critical thinking answers

85 Critical Thinking Questions to Carefully Examine Any Information

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The ability to think critically will often determine your success in life.

Let’s face it. Every day, we are bombarded by news, social media updates, and an avalanche of information. If you take all of this at face value, it’s easy to be deceived, misled or ripped off.

That’s why it’s important to  develop a mindset that focuses on critical thinking . This is a skill that needs to be developed in the classroom. But it’s also a valuable life skill.

With that in mind, the following post will share 85 critical thinking questions you can use to increase your awareness about different problems by carefully examining available information. 

Let’s get started…

Table of Contents

What Are Critical Thinking Questions?

Critical thinking questions are inquiries that help you think rationally and clearly by understanding the link between different facts or ideas. These questions create a seemingly endless learning process that lets you critique, evaluate, and develop a depth of knowledge about a given subject. Moreover, you get to reinforce your viewpoints or see things in a new way.

We make decisions every day, whether at work or home. Adopting logical, rational, and practical approaches in addressing various issues requiring critical thinking is essential in decision-making. Therefore, before arriving at a decision, always ask yourself relevant questions and carefully analyze the matter’s pros and cons.

Critical Thinking Questions When in an Argument

When you make an argument using a critical thinking approach, you focus on justified claims that are valid and based on evidence. It helps one establish a strong argument.

• Do I disagree with the other person? Might the person I'm arguing with be misinformed on what they are saying?
• Would I be comfortable saying what I am telling him/her if I was in front of a group of people? 
• What would happen if I lose this argument? Is engaging in this argument worth my time and energy? How will I feel if I lose?
• Is there room for ambiguity or misinterpretation? Are we arguing because I didn't make my point explicit? Should I take my time to understand his school of thought?
• Do I need some rest before saying something? Am I arguing because of other reasons other than the issues at hand? Do I need to take some time and cool down?

• Is it more important that I’m right? Am I trying to ask to prove an unnecessary point?
• Is this argument inductive, deductive, or abductive? Is it a weak or strong argument that I need to engage in? Is it compelling or sound? 
• Is my opponent sincere? Given that they are wrong, are they willing to admit that they are wrong? Can they depend on available evidence, wherever it leads?
• Are my opponents only trying to shift their burden to me? What is the best way to prove them wrong without making them feel bad?
• Are the people I'm arguing with only interested in winning, or are they trying to pass some information across and help me discover the truth?

Critical Thinking Questions When Reading a Book 

When you read a book, you probably ask yourself many “why” questions. Why is this a problem? Why did the character say that? Why is this important? The most challenging part of reading a book is assessing the information you are reading. These questions can help.

• If I learn only two things from this book, what will they be? How will they help me? How will I apply them in my daily life?
• What message are the authors trying to pass across? Are they making suggestions or providing evidence for their arguments?
• Given that almost every book is about solving problems, what is the most prevalent issue that the author is trying to solve?
• What is the author’s writing style? What strategy or master plan does the author employ to convey his/her main ideas throughout the book?
• Do I have background information about the book’s topic? If so, how is what the author is saying different from what I already know?
• What didn’t I understand from the book? Should I re-read the book to understand everything the writer is trying to convey?
• Which sections of the book do I love the most, and why? Generally, do I like this book? Should I look for more books that are written by the same author?
• If I had a chance to meet this book’s author, what questions would I ask him/her? What would I tell the writer about the book? Is it a great book worth recommending to your friends and family members?
• Who are the main characters of the book? If there is only one main character, what overarching goal does the character accomplish?
• In what ways did the protagonist change from the start of the book to the end? What caused the changes? Was the protagonist reckless in some ways? Which ways?

Critical Thinking Questions to Spot a Scam

Asking questions when you feel that a fraud or a scam is being presented to you is a good way to stretch your critical thinking muscles. Are you being emailed or messaged by a stranger? Or maybe there are other red flags you are unsure about. If so, ask these questions.

• Does it seem to be too good to be true? Is this stranger pushy or trying to lure me into making a poor decision?
• When trying out online dating: Is my new “friend” professing strong feelings towards me although we’ve only interacted for a few hours?
• Why is a stranger calling me to ask about my Social Security Number (SSN), personal contact information, or bank details while claiming they are from the bank or a phone company? 
• When buying products online, why does the seller ask me to pay for goods using an insecure payment option like Bitcoin or money order?
• Does the email I have received have any spelling or grammatical errors? Is the language used overly formal or informal?
• If I do a quick search about the exact words of the email I received, does Google indicate it's a fraud or scam?
• Why should a stranger manipulate me using obvious questions like “Would you want to be rich or poor?” While they already know the answer?
• Is the email asking me to download an attachment? Or click a link to some insecure website? 
• Is the person trying to make me feel selfish or guilty for not sending them money, whether for a donation or buying a product? 
• Is the stranger portraying a sense of urgency and using pressure tactics? Are they telling me that their family member needs urgent medical attention?

Critical Thinking Questions About Your Life

It can also help to ask yourself a few critical thinking questions about your life. This way, you can gather basic information and uncover solutions to problems you might not have otherwise thought of.

• Where do I wish to be in a few years, probably two, three, or five years? What short-term and long-term goals should I set?
• What have I achieved so far from the time I set my previous goals? What should I be grateful for?
• Do I have any values that guide me in life? If so, what are these values? Am I always true to these values?
• Am I always worried about what people around me think? Can I act independently without the need to meet social expectations?
• What should people say about me at my funeral? Would they talk about how good I made them feel or how rich and flashy I was?
• If I wasn't afraid of anyone or anything, what would I have done? What if I didn't have any fear in me?
• If today was my last day, what extraordinary thing would I do? Can I do it right now?
• What should I do with the things that matter the most to me? 
• What things will make the greatest difference in my future life if I take action now?
• How should I react when I feel unwanted by the people I love the most? Should I tell them?

Critical Thinking Questions for a Debate or Discussion

When you are in the middle of a debate or discussion, you need to know that what you are saying is fact, have evidence to support your claim, and position yourself as an expert in what you are saying. Here are some critical thinking questions to ask when you are in a debate or discussion.

• Is there fairness in this discussion? Is the moderator supporting one side? Do they want to make one side look stupid or wrong? 
• What is the aim of this discussion? Is there a major problem that needs to be solved? If so, how can I help solve it?
• Who are the people affected by this discussion? If they were here, what would they say?
• Do my views on this discussion matter? If I raise my point, will I be redundant?
• What am I supposed to learn from this debate, and how can I use what I have learned in my daily life?
• Does the audience seem to be biased towards one side? Are they booing one side? What can I do even if it's our opponents being booed?
• Who are the discussion panel members? What views have they held about this kind of discussion or any other related discussions in the past?
• How can I make my point without being ambiguous? Before I speak, should I take down some notes to avoid any confusion during my speech?
• Am I ready to apologize if I make a mistake during the discussion? If so, what are the limits?
• What information does my team, or I need before this discussion? 

Critical Thinking Questions About Lying

Admitting when you are wrong, choosing not to cheat, and sharing constructive feedback are all ways to show your honesty. Here are some critical thinking skills to ask regarding lying.

• Will the lie hurt those I am telling, or will it help them? What if being honest might cause my friend unnecessary pain?
• Should I be the one telling this person a lie, or I let someone else do it? 
• Will I be the one hurt if I tell this lie? Will my friend feel I am a betrayer? Will it affect our friendship?
• Do they answer my questions in detail, or are they always trying to ignore and dodge the main problem?
• What if I ask these people the same question using different terms and wording? Will they give me the same response?
• Did the tone of my friend suddenly change after I asked him/her this question? Do they sound louder, faster, or slower compared to how they usually speak?
• Does this person have something to gain by lying to me? What is their motive?
• Does this person take a sudden pause or hesitate more than usual when responding to my question?
• When I look at these people's faces, do their facial expressions match what they say?
• Should I believe this person or not? What are my intuitions? Does it look like they are telling the truth?
• Do they blink like other days when I ask them questions? Are they always trying to avoid direct eye contact?
• Why do they seem uncomfortable when it’s just a normal conversation?  

Critical Thinking Questions When Presented With a Claim

Critical thinking is much more than just evaluating whether a claim is true or not. It also means a critical thinker reflects on what follows from true claims.

• What does this claim mean, and what are its implications? What if it's a false claim?
• Which of my morals, values, or beliefs do I have to give up to accept this claim?
• Do professionals in this field agree or disagree with the claim that has been made?
• Do they have evidence to back their claim? Which is the most robust evidence to support the claim?
• What argument can I come up with to refute this claim? Or what is the best view that can support this claim?
• Who is the primary source of the claim being made? Is the basis of the claim reliable?
• Is it a claim, or it's just an opinion?
• Is the claim likely to be 100% false, true, or partially true?
• Am I allowed to refute the claim and table my evidence, or is it one-sided?

Critical Thinking Interview Questions

Critical thinking skills are valuable in any industry or field and for almost all roles. During a job interview, you will be asked questions so the potential employer can assess your skills and see how you use logic. Your critical thinking ability is just one vital part that can play into your professional development.

• Is there a time you had to convince someone to use an alternate approach to solve a problem?
• Have you ever had to make a difficult decision quickly?
• How would you handle a situation where your supervisor handled something wrong or made a mistake?
• What is one of the most difficult decisions you have ever had to make at work?
• How would you solve a disagreement between coworkers when approaching a project?
• Can you describe a time when you anticipated a problem ahead of time and took the appropriate steps to stop the problem from becoming an issue?
• If you discover a cheaper way to do something or a better solution to a problem and try to explain it to your supervisor, but they don’t understand, what do you do?

Critical Thinking Questions for Kids

We can’t leave the kids out either. Critical thinking questions for kids get them thinking and talking. It also allows a parent to get to know their child better.

• How many grains of sand do you think are on the beach?
• What would happen if it stopped raining?
• Do you think there is life on other planets?
• Should children be able to set their own bedtimes?
• How would you describe what a tree looks like without saying green or leaves?
• Can you name five different emotions?
• Can you talk for five minutes without uttering “um?”

What Are the Basic Principles of Critical Thinking?

Your critical thinking skills involve gathering complete information, understanding and defining terms, questioning the methods by which we get facts, questioning the conclusions, and looking for hidden assumptions and biases.

Additionally, we can’t expect to find all of the answers, and we need to take the time to examine the big picture of it all.

Here are the basic principles:

• Disposition: Someone with critical thinking skills is often skeptical, open-minded, and practices fair-mindedness. They can look at different viewpoints and change positions if the evidence and reason lead them to do so.
• Criteria: In order to think critically, one must also apply criteria. Certain conditions must be met before someone believes in something. The information needs to be from credible sources.
• Argument: An argument is simply a statement or proposition that is shown with supporting evidence. When you use your critical thinking skills, you identify, evaluate, and construct your argument.
• Reasoning: With critical thinking comes reasoning. You must examine logical relationships among the statements being made.
• Point of View: Critical thinkers can see things from different perspectives and different points of view.

What Are Good Analysis Questions?

Analysis is a part of critical thinking that allows you to examine something carefully. Someone with analytical skills can examine the information presented, understand what that information means, and then properly explain that information to others. Analysis in critical thinking provides more clarity on the information you process.

When analyzing, you may ask yourself, “how do I know this,” how would I solve this problem,” and “why does it matter?”

Why Is Critical Thinking an Important Skill?

Critical thinking skills allow you to express thoughts, ideas, and beliefs in a better way. It also leads to improved communication while allowing others to understand you better. Critical thinking fosters creativity and encourages out-of-the-box thinking. This is a skill that can be applied to many different areas of your life.

For example, knowing the answers to critical thinking questions for a job interview will better prepare you for the interview. Many employers, during questioning, are likely to ask you critical thinking questions to assess if you have the ability to evaluate information effectively so you can make more informed decisions.

Final Thoughts on Critical Thinking Questions

Although it's common to get torn between making two or more choices, nobody wants to make the wrong decision. The only thing you can do to avoid this is use critical thinking questions to examine your situation. The answers to these questions will help you make informed decisions and help you comprehend crucial matters in your life. 

Want to learn more about critical thinking and decision-making using a real-life example? Here is  how Jeff Bezos uses critical thinking  to make some of the most challenging life decisions.

Finally, if you want to ask better questions, then watch this short, 20-minute course to learn how to have a great conversation with virtually anyone .

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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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

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

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

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

Critical thinking skills help you to:

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

Table of contents

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

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

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

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

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

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

Prevent plagiarism. Run a free check.

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

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

Academic examples

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

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

Nonacademic examples

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

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

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

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

When encountering information, ask:

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

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

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

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

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

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Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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Critical Thinking

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

2.1 Dewey’s Three Main Examples

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

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

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

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

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

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

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

2. Examples and Non-Examples

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

8. Critical Thinking Dispositions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

12. Controversies

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Defining Critical Thinking

• A Brief History of the Idea of Critical Thinking
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7 Puzzles to Challenge Your Critical Thinking

Can you spot the connections and sort these items.

Posted March 5, 2015 | Reviewed by Ekua Hagan

The theme of this post is critical thinking—and the kinds of puzzles that can be constructed around it. This term is used frequently in psychology and education . There are various definitions, but the one that best suits our purpose and which is, in the end, perhaps the best, is the ability to comprehend the logical connections among ideas, words, phrases, and concepts . In the relevant scientific literature, of course, the term is used much more broadly as a framework for understanding human cognition . But in my opinion, the best way to understand things is to construct puzzles to illustrate their basic essence.

Critical thinking involves skill at recognizing a pattern in given information and especially recognizing how the information is connected to the real world. Here are a couple of very simple examples. First, consider the five words below:

• Cruise ship
• Walking on foot
• Automobile (not a race car)

Now, put them in order from the slowest to the fastest, when they are going at maximum speed. The solution, of course, is: 4-2-5-1-3.

As with all such puzzles, there might be slightly different solutions—one could claim that some automobiles go faster than cruise ships. This “indeterminacy” characterizes this kind of thinking. However, some puzzles are straightforward. For instance, what do the following five things have in common?

The answer? These are all words referring to shades of blue.

The seven puzzles below are to the ones above, though hopefully more challenging. Some involve knowledge of facts, but critical thinking is still involved in such cases because the organization of the facts according to some principle is always involved—for example, a puzzle may ask you to put five items in order of their dates of invention.

The following tongue-in-cheek definition of critical thinking by Richard W. Paul, a leading expert on critical thinking theory, says it all: “Critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better.”

I. What do the following 5 things have in common?

• Orange juice

II. Put the following buildings or structures in order of height, from the shortest to the tallest.

• Typical camping tent

III. What do the following animals have in common?

IV. Put the following inventions in order from earliest to most recent.

V. What feature do the following words have in common?

• Imagination

VI. Put these bodies of water in order in terms of volume, from smallest to largest .

VII. What do the following landmasses have in common?

I. They are all drinkable liquids. II. 5-1-4-3-2 III. They all have a tail. They are also all quadrupeds. IV. To the best of my knowledge: 5-4-3-1-2 V. They start with a vowel: a, e, i, o, u VI. 4-2-1-5-3 VII. They are all peninsulas.

