2008 the critical thinking co

Critical Thinking Co. Reviews

This article is in collaboration with The Critical Thinking Co.

Most homeschoolers will tell you they have one main goal for their children: to become lifelong learners. As a group, we generally aren’t interested in “teaching the test” except in specific circumstances; we want our children to learn how to think for themselves and how to learn independently—and more specifically, how to want to learn. These are skills that will last them their entire lives. One of the main aspects of learning to learn is critical thinking, and The Critical Thinking Co.™ has that goal in mind with every resource they publish.

The Critical Thinking Co.™ was founded by John Baker in 1958 and remains a family business to this day. Now run by his son, Michael Baker (John passed away in 2008) and his three sons, the company strives to be a blessing to children and their educators—whether parents or teachers. They donate thousands of books to underprivileged children every single year.

No matter what age your children are or what subject you need extra help in teaching, The Critical Thinking Co.™ has you covered. They offer books and resources for children Pre-K to 12 (and beyond), and in every subject imaginable. They even have full curriculum options for every single grade. If your kids are needing help with standardized testing, you’ll surely find something from The Critical Thinking Co.™ that will guide you in your student’s endeavors, no matter what they are. And the company is so sure you’ll be happy with their products, they offer a full money-back guarantee.

If you’re still not sure, you can find plenty of free resources on their website to “try before you buy,” including worksheets (printable samples directly from their books) and software demos. You can even find a critical thinking quiz and see how good of a critical thinker you are!

Today, though, let’s focus on just a few of their books. Members of the Crew were able to choose from six different books (available as physical copies or e-books) to review.

Building Thinking Skills® Beginning 2 is a large book for your preschooler because it’s important to teach critical thinking skills from as young an age as possible! If you’ve taught a Kindergartner (or a few), then you know that most of the time, they guess at the answer rather than trying to figure out the correct response. This book is designed to combat that reflex in the little kids. Using full-color pages, this book is also an excellent resource for test prep, if your state requires that.

Tell Me a Story is also for the younger set. This book encourages pre-reading skills by focusing on the pictures in the story. There are questions for you to guide your child in, but the focus is on them telling the story to you. This encourages them to learn vital skills such as observation, cause and effect, sequence of events, and more.

Next up is one more book for young kids: Science Mind Benders®: Animals . Designed for children ages 3–8, this book teaches critical thinking through a topic almost all children adore: animals. If you’re looking for a science curriculum for a young child (Pre-K or K), this might be a good choice for you. It would also be an appropriate supplement for a child in grades 1 or 2. The book teaches basic zoology topics such as vertebrates vs invertebrates, warm vs cold-blooded animals, types of animals (fish, birds, amphibians, etc), and more. Printed in full color, this 88-page book has a wide variety of activities sure to help any child learn.

With Science Vocabulary Crossword Puzzles , we move on to books for the older crowd. This book is designed for older elementary students (grades 4–6) who already know how to read and have a basic understanding of science and science terms. The 25 crossword puzzles are perfect for reinforcing science vocabulary and the ability to rely on (or develop) reference skills.

Moving away from literature and science, we have Understanding Fractions , a book for elementary students learning their fractions for the first time. Designed to supplement any curriculum, the activities in this book make it easy for you to teach your child fractions. It covers everything from “what is a fraction” to finding common denominators in order to add and subtract fractions.

Vocabulary Virtuoso: Mastering Middle School Vocabulary is an ideal resource for middle school students who are likely to be headed to college, or just want to expand their vocabulary. The large book (over 150 pages) covers 180 PSAT vocabulary words over 15 lessons. Students are taught the critical thinking skills necessary to infer definitions of the words through context clues, and the words are used in various forms so that students will learn to recognize the many variations of each word.

The Critical Thinking Co.™ has much, much more than these six books, so we encourage you to check out their website for yourself. You will almost certainly find something that will bless your homeschool and make sure you’re encouraging critical thinking in your home!

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Critical thinking in schools: can it be taught – and how.

In August, education secretary Bridget Phillipson proposed that children in England should be taught to identify extremist content and misinformation online.

This would be part of a broader effort to embed “critical thinking” throughout the curriculum. The aim is to counteract what she referred to as "putrid conspiracy theories" (see Cutteridge, 2024).

This idea faced scepticism from educational influencers, such as science teacher Adam Boxer, who stated on X: "Reasonably confident that beyond a few very basic heuristics this isn't possible."

There were also more general comments on critical thinking from figures like ResearchED founder Tom Bennett, who remarked, also on X: "A few assemblies on fake news won’t cut it. The best way to nurture generations of informed critical thinkers is by teaching them acres of knowledge-rich domain content and how reasoning works. Critical thinking isn’t a skill separate from these things; it is composed of them."

Critical thinking, then, is clearly a topic of debate – especially in light of the new government’s Curriculum and Assessment Review (DfE, 2024).

