride, even in rough seas. At the same time, with the sponsons positioned out to the sides of the boat, cats tend to roll less, thus providing great stability to enhance crew comfort, security and safety. However, cats tend to corner more flatly than a monohull, and some hulls (but not all) tend to lean outward versus inward during a turn.

Experts Say

Newer designs such as Invincible’s Morelli and Melvin-designed semi-asymmetrical sponsons eliminate some of the negatives of the cat design, such as “sneezing,” where water sprays out the front of the boat when hitting a wave. They’ve also controlled the uncomfortable “outboard lean” ­sensation common in older designs when in a turn. Once transitioned to a ­catamaran, many become true believers and preach the benefits of the design.

Editor Says: Saltwater fishing cats not only offer superb stability and smooth ride, but some also display exceptional speed and range. I recall one trip out of Key West, Florida, aboard an Invincible 40 Cat with four 350 hp outboards to the Dry Tortugas. It was a 60-mile run, and we made it there in 70 minutes. We caught more fish than our arms could bear, and then dashed back to Key West, arriving in time for cocktail hour on the same day. -Jim Hendricks, Staff Editor, Boating and Fishing Group

• More: 2023 Boat Buyers Guide: More Resources , Catamarans , fishing boats

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25' AmeraCat

The 25' AmeraCat is the first ever fully functional single engine catamaran fishing boat. The 25' AmeraCat is now available to the public.

Commercial Catamarans

AmeraCat is an exceptional platform for many types of government, law enforcement, and commercial use. AmeraCat is presently in service with St. Lucie county Sheriff’s Office, Fort Pierce Police Department, Dixie County Sheriff’s office, Sanibel Island Police Department and Ft. Pierce Harbors Pilot’s Association meeting and exceeding their expectations for tactical operation requirements everyday on the water.

27' AmeraCat

AmeraCat took the original 27′ Gen1 power catamaran and changed things up a little. We added higher gunnels, more displacement and added more interior space by increasing the beam to 9′. The 27′ Gen2 is great for any recreational or commercial use and can be fully customized to meet your needs. With great handling from this center console fishing boat, docking the 27′ Gen2 is a breeze.

31' AmeraCat

AmeraCat wanted to design a power catamaran that was in between 27′ and 39′, that is why we created the 31′ AmeraCat center console power catamaran. We feel that for the sport fisherman, this is one of the best offshore fishing power catamarans we offer. Great for Charter Boat Captains as well as the everyday fisherman.

AmeraCat Custom Catamarans

If you are ready to demo one of our Commercial or Recreational Offshore Fishing Catamarans, click the link below or call us directly at (772)359-3641.

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Recreational Catamarans

AmeraCat Power Catamarans

AmeraCat offers a variety of Center Console Fishing Catamarans, ranging from our 25' AmeraCat Hybrid to our 39' AmeraCat. All of our models are made with NO WOOD, rather with high density foam and hand laid construction. All of our offshore fishing catamarans are custom built to your specifications and you always deal with an owner of the company, not a salesman. Click below for more information.

Commercial Power Catamarans By AmeraCat

AmeraCat is an exceptional platform for many types of Government, Law Enforcement, Towing vessel and any Commercial use. AmeraCat is presently in service with St. Lucie County Sheriff's Office, Fort Pierce Police Department, Dixie County Sheriff's office, Sanibel Island Police Department and Ft. Pierce Harbors Pilot's Association meeting and exceeding their expectations for tactical operation requirements everyday on the water.

Build-A-Boat

Build Your Own Custom Catamaran With AmeraCat

Choose all of your upgrades and choose all of your own unique specifications for your new AmeraCat Fishing Boat. We have many different options to add to your new Power Catamaran. Add features like additional rod holders, outriggers, down riggers, dive platforms, bolster cushions, or any of our custom upgrades. We want you to build your offshore fishing catamaran just the way you want it. Click the link to create your custom catamaran.

Options/Accessories

Options To Fit every Need

When it comes to creating your custom offshore Fishing Catamaran, it is important to have all of the accessories you need. Whether creating an offshore fishing machine, dive boat or just your regular offshore cruising boat we have all of the custom options you could need. We design everything unique to your own specifications. We want you to be able to have your boat just the way you want it. We have below a few options for you to view. Be sure to add any custom options in the Build-A-Boat form when you are ready to design your AmeraCat.

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46’ Pilothouse

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The game hasn’t just changed, it’s been revolutionized.

With the introduction of the 46’ Catamaran in 2020, it raised the cat segment to a whole new level. Now we’ve upped the stakes again by unveiling the first-ever production pilothouse catamaran. Offering the same range, performance and 360-degree fishability of the center console 46’ Catamaran, but equipped with the sleeping space and comfort of a comparably-sized sportfish. Introducing the 46’ Pilothouse: the new pinnacle of innovation

12 Year (Transferable)

Typical cruise, mpg @ cruise.

*Performance metrics recorded with Quad Merc 400 V10 Power Package.

Specifications

Length overall, dead rise at transom, weight with power*, standard fuel capacity.

1,000 GALLONS

3,785 LITRES

Maximum Horsepower

*weight is listed as “ready to fish” which indicates full fuel and livewells..

Insulated Fish Box

Anchor Locker

Bilge Access

Photo Gallery

Highlighted features.

• Enclosed Pilothouse
• 360-Degree Fishability
• Patented Catamaran Hull Design

STANDARD FEATURES

• Air Conditioning
• Finished Bilge
• Above and Below Deck Livewells
• AGM Sealed Batteries
• Built-In Anchor Locker
• Under Gunnel Lighting
• High-Speed Pickup for Livewell Seachest
• Interior Console Lighting
• Saltwater Washdown
• Three Automatic 2,000 GPH Bilge Pumps
• Waterproof Switches and Circuit Breaker
• Protected System
• 100% Vinylester Resin Hull
• 316 Stainless-Steel Hardware
• Vacuum-Bagged Cored Hull Construction

POWER OPTIONS

• Quadruple 400 Mercury Verado
• Quadruple 425 Yamaha XTO
• Quadruple 450R Mercury Racing (5.44”)

CUSTOM TOP OPTIONS

• Pilothouse Hardtop
• Center Console Extended Hardtop
• Rear Entry Tower w/ Dual Station
• Hard Buggy Top Upgrade
• LED Spreader Lights (each)
• Rupp Top Gun Revolution Outriggers
• Rupp Carbon Fiber Outrigger Upgrade
• Gem Deluxe Outriggers w/ Carbon Fiber Poles
• Gem 22′ Outrigger Upgrade (pair)
• Single Rod Rack for Hardtop (5)
• Kingfish Rodholders (pair)
• Full Pilothouse Glass Windshield
• Double Rod Rack Upgrade (needs rear support)
• Tigress Electric Outriggers w/ Gemlux Poles

FISHING ACCESSORY OPTIONS

• Rod Holders on Side of Gunwale Additional (each)
• Rod Holders on Console Vertical (each)
• Rod Holders on Coffin Box (each)
• Heavy Duty Swivel Rod Holders (each)
• Livewell Seachest 2 pumps
• Livewell Seachest 3 pumps
• Livewell Seachest 4 pumps
• Large Livewell Seachest 6 pumps
• Additional High Speed Pickup
• Above Deck Livewell Connections (each)
• Clear Plexiglass Lid for Livewell (Floor Well)
• Under Gunnel Rod Racks (each)
• Under Gunnel Gaff Holders (each)
• Electric Reel Outlets (each)
• Colored Livewell (each)
• Livewell Light (each)
• Built-in Tuna Tube Upgrade (each)
• In Floor Livewell – 70 gallons (each)

SEATING OPTIONS

• 4 Helm Chairs & Small Rear U-Shape
• 2 Helm Chairs & Large Rear U-Shape
• ShoXS Pedestals (per helm chair)
• U-Shape Table (requires large U-Shape)
• Cockpit Rear Mezzanine Seat
• Cockpit Rear Prep Station
• Leaning Post Chill Plate
• Front Fold-Out Storage Lockers
• Rear Fold-Out Jump Seats

ENHANCEMENT AND CONVENIENCE

• Fancy Rigid Rubrail with Stainless Insert
• Hull Side Dive Door w/ Ladder
• Dive Ladder – Transom Pullout Style
• Fresh Water Washdown
• Hose Coil Kits for Fresh and Salt Washdowns
• Additional Hose Coil Kit for Salt Washdown
• Additional Hose Coil Kit for Fresh Washdown
• Deluxe Electric Head in Console
• Windlass in Hull w/ Custom Anchor and Bracket
• SS Towing Eye Strike Plate Package
• Under Water Lights LED – Blue & White (each)
• PC1800 Battery System Upgrade
• Battery Charger with Galvanic Isolator
• Stainless Steel Cupholders on Gunwale (each)
• Ultra Junior Float Switch Upgrade (each)
• Upper Console Keeper

COLORS AND CANVAS OPTIONS

• Custom One Color Gelcoat for Hull
• Full Coaming Bolsters

COVER AND SHADE OPTIONS

• Forward Bahama Shade
• Aft Bahama Shade
• Motor Cover (each)
• Second Station Box Cover

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Discover the Top Power Catamarans for 2024

• By Yachting Staff
• Updated: September 10, 2024

Power catamarans have seen a surge in popularity, growing both in size and appeal. These cruise-focused yachts offer homelike comfort, fuel efficiency and user-friendly operation, making them a favorite among avid travelers. Their popularity extends to the bareboat charter market for the same reasons.