Marcel Danesi, Ph.D. , is a professor of semiotics and anthropology at Victoria College, University of Toronto. His books include The Puzzle Instinct and The Total Brain Workout .

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Critical Thinking Interview Questions & Answers

• Updated July 13, 2023
• Published March 28, 2021

In dynamic and competitive work environments, it’s important that a business can keep up with innovations and changing demands from customers. This is why employers look for candidates who possess strong critical thinking skills and decision-making skills.

Interviewers use job interviews to assess your critical thinking skills. They do this by asking you questions that require you to demonstrate your ability to effectively and efficiently evaluate information to make a calculated decision. Your goal is to demonstrate that you are an innovative person that can provide rational advice and thought-out solutions when needed.

Critical thinking questions are commonly asked during job interviews because workers with strong critical thinking skills are important for companies to excel. Questions about your critical thinking skills are often  behavioral interview questions . These are a strategic type of interview questions that require you to provide an answer that includes an example situation that you experienced in your career and how you acted in that situation.

A basic example of a behavioral question in relation to critical thinking is ‘ describe a time you had to solve a problem at work without having all the information or resources .’ As you can see, the interviewer is looking for you to explain a situation where you had to think outside the box and justify your critical thinking process.

What Are Critical Thinking Interview Questions?

Critical thinking skills are related to your ability to analyze, evaluate and assess information effectively and make calculated decisions. Below we discuss a couple of important skills related to critical thinking. You must demonstrate that you possess these skills to convince the interviewer that you possess the right critical thinking skills to succeed in the position you’re applying for.

Examples of critical thinking skills are:

Observation & analysis.

The ability to observe and analyze a (potential) problem or data set is where a critical thinking process starts. People who possess strong analytical skills examine the information and understand what it means in order to explain the implications to others properly.

After a thoughtful observation and analysis, creative skills and innovation are required to spot patterns in the information or data. Critical thinkers are able to think outside the box to come up with a solution no one else thought of before. This requires flexibility, conceptualization, and imagination to take a different approach from other approaches.

• Communication

Critical thinkers also possess strong communication skills to share their approaches and conclusions with coworkers. It’s essential that ideas and solutions are shared effectively and efficiently with others. Furthermore, working together with others is an important part of the critical thinking process to figure out the right solution to business challenges. Skills involved are active listening, teamwork , collaboration, and interpersonal skills.

Problem-solving

Once an analysis is performed and solutions are discussed, it’s important that a solution is implemented. An essential part of critical thinking is coming up with an efficient solution and assessing the impact of this decision. This requires adaptability as well to modify the course of action as needed throughout the implementation process.

Critical Thinking Behavioral Interview Questions

Most questions interviewers will ask you about your critical thinking skills are  behavioral interview questions . These questions require you to provide specific examples of past work experiences in which you demonstrated your critical thinking skills. For interviewers, understanding your past professional behavior and performance is the best way to gauge your future job behavior and performance.

Behavioral questions are focused on the desired skills or competency area, such as, in this case, critical thinking. Other common competency areas for which behavioral questions are used are teamwork , communication , time management , creative thinking skills , leadership , adaptability , conflict resolution , etc.

Behavioral job interview questions usually start with:

• Give me an example of
• Tell me about a time when you
• What would you do
• Describe a situation where

Examples of critical thinking behavioral interview questions:

• Give me an example of a time you had to solve a problem without having complete information or resources.
• Tell me about a time when you presented a new idea or process to your team.
• What would you do if you had a deadline coming up, but you do not have all the components to deliver a project on time?
• Describe a situation where you find a creative way to overcome a business challenge.

As you can see, the questions mentioned above require you to discuss your past behavior. For interviewers, the most accurate predictor of future performance is your past performance in similar situations.

Before making a hiring decision, interviewers are interested in discussing previous work situations. The right interview preparation will help you do the right research to prepare answers that include the critical thinking skills the interviewer is looking for. This starts with  thoroughly reviewing the job description . The job description usually tells more about the specific skills that are required for the position. You can use this information to prepare answers that include times you were successfully using the skills the employer is looking for.

To answer behavioral questions successfully, you need to provide the interviewer with specific details about a time you used your critical thinking skills. Your answer should include the situation you were in, your task in that situation, the actions you took, and the specific results you got. In short, this is called the STAR method  of providing an answer. The STAR method is discussed in more detail later on in this article.

Why Interviewers Ask Critical Thinking Interview Questions

For interviewers, the most effective way to reveal your critical thinking skills is by asking you to describe past work experiences or provide you with hypothetical scenarios. The main reason for asking you about situations in which you successfully used your critical thinking skills is to get an understanding of how you think and act in specific, challenging situations.

Before hiring a candidate, employers want to determine if you are:

• Responsible enough to identify, analyze, and solve problems
• Able to solve a problem without having all the required data, information, or resources
• Creative enough to come up with out-of-the-box solutions
• A strong communicator who can explain issues and involve others in the problem-solving process
• Taking responsibility for your actions

During a job interview, it’s important that you have a few examples ready to discuss times you used your critical thinking skills in different situations. A proven track record of critical thinking to tackle challenges will help you convince the interviewer. This is also the reason why it’s smart to prepare answers related to the requirements for the position, prior to your job interview.

For example, if you work as a business analyst, you should be able to deal with business challenges such as changing requirements or business needs, which require critical thinking skills. Business analysts need to identify (possible) problems and are required to come up with solutions and strategies.

What Employers Look For In A Critical Thinking Interview

During a job interview, you must convince the interviewers of your critical thinking skills. Interviewers look for candidates whose work ethic and career goals align with the company culture and what they can offer you. This is also the reason why you should relate your answers to the job requirements and what the company is looking for.

The right interview preparation will help you get there. Your goal is to demonstrate that you are a strong critical thinker that is capable of taking on the day-to-day tasks required for the position and have the potential to grow .

Critical thinking interview questions are used to reveal how you identify and approach problems, if you can evaluate a point of view to determine if it’s valid or not, and if you can provide structured reasoning to support an argument. Basically, the interviewers want to get the following questions answered:

• How do you think challenges or issues through in an objective and critical way?
• Can you identify different points of view in relation to a particular problem?
• Are you able to evaluate different points of view to determine how valid or strong they are?
• Can you identify weak points that are in possible solutions or arguments?
• How do you provide structured reasoning and support for arguments when communicating with other people?

Red Flags In Critical Thinking Skills Job Interviews

There are several things you should avoid when answering critical thinking interview questions. Below we discuss a couple of red flags that could hurt your chances of landing the job you want. Make sure you avoid these mistakes during your interview to prevent a situation where you could give the interviewer the wrong impression.

1. No clear critical thinking process

The interviewer wants you to walk them through your critical thinking process. This means that you need to explain how you tackled an issue or problem by using your critical thinking skills.

A perfect answer includes a story in which you explain how you identified a problem, how you analyzed and evaluated the situation to figure out which data, facts, or information was important. Next, tell them how you made inferences and communicated issues and possible solutions with coworkers and other stakeholders. Finally, discuss how you executed the solution you came up with.

Not being able to give the interviewer a clear example in which you walk them through the steps mentioned above could be a warning sign for them. Therefore, make sure that you have a strong answer ready that relates to the job requirements and includes you successfully using your critical thinking skills to your advantage.

2. Not providing enough critical details

When interviewers ask you about your critical thinking skills, and if you can walk them through a specific time you successfully used those skills, it’s important that you include every step of your critical reasoning process.

If you claim to be a strong critical thinker that can take on the responsibilities of the position you’re applying for, you need to make sure you can back this up through clear examples of times you used these skills. Failing to do so could lead to the elimination of your chances to land the job. If the interviewer has trouble verifying your employment history, this is considered a warning sign.

3. Not taking responsibility

Taking responsibility is an important characteristic of a critical thinker. If a problem is identified but not addressed, this could quickly escalate into a bigger problem. If your answers indicate that you do not take responsibility or if you have left things for later, this could leave the impression on the interviews that your critical thinking skills and work engagement is not top-notch. Therefore, make sure you demonstrate that you take responsibility for your actions and that you’re a proactive worker that immediately deals with challenges as soon as they occur or when they are identified as potential problems.

To test you during your job interview, interviewers will ask you about times you failed in specific work situations . This is especially the case for positions where you deal with challenging situations and are required to deal with identifying and solve problems. Interviewers are interested in what went wrong in specific work situations, if you took responsibility for your actions, and what you learned from that situation. Not taking responsibility for, for instance, a  project that may have failed , is considered a warning sign for employers.

Self-awareness and being to reflect on situations that went wrong is an important characteristic to possess in the workplace – especially in work environments where critical thinking skills are important. Employers want to hire a candidate who can admit errors or who made thoughtful mistakes trying to solve problems in the past and learned from them. Employers know that candidates are human and make mistakes, just like everybody else. It’s important that your answers demonstrate that you take responsibility for situations and describe the actions you took to repair any problems or challenges.

Common Critical Thinking Interview Questions

Below we discuss common  behavioral critical thinking interview questions . These questions are broken down into two categories; regular behavioral interview questions and hypothetical interview questions.

Learn everything you need to know about commonly asked interview questions that are frequently asked during job interviews .

Behavioral Critical Thinking Interview Questions:

• Tell me about a time you had to make a decision without having all the data, information, or resources.
• Give me an example of a time you discovered a mistake that
• What do you consider the most difficult decision you had to make at work? What results did you get?
• Describe a time you convince a colleague or supervisor to use an alternative approach to solve a problem.
• Give me an example of a time you were involved in solving a problem among team members on how to approach a project.
• Tell me about a time you came up with a new or unusual idea to deal with a challenge.
• Describe a time you anticipated a potential problem. How did you develop preventative measures?
• Give me an example of a time when you faced an unexpected challenge at work and how you dealt with it.
• Describe a time a customer approached you with a problem or concern. How did you respond?
• Give me an example of a time you had to change your planned course of action at the last moment. How did you re-evaluate your priorities?
• What do you consider your most innovative new idea that you have implemented in the workplace?
• Have you ever improved the workflow of a project based on your analysis? How did you do this?
• When you’re working on several projects, it’s tricky to deliver excellent service to all of them. How do you go about prioritizing the needs of a client?

Situational Critical Thinking Interview Questions:

• How would you go about convincing a coworker, manager, or other stakeholders to try an alternative approach to solve a problem?
• What would you do if you had a deadline coming up, but you did not yet have all the required information to deliver a project on time?
• How would you determine if you need help from others when you’re solving a problem or completing a task?
• If an order has been delayed and an angry client contacts you to cancel the order and close their account, what actions would you take?
• How would you deal with a situation where you identify a weak link in a process that’s impacting quality?
• What would be your approach if you and a colleague or teammates disagree on how to move forward on a project?

How To Answer Critical Interview Questions

Interviewers look for candidates who can demonstrate through examples that they use reason and logic to make decisions. In order to do this, it’s essential that you structure your answers in such a way that you walk the interviewer through an example situation in which you successfully used your critical thinking skills. To get started, you can consider the following steps.

Step 1: Research.

Every interview preparation starts with doing the right research. Before you can answer interview questions in a specific way you need to get to know the position and company better. Furthermore, you should thoroughly understand the job requirements to prepare strong answers.

Read the job description carefully to find specific skills that a candidate needs to possess to perform the job successfully. Think of skills such as creative thinking ,  problem-solving ,  adaptability , a strong work ethic , and  communication . Also, read the company website to get more information about their mission statement and who their main clients are. Furthermore, check their LinkedIn pages and other content/news related to the company.

Researching the job and company will help you identify the required skills, qualities, and work experience for the position you’re applying for. Your research should help you make an educated guess about what kind of interview questions you can expect .

Step 2: Write down the required job skills & competencies.

Behavioral interview questions about critical thinking skills are a perfect opportunity for you to demonstrate why you are the right candidate for the position.

The skills and competencies  you have identified in your research should be your starting point to prepare answers. Write down the required skills and rank them on importance.

Step 3: Create a list of past work experiences that relate to the required job skills.

Once you have ranked the skills on importance, you can start thinking of work experiences related to these skills. Coming up with a specific answer when you’re being put on the spot during an interview is very hard, especially when discussing critical thinking skills.

Interviewers want to hear how you evaluate and assess information objectively and how you make calculated decisions. Therefore, ensure that you come up with strong examples to questions you expect ahead of your interview. Create a list of past work experiences and tailor them to the required critical thinking skills. Highlight situations where you successfully provided rational advice, came up with thought-out solutions, and made fair assessments in your work. Focus on delivering a concise and to-the-point answer.

Step 4: Prepare successful and challenging answer examples.

Strong critical thinkers are essential in the workplace. Critical thinkers use their skills to evaluate and assess information in order to make decisions effectively. During your interview, it’s therefore important that your answers demonstrate that you have successfully identified problems, proposed solutions, evaluated several options, and finally implemented a solution.

It’s also likely that the interviewer will ask you about a time you have failed to solve a problem . Interviewers ask you about failures to assess whether or not you learn from your mistakes and if you’re self-aware enough to acknowledge times you failed. Also, it helps them identify if you take calculated and smart risks when it comes to making decisions.

Step 5: Use the STAR method to structure your answers

The STAR method allows you to concisely provide the interviewer an answer by logically walking them through the situation. STAR is an acronym that stands for a situation ( S ), your task ( T ) in that situation, the actions ( A ) you took, and what results ( R ) you got based on your actions. These are the basic steps you take in your walkthrough.

Below we discuss the STAR interview technique in more detail.

STAR Interview Technique

By using the STAR method, you can give an answer that includes exactly what the interviewer is looking for. Below, the STAR acronym is broken down into each step.

Start your answer by explaining the situation that you faced. The start of your answer ‘story’ should answer questions such as:

• What was the situation/problem?
• Who was involved?
• Why did the situation happen at that time?

It’s important to provide context around what problem needed to be solved. Furthermore, make sure to provide relevant details of why you had to use your critical thinking skills in that particular situation.

Next, explain your specific role in the task ahead. Include important details, such as specific responsibilities. Focus on giving the interviewer an understanding of your task in solving the problem. This part of your answer should answer questions such as:

• Why were you involved in that specific situation?
• What’s the background story?

After you describe your task, it’s time to specifically discuss the actions you took to solve the problem. Give the interviewer a detailed description of the actions you took. This part of your answer should answer questions such as:

• What steps did you take to resolve the situation you were in?
• Why did you choose to complete your tasks this way?