Critics argue that it cannot be taught explicitly, as it is too abstract or context-dependent to be effectively integrated into the curriculum. However, supporters believe that critical thinking can and should be taught as a signposted component of modern education, provided it is contextually embedded.

What is critical thinking?

Critical thinking is about thoughtful analysis and reasoned judgement, requiring a deep understanding of the subject.

While there is debate on what it is, with Derridean deconstructuralist and Foucaultian poststructuralist views out there (Abrami et al, 2015), the Cambridge Life Competencies Framework, which integrates critical thinking into English lessons, defines it as analysing and evaluating ideas, solving problems, and making informed decisions (Silver, 2021). This involves assessing the validity of arguments, discerning biases, and considering alternative perspectives.

In the 21st century, where students are bombarded with information from various sources – some reliable, some not – these skills are more important than ever.

This is particularly crucial given the harmful information exacerbated by artificial intelligence and algorithms, which potentially disseminate one-sided arguments, extremist rhetoric, and conspiracy theories, as referenced by the education secretary.

Standalone subject vs domain-specific skills

One of the central debates, however, is whether critical thinking should be taught as a standalone subject or embedded within other disciplines.

Proponents of the standalone approach argue that critical thinking encompasses a set of generalisable skills that can be applied across various contexts, making it suitable for dedicated courses (Ennis, 2011; Royalty, 1995).

For example, courses that focus exclusively on logical reasoning, argumentation, and the evaluation of evidence can equip students with tools they can use in any subject.

On the other hand, critics of this approach, such as McPeck (1981) and Willingham (2008), argue that critical thinking is inherently context-dependent.

They believe that critical thinking cannot be divorced from the content it is applied to and that teaching it as a standalone subject risks reducing it to a set of abstract skills with limited real-world applicability.

Instead, they advocate for embedding critical thinking instruction within specific subjects, where it can be taught in conjunction with domain-specific knowledge.

Explicit vs discreet instruction

Another layer of debate concerns whether critical thinking should be taught explicitly or more subtly integrated into everyday classroom activities.

Explicit instruction involves direct teaching of critical thinking skills, often through exercises that focus on identifying logical fallacies, analysing arguments, and drawing inferences (Facione, 1990). This approach ensures that students are aware of the skills they are developing and can consciously apply them in different contexts, as they are signposted by teachers in different subject areas.

Conversely, discreet instruction incorporates critical thinking into regular lessons without overtly labelling it as such. For example, a history teacher might encourage students to evaluate the reliability of different sources without explicitly framing the activity as a lesson in critical thinking.

This method can be effective, particularly in helping students see the relevance of critical thinking to their everyday learning, but it risks leaving some students unaware of the skills they are developing (Paul & Elder, 2008).

How critical thinking can work within subjects

Subsequently, there are three positions on critical thinking.

• To teach it discretely within subjects.
• To teach it explicitly within subjects, which entails identifying cognitive activities such as reasoning, making judgements and decisions, and problem-solving.
• To teach it as a standalone subject.

Overall, the research suggests that all three have an impact, although the latter has the least impact (Abrami et al, 2015).

Therefore, despite the debates, there is a consensus that critical thinking can and should be developed within subject-specific contexts as explicit “critical thinking” strategies.

When taught alongside subject matter, critical thinking can deepen students' understanding and enhance their ability to apply knowledge critically.

For example, in a science class, students can learn to “critically evaluate” experimental design and analyse data. In English, they can be taught to “critically assess” the strength of arguments in persuasive texts and to consider multiple interpretations of a literary work (see, for instance, meta-analyses by Abrami et al, 2008, 2015; as well as Halpern, 1998; Ennis, 2011; Heijltjes et al, 2014, for similar examples).

Evidence-based strategies for teaching critical thinking

While most aspects of critical thinking will be contextual to the content taught, researchers such as Halpern and Dunn (2022) and Abrami et al (2015) have suggested that a number of critical thinking strategies show evidence of impact across most curriculum subjects, as well as in standalone critical thinking programmes.

Even Willingham (2008, see appendix C) suggests some of these, albeit with reservations in terms of labelling them as critical thinking skills per se. Here are some examples:

Encourage questioning: One of the most effective ways to foster critical thinking is by encouraging students to ask questions. Open-ended questions that require more than a simple yes or no answer can stimulate deeper thinking. For example, instead of asking, "Did this experiment work?" a teacher might ask, "What variables could have influenced the outcome of this experiment, and how might they be controlled in future studies?" Of course, the importance of questioning, whether closed for factual recall or open for procedural explanations and critical discussion, is well established (see Chiles, 2024).

Teach metacognition: Helping students become aware of their own thinking processes can significantly enhance their critical thinking abilities. This involves teaching them to reflect on how they come to conclusions, identify potential biases, and assess the strength of their arguments. According to Halpern and Dunn (2022), metacognitive strategies are crucial for developing critical thinking because they help students regulate their thinking and approach problems more systematically.