In this article, we explore the world’s top power catamarans, ranging from a 36-footer ideal for a cruising couple to a 78-footer perfect for entertaining friends and family. The propulsion options are diverse, including outboards, diesel inboards, hybrids, and even all-solar setups.

Top Luxury Power Catamarans

The following power catamarans are all vessels we’ve reviewed. They are listed in no particular order.

• Fountaine Pajot MY44 : A family-oriented cat suitable for long-range cruising and aimed at owner-operators. 
• Silent Yachts 60 : This is a catamaran that can cruise comfortably for long distances using emissions-free solar-electric propulsion.
• Horizon PC74 : With interior and deck space like a much larger vessel, the PC74 is perfect for cruising the Bahamas and Caribbean.
• Aquila 36 : This beefy 36-footer is an outboard-powered, express-cruiser-style catamaran.
• Lagoon Seventy 8 Powercat : A spacious design, this vessel fits the volume of a 130-foot-long monohull into just 78 feet of length overall. 
• Horizon PC68 : This cat has a stable ride, long range, volume to spare and intriguing layout options.
• Two Oceans 555 : An elegantly simple yet luxurious 55-foot custom with the space and amenities of a much larger vessel.
• Lagoon 630 : From its open salon to its spacious decks, the Lagoon is a comfortable and luxurious platform.
• Fountaine Pajot MY5 : A midsize cruiser with serious big-boat space for family and friends. 
• Prestige Yachts M8 : The voluminous 65-footer lets owners customize onboard spaces.
• Aquila 47 Molokai : Calling all anglers: This cat has 60-plus-knot speed and is set up for serious bluewater adventure.

Fountaine Pajot MY44

The  Fountaine Pajot MY44 , a creation of Italian architect Pierangelo Andreani and French designer Daniel Andrieu, has a main deck that’s open from the aft-deck seating all the way forward to the starboard helm station. The sense of spaciousness is significant, for several reasons. First, four glass panels aft can all slide to port, creating an indoor-outdoor space with the aft deck and salon. In the salon, 32-inch-high windows extend for 12 feet down the sides of the yacht, with three sections per side, bringing in natural light along with the three forward panes that comprise the windshield. Finally, 6-foot-6-inch headroom provides vertical clearance, with a 21-foot-7-inch beam that adds interior roominess while keeping the yacht stable.

Quick Specifications

Silent Yachts 60

Solar panels, ocean-crossing range and self-sufficiency define the electric Silent-Yachts 60 power catamaran. If there was any question that the “Tesla moment” has arrived in yachting, the Silent 60 clearly provides a positive response. Consider, for a moment, crossing oceans in silence at 5 to 6 knots without consuming a drop of fuel and never needing to plan your course between fuel stops. Imagine sitting at anchor and running the air conditioning all night, not to mention all the galley appliances plus the washer-dryer, without the hum or fumes from a genset.

Horizon PC74

As founder and director of The Powercat Company, a Horizon Power Catamarans distributor, Stuart Hegerstrom had long believed that catamaran builders needed to design their yachts to more stylish standards.

“The boats were very boxy,” he says, based on his years of experience with cats in the charter market. He and his partner, Richard Ford, asked Horizon to produce models that had high-end finishes and looked good inside and out.

The Horizon team brought in mega-yacht designer JC Espinosa to work with its own craftsmen. The result aboard the  Horizon PC74  is a catamaran with exterior styling, layout and functionality that should appeal to private and charter owners alike.

The Aquila 36  is a departure from her sisterships in that she is an outboard-powered, express-cruiser-style catamaran, but she also adheres to MarineMax’s philosophies.

With a single main living level from bow to stern and a beam of 14 feet 7 inches, the Aquila 36 is like a bowrider on steroids. She has seating that can handle 20 adults for outings and barbecues, and there are two staterooms below, one in each hull, for family weekending. The staterooms have nearly queen-size berths, en suite heads, stowage and 6-foot-6-inch headroom.

Lagoon Seventy 8 Powercat

Lagoon is a division of Groupe Beneteau, the world’s largest builder of sailing yachts, and the  Lagoon Seventy 8 Powercat  is a developmental sistership of its Seventy 7 super sailing cat. The Seventy series yachts are built at Construction Navale Bordeaux in France, which had to add a new yard to construct these catamarans because they require separate stern molds for the power and sail versions.

Horizon PC68

Multihull yachts ride differently than monohulls, often counteracting the sea’s motion for a smoother, more stable ride. On the Horizon PC68 , sharp hull entries make head seas seem gentle, and a Humphree stabilization system with blades reduces roll. Horizon uses SCRIMP construction for resin saturation that maximizes strength with an 111,112-pound displacement. And with a 5-foot-4-inch draft, the PC68 invites island cruising.

Two Oceans 555

With 27-knot speed, house-like volume, an on-deck master and top-tier tech, the Two Oceans 555 is a formidable power catamaran. Dave Jirikovic of HMY Yachts was on a quest. The sales broker was looking for the meanest, nastiest patch of Gulf Stream he could find to show a potential client what the Two Oceans 555 power cat could handle. And just as he had intended to show us, the broad-shouldered power cat didn’t even notice. He even dropped the single-lever throttles back to idle and left the 25-foot-wide Two Oceans 555 beam-on to another set of square-edged seas. The 55-footer brushed that off too. Jirikovic tried quartering into the seas—never a happy angle for catamarans—and the yacht drowsed through them.

Fitted with the optional twin 300-horsepower Volvo Penta D4 diesels, the  Lagoon 630 MY  burns only 1.64 gph total at 6 knots, giving a theoretical range of 2,952 nautical miles with standard tankage of 793 gallons. Hull No. 1 had an optional 502-gallon tank, giving it transatlantic range.

Luxury, stability and economy are all hallmarks of Lagoon’s return to luxury motor yachts. If you can take a ride, it will be worth your time.

Fountaine Pajot MY5

The flybridge deck on the Fountaine Pajot MY5 is a standout feature, offering virtually unobstructed 360-degree ocean views and an elevated beach club vibe. Aft of the off-center starboard helm is a spacious area perfect for entertaining, complete with a wet bar, refrigeration center, and ample seating. It’s the most popular space aboard according to the builder. And if the weather turns for the worse, a second helm station in the saloon allows the skipper to pilot the MY5 in climate-controlled comfort.

Prestige Yachts M8

How fitting it was that Prestige Yachts introduced its new M-Line flagship, the M8 , at Portopiccolo, a picturesque yachting village outside Trieste, Italy. Formerly a quarry, the cliff-side area had been chiseled into a clean site rife with eye-catching vistas, much like the French builder’s 65-foot power catamaran and its nearly 3,000 square feet of usable real estate.

Aquila 47 Molokai

With every boat, there’s an origin story. In the case of the Aquila 47 Molokai power catamaran, it starts with MarineMax, which saw people renting boats for bareboat charters. MarineMax Vacations was born. After experimenting with several production yachts, the company decided to build its own: the Aquila line, designed for charter as well as for sale to owner-operators.

• More: Aquila Boats , Fountaine Pajot , Horizon Power Catamarans , Lagoon , Lagoon Catamarans , Power Catamarans , Prestige Yachts , Silent-Yachts , Two Oceans , Yachts
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what is the noun of critical thinking

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Definition of critical thinking noun from the Oxford Advanced Learner's Dictionary

• critical thinking
• The school encourages critical thinking and problem-solving.
• Students are encouraged to develop critical thinking instead of accepting opinions without questioning them.
• The book shows you how to apply critical thinking to your studies.
• Critical thinking skills enable students to evaluate information.