Finish your answer by discussing the results you got from your actions. Detail the outcomes of your actions and ensure to highlight your strengths . Also, make sure to take credit for your behavior that led to the result. Focus on positive results and positive learning experiences. This part of your answer ‘story’ should answer questions such as:

• What exactly happened?
• What did you accomplish?
• How did you feel about the results you got?
• What did you learn from the situation?
• How did this particular situation influence who you are as a professional today?

Sample Answers to Critical Thinking Questions

Below you will find some example questions. The examples are already written in STAR format so that you can clearly see how you can structure your answers when answering critical thinking interview questions.

However, these are ‘general’ examples. Do not forget to structure your own answers in a way that includes enough detail to convince the interviewer that you’re the right person for the job! This means that you need to tailor your answer to the specific skills required for the position you’re applying for.

Critical Thinking Question 1 : ‘Tell Me About a Time You Had To Solve a Challenging Problem At Work.’

‘In my position as a business development manager at ABC Software, I’m responsible for organizing all client events and conferences. ABC Software is a major player in the IT market, and during our events, we invite industry experts to speak on market developments. These events are used to attract new clients but also to maintain our relationship with our existing ones.

Over the last two years, we analyzed our attendee data and found out that our event attendance dropped almost 10%. Furthermore, we discovered that the retention rate of our clients also decreased. When we had to plan the next event, my team and I knew that we have to get our attendance levels back up for the events to stay successful. The goal was to get our networking event popular and recurring again.

I had an idea why the attendance levels dropped, but to get more information, I interviewed several sales consultants as well. The main feedback was that we should focus more on attracting new clients through social media channels. I communicated this with our marketing team, and we decided to also reach out to our client base and ask them what they would like to see on our future events. This led to interesting new insights on topics and speakers that we could invite, plus we also received input on how to improve networking possibilities during our events. Based on our research and feedback, I created a new plan of action to market our events through our social media channels to increase exposure.

After launching our marketing campaign, we immediately gained traction online, which led to an increase in advance registrations. For that specific event, we saw a total increase in attendance of 20% in comparison to the previous year. An online survey showed that the attendees were happy with how the way the new event was structured, and 80% of respondents said that it would be likely that they would recommend our events within their network.

My approach to increase attendance at our events did not go unnoticed. My department director asked me to make a presentation about how I tackled this problem and present this to the board.’

Why this is a strong critical thinking answer:

• This example shows that you’re able to identify issues and that you understand your responsibility to address them.
• The provided example is related but also relevant to the workplace. It’s also concise, which is perfect.
• This answer shows important skills, such as being proactive, teamwork , adaptability , problem-solving skills , and creativity .
• Taking responsibility to find out why the event attendance dropped and subsequently taking action turned out successful, which gives more weight to the situation.

Critical Thinking Question 2: ‘ Tell Me About a Time You Had To Make a Decision Without Complete Information.’

Situation & task.

‘In my current positions as a market research analyst, I have dealt with several situations where I had to make a decision without complete information. Even though it’s important to have all relevant and complete information, in this position, this just isn’t possible at times.

A recent example is when I had to make a sales prediction of a new innovative product feature we were about to launch. However, the product was new in the market in our area, which made it challenging to assess the expected market conditions to make an accurate forecast. 

In a situation where I do not have complete information, I start with analyzing the information that I do have and start working from there.   In this case, I researched information, documentation, and sales results of comparable markets outside of our region for comparison purposes. Furthermore, I called in expert advice of specialists of these comparable markets to get more accurate market knowledge. 

Based on the available information, additional research of comparable markets, and conversations with the experts, I developed a new spreadsheet with more adjustable parameters than normal because there were more uncertainties. Also,  I broke the sales forecast down into monthly, quarterly, half-annually, and annual figures. Breaking the forecast down into smaller timelines made it easier to make adjustments based on actual sales to make the calculations more accurate over time. 

I initiated a brainstorming session with my team leader to discuss my research findings and spreadsheet proposal. I value different points of view, especially from colleagues with more work experience that have dealt with these circumstances before . Based on the feedback I got, I made final adjustments to the report before turning it in.

Even though I did not have all the information required to make a solid prediction like I wanted to, it allowed me to provide my manager with a report with as few assumptions as possible. The product feature launch was a success, and the forecast turned out to be accurate within the set range. My manager asked me to make a presentation about how I approached this situation and explain the new forecast model to my colleagues.’ 

Why this is a strong answer:

• The provided example is to the point and demonstrates critical thinking skills.
• This answer shows other important skills such as problem-solving skills  and  adaptability .
• The answer shows that you’re a team player and that you involve others for the better of a project’s result.

Note : This is a basic example of how to structure a critical thinking answer. However, there’s a chance the interviewer wants you to go into more detail about which specific steps you took to deal with the situation of not having complete information.

Critical Thinking Question 3: ‘ Tell me about a time you convinced a coworker to implement a different process for better results.’

‘Personally, I believe that communication is essential in such a situation to find a way that works best for the company but also best for both of us. Finding a compromise is the main goal to get the work done to the best of our ability.

Task & Action

As a management consultant, I encountered a situation where I had to convince a coworker to implement a different process. A colleague disagreed with the way I wanted to handle an issue that we encountered along the way. To address this issue, I scheduled a meeting with him to discuss the situation. I asked him about his points of view and how he thought we should go about the project.

Even though we had differences in how we felt like how the project should be approached, we quickly concluded that our goal was the same; providing our client with a high-quality final product within the set deadline.

We talked about the project and the specific aspect about which we had a difference. I explained my point of view and that I had already encountered a similar issue in the past. Ultimately, my colleague agreed to tackle the issue in the method I proposed. His insights gave me a good suggestion which we incorporated into the project as well. After that, we successfully worked together and finalized the project in time, and according to the quality level we both were proud of.’

• The provided example is concise and relevant to the workplace where problem-solving skills are important.
• This answer shows important skills such as being proactive, problem-solving skills , persuasion skills, and adaptability .
• The answer shows that you’re a team player and that you listen to the input of others for the better of a project’s result.

Note : There’s always a chance that interviewers ask you follow-up questions about how you convinced your colleague. Make sure that you can answer those questions as well.

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12 critical thinking interview questions and scenarios with sample answers  .

As a job applicant, you can expect critical thinking interview questions and you must be prepared with logical answers. Matt Plummer, writing for the  Harvard Business Review,  cites one survey of nearly 64,000 managers who felt “critical thinking is the number one soft skill” managers feel new applicants are lacking.

Critical-thinking skills are what enable you to use reasoning to reach logical conclusions when dealing with problem-solving, conflicts, and contributing to a group effort. Interviewers typically evaluate applicants’ critical thinking skills by asking critical thinking interview questions related to the applicant’s on-the-job experience.

Applicants can also expect to react to hypothetical critical thinking scenarios with answers or to create ideas for interview presentation.

While brainteasers and  fun critical thinking interview questions  are popular with some organizations, most prefer to challenge candidates with more complex, job-related critical thinking questions.

• The Ultimate Guide To Critical Thinking
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12 Common Barriers To Critical Thinking (And How To Overcome Them)

How to promote critical thinking in the workplace.

Table of Contents

Here are 12 critical thinking interview questions examples with answers, or suggested approaches to crafting responses:

1. what does the term “critical thinking” mean to you.

This is a challenging question, because there is no universal consensus on what critical thinking actually is. Critical thinking is best defined by its differentiation between emotion and logic and the ability of the critical thinker to eliminate bias through self-knowledge and avoidance of group thinking.

Sample answer to Question 1:

“I believe critical thinking is arriving at answers and solutions to difficult questions and problems in a methodical way that removes bias and uncovers every aspect of the problem.

“Critical thinking, to me, is the opposite of emotional and biased judgment. It is asking the right questions by always questioning assumptions, using reasoning and logic, and respecting the collaboration process without getting stuck in an echo-chamber of group thinking.”

2. How would you describe your decision-making process?

You can expect this question because decision making and critical thinking are directly related. The interviewer wants to have an understanding of how you make decisions, so answer this question step-by-step, showing how you make thoughtful and smart decisions based on information and data.

Sample answer to Question 2:

“My first step in making a decision is to seek and gather information relating to my decision. I want multiple perspectives and I like to anticipate a variety of possible outcomes.

“Next, I think about how my decision will impact my workgroup and the company. If necessary, and depending on the situation, I often seek a second opinion so that I didn’t miss something I may have overlooked.”

Read More: 25 Valuable Informal Interview Questions and Answers to Learn More About the Job

3. How do you process new ideas and approaches?

This question evaluates your open-mindedness, which is also central to critical thinking. Critical thinkers are not afraid of abandoning traditional methods when something better turns up. Likewise, critical thinkers exercise judgment and evaluate the veracity and reliability of new information.

Sample answer to Question 3:

“I know that new ideas drive innovation in any organization, and I always try to be receptive. If something can be improved, I know that solutions are out there and have probably been tested and evaluated. If those ideas have applicability and potential, I test them on a limited trial basis before recommending they be applied on a large scale.”

4. Describe a time you had to use critical thinking to solve a problem.

Here is where the employer wants to find out if you have actually had to use critical thinking to find a solution to some problem or challenge. This is an ideal way to bring up examples of past accomplishments you have already  documented on your résumé.

How to answer Question 4:

State the problem, and how it may have been an unexpected challenge. What were the obstacles that you overcame with critical-thinking, rather than knee-jerk responses? Describe how effective teamwork and communication made it possible to arrive at a solution.

5. How do you go about completing a task without clear information?

When short-fused deadlines emerge, you often have to make decisions lacking all the information you need. Your response will be evaluated on how you demonstrate resourcefulness and perform well in the face of those limitations.

How to answer Question 5:

Say that you prefer to make decisions after taking in all the facts, but you recognize that sometimes you need to act quickly. Describe how you look critically at all the information available and use your intuition and good judgement to fill in any information gaps.

Describe how you may have relied on similar experiences in the past with successful outcomes. This is also an opportunity to demonstrate that you are not averse to asking for help.

6. If you are faced with multiple projects but only have time to complete three, how do you decide which projects to work on?

This is a way to demonstrate how you can prioritize tasks based on their importance and urgency. Critical thinking helps you distinguish what is important from the routine by applying criteria related to time, effort, and value.

Sample answer Question 6:

“If I was faced with multiple time-sensitive tasks, rather than rushing to complete any one of them, I would list the tasks in a single document according to urgency and deadline. I would farm out the less urgent tasks to subordinates or co-workers.

“Next, from the tasks remaining, I would flag those that are both important and urgent. For those tasks, I would order them based on their importance to the organization, as well as those that could cause damage to the organization if they cannot be completed. That would also include identifying the tasks that have the highest return on investment.

“After that process of elimination, I would choose three tasks that 1) bring the most value to the business, 2) are urgent, and 3) only I can complete.

“I would deal with the tasks that didn’t make the cut by either delegating them or seeking reasonable deadline extensions.”

7. How would you present a new idea or technique to your team?

In jobs that require presenting new concepts or skills to the team, employers want to know how effectively you can share information with others.

How to answer Question 7:

Think about your learning style—visual, audible, kinesthetic, verbal—and find a way to incorporate your style with the way you present information to others. Describe, for example, how presenting information to your team includes an understanding of learning styles and knowing that people can be engaged through a variety of visual presentations.

Provide specific examples of your past successful presentations.

8. How do you respond to opposing viewpoints in your workgroup?

Critical thinkers weigh both sides of any argument. Be prepared to address how you deal with opposing perspectives respectfully and constructively, even when one view is worse than the other.

How to answer question 8:

Demonstrate that you’re always open to a variety of well-meaning perspectives in the workplace. Listening to those opposing viewpoints refines your own opinions, which has the benefit of bringing opposing views to a middle ground.

Think about a time when you and a colleague disagreed on how to proceed on a project. Describe how you listened respectfully to your colleague, presented your case, and factually demonstrated how your approach could ultimately produce the best outcome.

9. How often do you ask co-workers for help?

Self-awareness is an important element of critical thinking. You need to know when to seek help from others when you encounter difficulties or obstacles on a project.

How to answer Question 9:

Your answer should demonstrate a balance between burdening busy co-workers and being stubborn to the point of freezing progress on a project.

Mention that you normally try to avoid asking co-workers for help, since they are busy with their own work.

However, you do recognize that a fresh approach and new eyes can help you overcome obstacles. Mention, too, that you are always ready to help out when asked.

10. How should friction between team members be dealt with?

Conflict resolution is a valuable critical thinking skill. Your ability to work with people who have different values and opinions is the key element in conflict resolution skills. You need to show a proactive, patient, impartial approach to defusing volatile situations.

How to answer Question 10

Mention that workplace disagreements can promote a healthy diversity of opinion. But when those disagreements become personal, they serve no purpose and can fester into grudges and long-term, toxic workplace problems .

Think about a time when you either helped deescalate a conflict or when you observed how your supervisor was successful in handling troublesome co-workers and conflict situations.

Read More: How to Handle Conflict with a Coworker in a Professional Way

11. How would you deal with a situation where a weak link in the team is affecting the quality of performance?

This is one of those critical thinking interview questions that assesses your ability to cope with a particularly sensitive workplace problem and how you tackle it proactively. You need to demonstrate that you don’t shy away from having uncomfortable conversations in a confidential and respectful way.

This is a hypothetical question you can answer either through thoughtful preparation or based on past experience—a group project in a college class, for example.

How to answer Question 11

In a job setting, you could describe how you would cope with a team member who was disrupting the delivery of a project. Your approach would be to consult with your manager in a respectful and confidential way.

Rather than pointing fingers, to offer solutions. You need to identify the cause of the colleague’s poor performance and recommend remedial action, more training or reassignment to a project where the team member could perform better.

12. What would you do if you noticed your supervisor made a mistake?

There could be a time when you will need to correct a mistake of a higher-level employee. Your challenge is to demonstrate critical thinking skills and find a professional way to correct the mistake in an ethical, professional, and polite manner.

How to answer Question 12

Say that your approach would be to meet with the senior employee privately to tactfully and kindly explain the mistake they made. You’ll need evidence and a suggestion on how to correct the problem.

Senior employees will appreciate the private meeting and the chance to consider ways to correct their mistake.

• Critical Thinking vs Problem Solving: What’s the Difference?
• Is Critical Thinking Overrated?  Disadvantages Of Critical Thinking
• 25 In-Demand Jobs That Require Critical Thinking and Problem-Solving Skills
• 11 Principles Of Critical Thinking  
• Hiring Manager Wants Me To Meet The Team: Is It A Good Sign?

Jenny Palmer

Founder of Eggcellentwork.com. With over 20 years of experience in HR and various roles in corporate world, Jenny shares tips and advice to help professionals advance in their careers. Her blog is a go-to resource for anyone looking to improve their skills, land their dream job, or make a career change.

Further Reading...

How To Spots Companies That Interview With No Intention Of Hiring You

Willingness to Learn New Knowledge and Skills Examples For Resume, Cover Letter, and Interview

When Is the Best Time to Look for a Job in Australia?

