Definition of Critical Thinking. Critical thinking is here assumed to be reasonable reflective thinking focused on deciding what to believe or do. This rough overall definition is, we believe, in accord with the way the term is generally used these days. Under this interpretation, critical thinking is relevant not only to the formation and checking of beliefs, but also to deciding upon and evaluating actions. It involves creative activities such as formulating hypotheses, plans, and counterexamples; planning experiments; and seeing alternatives. Furthermore critical thinking is reflective -- and reasonable. The negative, harping, complaining characteristic that is sometimes labeled by the word, "critical", is not involved.

As it stands, this definition requires elaboration in order to be of use in teaching, curriculum planning, and assessment. See A Superstreamlined Conception of Critical Thinking for a brief elaboration, or Outline of Goals for a Critical Thinking Curriculum and Its Assessment for a more elaborate conception that includes some criteria for making judgments. However, both of these items are without examples. For exemplification, see Ennis' text, Critical Thinking (Prentice Hall, 1996). He would be pleased to receive comments and suggestions at the above e-mail address regarding any of these items. Other items regarding the nature of critical thinking, as well as teaching, curriculum matters, and assessment, can be found listed on Ennis' Web site, http://faculty.ed.uiuc.edu/rhennis.
 
 

Teaching Critical Thinking. For some brief advice about teaching critical thinking, click on Teaching Critical Thinking: A Few Suggestions. There is much more to be said about the topic and there are many sets of teaching materials. For available textbooks, see Critical Thinking Texts. For a broad variety of materials,  see www.critical thinking.com.  
 
 

Assessment. Critical thinking assessment is a topic often unfortunately postponed until after crucial decisions have been made. See An Annotated List of Critical Thinking Tests for a brief introduction. See Nationwide Testing of Critical Thinking: Vigilance Required for a discussion of various dangers in critical thinking assessment, as well as general comments about the topic. A later version of this essay appeared in Teaching Philosophy, 31:1 (March, 2008), pp. 1-26. Also see Critical Thinking Education and Assessment: Can Higher Order Thinking be Tested? which is a book containing recent papers concerned with current topics in critical thinking assessment, edited by Jan Sobocan and Leo Groarke; London, Ontario: the Althouse Press, 2009.
 
 

Other Sites. The web site for AILACT (Association for Informal Logic and Critical Thinking) is a useful general web site. Other relevant web sites can be found by searching "critical thinking".
 

This Web site is in evolution. Comments and suggestions are appreciated. Send to Robert H. Ennis, Retired Director, Illinois Critical Thinking Project: rhennis@illinois.edu