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critical thinking noun

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What does the noun critical thinking mean?

There is one meaning in OED's entry for the noun critical thinking . See ‘Meaning & use’ for definition, usage, and quotation evidence.

How common is the noun critical thinking ?

Where does the noun critical thinking come from?

Earliest known use

The earliest known use of the noun critical thinking is in the 1810s.

OED's earliest evidence for critical thinking is from 1815, in Critical Review .

critical thinking is formed within English, by compounding.

Etymons: critical adj. , thinking n.

Nearby entries

• critical potential, n. 1916–
• critical pressure, n. 1878–
• critical race theory, n. 1989–
• critical rationalism, n. 1945–
• critical region, n. 1933–
• critical size, n. 1940–
• critical state, n. 1871–
• critical temperature, n. 1870–
• critical theorist, n. 1753–
• critical theory, n. 1799–
• critical thinking, n. 1815–
• critical volume, n. 1878–
• criticaster, n. 1669–
• criticasterism, n. 1805–
• criticastry, n. 1887–
• criticiasis, n. 1874
• criticism, n. 1606–
• criticist, n. & adj. 1838–
• criticizable, adj. 1751–
• criticize, v. 1621–
• criticizer, n. a1680–

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Meaning & use

Entry history for critical thinking, n..

Originally published as part of the entry for critical, adj. & n.

critical thinking, n. was first published in 2018.

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Citation details

Factsheet for critical thinking, n., browse entry.

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• What is Critical Thinking?

The ability to think critically calls for a higher-order thinking than simply the ability to recall information.

Definitions of critical thinking, its elements, and its associated activities fill the educational literature of the past forty years. Critical thinking has been described as an ability to question; to acknowledge and test previously held assumptions; to recognize ambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments and decisions; and to clarify, articulate, and justify positions (Hullfish & Smith, 1961; Ennis, 1962; Ruggiero, 1975; Scriven, 1976; Hallet, 1984; Kitchener, 1986; Pascarella & Terenzini, 1991; Mines et al., 1990; Halpern, 1996; Paul & Elder, 2001; Petress, 2004; Holyoak & Morrison, 2005; among others).

After a careful review of the mountainous body of literature defining critical thinking and its elements, UofL has chosen to adopt the language of Michael Scriven and Richard Paul (2003) as a comprehensive, concise operating definition:

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

Paul and Scriven go on to suggest that critical thinking is based on: "universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue, assumptions, concepts, empirical grounding; reasoning leading to conclusions, implication and consequences, objections from alternative viewpoints, and frame of reference. Critical thinking - in being responsive to variable subject matter, issues, and purposes - is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking."

This conceptualization of critical thinking has been refined and developed further by Richard Paul and Linder Elder into the Paul-Elder framework of critical thinking. Currently, this approach is one of the most widely published and cited frameworks in the critical thinking literature. According to the Paul-Elder framework, critical thinking is the:

• Analysis of thinking by focusing on the parts or structures of thinking ("the Elements of Thought")
• Evaluation of thinking by focusing on the quality ("the Universal Intellectual Standards")
• Improvement of thinking by using what you have learned ("the Intellectual Traits")

Selection of a Critical Thinking Framework

The University of Louisville chose the Paul-Elder model of Critical Thinking as the approach to guide our efforts in developing and enhancing our critical thinking curriculum. The Paul-Elder framework was selected based on criteria adapted from the characteristics of a good model of critical thinking developed at Surry Community College. The Paul-Elder critical thinking framework is comprehensive, uses discipline-neutral terminology, is applicable to all disciplines, defines specific cognitive skills including metacognition, and offers high quality resources.

Why the selection of a single critical thinking framework?

The use of a single critical thinking framework is an important aspect of institution-wide critical thinking initiatives (Paul and Nosich, 1993; Paul, 2004). According to this view, critical thinking instruction should not be relegated to one or two disciplines or departments with discipline specific language and conceptualizations. Rather, critical thinking instruction should be explicitly infused in all courses so that critical thinking skills can be developed and reinforced in student learning across the curriculum. The use of a common approach with a common language allows for a central organizer and for the development of critical thinking skill sets in all courses.

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• Stanford Encyclopedia of Philosophy - Critical Thinking
• Internet Encyclopedia of Philosophy - Critical Thinking
• Monash University - Student Academic Success - What is critical thinking?
• Oklahoma State University Pressbooks - Critical Thinking - Introduction to Critical Thinking
• University of Louisville - Critical Thinking

critical thinking , in educational theory, mode of cognition using deliberative reasoning and impartial scrutiny of information to arrive at a possible solution to a problem. From the perspective of educators, critical thinking encompasses both a set of logical skills that can be taught and a disposition toward reflective open inquiry that can be cultivated . The term critical thinking was coined by American philosopher and educator John Dewey in the book How We Think (1910) and was adopted by the progressive education movement as a core instructional goal that offered a dynamic modern alternative to traditional educational methods such as rote memorization.

Critical thinking is characterized by a broad set of related skills usually including the abilities to

• break down a problem into its constituent parts to reveal its underlying logic and assumptions
• recognize and account for one’s own biases in judgment and experience
• collect and assess relevant evidence from either personal observations and experimentation or by gathering external information
• adjust and reevaluate one’s own thinking in response to what one has learned
• form a reasoned assessment in order to propose a solution to a problem or a more accurate understanding of the topic at hand

Theorists have noted that such skills are only valuable insofar as a person is inclined to use them. Consequently, they emphasize that certain habits of mind are necessary components of critical thinking. This disposition may include curiosity, open-mindedness, self-awareness, empathy , and persistence.

Although there is a generally accepted set of qualities that are associated with critical thinking, scholarly writing about the term has highlighted disagreements over its exact definition and whether and how it differs from related concepts such as problem solving . In addition, some theorists have insisted that critical thinking be regarded and valued as a process and not as a goal-oriented skill set to be used to solve problems. Critical-thinking theory has also been accused of reflecting patriarchal assumptions about knowledge and ways of knowing that are inherently biased against women.

Dewey, who also used the term reflective thinking , connected critical thinking to a tradition of rational inquiry associated with modern science . From the turn of the 20th century, he and others working in the overlapping fields of psychology , philosophy , and educational theory sought to rigorously apply the scientific method to understand and define the process of thinking. They conceived critical thinking to be related to the scientific method but more open, flexible, and self-correcting; instead of a recipe or a series of steps, critical thinking would be a wider set of skills, patterns, and strategies that allow someone to reason through an intellectual topic, constantly reassessing assumptions and potential explanations in order to arrive at a sound judgment and understanding.

In the progressive education movement in the United States , critical thinking was seen as a crucial component of raising citizens in a democratic society. Instead of imparting a particular series of lessons or teaching only canonical subject matter, theorists thought that teachers should train students in how to think. As critical thinkers, such students would be equipped to be productive and engaged citizens who could cooperate and rationally overcome differences inherent in a pluralistic society.

Beginning in the 1970s and ’80s, critical thinking as a key outcome of school and university curriculum leapt to the forefront of U.S. education policy. In an atmosphere of renewed Cold War competition and amid reports of declining U.S. test scores, there were growing fears that the quality of education in the United States was falling and that students were unprepared. In response, a concerted effort was made to systematically define curriculum goals and implement standardized testing regimens , and critical-thinking skills were frequently included as a crucially important outcome of a successful education. A notable event in this movement was the release of the 1980 report of the Rockefeller Commission on the Humanities that called for the U.S. Department of Education to include critical thinking on its list of “basic skills.” Three years later the California State University system implemented a policy that required every undergraduate student to complete a course in critical thinking.

Critical thinking continued to be put forward as a central goal of education in the early 21st century. Its ubiquity in the language of education policy and in such guidelines as the Common Core State Standards in the United States generated some criticism that the concept itself was both overused and ill-defined. In addition, an argument was made by teachers, theorists, and others that educators were not being adequately trained to teach critical thinking.