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Critical Thinking Test: Sample Questions with Explanations (2024)

Employers value and seek candidates who demonstrate advanced critical thinking skills. They often administer critical thinking tests as part of their hiring process. Critical thinking tests can be very difficult for those who don’t prepare. A great way to start practicing is by taking our critical thinking free practice test.

What Does The Critical Thinking Test Include?

The Critical Thinking Test assesses your capacity to think critically and form logical conclusions when given written information. Critical thinking tests are generally used in job recruitment processes, in the legal sector. These tests measure the analytical critical thinking abilities of a candidate.

Why Is Critical Thinking Useful?

Critical thinking is put into action in various stages of decision-making and problem-solving tasks:

• Identify the problem
• Choose suitable information to find the solution
• Identify the assumptions that are implied and written in the text
• Form hypotheses and choose the most suitable and credible answers
• Form well-founded conclusions and determine the soundness of inferences

What is Watson Glaser Test and what Critical Thinking Skills it Measures?

The most common type of critical thinking test is the Watson-Glaser Critical Thinking Appraisal (W-GCTA). Typically used by legal and financial organizations, as well as management businesses, a Watson Glaser test is created to assess candidates’ critical thinking skills.

The test consists of 10 questions to be answered in 10 minutes approx (although there is no timer on the test itself). Our test is slightly harder than the real thing, to make it sufficiently challenging practice.

You need to get 70% correct to pass the test. Don’t forget to first check out the test techniques section further down this page beforehand.

Questions          25

Pass percentage          70%.

The test is broken down into five central areas:

• Assumptions
• Interpretation

Critical Thinking Course

• 1 BONUS Interview Prep Video Guide Buy this Course: Get full access to all lessons, practice tests and guides.

The Five Critical Thinking Skills Explained

1. recognition of assumption.

You’ll be presented with a statement. The statement is then followed by several proposed assumptions. When answering, you must work out if an assumption was made or if an assumption was not made in the statement. An assumption is a proclamation that an individual takes for granted. This section of the tests measures your ability to withhold from forming assumptions about things that are not necessarily correct.

• 1: Assumption Made
• 2: Assumption Not Made

Although the passage does state that Charlie’s fundraising team is doing its best so that the charity event can meet its goal, nowhere did it state that their team is leading the event.

2. Evaluation of Arguments

You will be presented with an argument. You will then be asked to decide whether the argument is strong or weak. An argument is considered strong if it directly connects to the statement provided, and is believed to be significant.

No, participation awards should not be given in every competition because studies have shown that this would cause the participants to put in less effort because they will get a prize no matter what the outcome is.

• 1: Strong Argument
• 2: Weak Argument

This is a strong argument as it provides evidence as to why participation awards should not be given in every competition

3. Deductions

In deduction questions, you will need to form conclusions based solely on the information provided in the question and not based on your knowledge. You will be given a small passage of information and you will need to evaluate a list of deductions made based on that passage. If the conclusion cannot be formed for the information provided, then the conclusion does not follow. The answer must be entirely founded on the statements made and not on conclusions drawn from your knowledge.

In a surprise party for Donna, Edna arrived after Felix and Gary did. Kelly arrived before Felix and Gary did.

• 1: Conclusion Follows
• 2: Conclusion Does not Follow

For questions like this, jot down the clues to help you out. Use initials as a quick reference.

K | F&G | E

Looking at the simple diagram, “K”, which stands for “Kelly,” arrived before Edna “E” did. The answer is A.

4. Interpretation

In these questions, you are given a passage of information followed by a list of possible conclusions. You will need to interpret the information in the paragraph and determine whether or not each conclusion follows, based solely on the information given.

A number of students were given the following advice:

“The use of powerful words is a technique, which makes you a better writer. Your choice of words is very important in molding the way people interaction with the article. You should use powerful words to spice up your article. Power words should be used liberally to enhance the flavor of what you write! ”

In the fourth sentence, it is stated, “Power words should be used liberally to enhance the flavor of what you write!”

Thus, if you were to write an essay, using powerful words can give more flavor to it.

5. Inferences

An inference is a conclusion made from observed or supposed facts and details. It is information that is not apparent in the information provided but rather is extracted from it. In this section, you will be provided with a passage of information about a specific scene or event. A list of possible inferences will then be given, and you will need to decide if they are ‘true’, ‘false’, ‘possibly true’, ‘possibly false’, or whether it is not possible to say based on the information provided.

With the advancement of technology, the need for more infrastructure has never been higher. According to the plan of the current U.S. Administration, it aims to put a $1 trillion investment on improving infrastructure, a portion of which will include priority projects and technologies that can strengthen its economic competitiveness such as transportation, 5G wireless communication technology, rural broadband technologies, advanced manufacturing technologies, and even artificial intelligence.

It stated that it expects to work with Congress to develop a comprehensive infrastructure package, which is expected to have a budget of $200 billion for certain priorities.

• 2: Probably True
• 3: Not Enough Information
• 4: Probably False

Although it was mentioned in the passage that the U.S. government is to allocate $200 billion on certain priorities, it did not specify if these certain priorities were for ‘transportation, 5G wireless communication technology, rural broadband technologies, advanced manufacturing technologies, and artificial intelligence’ or if the aforementioned priorities will have a different allocation.

What we can be sure of, however, is that at least a portion of the $1 trillion infrastructure budget will be used on the mentioned priorities regardless, meaning that there is a chance that $200 billion will be used on those aforementioned areas.

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Can you describe a time when your initial approach to a problem failed and you had to change course? How did you reassess and alter your approach?

How do you evaluate the reliability and credibility of the information you use to make decisions, how have you used data analysis to support your decision-making process, describe a time when you had to make a decision without having all the information you needed. how did you handle it, can you give an example of a time when you had to challenge the status quo to achieve a better outcome, how do you handle situations where you have to make a decision under pressure, can you describe a time when you had to persuade others to adopt your solution or viewpoint, what steps do you take to ensure you're not biased when you're problem-solving, can you provide an example of a time when you had to draw conclusions from a set of complex data, describe a situation where your initial decision was incorrect. how did you realize your error and correct it, can you explain how you'd approach a problem that has multiple possible solutions, can you provide an example of a time when you had to make a difficult decision that involved ethical considerations, can you provide an example of a time when you had to solve a complex problem that required a creative solution, can you explain how you'd approach a problem that you've never encountered before, how have you used critical thinking to improve a process in your past work, how do you approach situations where there's significant ambiguity or unknown variables, how do you approach disagreements or conflicts that emerge during a problem-solving process, can you provide an example where you had to identify and analyze the root cause of a problem rather than just addressing the symptoms, can you describe an instance where you had to use both qualitative and quantitative data to solve a problem, how do you balance the need for innovation with the risks associated with trying new approaches, can you describe a time when you had to adjust your critical thinking approach based on the audience or stakeholders involved, can you explain a situation where you used critical thinking to learn from a failure, how have you used critical thinking to evaluate multiple potential solutions to a problem, can you describe a time when your ability to think critically was the key to completing a project or task successfully, can you provide an example of a situation where you made an informed decision by using critical thinking skills, can you describe a time when you used critical thinking skills to solve a complex problem at work, can you describe a situation when you had to challenge an existing process or policy at work what was your thought process and the outcome, can you describe a situation where you had to navigate through complex, conflicting information to make a strategic decision, how would you approach a problem where you have limited information to make a decision, can you provide an example when you had to make a quick decision under pressure what was your thought process and how did you ensure it was the right decision, can you provide an example of a complex problem you had to solve by breaking it down into smaller, more manageable parts, can you give an example of when you used logic and reasoning to solve a problem at work, critical thinking interview questions with detailed answers.

Most important Critical Thinking interview questions for freshers, intermediate and experienced candidates. The important questions are categorized for quick browsing before the interview or to act as a detailed guide on different topics interviewers who look for critical thinking and critical reasoning skills typically test for.

Critical Thinking Beginner Interview Questions

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This question is intended to assess how a candidate adapts their approach when an initial solution to a problem fails, demonstrating resilience and a willingness to reassess using critical thinking skills. Here is a possible scenario:

In my previous role as an operations manager for a manufacturing company, we faced significant production delays due to a bottleneck in one section of our assembly line. Initially, my solution was to increase the manpower in that section, believing that the issue was simply a lack of resources. However, despite the increased resources, the bottleneck persisted, and our production delays continued.

Having seen my initial solution fail, I knew I needed to reassess the problem. I started by stepping back and collecting more information. This time, rather than just focusing on the problematic section, I studied the entire production process, spoke with different team members, and also considered external factors such as supply chain and market demand.

Upon analyzing this new data, I discovered that the bottleneck wasn't simply a resource issue. The real problem lay in our outdated machinery in that section, which was not capable of handling the increased production volume. The issue was further exacerbated by a recent surge in market demand.

Armed with these new insights, I revised my approach. Instead of focusing on increasing manpower, I advocated for upgrading our machinery to a more efficient model capable of handling higher production volumes. Although this involved a significant initial investment, the analysis showed that it would improve our production efficiency, reduce delays, and ultimately, increase our profits in the long term.

After implementing the new machinery, we saw a significant improvement in our production speed and efficiency, solving the bottleneck issue.

This answer demonstrates the ability to reassess a problem when an initial solution fails and to adapt one's approach accordingly. The key takeaway is that when faced with failure, critical thinking can guide us to reassess, reanalyze, and ultimately find an effective solution.

The ability to evaluate the reliability and credibility of information is a key aspect of critical thinking, especially in a world where information is abundant and easily accessible. Here's how one might approach this:

When I encounter a piece of information that I'm considering using to make a decision, I start by examining the source. Is it reputable? Does it have a history of providing accurate and unbiased information? For instance, academic journals, government websites, and respected news organizations are typically reliable sources.

Next, I look at the evidence supporting the information. Does the source provide references, data, or other verifiable facts to back up its claims? Reliable information should be supported by evidence.

I also consider the timeliness of the information. Is it up-to-date, or could it be outdated and no longer applicable? This is particularly important in fast-changing fields like technology or healthcare.

I'll also look at potential biases. Every source has a perspective, but it's important to distinguish between an informed perspective and a biased one. If a source consistently presents one side of an argument, or if it's sponsored by an entity with a vested interest in a certain outcome, I take that into account.

Finally, I cross-check the information with other sources. If multiple reputable sources are consistent with the information, it adds to its credibility.

This approach helps me ensure that the information I use to make decisions is reliable and credible. However, it's essential to remember that even with these checks, no source is infallible. Therefore, I always stay open to new information and am ready to revise my decisions if credible information emerges that contradicts my previous understanding.

This question aims to understand the candidate's ability to incorporate data analysis into their critical thinking process. Here's a potential response:

In my previous role as a digital marketing manager, data analysis was integral to my decision-making process. A specific example that comes to mind is when I was tasked with optimizing our pay-per-click (PPC) ad campaign to increase conversions while maintaining our budget.

I began by gathering data from our past campaigns, including click-through rates (CTR), conversion rates, cost per click (CPC), and overall ROI. I also gathered external data such as industry benchmarks and competitor's ad campaigns for reference.

Next, I used this data to identify patterns and trends. I noticed that ads targeting certain demographics had higher conversion rates, while others had high click-through rates but low conversions. This analysis suggested that while we were successful in attracting clicks from a broad audience, we were not effectively converting specific demographic groups.

Based on this analysis, I decided to adjust our PPC strategy. I proposed focusing our budget on demographics that showed high conversion rates, reducing spend on groups with low conversions, and developing new strategies to better appeal to those groups.

This decision, driven by data analysis, resulted in a significant increase in our conversion rates and overall ROI, proving the effectiveness of data-supported decision making.

The key is to emphasize your ability to gather relevant data, analyze it to derive insights, and use those insights to make informed decisions. Whether in marketing, operations, finance, or other areas, the ability to incorporate data analysis into your critical thinking process is invaluable.

This question explores how a candidate uses critical thinking when faced with uncertainty and incomplete information, a common situation in the real-world workplace. Here's a possible scenario:

In my previous role as a product manager, there was an instance where we were developing a new feature for our product. However, due to time constraints and budget limitations, we didn't have the opportunity to conduct a full-scale market research or user testing before deciding on the final feature design.

Faced with this situation, I had to make a decision with the information at hand. I started by gathering as much relevant information as possible within the constraints. This involved analyzing the data we already had on our user behavior, reviewing feedback from our customers on similar features, and studying market trends.

Next, I prioritized the information based on its relevance and reliability. For example, direct user feedback was given more weightage compared to general market trends.

Then, I assessed the various options for the feature design, taking into consideration the information at hand, our product goals, and the company's strategic direction. I evaluated each option against these parameters to identify potential risks and benefits.

Based on this analysis, I made a decision on the feature design. However, given the uncertainty, I also developed a contingency plan to pivot quickly if the chosen design did not resonate with our users once launched.

After the feature was launched, I closely monitored user feedback and engagement metrics to assess its performance and verify our decision. As it turned out, the feature was well-received, validating our decision-making process under uncertainty.

While this scenario is specific to product management, the underlying approach – gathering and prioritizing available information, assessing options, making the best decision possible under the circumstances, and revisiting the decision based on new data – can be applied across various roles and industries.

Challenging the status quo often requires critical thinking skills, as it involves questioning existing methods and coming up with new and better ways to do things. Here's an illustrative scenario:

In my previous role as a junior software developer, I was assigned to a team responsible for maintaining a legacy system. I noticed that a significant amount of our time was spent on repetitive manual testing, which was prone to human error and was slowing down our workflow.

I realized that although this testing method was the way things had always been done, it wasn't the most efficient approach. Therefore, I took the initiative to research automated testing tools that could potentially improve our process.

After conducting a thorough evaluation of different tools, I presented my findings to the team lead, making a case for why switching to automated testing could improve our productivity, reduce errors, and allow us to focus more on other important aspects of our work.

Initially, there was resistance from some team members who were used to the old method and were skeptical about the effort required to implement a new system. However, after demonstrating the potential time savings and error reduction with a small pilot project, I managed to convince them.

With the team lead's approval, we gradually implemented automated testing, and as a result, we significantly reduced testing time and increased the accuracy of our tests. This experience taught me the importance of challenging the status quo and using critical thinking to propose and implement improvements.

In your answer, highlight your ability to question existing processes, conduct research, propose changes, and overcome resistance to bring about a better outcome. Your specific situation might be different, but the critical thinking process involved is universal.

Making decisions under pressure is a challenging task that requires swift and effective critical thinking. Here's a possible answer:

In my previous role as a team lead in a software development company, I often had to make decisions under pressure, particularly during product launches or when addressing critical issues that affected system performance.

In such situations, my first step was to calm myself and ensure I maintained a clear head to address the issue at hand. Stress can cloud judgment, so it was important to maintain composure.

