Institutions of higher education are quick to point out that teaching students to be critical thinkers lies at the core of their missions. In the corporate world, business leaders say they want college graduates who can think critically. But what exactly do we mean when we use the term “critical thinking”?
There are various definitions, but one of the clearest has been put forth by the aptly named Foundation for Critical Thinking:
Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, as well as a commitment to overcome our native egocentrism and sociocentrism.
The Foundation for Critical Thinking has prepared this booklet below, which reviews the Paul-Elder Model for critical thinking. Please review this guide, particularly the questions on page 12, which would be useful to pose to students during tutoring sessions:
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Note: You may not download and distribute this guide. However, you may want to refer to the questions during a tutoring session and share your screen with the student.