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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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• Willingham, Daniel T., 2019, “How to Teach Critical Thinking”, Education: Future Frontiers , 1: 1–17. [Available online at https://prod65.education.nsw.gov.au/content/dam/main-education/teaching-and-learning/education-for-a-changing-world/media/documents/How-to-teach-critical-thinking-Willingham.pdf.]
• Zagzebski, Linda Trinkaus, 1996, Virtues of the Mind: An Inquiry into the Nature of Virtue and the Ethical Foundations of Knowledge , Cambridge: Cambridge University Press. doi:10.1017/CBO9781139174763

How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up topics and thinkers related to this entry at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.

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[ krit -i-k uh l thing -king ]

The questions are intended to develop your critical thinking.

Word History and Origins

Origin of critical thinking 1

Example Sentences

Being a pilot requires a particular reliance on critical thinking, preparing for a variety of situations and keeping calm and mission-focused, all of which are incredible skills to bring into a new business.

For one, our education system can equip people with critical thinking skills, media literacy and an understanding of the forces at work when people make truth judgments.

They need to be well-prepared and informed and capable of critical thinking.

It’s not possible to entirely shut out what they’re saying, but it’s best to do your own critical thinking.

What I worry about is that people aren’t learning critical thinking skills.

In court, labelers could argue that they were just trying to give students choices, while encouraging critical thinking.

For those in the movement, this means cultivating an attachment to Israel while fostering critical thinking.

A little debate and critical thinking are good for everyone.

But his timid foray into critical thinking brings swift and severe punishment.

The shift is most evident in our schools, where critical thinking has replaced rote learning as the central goal of education.

Ordinary propaganda, for instance, is quite ineffective on people trained in critical thinking.

So far as we conduct each of these processes in the light of the other, we get valid discovery or verified critical thinking.

Critical Thinking Definition, Skills, and Examples

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

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

Examples of Critical Thinking

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

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

Why Do Employers Value Critical Thinking Skills?

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

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

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

How to Demonstrate Critical Thinking in a Job Search

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

Add Keywords to Your Resume

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

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

Mention Skills in Your Cover Letter

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

Show the Interviewer Your Skills

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

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

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

Top Critical Thinking Skills

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

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

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

Communication

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

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

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

• Flexibility
• Conceptualization
• Imagination
• Drawing Connections
• Synthesizing

Open-Mindedness

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

• Objectivity
• Observation

Problem-Solving

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

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

More Critical Thinking Skills

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

Key Takeaways

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

University of Louisville. " What is Critical Thinking ."

American Management Association. " AMA Critical Skills Survey: Workers Need Higher Level Skills to Succeed in the 21st Century ."

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

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

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

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

Critical thinking skills help you to:

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

Table of contents

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

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

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

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

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

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

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

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

Academic examples

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

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

Nonacademic examples

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

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

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

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

When encountering information, ask:

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

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

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

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

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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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Ryan, E. (2023, May 31). What Is Critical Thinking? | Definition & Examples. Scribbr. Retrieved September 10, 2024, from https://www.scribbr.com/working-with-sources/critical-thinking/

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Published on 25 September 2022 by Eoghan Ryan .

Critical thinking is the ability to effectively analyse information and form a judgement.

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Why is critical thinking important, critical thinking examples, how to think critically, frequently asked questions.

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

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

• Provides evidence to support its findings

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

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.

• What do they say? Is their argument clear? Can you summarise it?
• Where is the information published? Is it an academic article? Is it a blog? A newspaper article?

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

Ryan, E. (2022, September 25). What Is Critical Thinking? | Definition & Examples. Scribbr. Retrieved 9 September 2024, from https://www.scribbr.co.uk/working-sources/critical-thinking-meaning/

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What Is Critical Thinking? | Meaning & Examples

Critical thinking is the process of analyzing information logically and overcoming assumptions, biases, and logical fallacies. Developing critical thinking skills allows us to evaluate information as objectively as possible and reach well-founded conclusions.

Critical thinking example

Thinking critically is a crucial part of academic success, professional development, civic engagement, and personal decision-making.

What is critical thinking, why is critical thinking important, critical thinking strategies.

Critical thinking is the process of evaluating information and arguments in a disciplined and systematic way. It involves questioning assumptions, assessing evidence, and using logical reasoning to form well-reasoned judgments.

Key critical thinking skills:

• Avoiding unfounded assumptions
• Identifying and countering biases
• Recognizing and refuting logical fallacies

These practices enable us to make informed decisions, analyze evidence objectively, consider multiple perspectives, reflect on our own biases, and seek reliable sources.

Critical thinking is enhanced by the deliberate study of biases, logical fallacies, and the different forms of reasoning:

• Deductive reasoning: Drawing specific conclusions from general premises
• Inductive reasoning: Generalizing from specific observations
• Analogical reasoning: Drawing parallels between similar situations
• Abductive reasoning: Inferring the most likely explanation from incomplete evidence

When assessing sources, critical thinking requires evaluating several factors:

• Credibility: Check the author’s qualifications and the publication’s reputation.
• Evidence: Verify that the information is supported by data and references.
• Bias: Identify any potential biases or conflicts of interest.
• Currency: Ensure the information is up-to-date and relevant.
• Purpose: Understand the motivation behind the source and whether it aims to inform, persuade, or sell.

Critical thinking is crucial to decision-making and problem-solving in many domains of life. Social media disinformation and irresponsible uses of AI make it more important than ever to be able to distinguish between credible information and misleading or false content.

Developing critical thinking skills is an essential part of fostering independent thinking, allowing us to:

• Make informed decisions
• Solve complex problems
• Evaluate the logic of arguments

In the process of developing these skills, we become less susceptible to biases, fallacies, and propaganda.

Examples of critical thinking

Critical thinking is an essential part of consuming any form of media, including news, marketing, entertainment, and social media. Media platforms are commonly used to promote biased or manipulative messages, often in a subtle way.

Critical thinking in media example

A news segment claims eating chocolate daily improves cognitive function. After reading more about the research, you find the study had a small sample size and was funded by a chocolate company, indicating bias. This leads you to conclude the claim is unreliable.

Critical thinking is fundamental in logic, math, law, science, and other academic and professional domains. The scientific method is a quintessential example of systematized critical thinking.

Critical thinking in science example

• Formulate a hypothesis.
• Design experiments.
• Analyze data.
• Draw conclusions.
• Revise the hypothesis if necessary.

Academic research requires advanced critical thinking skills.

Critical thinking academic example

• Evaluating the methodology of each study to determine their reliability and validity
• Checking for potential biases, such as funding sources or conflicts of interest
• Comparing the sample sizes and demographics of the studies to understand the context of their findings
• Synthesizing the results, highlighting common trends and discrepancies, and considering the limitations of each study

Critical thinking enhances informed decision-making by equipping us to recognize biases, identify logical fallacies, evaluate evidence, consider alternative perspectives, and learn to identify credible sources.

Key strategies:

• Recognize biases.
• Identify logical fallacies.
• Evaluate sources and evidence.
• Consider alternative perspectives.

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Critical Thinking: Where to Begin

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If you are new to critical thinking or wish to deepen your conception of it, we recommend you review the content below and bookmark this page for future reference.

Our Conception of Critical Thinking...

"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness..."

"Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fairminded way. People who think critically attempt, with consistent and conscious effort, to live rationally, reasonably, and empathically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking. They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason. They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.

They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society. At the same time, they recognize the complexities often inherent in doing so. They strive never to think simplistically about complicated issues and always to consider the rights and needs of relevant others. They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement. They embody the Socratic principle: The unexamined life is not worth living , because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world."

Why Critical Thinking?

The Problem:

Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or down-right prejudiced. Yet the quality of our lives and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.

A Brief Definition:

Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. The Result: 

  A well-cultivated critical thinker:

• raises vital questions and problems, formulating them clearly and precisely;
• gathers and assesses relevant information, using abstract ideas to interpret it effectively;
• comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
• thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
• communicates effectively with others in figuring out solutions to complex problems.

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, and a commitment to overcoming our native egocentrism and sociocentrism. Read more about our concept of critical thinking .

The Essential Dimensions of Critical Thinking

Our conception of critical thinking is based on the substantive approach developed by Dr. Richard Paul and his colleagues at the Center and Foundation for Critical Thinking over multiple decades. It is relevant to every subject, discipline, and profession, and to reasoning through the problems of everyday life. It entails five essential dimensions of critical thinking:

At the left is an overview of the first three dimensions. In sum, the elements or structures of thought enable us to "take our thinking apart" and analyze it. The intellectual standards are used to assess and evaluate the elements. The intellectual traits are dispositions of mind embodied by the fairminded critical thinker. To cultivate the mind, we need command of these essential dimensions, and we need to consistently apply them as we think through the many problems and issues in our lives.