Next, I would quickly gather as much information as I could about the situation. In a time-sensitive scenario, it might not be possible to have all the information one would ideally want, but it's crucial to have enough to make an informed decision.

Following this, I'd analyze the situation quickly, considering different scenarios and the possible impacts of various decisions. This involved a risk-benefit analysis to understand the potential consequences and their severity.

Once I had considered the alternatives, I'd make the best decision given the circumstances and the information at hand. Importantly, I'd communicate this decision clearly to my team and ensure everyone was aligned and knew what to do next.

After the immediate pressure had passed, I would then conduct a more thorough review of the situation. This could involve analyzing what led to the pressure situation, evaluating the effectiveness of the decision I made, and identifying learnings to manage similar situations better in the future.

The goal of this response is to show that you can remain calm under pressure, use critical thinking skills to gather and analyze information quickly, make informed decisions, and learn from these situations to continually improve.

This question tests your ability to use critical thinking not just to arrive at a solution or viewpoint, but also to convince others of its merit. Here's an example:

As a project manager for a tech company, I spearheaded a project to improve our customer support system. During my research, I identified an AI chatbot solution that would significantly increase efficiency and response times for customer inquiries.

However, when I presented this solution to the management team, there was considerable resistance due to concerns about the cost, potential customer reactions to interacting with AI, and the effort required to integrate the chatbot with our existing systems.

To address these concerns, I began by acknowledging them, showing that I understood their viewpoints. Then, I systematically used evidence to argue for the chatbot solution.

I presented data showing the increasing consumer acceptance of AI chatbots in customer service. I also showed projections of the time and cost savings we could achieve, underpinned by case studies from similar companies that had successfully implemented chatbots.

To address the integration concerns, I demonstrated how the chatbot could be seamlessly integrated with our existing systems, and outlined a step-by-step plan for implementation and testing that would ensure minimal disruption to our operations.

Throughout the process, I remained open to questions and provided clear and concise responses, further establishing the credibility of my proposal.

Eventually, I was able to persuade the management team to approve a trial implementation of the chatbot. The trial was a success, leading to faster response times, increased customer satisfaction, and substantial cost savings for the company.

The key to this kind of question is to demonstrate your ability to not only critically evaluate a problem and come up with a solution, but also to effectively communicate your idea and persuade others, even in the face of resistance.

Recognizing and mitigating bias is a crucial aspect of critical thinking. Biased thinking can distort our understanding of a problem and lead us to incorrect or ineffective solutions. Here's an example of how someone might approach this:

When problem-solving, I first try to be aware that bias can and does exist. Acknowledging the potential for bias is the first step to mitigating its impact. This includes biases related to confirmation bias (favoring information that confirms our pre-existing beliefs), recency bias (emphasizing recent information over historical data), or any other cognitive bias.

Next, I ensure diversity of thought in my problem-solving process. If possible, I collaborate with others, as different perspectives can help challenge our own biases. Even when working alone, I try to 'argue against myself' by considering alternative explanations or solutions that differ from my initial thoughts.

I also strive to rely on data and evidence rather than assumptions or gut feelings. Making decisions based on hard data helps to limit the influence of personal bias.

Moreover, I seek out and consider contradictory information. While it's human nature to avoid information that contradicts our beliefs, it's important to actively seek it out to counteract confirmation bias.

Finally, I always remain open to changing my mind in the face of new evidence. Staying adaptable and willing to revise our conclusions is crucial in minimizing the impact of bias.

The aim of your answer should be to demonstrate your awareness of the potential for bias, and your proactive steps to mitigate its impact on your decision-making and problem-solving processes. This shows a mature and well-considered approach to critical thinking.

The ability to interpret complex data and draw meaningful conclusions is an essential aspect of critical thinking, particularly in data-driven roles. Here's a possible answer:

In my previous role as a market analyst, I was often tasked with analyzing complex datasets to understand market trends and inform our business strategy. One such instance involved assessing the impact of a new government policy on our target market.

I started with a large set of data, including industry reports, economic data, government documents, and our internal sales data. The data was complex and multi-dimensional, with many variables to consider such as different customer segments, geographic regions, and timeframes.

To make sense of this data, I began by cleaning and organizing it to ensure its quality and relevance. I then used various analytical techniques such as regression analysis, correlation analysis, and segmentation analysis to identify patterns and relationships in the data.

One of the key findings was a negative correlation between the introduction of the policy and sales figures in certain customer segments and regions. By drilling down into the data, I also discovered that this effect was particularly pronounced for a specific product category.

Based on these conclusions, I presented a report to the management team recommending adjustments to our marketing and sales strategies for the affected product category and regions. These recommendations were implemented and helped mitigate the impact of the policy change on our sales.

In your response, the goal is to demonstrate your ability to work with complex data, apply appropriate analytical techniques, and draw meaningful conclusions that inform decision-making. While the specifics will depend on your field and experiences, the underlying critical thinking skills are universally valuable.

The ability to recognize and correct one's mistakes is an important aspect of critical thinking. Here's an example of a situation a candidate could describe:

As a financial analyst, I once recommended an investment in a particular tech startup based on its strong growth figures and promising market. However, after we made the investment, the company's performance did not meet our expectations.

To understand the discrepancy, I revisited my initial analysis. I discovered that while I had thoroughly analyzed the company's financials and market potential, I had not given enough weight to the industry-wide regulatory risks, which had materialized and were affecting the startup's operations.

This was a mistake in my initial decision-making process. I had allowed the impressive growth figures to overshadow other important factors. Recognizing this error, I took steps to correct it and prevent it from recurring.

To mitigate the immediate issue, I advised a partial divestment from the startup, reducing our exposure to the risk. At the same time, we diversified our portfolio to include more stable, low-risk investments to balance our risk profile.

To prevent such oversights in the future, I adjusted my analysis process to include a more comprehensive assessment of non-financial factors, such as regulatory risks, competitive landscape, and management team quality. I also attended a professional development course on risk analysis to further improve my skills in this area.

This experience was a valuable lesson in the importance of holistic analysis and continuous learning in decision making.

The key here is to show your capacity for self-evaluation, accepting mistakes, learning from them, and making necessary changes to prevent their recurrence. This reflects a high level of critical thinking and professional maturity.

Approaching a problem that has multiple possible solutions requires a systematic process to evaluate and compare the options. Here's how someone might handle it:

When faced with a problem with multiple solutions, I begin by gathering as much information as I can about the problem and the potential solutions. This could involve research, asking for input from others, or drawing on my own past experiences.

Once I've gathered information, I list out the potential solutions and evaluate each one against a set of criteria. The criteria could be based on factors like feasibility, cost, time, resources, impact, and alignment with my team or organization's goals.

To help with the evaluation, I often find it useful to create a decision matrix. This involves listing the options and then scoring each one based on the various criteria. The scores can then be added up to provide an overall evaluation of each option.

After evaluating the options, I consider the results and use my judgment to select the best solution. While the decision matrix is a useful tool, it's important to also consider other factors that may not be easily quantified, such as ethical considerations or potential risks.

Finally, once I've chosen a solution, I make a plan to implement it and monitor its effectiveness. If it doesn't work as expected, I'm prepared to revisit the problem and consider the other solutions.

In your answer, the goal is to demonstrate your ability to systematically evaluate multiple solutions and make an informed decision. Even if you don't use a decision matrix or a similar tool, showing that you have a logical process for decision-making will reflect positively on your critical thinking skills.

Critical Thinking Intermediate Interview Questions

Making decisions involving ethical considerations is a key aspect of critical thinking, especially in roles where ethical dilemmas can arise. Here's a possible answer:

In a previous role as a procurement officer, I was faced with an ethical decision concerning a potential supplier. The supplier offered significantly lower prices than competitors, which would be a great advantage for our budget. However, I came across information suggesting they were able to cut costs by using unfair labor practices.

I was faced with a difficult decision: save money for the company by choosing the low-cost supplier or prioritize ethics by selecting a more expensive, but fair, supplier.

Firstly, I ensured that the information about the low-cost supplier's labor practices was accurate. I performed more research, looking into reports and credible sources, and found multiple indicators confirming the initial information.

Next, I presented the information to my superiors, outlining the ethical dilemma. I proposed that we choose a more expensive, but ethically sound, supplier, emphasizing the potential harm to our company's reputation if we were associated with unfair labor practices.

While the decision involved a financial sacrifice, it was essential to uphold our company's values and commitments to ethical practices. My superiors agreed with the recommendation, and we chose the supplier who conducted fair labor practices.

In retrospect, this was not just the right decision ethically, but also strategically, as our company later received positive recognition for our commitment to ethical sourcing.

In your answer, focus on demonstrating your ability to prioritize ethical considerations, even when it's difficult, and make a decision that aligns with both your personal and professional values. Show that you understand the importance of ethics in your profession and in business more broadly.

Critical thinking isn't just about being logical or analytical – creativity can play a crucial role, especially when tackling complex problems. Here's an example:

In my previous role as an operations manager at a manufacturing company, we faced a significant challenge due to supply chain disruptions. Our primary supplier had gone out of business, and we were struggling to find an alternative that offered the same quality and price.

Rather than trying to find a single new supplier, I decided to think outside the box. I suggested we explore the possibility of splitting our order among several smaller suppliers. This way, we could not only meet our immediate needs but also reduce the risk of future disruptions.

To test the feasibility of this idea, I did extensive research into potential suppliers, assessing their capacity, quality, pricing, and reliability. I also analyzed our production process to see how it might be affected by receiving materials from multiple sources.

After concluding that this strategy could work, I proposed the idea to senior management. They were initially skeptical, but I presented my research and explained the potential benefits. They agreed to a trial run.

The result was a resounding success. Not only were we able to maintain our production quality and costs, but the diversification also made our supply chain more resilient. We were less dependent on a single supplier and therefore less vulnerable to potential disruptions.

In retrospect, this was a prime example of how creative thinking can provide solutions to complex problems. By not confining myself to traditional solutions, I was able to find an innovative approach that served our company well.

In answering this type of question, it's important to illustrate how you can think beyond the conventional solutions and bring a creative perspective to problem-solving. Show that you can think outside the box and take calculated risks to solve complex problems.

Facing unfamiliar problems is common in any job role. The ability to apply critical thinking skills to tackle such problems is essential. Here's an example of how someone might approach it:

When confronted with an unfamiliar problem, my first step is to define the problem as clearly as possible. I would ask clarifying questions and gather as much information as I can to understand the situation fully.

Next, I would break the problem down into smaller, more manageable parts. For instance, if the problem is about improving customer satisfaction, I might break it down into elements such as product quality, customer service, and pricing.

After breaking down the problem, I'd start researching possible solutions. This might involve online research, consulting with colleagues or experts, or reviewing similar past situations.

Once I have a list of possible solutions, I'd evaluate them based on factors such as feasibility, cost-effectiveness, and potential impact. This involves weighing the pros and cons of each solution and how well each solution aligns with the desired outcomes.

Then, I would choose the most promising solution and develop a plan to implement it. This plan would include clear steps, resources required, and a timeline.

Lastly, after implementing the solution, I would monitor the results and make adjustments as needed. If the first solution does not work as expected, I'd be ready to revisit the problem and consider the other solutions.

Your answer should showcase your ability to apply a systematic and logical process to tackle new problems. This includes problem definition, problem decomposition, research, solution evaluation, implementation, and review. This shows your ability to navigate unfamiliar situations using your critical thinking skills.

The application of critical thinking to improve processes demonstrates practical problem-solving skills and the ability to add value. Here's a potential answer:

In my previous role as a project manager, I noticed that our team was spending an excessive amount of time on weekly status meetings. The meetings often ran over schedule and didn't always provide clear action items.

I used critical thinking to identify the problem and propose a solution. I started by gathering data, including how long each meeting took, how many people were involved, and the outcomes of the meetings. I also collected feedback from team members about their perceptions of the meetings' effectiveness.

Upon analyzing the data and feedback, it became apparent that the problem was two-fold. Firstly, there was no clear structure for the meetings, leading to unfocused discussions. Secondly, there was too much time spent on updating the status of ongoing tasks, which could be communicated more efficiently.

Based on these findings, I proposed changes to the meeting structure. We implemented an agenda with specific time allocations for each topic. This ensured focused discussions and prevented unnecessary diversions.

For status updates, I recommended the use of a shared digital project management tool where everyone could update their progress. This reduced the need for lengthy verbal updates during meetings.

After implementing these changes, we significantly reduced the duration of our weekly meetings and improved their productivity. The team appreciated the more efficient use of their time, and we could dedicate more effort to the actual work on our projects.

This example demonstrates how critical thinking can lead to process improvements. It shows the ability to identify a problem, collect and analyze data, propose a solution, and measure the impact of the changes.

Dealing with ambiguity is a vital part of many roles, particularly those at a senior level or in fast-paced, dynamic industries. Here's a way a candidate could handle it:

When faced with ambiguous situations, my first step is always to try and gather as much information as possible. This might involve asking clarifying questions, conducting research, or consulting with colleagues or experts. The goal is to reduce the level of uncertainty, even if it can't be completely eliminated.

However, I recognize that in some situations, decisions need to be made even when not all the information is available. In such cases, I rely on risk assessment and scenario planning.

Risk assessment involves identifying potential risks and their impacts. It helps me understand what could go wrong if a particular decision is made. Scenario planning, on the other hand, allows me to anticipate different outcomes based on the decisions made. Both these methods help in making informed decisions in the face of ambiguity.

It's also important to be comfortable with making revisions as more information becomes available. I always approach ambiguous situations with a flexible mindset, ready to pivot or adjust plans based on new data or changes in the situation.

Finally, in such scenarios, clear communication becomes crucial. Whether it's with team members, superiors, or stakeholders, I ensure to explain the situation, how I plan to approach it, and any assumptions I'm making.

This approach not only helps me navigate through ambiguous situations but also ensures those involved are well informed and understand the decision-making process, further mitigating risks.

Through your response, you aim to show that you can take thoughtful and measured risks and make sound judgments even in the face of uncertainty. This highlights your advanced critical thinking and decision-making skills.

Conflicts or disagreements are common during problem-solving, especially when it involves a team. Here's a way someone might handle it:

When a conflict arises, my first step is to ensure that everyone involved has a chance to express their views. Often, conflicts arise due to misunderstandings or a lack of clear communication, so promoting open dialogue can help clear up any issues.

Next, I would try to understand the root cause of the disagreement. This might involve asking questions to clarify each person's perspective and understand why they hold their viewpoint. Understanding the motivations and reasons behind differing views can often reveal a path towards resolution.

Once I have a better understanding of the situation, I would facilitate a discussion aimed at finding a common ground or compromise. This might involve suggesting potential solutions, mediating between parties, or finding areas where everyone agrees.

If a resolution still seems difficult, I might propose using a decision-making tool or technique. For example, we might use a decision matrix to objectively evaluate different options, or we might bring in a neutral third party to mediate the discussion.