Use real-world problems: Applying critical thinking to real-world problems makes the learning experience more engaging and relevant. When students are tasked with solving real-life issues, they must analyse information, weigh options, and make decisions based on evidence. This process naturally develops critical thinking skills. Abrami et al (2015) found that problem-based learning, which involves real-world problem-solving, significantly improves students' critical thinking and problem-solving abilities.

Debate and discussion: Structured debates and discussions are effective ways to encourage critical thinking. These activities require students to consider multiple viewpoints, develop arguments, and defend their positions. Moreover, they teach students to listen to and critique the arguments of others, which is a critical component of thinking critically (Nisbett, 2015). Kuhn (1999) also supports this approach, arguing that argumentative discourse is central to the development of critical thinking skills.

Integrate technology thoughtfully: Technology can be a powerful tool in teaching critical thinking, but it must be used thoughtfully. Digital platforms that allow students to explore simulations, engage in interactive problem-solving, and collaborate with peers can enhance critical thinking. However, it is important to guide students in distinguishing credible sources from unreliable ones – a skill crucial in the digital age (McDougall, 2023).

Final thoughts

The proliferation of social media, AI, and online misinformation highlights the importance of teaching critical thinking as an explicit, though multi-faceted, skill. However, evidence suggests that critical thinking is most effective when taught within subject domains.

This presents a challenge, as it may be difficult to find space within an already packed curriculum to transfer these skills to address these everyday issues directly, making it clear to students why they need them outside of subject-domains.

Unless schools are already teaching citizenship as required by law – or offering another avenue for media literacy – implementing this may be easier said than done.

Perhaps the Curriculum and Assessment Review will address this? Or perhaps the education secretary should be considering how we improve media literacy, as opposed to critical thinking, in order to combat the issues we are all concerned about.

• Andrew Jones is assistant headteacher at The Reach Free School in Hertfordshire. Read his previous articles via www.sec-ed.co.uk/authors/andrew-jones  

Further information & resources

• Abrami et al: Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis, Review of Educational Research (78, 4), 2008.
• Abrami et al: Strategies for teaching students to think critically: A meta-analysis, Review of Educational Research (85, 2), 2015.
• Chiles: Cultivating a questioning culture: Inspiring student engagement and participation, SecEd, 2024: www.sec-ed.co.uk/content/best-practice/cultivating-a-questioning-culture-inspiring-student-engagement-and-participation  
• Cutteridge: Schools to wage war on ‘putrid’ fake news in wake of riots, The Telegraph, 2024: www.telegraph.co.uk/politics/2024/08/10/schools-wage-war-on-putrid-fake-news-in-wake-of-riots  
• DfE: Government launches Curriculum and Assessment Review, 2024: www.gov.uk/government/news/government-launches-curriculum-and-assessment-review  
• Ennis: The nature of critical thinking: An outline of critical thinking dispositions and abilities, University of Illinois, 2011.
• Facione: Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction, The Delphi Report, California Academic Press, 1990.
• Halpern: Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring, American Psychologist (53, 4), 1998.
• Halpern & Dunn: Thought and Knowledge: An Introduction to Critical Thinking, Routledge, 2022.
• Heijltjes, Van Gog & Paas: Improving students’ critical thinking: Empirical support for explicit instructions combined with practice, Applied Cognitive Psychology (28, 4), 2014.
• Kuhn: A developmental model of critical thinking, Educational Researcher (28,2), 1999: https://doi.org/10.3102/0013189X028002016  
• McDougall: Media literacy and citizenship education, ACT Journal, (59), 2023: https://eprints.bournemouth.ac.uk/39951/9/ACT%20journal%20issue%2059%20p14%20Julian%20McDougall.pdf  
• McPeck: Critical Thinking and Education, St Martin’s Press, 1981.
• Nisbett: Mindware: Tools for smart thinking, Allen Lane, 2015.
• Paul & Elder: The Miniature Guide to Critical Thinking: Concepts and tools, Foundation for Critical Thinking Press, 2008.
• Royalty: The generalizability of critical thinking: Paranormal beliefs versus statistical reasoning, Teaching of Psychology (22, 2), 1995.
• Silver: Cambridge Life Competencies: Critical Thinking (blog), Cambridge University Press, 2021: www.cambridge.org/elt/blog/2021/01/06/cambridge-life-competencies-critical-thinking  
• Willingham: Critical thinking: Why is it so hard to teach? American Educator (31, 2), 2008: www.tandfonline.com/doi/abs/10.3200/AEPR.109.4.21-32  

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Critical thinking activities and ideas, critical thinking in practice, impactful interleaving strategies that can be used in the classroom.

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Critical thinking definition

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

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

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

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

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

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

Are there any services that can help me use more critical thinking?

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