The Elements of Reasoning and Intellectual Standards

To learn more about the elements of thought and how to apply the intellectual standards, check out our interactive model. Simply click on the link below, scroll to the bottom of the page, and explore the model with your mouse.

Why the Analysis of Thinking Is Important If you want to think well, you must understand at least the rudiments of thought, the most basic structures out of which all thinking is made. You must learn how to take thinking apart. Analyzing the Logic of a Subject When we understand the elements of reasoning, we realize that all subjects, all disciplines, have a fundamental logic defined by the structures of thought embedded within them. Therefore, to lay bare a subject’s most fundamental logic, we should begin with these questions:

Going Deeper...

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Our online bookstore houses numerous books and teacher's manuals , Thinker's Guides , videos , and other educational materials .  

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Watch our Event Calendar , which provides an overview of all upcoming conferences and academies hosted by the Foundation for Critical Thinking. Clicking an entry on the Event Calendar will bring up that event's details, and the option to register. For those interested in online learning, the Foundation offers accredited online courses in critical thinking for both educators and the general public, as well as an online test for evaluating basic comprehension of critical thinking concepts . We are in the process of developing more online learning tools and tests to offer the community.  

Utilizing this Website

This website contains large amounts research and an online library of articles , both of which are freely available to the public. We also invite you to become a member of the Critical Thinking Community , where you will gain access to more tools and materials.  If you cannot locate a resource on a specific topic or concept, try searching for it using our Search Tool . The Search Tool is at the upper-right of every page on the website.

41+ Critical Thinking Examples (Definition + Practices)

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

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

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

Critical Thinking Process Outline

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

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

Here's what it looks like step by step:

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

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

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

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

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

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

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

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

Critical Thinking Methods

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

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

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

1. "What If" Scenarios

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

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

3. Analyze Visual Data

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

4. Mind Mapping

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

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

5. Weekly Diary

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

6. Evaluating Information Sources

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

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

7. Socratic Questioning

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

Start with a Big Question:

"What does 'success' mean?"

Dive Deeper with More Questions:

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

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

Look for Real-life Examples:

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

Think About Other People's Views:

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

Think About What It Means:

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

Look Back and Think:

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

8. Six Thinking Hats 

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

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

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

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

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

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

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

When using this method with a group:

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

9. SWOT Analysis

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

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

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

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

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

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

Steps to do a SWOT Analysis:

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

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

Everyday Examples

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

10. Deciding to buy something

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

11. Deciding what is true

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

12. Deciding when you’re wrong

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

13. Deciding what to eat

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

14. Deciding what to do today

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

15. Making Tough Choices

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

16. Planning for the Future

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

Job Examples

17. solving problems.

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

18. Decision Making

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

19. Setting Goals

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

20. Evaluating Ideas

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

21. Handling Conflict

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

22. Improving Processes

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

23. Asking Questions

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

24. Checking Facts

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

25. Planning for the Future

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

26. Understanding Perspectives

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

School Examples

27. researching a topic.

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

28. Debating an Issue

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

29. Evaluating Sources

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

30. Problem Solving in Math

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

31. Analyzing Literature

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

32. Testing a Hypothesis

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

33. Giving Peer Feedback

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

34. Questioning Assumptions

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

35. Designing a Study

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

36. Interpreting Data

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

Critical Thinking Puzzles

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

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

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

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

Here's the challenge:

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

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

38. The Rope, Jar, and Pebbles Problem

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

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

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

39. The Two Guards Problem

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

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

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

40. The Hourglass Problem

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

41. The Lifeboat Dilemma

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

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

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

42. The Tech Dilemma

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

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

43. The History Mystery

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

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

The Role of Bias in Critical Thinking

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

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

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

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

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

How Bias Gets in the Way of Good Thinking

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

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

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

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

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

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

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

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

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

How to Overcome Biases

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

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

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

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

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

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

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

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

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

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

Critical Thinking Puzzles (Solutions)

The farmer, fox, chicken, and grain problem.

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

The Rope, Jar, and Pebbles Problem

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

The Two Guards Problem

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

The Hourglass Problem

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

The Boat and Weights Problem

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

The Lifeboat Dilemma

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

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

The Tech Dilemma

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

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

The History Mystery

Dr. Amelia should take the following steps:

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

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

Related posts:

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

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• Cambridge Dictionary +Plus

Meaning of critical thinking in English

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• adjudication
• analytically
• interpretable
• interpretive
• interpretively
• reinterpret
• reinterpretation
• reinvestigate
• reinvestigation

You can also find related words, phrases, and synonyms in the topics:

Translations of critical thinking.

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to move something by pulling it along a surface, usually the ground

Treasure troves and endless supplies (Words and phrases meaning ‘source’)

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UTC RAVE Alert

What is critical thinking, you are what you think., thinkachieve: creating connections.

This program assists students in increasing their overall critical thinking skills, solving problems, and communicating effectively.

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ThinkAchieve's website

You are what you think.  That's right. Whatever you are doing right now, whatever you feel, whatever you want--all are determined by the quality of your thinking. If your thinking is unrealistic, your thinking will lead to many disappointments. For most people, most of their thinking is subconscious, that is, never explicitly put into words. The problem is that when you are not aware of your thinking you have no chance of “correcting” it. When thinking is subconscious, you are in no position to see any problems in it. And, if you don't see any problems in it, you won't be motivated to change it.

The single most significant variable in determining the quality of what you learn in college is your thinking. Certainly your instructors will play a role in your learning. Some of them will do a better job of helping you learn than others.  But even the best instructors can help you very little if you lack the intellectual skills necessary for thinking well through the course content.  Our goal is to introduce you to the brain tools you need to reason well through the problems and issues you face, whether in the classroom, in your personal life, or in your professional life. If you take these ideas seriously, you could so something for yourself of lifelong value.

Retrieved from  http://www.criticalthinking.org/pages/college-and-university-students/799

Ways to Create Ideas

• Conduct a brainstorm to find solutions, create plans, and discover new ideas.  The purpose of brainstorming is to generate as many solutions as possible.
• Focus and let go - alternating parts of the same process.  Intense focus taps the resources of your conscious mind, while letting go gives your subconscious mind time to work.  When you focus for intense periods and then let go for a while, the conscious and subconscious parts of your brain work in harmony.  In doing so, they can produce the highest-quality results.  Practice focusing for short periods at first, then give yourself a break.
• Cultivate creative serendipity (the ability to see something valuable that you weren't looking for).  You can train yourself in the art of serendipity.  First, keep your eyes open.  Multiply your contacts with the world, and resolve to meet new people.  Read.  Go to plays, concerts, art shows, lectures, and movies.  And finally, expect discoveries.  One recipe for success is being prepared to recognize "luck" when you see it.
• Keep idea files - like 3 x 5 index cards or journal entries - and review them regularly.  Something you thought was funny or interesting in November could be the perfect solution to a problem in March.
• Collect and play with data or information.  Look from all sides at the data you collect, switching your attention from one aspect to another.  Avoid getting stuck on one particular part of a problem, and ask others for input.  It has been said that there are no new ideas, only new ways to combine old ideas.  Creativity is the ability to discover those new combinations.
• Refine ideas and follow through.  Genius resides in the follow-through - the application of perspiration to inspiration.  Identify your idea, and then write out what you plan to do about it.  Another option is to simplify the idea,  mess it up, or deliberately make it more complex.  This ties back to playing with information in #5.
• Create success strategies by reading books on success, interviewing successful people, and reflecting and/or changing your current habits that are limiting your success.
• Learn to trust the creative process, even when no answers are in sight.  Try not to get impatient and give up altogether, instead recognizing small wins or little aha! moments.

Retrieved from Ellis, D.  (2006).   Becoming a master student  (11th ed.).  Boston: Houghton-Mifflin.

6 Common Mistakes in Logic

• Jumping to conclusions 
• Attacking the person or "shooting the messenger"
• Appealing to authority, like professional athletes
• Pointing to a false cause
• Thinking in absolute terms: "it's all or nothing"
• Basing arguments on emotion
• Application
• Extrapolation
• Hypothetical reasoning
• Perspective taking
• Divergent thinking
• Convergent thinking

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Critical Thinking and Non-Critical Thinking: Key Differences

Have you ever asked yourself how to identify critical thinking? Knowing the differences between critical and non-critical thinking can help you understand the process of critical thinking and use it in your daily life. Critical thinking is a process of analyzing information and making decisions based on facts. While Non-critical thinking is a process where people make decisions based on intuition or opinion.