Finally, regardless of the outcome, I always aim to ensure that everyone feels heard and respected. It's important to maintain positive relationships and a good team dynamic, even when disagreements occur.

Your answer should illustrate your conflict resolution skills, emphasizing your ability to promote open communication, understand differing perspectives, and facilitate a resolution. It should also demonstrate your understanding of the importance of maintaining positive team dynamics and relationships.

Addressing the root cause of a problem rather than just dealing with the symptoms is a key aspect of effective problem-solving and critical thinking. Here's a possible answer:

When I was working as a customer service representative at an e-commerce company, we started receiving complaints about delayed deliveries. The initial response was to apologize to the customers and assure them that their orders would arrive soon.

However, I noticed that the number of complaints was increasing, which suggested that this was not a one-off issue. I decided to dig deeper to understand the root cause of the problem.

I began by examining the complaints in detail to identify any patterns or common factors. I found that the delays were predominantly occurring with orders that were processed by one specific warehouse.

Next, I coordinated with the warehouse management team to understand what might be causing the delays. After some discussion, we discovered that a recent software update in their inventory management system was causing processing errors. These errors were slowing down the order fulfillment process, which was resulting in delayed deliveries.

Upon identifying the root cause, I reported the issue to the IT department, who then rectified the software error. Following this correction, the delivery times improved, and the number of complaints reduced significantly.

By focusing on identifying and addressing the root cause of the problem, we were able to provide a long-term solution, rather than just dealing with the symptoms. This not only resolved the immediate issue but also helped prevent similar problems in the future.

In your answer, you should aim to showcase your analytical skills and your ability to look beyond the obvious to identify the underlying issues. This shows that you are not just a problem solver, but a problem preventer.

The ability to use both qualitative and quantitative data in problem-solving can provide a more comprehensive understanding of the issue. Here's an example of how someone might approach it:

When I was working as a product manager in a software company, we noticed that the usage of one of our key features was significantly lower than expected. To understand why this was happening and how to address it, I decided to use both quantitative and qualitative data.

For the quantitative analysis, I looked at our product usage data to understand the extent of the issue. This involved analyzing how often users interacted with the feature, the length of interaction, and how this compared to our other features. I also analyzed user demographics to see if there were any patterns in who was or wasn't using the feature.

However, the quantitative data only gave me the 'what' – it didn't tell me 'why' users were not engaging with the feature. To understand the 'why', I turned to qualitative data. I arranged interviews with a sample of users who rarely used the feature and asked for their feedback. I also reviewed user feedback from support tickets and social media to gather more insights.

The quantitative data showed that new users were less likely to use the feature, while the qualitative data indicated that these users found the feature confusing and not user-friendly.

Based on these findings, I worked with the UX design team to simplify the feature and make it more intuitive for new users. We also added a tutorial for the feature in our onboarding process to help new users understand how to use it.

Post-implementation, both the quantitative and qualitative data showed improvements. There was a significant increase in the usage of the feature, particularly among new users, and the feedback on the feature's user-friendliness also improved.

This approach demonstrates the ability to use both quantitative and qualitative data to get a comprehensive understanding of a problem and devise effective solutions.

Balancing innovation and risk is a key aspect of strategic decision-making. Here's an illustrative example of how one might approach this:

As the Head of Product Development in a tech company, I frequently face the challenge of pushing for innovation while also managing the associated risks. My approach is to always base decisions on a comprehensive risk-benefit analysis.

When considering a new approach or innovation, I begin by defining the potential benefits. This includes looking at how it could enhance our product offering, increase our competitiveness, or improve our operations.

Next, I assess the potential risks. This involves considering factors such as cost, time, technical feasibility, impact on existing processes, and the potential for negative outcomes.

Once the potential benefits and risks are outlined, I weigh them against each other. This involves considering the severity of potential risks, the likelihood of those risks, and the overall impact of the benefits.

In some cases, the potential benefits may clearly outweigh the risks, making the decision relatively straightforward. In other cases, the decision might be less clear. When the risks are high, I might opt for a more cautious approach, such as running a pilot project or phased implementation, which allows us to test the new approach on a smaller scale before full implementation.

Throughout this process, communication is key. I make sure to involve all relevant stakeholders in the decision-making process and ensure everyone understands both the potential benefits and risks.

This approach allows us to drive innovation while also managing the associated risks effectively. It shows that I'm able to make thoughtful and balanced decisions, even in complex and uncertain situations.

Adjusting your critical thinking approach based on your audience or stakeholders is a crucial skill, especially in roles that require frequent cross-functional collaboration or customer interaction. Here's an example:

In my previous role as a Technical Project Manager, I was managing a project that involved building a new feature for our software product. The feature was technically complex and required the collaboration of different teams including software developers, UX designers, and quality assurance engineers. Moreover, we had to ensure that the feature would meet the expectations of our end users, who were non-technical.

The biggest challenge was to ensure effective communication and decision-making among all stakeholders, despite their diverse backgrounds and perspectives.

When communicating with the software developers, I used my technical understanding to discuss detailed requirements, potential challenges, and solution approaches. Critical thinking here involved deep problem-solving, technical analysis, and understanding of software development best practices.

On the other hand, when discussing the project with UX designers and end users, I had to shift my approach. Instead of focusing on the technical aspects, I focused on the user perspective - how the feature would be used, what user problems it would solve, and how the user experience could be optimized. This involved empathetic thinking and understanding of user behavior and needs.

Throughout the project, I continually adapted my communication and problem-solving approach based on who I was working with. This ensured that all stakeholders could effectively contribute to the project, and that the final product was technically sound and user-friendly.

By adjusting my critical thinking approach based on the audience, I was able to bridge the gap between different stakeholders and drive the project to a successful conclusion. This story demonstrates adaptability, excellent communication skills, and a versatile critical thinking approach.

Learning from failure is an essential part of personal and professional development, and critical thinking plays a key role in this process. Here's an example:

In one of my early projects as a Junior Data Analyst, I was assigned to create a predictive model for sales forecasting. Despite my best efforts and thorough research, the model failed to deliver accurate predictions when implemented, which had a negative impact on our sales planning.

Rather than getting disheartened, I decided to use this experience as a learning opportunity. I started by critically evaluating what went wrong. This involved reviewing my work and methods, identifying potential shortcomings in my data collection and analysis, and considering other factors that might have affected the model's performance.

Upon reflection, I realized that my model didn't adequately account for some key external factors, such as market trends and seasonal variations, which significantly affected sales. I also realized that I had over-relied on historical data and didn't take enough into account potential changes in future market conditions.

From this experience, I learned the importance of thoroughly understanding all the factors that can influence the variable I am trying to predict. I also learned to validate my models with real-world data and to be open to adjusting them as necessary.

This failure ultimately improved my analytical skills and my approach to predictive modeling. I applied these lessons in my subsequent projects, leading to more reliable and accurate predictive models.

The ability to critically learn from failure shows resilience, continuous learning, and the ability to improve. These are valuable qualities in any professional setting.

Evaluating multiple potential solutions to a problem is a common scenario where critical thinking is required. Here's an illustrative example:

In my role as a Marketing Specialist, our team was faced with the challenge of increasing the reach of our social media posts. We brainstormed and came up with several potential solutions, including investing in paid promotions, partnering with influencers, and launching a user-generated content campaign.

In order to evaluate these options, I had to employ critical thinking skills. I started by defining the criteria we would use to judge the solutions: potential reach, cost, required resources, and alignment with our brand.

Next, I gathered data on each solution. For paid promotions, I researched the potential reach and cost of different social media platforms. For influencer partnerships, I compiled a list of potential influencers, estimated their reach, and calculated potential partnership costs. For the user-generated content campaign, I analyzed similar campaigns from other brands to estimate potential reach and engagement, and outlined the resources we would need to manage the campaign.

After gathering this data, I compared each solution against our criteria. This helped us understand the trade-offs of each option. For example, while paid promotions could offer immediate results, they could also be expensive. Influencer partnerships could offer high reach, but finding the right influencers and managing these partnerships could be resource-intensive. The user-generated content campaign could generate high engagement and organic reach, but it would require careful planning and monitoring.

Finally, I presented my analysis to the team. We discussed the pros and cons of each option, and ultimately decided to start with a user-generated content campaign because it offered the best balance of reach, cost, and resource requirements, and aligned well with our brand's community-focused values.

Through this process, I was able to use critical thinking to systematically evaluate each potential solution, make an informed recommendation, and facilitate a decision-making discussion. This story shows my ability to analyze data, consider multiple factors, and make reasoned judgments.

The ability to think critically can often be the key to success in completing projects or tasks. Here's an example:

In a previous role as an Events Coordinator, I was given the responsibility of organizing a large outdoor community event. This was a sizable task, requiring coordination with various stakeholders, including vendors, community groups, security, and the city council.

I knew that to execute this event successfully, I needed to anticipate potential challenges and devise effective solutions. For example, weather unpredictability was a significant concern. To mitigate this, I identified a suitable indoor venue as a backup and arranged flexible contracts with vendors to accommodate a last-minute change of location.

Additionally, I anticipated that crowd management could be a challenge, especially given the popularity of the event in previous years. To address this, I worked closely with security teams to design a crowd management strategy, which included efficient entry and exit routes, clear signage, and trained personnel at strategic points.

Moreover, to ensure a smooth setup and breakdown, I coordinated with vendors and provided them with detailed schedules and layout plans, highlighting key logistical information.

The event was a great success, with positive feedback from attendees, vendors, and community groups. It wouldn't have been possible without the critical thinking employed at various stages - from the planning phase, where potential challenges were anticipated, to the execution phase, where solutions were effectively implemented. This example demonstrates how critical thinking can lead to successful project completion, even in complex and unpredictable situations.

Critical Thinking Advanced Interview Questions

Sure, this question aims to evaluate the candidate's ability to gather and analyze information in order to come up with a reasonable decision. Let's take a hypothetical situation in a business context:

You were part of a team that was in charge of deciding whether to continue or halt a project. The project had been running for a year, but the results weren't as expected. Some team members wanted to halt the project due to lack of progress, while others wanted to continue, believing that there was potential in the long run.

In this situation, the first step would be to gather as much information as possible. This could include data on project performance, team member opinions, market research, and more. A candidate might have used data analysis tools to make sense of the project's performance metrics, or held discussions with team members to understand their perspectives.

After information gathering, it's important to analyze the data. The candidate could have identified patterns in the data, checked the project's performance against set benchmarks, and evaluated the potential benefits and drawbacks of continuing the project.

The final step in the critical thinking process would be to make a decision. Based on their analysis, the candidate might have decided that it's best to halt the project, or perhaps to adjust the project's strategy and continue. They should be able to justify their decision based on the data and analysis.

Remember that this is a hypothetical example and the specifics will depend on the candidate's personal experiences. What's important is that the candidate demonstrates the ability to gather and analyze data, evaluate options, and make informed decisions.

The goal of this question is to understand the candidate's ability to employ critical thinking skills in a real-world, complex situation. An example of how someone might answer this question is as follows:

In my previous role as a project manager, our team was assigned a significant project with a tight deadline. During the project's initiation phase, it became clear that the resources allocated were insufficient for the complexity and scale of the tasks at hand.

Using my critical thinking skills, I decided to first identify the problem areas. The issues were mainly inadequate personnel and an overly ambitious timeline.

Having identified the problem, I then conducted a thorough analysis of the situation. I scrutinized our project plan, examined the skillsets of our team members, and compared the project's requirements with our available resources.

Once the analysis was done, I decided to approach the problem on two fronts.

First, I proposed to the upper management the need for more resources. I presented them with a clear and data-backed picture of why the current team size was inadequate and how increasing the team size could positively impact the project's delivery.

Second, I reassessed the project timeline. I divided the project into smaller, manageable parts and reprioritized them based on their business impact and resource requirement.

My approach was successful. Management provided additional resources and agreed to the revised, more realistic timeline. The project was eventually completed on time, within budget, and met the client's expectations.

This example demonstrates the use of critical thinking in problem identification, thorough analysis, formulating action plans, and decision-making to solve a complex workplace problem.

This question is designed to gauge the interviewee's ability to critically evaluate existing norms and procedures, their capacity to drive change, and their courage to stand up for their beliefs when they see room for improvement. Here is an illustrative response:

In a previous role, I was working in a marketing department where we were relying heavily on traditional marketing methods like print advertising, television commercials, and direct mail. Although these methods were somewhat effective, I believed that we were missing out on a significant portion of our potential audience by not engaging in digital marketing.

I started by gathering data to support my viewpoint. I researched industry trends and statistics, and also analyzed our own marketing data. I found that a significant portion of our target audience was more active on digital platforms, and our engagement with them through traditional channels was declining.

Next, I analyzed this information and found that investing in digital marketing could potentially increase our audience reach and engagement while reducing costs. I considered different digital marketing strategies and their potential return on investment.

Once I had this information, I presented my findings to the management team. I used my research to explain why I believed a shift to digital marketing was necessary and beneficial for our company. I also suggested a phased approach to slowly reduce our dependence on traditional marketing while gradually increasing our digital presence.

My proposal was met with resistance initially, as change often is. However, I used my critical thinking skills to address concerns, answer questions, and provide additional information as needed.

Eventually, my proposal was accepted. We implemented the new digital marketing strategy gradually, and after a few months, we saw a significant increase in audience engagement and a decrease in marketing costs. This situation taught me that challenging existing norms can lead to improved processes and beneficial changes.

The specific details of your situation may be different, but the crucial point is to demonstrate your ability to critically evaluate existing procedures, think strategically, and drive change when necessary.

This question seeks to evaluate the candidate's skills in managing complex, conflicting information and utilizing critical thinking to make strategic decisions. Below is an illustrative scenario:

In a previous role as a project manager for a software company, I was assigned a project that had fallen behind schedule and was experiencing internal disagreements. The client wanted additional features that weren't initially agreed upon, and the development team claimed that implementing these changes would push the deadline further.

Firstly, I undertook to understand the scope of the project and the client's requests in-depth. I gathered information from all available resources, including project documentation, client communication, team meetings, and individual discussions with team members. This allowed me to grasp the nature of the conflicting information and the challenges it presented.

The next step involved analysis. I evaluated the technical feasibility of implementing the additional features within the given timeframe. This included talking to the developers, assessing the workload, and considering potential solutions. At the same time, I had discussions with the client to understand their needs and their business rationale behind the requested changes.

Following the analysis, I found that integrating all the additional features would indeed be impractical within the original timeframe. However, I also realized that not all features were equally important to the client. Some of them could provide immediate value, while others could be postponed for future updates.

In light of this, I proposed a solution to both the client and the development team. We could prioritize and incorporate the most valuable features in the current project scope and postpone the rest for future updates. This approach required rescheduling, but it was a reasonable compromise that respected the client's needs and the team's capacity.