Sanju Pradeepa

Do you ever find yourself stuck in a rut of unproductive thinking? We’ve all been there. It can feel like it takes forever to break out of this cycle and make meaningful progress on a problem.

But what if you learned powerful tools for thinking more effectively and efficiently? Enter critical and non-critical thinking.

The key distinction between these two forms of thinking is that while non-critical thinking evaluates data at face value, critical thinking goes beyond the surface level to ask “why” and “how” questions that help make better decisions. Critical thinkers also examine their own biases and assumptions and look at situations from different perspectives before arriving at a conclusion.

Good news: you’ve come to the right place. In this article, I’m going to explain the difference between critical thinking and non-critical thinking and how each type of thinking can help us make sound choices in our lives. We’ll also explore why critical thinking can lead to better decision-making, so you can make the most informed decisions for yourself possible.

What is critical thinking.

At its core, critical thinking involves carefully analyzing and evaluating information to make well-reasoned decisions. It can be used to assess an idea, a plan of action, a process, or an argument. It involves asking questions and looking for solutions to problems.

Characteristics of critical thinking include:

• Openness: Being open to new ideas and perspectives without prejudice or preconceived notions
• Objectivity: Being able to consider opposing points of view objectively and rationally
• Flexibility: Being able to adapt quickly in response to new information or changing situations
• Accuracy: making sure that facts are accurate and detailed before taking action.
• Insightfulness: Being able to draw connections between seemingly unrelated concepts and recognize patterns in complex matters

Ultimately, critical thinking is an invaluable skill that can help you make more informed decisions in all areas of life, both personal and professional.

To Learn more – 7 Types of Critical Thinking: A Guide to Analyzing Problems

What is non-critical thinking?

Non-critical thinking is a method of considering new ideas without any sort of evaluation or judgment. It’s a form of open learning where you are just absorbing information without trying to interpret it or break it down into its separate components. You simply take what’s presented to you as it is, without questioning or doubting it.

Typically, non-critical thinkers rely heavily on intuition and emotion to make decisions. As opposed to critical thinking, there is no attempt made at problem-solving, and any sort of hypothesis testing is avoided.

Some common characteristics of non-critical thinking include:

• Being easily influenced by the opinions and ideas of others
• Judging people quickly and not considering all perspectives
• Focusing on immediate solutions that don’t address root causes
• allowing your beliefs to cloud your judgment

The Differences Between Critical and Non-Critical Thinking

Critical thinking is a must-have skill in the modern world. It’s not just about passing exams; it’s about taking a well-thought-out approach that gets you to the root cause of an issue . On the other hand, non-critical thinking is more surface level, a kind of “snap judgment” that doesn’t take into account the big picture .

• The level of focus each requires.

When deciding between critical thinking and non-critical thinking, one clear difference is the level of focus each requires . Non-critical thinking is more focused on gathering information and facts without any real need to focus on the implications of that information. On the other hand, critical thinking involves a much deeper analysis of the data and its implications.

2. The level of analysis each type of thinking calls for

Another key difference is the level of analysis each type of thinking calls for . Non-critical thinking tends to take a surface-level look at data without really looking at it from all angles. Critical thinking, however, requires you to dig deeper into the data. You have to make sure you understand all sides of an issue before you reach a conclusion.

Real-life examples of critical thinking in action include debating political issues, researching medical treatments, or even discussing how past experiences might influence future decisions. In order to engage in meaningful critical thought, you must be willing to question assumptions, explore ideas from different angles, and use evidence to construct arguments that take multiple perspectives into account.

In short, while non-critical thinkers collect surface-level facts with no real analysis or questioning necessary, critical thinkers take a much deeper dive into data in order to find new insights and draw meaningful conclusions.

By understanding the difference between critical and non-critical thinking, evaluating assumptions, and slowing down during decision-making processes, you can develop better critical thinking skills that will enable you to make smarter decisions in the future.

Benefits of Critical Thinking in Everyday Life

When it comes down to it, developing your critical thinking skills has many advantages. So, what are some of the benefits of critical thinking ?

• ability to make decisions based on facts and evidence rather than personal biases or opinions
• It allows you to analyze a situation from multiple angles.
• Understanding complex topics quickly
• Greater clarity during decision-making processes
• able to construct arguments effectively.
• Improved communication skills
• enables you to look past potential biases and make informed decisions based on logic, facts, and reliable sources.
• It also provides more avenues for innovation and creative problem-solving.

By contrast, non-critical thinking limits your perspective on any given problem. It also tends to be quite binary black or white, good or bad whereas critical thinkers understand that the truth often lies somewhere in between. The result is often a much broader range of solutions than what could be achieved through non-critical thinking alone.

Enhancing your ability for critical thinking

If you want to improve your critical thinking skills, you should start by understanding the difference between critical and non-critical thinking. Non-critical thinking is simply “thinking without criticism.” It involves making decisions based on assumptions or ideas without questioning them. On the other hand, critical thinking involves careful consideration of different perspectives and examining evidence from multiple sources before making a decision; it’s the opposite of just taking things at face value.

So how can you become a better critical thinker? Here are some tips you can use to strengthen your critical thinking skills: Here are a few:

1. Formulate your own opinion.

Before making an opinion on any given matter, take the time to research the different perspectives and form your own judgment. This will help you become more aware of possible cognitive biases that could lead to misinterpretations of facts or events.

2. Question assumptions

Take the time to question any assumptions you’ve made about a situation. For example, if you think that buying a certain product is the only solution to a problem, ask yourself why. Is it really the most effective solution? Doing this will help you evaluate ideas and see if there is any other way of approaching the subject that is more beneficial in the long run.

3. Develop creative solutions.

When facing a challenge, step out of your comfort zone and try to come up with creative solutions to solve it. A creative approach is often better than strictly relying on previous experience, as it encourages outside-the-box thinking and allows for new possibilities to arise.

4. Do not jump to conclusions.

It’s important not to allow our experiences or emotions to shape our opinions or decisions without first analyzing the facts. Before making a conclusion about something, it’s essential to simply stop, think, and reflect on your thought process so that emotion does not overrule rationality. Doing this allows us to make informed decisions, which often lead to better outcomes in the long run.

5. Slow down and promote critical thinking.

Take your time while making decisions rushing to conclusions can lead to misinformed decisions that have unintended consequences down the road. Instead, slow down and encourage others to think critically by asking questions, evaluating data, and challenging ideas so that all perspectives are taken into account when making informed decisions.

6. Evaluate your assumptions and reasons.

Start by taking a step back to evaluate your underlying assumptions and reasons for believing something. Question why you think something is true or right, and consider other possible explanations or perspectives. This will help you assess your information more objectively and weigh more options before concluding.

Practical Exercises to Develop Critical Thinking Abilities

If improving your critical thinking skills is a goal of yours there are a few simple practical exercises you can do to help develop them.

One great place to start is by examining your own beliefs , especially ones that you may have taken for granted.

Take some time to analyze why you hold certain beliefs and assess the evidence that supports them. Consider how you come to conclusions, and be prepared to challenge even your own opinion by looking at it from different angles. Ultimately, this exercise should help you understand how thinking critically can lead to more balanced judgments.

Another exercise you can use involves the scientific method: gather background information, form hypotheses based on those observations, test those hypotheses with experiments, record and analyze data, then draw possible conclusions, and finally communicate results.

By following these steps over and over again in real-life scenarios, you’ll soon learn what it means to think critically. This will not only help in situations that require problem-solving but also give you more of an analytical mindset in daily life, one where reasoning and logic come before emotion or impulse decisions.

In conclusion, the difference between critical thinking and non-critical thinking can be a difficult concept to grasp but understanding it can be invaluable to making better decisions and forming effective strategies. Critical thinking requires us to be open to the possibility of change and to accept the fact that not everything is as it seems at first glance. Non-critical thinking, on the other hand, can lead us to become entrenched in our beliefs and to reject new information, even if it could potentially benefit us. With practice, we can learn to separate the two and make more informed decisions.

• What is the difference between critical and non critical thinking by Answers Team published in Answers.com https://www.answers.com/
• C ritical Thinking vs. Non-Critical Thinking by SUSIE ZAPPIA published in Classroom (https://classroom.synonym.com/)

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Definition of critical

• cavilling
• faultfinding
• hypercritical
• overcritical

critical , hypercritical , faultfinding , captious , carping , censorious mean inclined to look for and point out faults and defects.

critical may also imply an effort to see a thing clearly and truly in order to judge it fairly.

hypercritical suggests a tendency to judge by unreasonably strict standards.

faultfinding implies a querulous or exacting temperament.

captious suggests a readiness to detect trivial faults or raise objections on trivial grounds.

carping implies an ill-natured or perverse picking of flaws.

censorious implies a disposition to be severely critical and condemnatory.

synonyms see in addition acute

Examples of critical in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'critical.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

in sense "being at a turning point," from 16th-17th century cretike, criticke "at a turning point" (Middle English cretic , borrowed from Late Latin criticus "at a turning point, decisive," borrowed from Greek kritikós , taken as derivative of krísis crisis , replacing earlier krísimos ) + -al entry 1 ; in sense "inclined to criticize, involving criticism," from critic entry 1 + -al entry 1 — more at critic entry 1

1556, in the meaning defined at sense 2a

Phrases Containing critical

critical angle

• critical care
• critical care unit
• critical condition
• critical faculties
• critical mass
• critical point
• critical race theory
• critical region
• critical value
• form - critical
• on the critical list
• self - critical
• with a critical eye

Articles Related to critical

Everyone's a Critic

8 obscure words for those who pass judgment

9 Ways to Criticize

Words for calling someone out

Dictionary Entries Near critical

Cite this entry.

“Critical.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/critical. Accessed 13 Sep. 2024.

Kids Definition

Kids definition of critical, medical definition, medical definition of critical, more from merriam-webster on critical.

Nglish: Translation of critical for Spanish Speakers

Britannica English: Translation of critical for Arabic Speakers

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The debate opened voters’ eyes in suburban Philadelphia and Harris is getting a closer look

In Bucks County, a critical area in a critical swing state, the debate is producing a lot of hard thinking about what to do in November. (AP Video: Tassanee Vejpongsa)

Christine Desumma, of Bristol, Pa., pauses while speaking during an interview, Wednesday, Sept. 11, 2024, in Bristol, Pa. (AP Photo/Matt Slocum)

Melissa Apsche, of Bensalem, Pa., pauses while speaking during an interview, Wednesday, Sept. 11, 2024, in Bristol, Pa. (AP Photo/Matt Slocum)

Melissa Apsche, of Bensalem, Pa., speaks during an interview, Wednesday, Sept. 11, 2024, in Bristol, Pa. (AP Photo/Matt Slocum)

• Copy Link copied

BRISTOL, Pa. (AP) — The presidential debate this week was the final affront to Rosie Torres’ lifelong Republicanism. She said her allegiance to Donald Trump, already strained by his stand on abortion, snapped in the former president’s “eye opener” encounter with Kamala Harris.

It’s time to put “country before party,” Torres, 60, said Wednesday in Bristol, a riverfront town in suburban Philadelphia. Trump left her frustrated after his appearance recently at Arlington National Cemetery when a member of his staff pushed a cemetery official , she said.

“I still was willing to vote for Donald Trump,” Torres said. “But you know, I think that what he did at the cemetery for the veterans — that was very disrespectful. I feel like our country is being disrespected.”

In Bucks County, a critical area in a vital swing state, the debate is producing a lot of hard thinking about what to do in November. Millions of Americans elsewhere have made up their minds but in purple Pennsylvania, plenty of voting choices are still in play.

In interviews in Bristol and Langhorne, another longtime Republican came away from the debate intrigued but not sold on Harris, a young first-time voter is going for Trump, and a Democrat is still trying to shake the image in his head of people eating pets after Trump’s “moronic” talking point on that subject Tuesday night.

A closer look at what voters in a key part of the country are thinking after what could be the only presidential debate:

She’s still shopping

There’s Mary Nolan, 70, of Bensalem, a registered Republican for 50 years who voted for Hillary Clinton in 2016 and Trump in 2020. She has more thinking to do after a debate in which Harris both impressed and frustrated her.

“I wasn’t happy with Biden-Trump,” she said of the options before President Joe Biden abandoned his reelection campaign. “I didn’t feel we had any good choices. And I’m still not sure we do. We might. But I still want to see more about Kamala Harris.”

She said she and her husband, who’s registered as a Democrat, split their party registrations so they could have a say as a family in primary elections. Immigration, the economy (she said she had just paid $6 for a pound of butter) and the infrastructure bill that Biden signed into law were her top issues.

“I like that Kamala Harris does say I am going to be the president for everyone,” Nolan said. “I don’t think our politicians say that often.”

She figures she’ll make her voting decision by the end of October, just days before the election. Meantime, she’s aggressive about collecting information.

“I take different opinions from all over. I don’t do any blogs. It’s simply news. Different interest groups like AARP.”

Her political ideology? “I think the world is changing fast, and I’m still in my values from 1960,” Nolan said.

What values?

“Family, home, morals. You know, our kids don’t have the upbringing that you did or I did because the streets are different now. I think if someone would say, you know, this is what I’m going to do to improve life in the United States, I definitely would vote for them.”

She said she thought Harris had a good debate, but dodged some things.

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“I did not like that she avoided questions. She talked around them when they asked her direct questions about abortion. There was one about abortion. There was another about immigration. And there were a couple that said, hey, you’ve been here three and a half years, but you haven’t done those things that you’re saying are so important. Why not? She ran off into her talking points and never gave a direct answer.”

But Harris gave her a good impression. Trump did not.

“I think yesterday, definitely Kamala Harris presented herself very well. She’s dignified. ... She would be a good representative of our country.”

Trump? “I think his policies are good. I just want a more stable, dignified president.” She wants “someone that doesn’t yell and scream and call people names.”

This Democrat saw history unfold

Terry Culleton, 68, of Langhorne, Pennsylvania, is a retired high school English literature teacher and was reading “Autocracy, Inc.” by Anne Applebaum at a cafe Wednesday morning. His support for labor, then for civil rights and human rights, made him a Democrat.

He thought Harris held her own against Trump and articulated her plans well.

But what really stuck with him was Trump’s false comments about immigrants in Ohio eating pets.

“So moronic a thing to say and to repeat that I just can’t get it out of my head that somebody would go on national TV and state that,” he said.

He said he got a sense of history unfolding watching the debate last night.

“I think it’s democracy versus something close to totalitarianism. I think it’s a matter of supporting democratic governments as opposed to supporting the kind of governments that (Russian President Vladimir) Putin is trying to export, which Trump has no problem with, as far as I can tell.”

Inflation led her to Trump

Kelli Surline of Langhorne was at a café with her fiancé and young daughter who wore an Eagles kelly green T-shirt. She described herself as politically unengaged until the pinch of higher prices got to her. She didn’t watch the debate, in part, because she’s made up her mind.

“I’m 28 years old and I’ve never seen the country this bad ever,” she said. “So I made the choice to get my voter’s registration, and I’m definitely voting for Trump.”

She talked about how difficult it has been to get ahead.

“We wanted to get a place together,” Surline said, motioning to Geoffrey Trush, 40, her fiancé. “We’re not able to do that.” Instead, she’s living with her mom. Unaffordable prices make it “a struggle every week.”

He was once a Democrat

Ron Soto, 86, of Levittown, Pennsylvania, is a longtime Trump supporter and retired tractor-trailer driver and Army veteran who left the Democratic Party in the 1990s for the GOP after coming to realize he disagreed with Bill and Hillary Clinton’s positions.

He said he tuned into the debate Tuesday, his hound dog, Sam, by his side, after watching the Phillies game.

Illegal immigration is a major issue for him and Harris didn’t win him over.

“The biggest issue is I don’t like her, and I don’t like Joe Biden.”

Saying he served in the Army from 1955 to 1963, Soto asked: “What the hell did I stick my neck out for? Why? So you can give it away? The Democrats can open the gates, the floodgates, and tell the whole world. You’re welcome. Come on in.” He added: “These people have ruined this country.”

She had her fill of politics

Christine Desumma, 50, a former Trump voter and the owner of a salon on Bristol’s quaint shop-lined street, expressed frustration with both parties and said she won’t be voting at all in November. She said her taxes were lower when Trump was in office and recalled the sting of COVID-19 shutdowns.