This situation was complex due to the conflicting needs of the client and the development team. However, by critically examining and analyzing the information, I was able to come up with a strategic decision that catered to both parties' needs without overburdening the team or disappointing the client.

While the details of your situation may differ, the key point to highlight in your answer is your ability to navigate through conflicting information, analyze complex scenarios, and make strategic decisions that balance various interests.

This question is designed to assess a candidate's ability to problem solve and make sound judgments even when faced with limited data. An example answer may look like the following:

If I were to approach a problem with limited information, my first step would always be to acknowledge the lack of data and consider the potential implications of this. This is important because understanding the limitations of your knowledge can prevent hasty decisions and allow for a more cautious approach.

Once I've acknowledged the data limitations, I would then make a concerted effort to gather as much additional information as possible within the constraints of the situation. This could involve conducting research, seeking advice or input from colleagues, or utilizing past experience and knowledge that might be applicable to the situation at hand.

In situations where obtaining additional information isn't possible or practical, I would have to rely on analysis of the available information, no matter how limited. This involves careful scrutiny of every piece of data at hand, considering all possible implications and outcomes of different decision paths.

When the information is severely limited, it may be necessary to make assumptions to fill in the gaps. However, it's crucial that these assumptions are clearly stated, reasonable, and based on sound logic or past experience. It is also essential to remember that decisions based on assumptions carry a certain level of risk due to the potential inaccuracy of those assumptions.

Finally, once a decision has been made, it's crucial to monitor the outcomes closely. This allows for any necessary adjustments to be made quickly if the results indicate that the original decision may not have been the best one.

Through this process, critical thinking can be applied even in situations with limited information. The goal is to make the most informed decision possible given the circumstances, while remaining flexible and ready to adapt as new information becomes available.

This question examines the candidate's ability to apply critical thinking skills swiftly under pressure. Here's an illustrative scenario:

In my previous role as a supply chain manager, we encountered an issue where a critical shipment was delayed due to an unexpected transportation strike. This shipment was crucial for an ongoing production run, and any further delays could have resulted in significant losses.

Despite the pressure, I knew it was crucial to avoid impulsive decisions. I began by quickly gathering as much information as I could within the time constraints. This involved understanding the possible duration of the transportation strike, checking the availability of the material in question in our inventory, and assessing the impact of the delay on our production schedule.

Next, I had to analyze the information swiftly. I realized that waiting for the strike to end could result in significant production downtime. However, sourcing the material locally was another option, though it would increase our costs due to higher local prices.

Given the urgent nature of the situation, I had to make a quick decision. I evaluated the potential cost of production downtime against the increased cost of local sourcing. I found that despite the higher cost of local materials, we would overall incur less loss than if we allowed the production to halt.

After making the decision to source the materials locally, I communicated the situation and my decision to both the production team and the senior management. It was also critical to closely monitor the situation, ready to revisit the decision should the strike end sooner than expected or if other unforeseen issues arose.

While the specifics of your experience may vary, the key aspect to focus on is your ability to rapidly collect and analyze information, make decisions under pressure, and continuously monitor the situation to ensure the decision remains the most effective solution.

This question is designed to assess a candidate's ability to use a systematic, step-by-step approach to solve complex problems. Here's a possible scenario to illustrate this:

In my previous role as a lead software engineer, our team was tasked with developing a new feature for our application that required integrating several different technologies. The complexity and scope of the project were daunting at first glance, and the team was struggling to get started due to the enormity of the task.

To tackle this, I used a critical thinking technique known as 'decomposition,' which involves breaking a complex problem down into smaller, more manageable parts.

Firstly, I organized a series of brainstorming sessions with the team to fully understand the problem and its requirements. This helped us outline the overall structure of the feature and the different technologies involved.

After we had a clearer understanding of the overall task, I divided the project into smaller, more manageable sub-tasks. These sub-tasks were designed to be independent of each other as much as possible, each representing a different aspect of the overall problem. This allowed the team to work simultaneously on different parts of the problem.

For each sub-task, we defined success criteria, estimated the time needed, and identified potential risks. This process was iterative, and we often had to re-evaluate and adjust our plans based on the progress and new insights we gained along the way.

This approach of breaking down the problem helped us manage the complexity of the task and maintain momentum. By solving each smaller problem, we gradually built up the complete solution. Eventually, we were able to successfully develop the feature and integrate it into the application within the set deadline.

While the details of your situation may differ, the essential point is to demonstrate your ability to systematically approach complex problems, break them down into manageable parts, and drive the project to completion.

This question is intended to evaluate a candidate's ability to apply logical thinking and reasoning in a practical context. Here is an illustrative response:

In my previous role as a customer service representative, I was often faced with customers who were upset due to a misunderstanding of a product's features or limitations. One particular case that stands out involved a customer who was upset because a software product they purchased wasn't working as they expected.

The first step in my logical reasoning process was to gather as much information as possible. This involved listening carefully to the customer's concerns, asking relevant questions to understand the specifics of their issue, and reviewing any associated documentation or product specs.

Next, I analyzed the gathered information. In this case, I found that the customer was attempting to use the software for a purpose it wasn't designed for.

Once I identified the problem, the next step was to identify potential solutions. In this case, one solution was to educate the customer about the intended use of the product and suggest alternate methods or products that could better suit their needs.

After assessing the feasibility and impact of this solution, I chose to implement it. I carefully explained to the customer the software's intended use and provided alternative solutions to their problem. While initially upset, the customer appreciated the clear explanation and was satisfied with the alternative solutions proposed.

Finally, I sought feedback from the customer to ensure that the problem had been fully resolved and that they were satisfied with the outcome. This closed the loop on the problem-solving process.

The critical aspect in this answer is demonstrating the application of logical steps (information gathering, analysis, solution identification, implementation, and feedback) to solve a problem effectively. The specifics of your experience may be different, but this step-by-step approach should be clearly reflected in your answer.

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25+ Critical Thinking Interview Questions and Answers

There is arguably no more important skill in the modern workplace than critical thinking. The ability to think critically about information and make decisions is key to success in any field, especially for those entering management or leadership positions.

Critical thinking interview questions are one way to help identify which candidates have this valuable skill set – and which don’t! In this article, we’ll provide you with a list of some common critical thinking interview questions.

Table of Contents

What is the importance of critical thinking?

Critical thinking is important because it allows individuals to analyze information and make decisions using reason rather than emotion. Critical thinkers can overcome cognitive biases and effectively solve problems.

What are the benefits of critical thinking?

The benefits of critical thinking are numerous. Critical thinkers can think more clearly and effectively, make better decisions, solve problems, and communicate more effectively. They are also less likely to be fooled by misinformation or propaganda.

What are some of the characteristics of a critical thinker?

Some key characteristics of a critical thinker include being open-minded, logical, systematic, and objective. Critical thinkers also exhibit curiosity, skepticism, and humility.

How to improve critical thinking?

Answer:  There are many ways to improve one’s critical thinking abilities. Some beneficial strategies include reading, practicing logic problems, and taking classes in philosophy or psychology.

Critical Thinking Skills

• Analytical thinking
• Attention to detail
• Being less likely to be fooled by misinformation or propaganda
• Being open-minded
• Communicating more effectively
• Decision making
• Inquisitiveness
• Intelligence
• Making better decisions
• Open-mindedness
• Organization skills
• Overcoming cognitive biases
• Objective Oriented
• Problem-solving
• Solving problems
• Systematic thinking
• The ability to make decisions using reason rather than emotion
• Time management skills
• Questioning everything

Critical Thinking Interview Questions

What would it be if you could give one piece of advice for improving one’s critical thinking abilities.

Tip:  This question can be tricky, but it’s an excellent opportunity for the interviewer to understand the candidate’s critical thinking style. Some sound advice for improving one’s necessary thinking abilities might include being open to new ideas, questioning everything, and practicing problem-solving skills regularly.

What is your experience with critical thinking?

Tip:   This question is asked in various ways, but all variations essentially ask the same thing – have you ever had to use critical thinking skills in a professional setting? What was the situation, and how did you go about it? Candidates who have used necessary thinking skills in their previous jobs generally have an easier time answering this question.

How do you think critically?

Sample Answer:  There is no one right way to think critically – everyone does it in their unique way. However, some general tips can be helpful for anyone looking to improve their critical thinking skills. These tips include being organized, asking questions, considering other perspectives, and testing hypotheses.

What is the difference between deductive and inductive reasoning?

Answer:  Deductive reasoning is the process of applying general rules to specific situations. This type of reasoning is used to reach logical conclusions. On the other hand, inductive reasoning is the process of inferring specific facts from general observations. This type of reasoning is often used in scientific inquiry.

Example of deductive reasoning

An example of deductive reasoning would be the statement, “All men are mortal.” This statement is a general rule applied to any individual man.

Example of inductive reasoning

An example of inductive reasoning would be the statement “John is a man.” This statement is not a general rule, but rather it applies to one specific person.

Can you think of a time when you were fooled by misinformation or propaganda?

Tip:  Propaganda and misinformation can often lead individuals astray by convincing them of things that are not true. Share an experience from your personal life in which you were fooled by inaccurate information.

Sample Answer: A friend told me that eating lots of carrots would improve my vision. I am pretty sure this was an exaggeration about the effect of carrots, but I went ahead and ate them anyway. It wasn’t until years later that I learned eating too many carrots can be dangerous for your health.

What is a cognitive bias?

Answer:  A cognitive bias is a thinking error that can lead individuals to make inaccurate judgments or decisions.

Can you give me an example of a cognitive bias?

Answer: One example of a cognitive bias is the sunk cost fallacy. It happens when people continue investing time or money into something based on the belief that they have already invested so much that it would be wasteful to quit now.

How do you arrive at an answer to a problem with multiple solutions??

Tip:  The interviewer may be trying to understand the candidate’s critical thinking style by asking this question. Some good strategies for arriving at an answer include considering all possible solutions, testing hypotheses, and consulting experts when necessary.

What is your experience with multiple perspectives?

Sample Answer:  I like to approach problems by looking at them from different angles – it helps me come up with creative ideas because I can compare and contrast various perspectives on each issue. This technique has been helpful in many situations where there are only one or two apparent answers instead of several clear-cut choices.

What are some examples of critical thinking in your life?

Critical thinking can be used in various ways, depending on the situation. Some examples include analyzing data to come up with conclusions, evaluating their validity, and identifying hidden assumptions in ideas or concerns.

Sample Answer:  For example, I wrote a paper on the American Revolution when I was in school. Instead of repeating what my textbook said about the events during that period, I conducted research. I did some additional reading to develop my perspective about why certain things happened.

Is there a difference between being intelligent and having good critical thinking skills?

Answer:  While intelligence is undoubtedly a valuable asset, it is not always enough to make accurate judgments and decisions. Critical thinking skills are essential because they allow individuals to analyze information carefully and logically to arrive at the most accurate conclusions possible.

What do you think makes critical thinking so difficult?

Answer:  One challenge with critical thinking is that it requires us to be open-minded and consider different points of view. It can be difficult to have strong convictions or feel like we already know the answer.

Additionally, critical thinking can be time-consuming and require a lot of effort. However, these challenges are worth overcoming because critical thinking leads to better outcomes in both personal and professional settings.

What is the best way to teach someone how to think critically?

Answer:  The best way to teach someone how to think critically is by exposing them to new information and allowing them time for reflection. It will help individuals process their thoughts about a particular topic before reaching any conclusions or judgment calls.

What does it mean when we say “a problem well stated is half solved”?

Answer:  This phrase means that when we can articulate a problem clearly, we are already on our way to finding a solution. By identifying the issue accurately, we can focus our efforts on solving it efficiently.

What is your experience with making decisions under pressure?

Sample Answer: I’ve had a lot of experience making decisions under pressure. I often had to make snap judgments to respond quickly to changing situations in my previous job. I learned to stay calm and collected even when things were chaotic, which helped me make better decisions overall.

Are you open to new concepts and ideas?

Sample Answer:  I am open to new concepts and ideas. I learn best when exposed to further information and process my thoughts about a particular topic before reaching any conclusions or judgment calls.

What are some things you do to stay organized and efficient?

Sample Answer:  One thing I do to stay organized and efficient in create a plan of action for each day. It helps me stay on track and ensures that I make the most of my time. Additionally, I try to avoid distractions and keep my workspace organized to focus on the task at hand. Lastly, I take breaks during the day to keep my energy levels high and be at my most productive.

How would you handle a crisis?

Sample Answer:  I would handle a crisis by assessing the situation objectively and coming up with a plan of action. I would communicate with all relevant parties, including my team, and make sure that everyone is aware of the situation and what they need to do to help resolve it. I would stay calm under pressure and do whatever is necessary to get the problem under control as quickly as possible.

How do you practice self-care?

Sample Answer:  I practice self-care by taking some time each day to do something that makes me happy.

It could be anything from going for a walk or reading a book after work to listening to music during my commute home. The important thing is that it’s something I enjoy and helps me relax to face the world again the next day.

Do you consider yourself a critical thinker?

Sample Answer: I consider myself a critical thinker. I have a lot of experience making decisions under pressure, and I learn best when exposed to further information. I also try to stay organized and efficient to focus on the task. These are all qualities of a critical thinker.

What Is your greatest strength as a critical thinker?

Sample Answer:  My greatest strength as a critical thinker is my ability to stay calm under pressure. I can think clearly and objectively in chaotic situations, which helps me make better decisions.

Tell me about a time when you needed to make a decision quickly?

Sample Answer:  I recently faced a situation where I needed to make a decision quickly. My team and I were having issues completing some tasks on time, so we decided it would be best for me to take over the project while they focused their efforts elsewhere. It allowed me to complete my work simultaneously, overseeing theirs, making it possible for us to finish on time.

Describe one of the most challenging decisions you have had to make at work?

Sample Answer:  One of the most challenging decisions I have had to make at work was hiring a new member for my team. After going through numerous resumes and interviewing several candidates, it became clear that two people would be equally qualified for the role.

To decide which applicant we should hire, we decided on a case study assignment where each candidate was required to solve a problem the same way they would on the job. It helped us gain insight into how each person works and made it easier to determine who was best suited for the role.

Can critical thinking be taught?

Sample Answer:  Critical thinking can be taught. A few key things helped me improve my critical thinking skills, such as reading extensively about topics I’m interested in, listening to podcasts and TED Talks, and participating in discussions with others who have different viewpoints.

Having the opportunity to speak with others, I learn a lot about myself and other people’s perspectives. It helps me understand how different thinking styles work, which allows me to consider all of my options when making decisions in the future.

What makes a person a critical thinker?

Sample Answer:  I believe that critical thinking is something you are born with, and you hone it as your experience in the world increases. Those who work to improve their skills over time tend to do better than those who don’t practice at all, but everyone has this ability within them somewhere.

Someone’s level of critical thinking can be measured by how well they can make decisions, how open-minded they are, and how well they weigh the evidence before making a judgment call.