She got fed up, particularly with social media and Facebook. Online debates, she said, were driving a wedge within her own family, and she’s washing her hands of it.

“I just made the decision that I’m not going to vote and I don’t want to hear it,” she said. “Now I choose to not watch, not pay attention.” She’s found another pursuit.

“I’m studying yoga,” she said. “I got myself back.”

Mike Catalini, Associated Press Mike Catalini, Associated Press

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• Copy URL https://www.pbs.org/newshour/politics/voters-in-suburban-philadelphia-give-harris-a-closer-look-after-debate

Voters in suburban Philadelphia give Harris a closer look after debate

BRISTOL, Pa. (AP) — The presidential debate this week was the final affront to Rosie Torres’ lifelong Republicanism. She said her allegiance to Donald Trump, already strained by his stand on abortion, snapped in the former president’s “eye opener” encounter with Kamala Harris.

It’s time to put “country before party,” Torres, 60, said Wednesday in Bristol, a riverfront town in suburban Philadelphia. Trump left her frustrated after his appearance recently at Arlington National Cemetery when a member of his staff pushed a cemetery official, she said.

WATCH: Key takeaways and highlights from the contentious presidential debate

In interviews in Bristol and Langhorne, another longtime Republican came away from the debate intrigued but not sold on Harris, a young first-time voter is going for Trump, and a Democrat is still trying to shake the image in his head of people eating pets after Trump’s “moronic” talking point on that subject Tuesday night.

She’s still shopping

There’s Mary Nolan, 70, of Bensalem, a registered Republican for 50 years who voted for Hillary Clinton in 2016 and Trump in 2020. She has more thinking to do after a debate in which Harris both impressed and frustrated her.

She said she and her husband, who’s registered as a Democrat, split their party registrations so they could have a say as a family in primary elections. Immigration, the economy (she said she had just paid $6 for a pound of butter) and the infrastructure bill that Biden signed into law were her top issues.

“I like that Kamala Harris does say I am going to be the president for everyone,” Nolan said. “I don’t think our politicians say that often.”

She figures she’ll make her voting decision by the end of October, just days before the election. Meantime, she’s aggressive about collecting information.

“I think yesterday, definitely Kamala Harris presented herself very well. She’s dignified. … She would be a good representative of our country.”

Trump? “I think his policies are good. I just want a more stable, dignified president.” She wants “someone that doesn’t yell and scream and call people names.”

But what really stuck with him was Trump’s false comments about immigrants in Ohio eating pets.

“So moronic a thing to say and to repeat that I just can’t get it out of my head that somebody would go on national TV and state that,” he said.

“I think it’s democracy versus something close to totalitarianism. I think it’s a matter of supporting democratic governments as opposed to supporting the kind of governments that (Russian President Vladimir) Putin is trying to export, which Trump has no problem with, as far as I can tell.”

Kelli Surline of Langhorne was at a café with her fiancé and young daughter who wore an Eagles kelly green T-shirt. She described herself as politically unengaged until the pinch of higher prices got to her. She didn’t watch the debate, in part, because she’s made up her mind.

“I’m 28 years old and I’ve never seen the country this bad ever,” she said. “So I made the choice to get my voter’s registration, and I’m definitely voting for Trump.”

“We wanted to get a place together,” Surline said, motioning to Geoffrey Trush, 40, her fiancé. “We’re not able to do that.” Instead, she’s living with her mom. Unaffordable prices make it “a struggle every week.”

Illegal immigration is a major issue for him and Harris didn’t win him over.

Saying he served in the Army from 1955 to 1963, Soto asked: “What the hell did I stick my neck out for? Why? So you can give it away? The Democrats can open the gates, the floodgates, and tell the whole world. You’re welcome. Come on in.” He added: “These people have ruined this country.”

Christine Desumma, 50, a former Trump voter and the owner of a salon on Bristol’s quaint shop-lined street, expressed frustration with both parties and said she won’t be voting at all in November. She said her taxes were lower when Trump was in office and recalled the sting of COVID-19 shutdowns.

She got fed up, particularly with social media and Facebook. Online debates, she said, were driving a wedge within her own family, and she’s washing her hands of it.

“I just made the decision that I’m not going to vote and I don’t want to hear it,” she said. “Now I choose to not watch, not pay attention.” She’s found another pursuit.

“I’m studying yoga,” she said. “I got myself back.”

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Critical thinking...the awakening of the intellect to the study of itself. Critical thinking is a rich concept that has been developing throughout the past 2,500 years. The term "critical thinking" has its roots in the mid-late 20th century. Below, we offer overlapping definitions which together form a substantive and trans-disciplinary ...

Definition of critical thinking noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more. ... Critical thinking skills enable students to evaluate information. Oxford Collocations Dictionary Critical thinking is used before these nouns: skill;

The meaning of CRITICAL THINKING is the act or practice of thinking critically (as by applying reason and questioning assumptions) in order to solve problems, evaluate information, discern biases, etc.. How to use critical thinking in a sentence.

The earliest known use of the noun critical thinking is in the 1810s. OED's earliest evidence for critical thinking is from 1815, in Critical Review. critical thinking is formed within English, by compounding. Etymons: critical adj., thinking n. See etymology.

Critical Thinking is the process of using and assessing reasons to evaluate statements, assumptions, and arguments in ordinary situations. The goal of this process is to help us have good beliefs, where "good" means that our beliefs meet certain goals of thought, such as truth, usefulness, or rationality. Critical thinking is widely ...

The use of a single critical thinking framework is an important aspect of institution-wide critical thinking initiatives (Paul and Nosich, 1993; Paul, 2004). According to this view, critical thinking instruction should not be relegated to one or two disciplines or departments with discipline specific language and conceptualizations.

Critical thinking is characterized by a broad set of related skills usually including the abilities to. Theorists have noted that such skills are only valuable insofar as a person is inclined to use them. Consequently, they emphasize that certain habits of mind are necessary components of critical thinking.

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 ...

Critical thinking definition: disciplined thinking that is clear, rational, open-minded, and informed by evidence. See examples of CRITICAL THINKING used in a sentence.

Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings. Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful ...

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.

CRITICAL THINKING definition: 1. the process of thinking carefully about a subject or idea, without allowing feelings or opinions…. Learn more.

Critical thinking is the ability to effectively analyse information and form a judgement. 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.

Critical thinking is the process of analyzing information logically and overcoming assumptions, biases, and logical fallacies. Developing critical thinking skills allows us to evaluate information as objectively as possible and reach well-founded conclusions. When researching a political candidate you support, you find an article criticizing ...

Critical thinking encompasses a wide range of skills. Some of the key types include: Analytical skills: This is the first step to thinking critically. It involves you taking a deep look at every aspect of a situation in order to truly understand it. Interpretation: This skill involves recognizing underlying themes and implications when ...

A Brief Definition: Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. A well-cultivated critical thinker: communicates effectively with others in figuring out solutions to complex problems. Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking.

There are many resources to help you determine if information sources are factual or not. 7. Socratic Questioning. This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic.

CRITICAL THINKING meaning: 1. the process of thinking carefully about a subject or idea, without allowing feelings or opinions…. Learn more.

That's right. Whatever you are doing right now, whatever you feel, whatever you want--all are determined by the quality of your thinking. If your thinking is unrealistic, your thinking will lead to many disappointments. For most people, most of their thinking is subconscious, that is, never explicitly put into words.

Critical thinking is a must-have skill in the modern world. It's not just about passing exams; it's about taking a well-thought-out approach that gets you to the root cause of an issue.On the other hand, non-critical thinking is more surface level, a kind of "snap judgment" that doesn't take into account the big picture.. The level of focus each requires.

The meaning of CRITICAL is inclined to criticize severely and unfavorably. How to use critical in a sentence. ... She has a talent for critical thinking. ... noun. Medical Definition. critical. adjective. crit· i· cal ˈkrit-i-kəl . 1: being or relating to an illness or condition involving danger of death.

BRISTOL, Pa. (AP) — The presidential debate this week was the final affront to Rosie Torres' lifelong Republicanism. She said her allegiance to Donald Trump, already strained by his stand on abortion, snapped in the former president's "eye opener" encounter with Kamala Harris. It's time to put "country before party," Torres, 60, said Wednesday in Bristol, a riverfront town in ...

In suburban Philadelphia's Bucks County, a critical area in a vital state, the presidential debate between Kamala Harris and Donald Trump is producing hard thinking about what to do in November.

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