What would you do if you needed to decide without complete information?

Sample Answer:  In situations where I need to decide without complete information, either because I don’t have all of the facts or there’s too much data to process right away, my first step is to gather as many sources as possible.

Even if that means spending hours upon hours researching and going over every detail until it feels like I have a clear picture of what’s going on, the time spent is always worth it in the end.

Explain your decision-making process.

Sample Answer:  My decision-making process usually involves gathering as much information as possible. Once I have a good understanding of the situation, I’ll begin to think about all of the different options available to me and weigh the pros and cons of each one.

After narrowing it down to a couple of choices, I’ll assess how likely it is that I’ll be able to accomplish my goals with each option. Finally, I’ll consider what could go wrong or how things might change if another factor gets involved before deciding on the best one.

If you had to pick just one critical thinking skill, which would you choose and why?

Sample Answer:  If given a choice, I would choose the skill of being able to think about things from different perspectives. It has helped me a lot in my personal life and professional career.

Seeing all sides of an issue allows me to develop better solutions and makes it easier to understand others’ points of view. Additionally, it helps me stay open-minded and prevents me from jumping to conclusions too quickly.

Why is critical thinking important in our daily life?

Sample Answer:  Critical thinking is essential for everyone in our daily lives because we make decisions every single day. Whether it’s something as simple as what to order off of a menu or more complicated like whether your business needs to switch suppliers, critical thinking allows us to weigh the pros and cons of each choice before making a final decision.

Learn more on Critical Thinking at Stanford

We hope we have provided you with a good understanding of critical thinking and why it’s crucial. Go through all the Critical thinking interview questions and answers explained above and get ready to ace your interview.

If you have any questions or would like to share your thoughts, please feel free to leave a comment below. Also, don’t forget to share this article with your friends and followers!

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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.

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Top 20 Critical Thinking Interview Questions & Answers

Master your responses to Critical Thinking related interview questions with our example questions and answers. Boost your chances of landing the job by learning how to effectively communicate your Critical Thinking capabilities.

Critical thinking is a skill highly sought after in today’s complex and fast-paced world. It’s not merely about thinking clearly or rationally; it’s about analyzing and evaluating information to guide action, making it pivotal across all professions and industries. Whether you are applying for a role that explicitly lists critical thinking as a job requirement or you’re looking to enhance your problem-solving prowess in your current position, demonstrating strong critical thinking skills can set you apart from the competition.

This article aims to illuminate the significance of critical thinking in the professional realm by delving into interview questions designed to test this indispensable skill. We’ll provide insights into what employers are looking for when they assess critical thinking abilities and offer strategies for crafting responses that showcase your analytical acumen.

Common Critical Thinking Interview Questions

1. how would you differentiate between a problem that requires critical thinking and one that does not.

Navigating ambiguous situations and analyzing information objectively are key components of effective critical thinking. This skill is crucial for solving complex problems where standard protocols may not apply, and outcomes are unpredictable. Conversely, routine problems often have established methods and clear-cut solutions that don’t demand extensive analysis or creative thought. The question aims to assess a candidate’s ability to recognize when a nuanced approach is necessary versus when efficiency can be prioritized by following standard procedures. It also evaluates a candidate’s judgment in identifying the scale and impact of a problem, which is crucial for resource management and prioritization within a role.

When responding, a candidate should outline their thought process for assessing problems, highlighting their ability to identify key factors such as the complexity of the issue, potential risks, and the level of uncertainty involved. An effective response would include examples demonstrating how they have distinguished between routine and complex problems in past experiences, along with the strategies they employed to address each effectively. This showcases their problem-solving abilities and their understanding of when to leverage critical thinking skills.

Example: “ Differentiating between a problem that requires critical thinking and one that does not hinges on the analysis of several dimensions of the problem at hand. For instance, a problem that is routine, well-defined, and has a clear set of procedures or historical precedents for its resolution typically may not necessitate critical thinking. In contrast, a problem that is complex, ambiguous, involves multiple stakeholders with conflicting interests, or has significant consequences depending on the outcome, demands a critical thinking approach.

In practice, I assess the need for critical thinking by evaluating the problem’s novelty, the scope of impact, the level of uncertainty, and the interdependencies among variables. For example, when faced with a new market trend that could potentially disrupt our business model, I recognized this as a critical thinking scenario due to its complexity and high stakes. I systematically gathered and analyzed data, questioned assumptions, and explored alternative solutions. This involved not just an analytical breakdown of the problem but also creative synthesis to develop innovative strategies, demonstrating the application of critical thinking to navigate through the intricacies of the issue effectively.”

2. Describe an instance when your initial hypothesis about a complex issue was incorrect.

When it comes to critical thinking, the ability to form hypotheses and adjust them when presented with new information or evidence is fundamental. This question delves into a candidate’s flexibility of thought, their willingness to admit and learn from mistakes, and their capacity to approach problems from multiple angles. A well-rounded candidate will not only recognize when they are wrong but will also see it as an opportunity for growth rather than a setback. It’s a test of humility and intellectual integrity, key traits for roles demanding analytical prowess and decision-making.

In your response, recount a specific situation where you had to pivot from your original assumption. Briefly outline the context and the stakes involved. Then, focus on the process you underwent to re-evaluate the situation: the additional information you considered, the way you integrated new data, and how you ultimately arrived at a different conclusion. Emphasize your thought process and the lessons learned, ensuring you highlight your adaptability and continuous improvement mindset.

Example: “ In analyzing a complex issue within a project, my initial hypothesis was that the bottleneck was caused by an inefficiency in the operational workflow. Upon deeper analysis, however, I discovered that the issue was not the workflow itself but rather a mismatch in team skill sets and resource allocation. By incorporating data analytics and soliciting cross-departmental feedback, I realized that the workflow was designed optimally but was being executed by team members who were not best suited for their roles.

To address this, I facilitated a realignment of tasks to match individual strengths and brought in additional training for areas where the team was lacking expertise. This pivot not only resolved the bottleneck but also improved overall team performance and morale. The experience underscored the importance of a data-driven approach and the value of looking beyond surface-level symptoms to underlying causes. It also reinforced the necessity of maintaining a flexible mindset and being willing to challenge my own assumptions in the face of new evidence.”

3. What strategies do you employ to identify biases in your decision-making process?

Awareness of personal biases is a critical component of effective critical thinking. Recognizing and mitigating these biases ensures that decisions are based on objective analysis rather than subjective preference. This question aims to assess whether a candidate is self-aware and actively engaged in personal development, as well as their ability to maintain objectivity in professional scenarios. It also speaks to a candidate’s commitment to fairness and their potential for leadership, where unbiased decision-making is essential for team cohesion and trust.

When responding, candidates should articulate the specific techniques they use to keep their biases in check. This might include seeking diverse perspectives, consulting with colleagues, relying on data and evidence, or engaging in reflective practices such as journaling or meditation. Candidates should provide concrete examples of when they’ve identified a bias in their thinking and how they adjusted their approach to ensure a more balanced outcome. Demonstrating a proactive approach to personal growth and a dedication to fair decision-making will signal to interviewers a candidate’s suitability for roles requiring sound judgment.

Example: “ To identify biases in my decision-making process, I employ a combination of reflective practices and evidence-based evaluation. I actively engage in self-reflection to question my initial assumptions and consider the origins of my perspectives. This often involves journaling, which helps to externalize and critically assess my thought patterns. Additionally, I prioritize the collection and analysis of data to inform my decisions, ensuring that they are rooted in objective evidence rather than subjective intuition.

When I detect a potential bias, I seek out diverse viewpoints to challenge my preconceptions. This involves consulting with colleagues who may have different experiences or expertise, which provides a broader perspective and mitigates the risk of echo chambers. In a recent project, I recognized a confirmation bias in my analysis, where I was favoring information that supported my initial hypothesis. By acknowledging this, I revisited the data and actively searched for disconfirming evidence, which led to a more nuanced understanding and ultimately a more robust decision-making process. This approach not only enhances the quality of my decisions but also fosters a culture of critical thinking and continuous improvement.”

4. In what ways have you used critical thinking to improve a process at your previous job?

Dissecting a process, analyzing its components with a sharp eye, and envisioning a more efficient or effective method are all aspects of critical thinking that drive process improvement and innovation. This ability to objectively evaluate and enhance systems is not just about fixing what’s broken, but also about preempting potential issues and maximizing productivity. By asking this question, interviewers are looking for evidence of a candidate’s analytical skills and their initiative to bring about positive change within an organization.

When responding to this question, provide a concrete example of a time you identified a problem or area for improvement. Break down the steps you took to analyze the situation, emphasizing how you gathered data, considered various solutions, and weighed the pros and cons. Then, explain the action you took, the implementation of the new process, and most importantly, the outcome. Illustrate how your critical thinking led to tangible benefits for the company, such as time savings, cost reductions, increased revenue, or improved employee satisfaction.

Example: “ In a previous role, I identified a bottleneck in our project reporting process, which was causing delays in decision-making. I initiated a thorough analysis of the existing workflow and discovered that the report consolidation was the primary issue, as it relied on manual data entry from multiple departments. To tackle this, I conducted a root cause analysis to understand the underlying issues and engaged with stakeholders to gather insights and validate findings.

Armed with this information, I proposed and implemented an automated data aggregation tool that interfaced with our existing systems. This solution not only streamlined the data collection process but also reduced the potential for human error. By critically evaluating the process and considering the technological resources available, I was able to re-engineer the workflow, resulting in a 30% reduction in the time taken to generate reports. This improvement led to faster strategic decisions and a significant increase in overall team productivity.”

5. Can you provide an example of how you’ve dissected a multifaceted argument to assess its validity?

Breaking down complex issues into their component parts to understand the underlying logic and reasoning is a hallmark of effective critical thinking. This skill is particularly valuable as it allows for a nuanced approach to problem-solving, where the thinker can identify biases, logical fallacies, and the strength of the evidence presented. Employers seek individuals who can navigate through layers of information, differentiate between correlation and causation, and make informed decisions based on a sound analysis of available data. This question aims to reveal whether the candidate has a systematic approach to addressing intricate arguments and can remain objective while evaluating differing viewpoints.

When responding to this question, begin by outlining a specific scenario where you were faced with a challenging argument or problem. Walk the interviewer through your process step-by-step, explaining how you identified key issues, researched relevant information, and applied logical reasoning to each part. Highlight how you remained impartial, even if the argument related to a topic you felt strongly about, and conclude by sharing the outcome of your analysis. This approach not only demonstrates your critical thinking abilities but also shows that you can communicate complex ideas clearly and effectively.

Example: “ In one instance, I was presented with an argument that a particular business strategy would significantly increase market share. The argument was supported by a variety of data points and expert opinions. To assess its validity, I first deconstructed the argument into its core components: the underlying assumptions, the evidence provided, and the logical connections between the two.

I then conducted an independent evaluation of the evidence, scrutinizing the methodology behind the data collection and the credibility of the sources. Simultaneously, I challenged the assumptions by considering alternative scenarios and seeking out information that could either confirm or refute them. Throughout this process, I maintained an objective stance, ensuring that my personal biases did not color the analysis.

The outcome of this rigorous examination was a nuanced understanding of the strategy’s potential. I concluded that while the strategy had merit, it also carried risks that were not initially apparent. This comprehensive analysis allowed for a more informed decision-making process that considered both the strengths and weaknesses of the proposed strategy.”

6. Outline the steps you take when confronted with conflicting data points.

When presented with conflicting data, the ability to discern, analyze, and integrate information is paramount. This question not only assesses a candidate’s analytical skills but also evaluates their approach to uncertainty and complexity. It inspects the candidate’s methodology for handling information that doesn’t readily align, testing their intellectual rigor and commitment to evidence-based decision-making.

To respond, outline a systematic approach: begin by verifying the sources of the data for credibility. Next, cross-examine the information for errors or biases. If the data remains conflicting, consider alternative perspectives or additional research to provide context. Explain how you would weigh the evidence, perhaps employing specific analytical tools or consulting with knowledgeable colleagues. Conclude by describing how you would form a reasoned conclusion or make a recommendation, emphasizing your flexibility and openness to changing your stance as new information arises.

Example: “ When confronted with conflicting data points, my initial step is to authenticate the sources, ensuring their reliability and validity. I scrutinize the methodologies used to gather the data, looking for potential errors or methodological inconsistencies that could explain the discrepancies. If the sources and methods are sound, I proceed to examine the data for any inherent biases or contextual factors that might influence the results.

Following this critical evaluation, I explore additional research or data that could provide further insight, often utilizing statistical analysis or predictive modeling to discern patterns or anomalies. This process may also involve seeking expertise from colleagues who can offer alternative perspectives or specialized knowledge. Throughout this investigative phase, I maintain a balanced approach, considering all evidence on its merit.

Ultimately, I synthesize the findings, weighing the evidence carefully. My recommendation or conclusion is based on the most comprehensive and robust understanding of the data, with an acknowledgment of any remaining uncertainties. I remain adaptable, ready to adjust my position in light of new evidence or insights that may emerge.”

7. When evaluating evidence, how do you determine its relevance and reliability?

Analyzing information and making informed decisions hinge on determining the relevance and reliability of evidence. The question delves into the candidate’s thought process and methodology for discerning the quality and applicability of information. It also reveals their capacity for skepticism and due diligence, as well as their understanding of the sources and contexts that may affect the integrity of evidence. Employers ask this to ensure the potential employee can effectively sift through data, recognize biases, and draw conclusions that are not only logical but also empirically sound.

When responding to this question, a candidate should outline a systematic approach, starting with the assessment of the source’s credibility, including its origin, authorship, and purpose. They should then discuss the process of cross-referencing the information with other reliable sources and the importance of considering the context in which the evidence was produced. Demonstrating an awareness of one’s own cognitive biases and the potential for these to influence decision-making is also valuable. Lastly, articulating a clear, practical example of how they have applied these principles in a previous situation can help to solidify their response.

Example: “ In evaluating evidence, the first step is to scrutinize the source’s credibility. This includes examining the author’s qualifications, the publication’s reputation, and the methodology used to gather the information. I then assess the purpose of the evidence, looking for any signs of bias or intent to persuade rather than inform. To establish reliability, I cross-reference the evidence with other sources, ensuring they are independent and authoritative. This triangulation helps to confirm the consistency and validity of the information.

Context is paramount; understanding the circumstances under which the evidence was produced allows for a more nuanced interpretation. For instance, in a previous situation where I had to evaluate data from a study, I considered the sample size, the controls in place, and the study’s funding sources. Moreover, I remain vigilant about my cognitive biases, actively seeking disconfirming evidence to challenge my initial conclusions. This disciplined approach ensures that my decisions are based on robust and objective assessments of the evidence at hand.”

8. Share an experience where you had to make a decision without all the desired information.

Acting with confidence even when not all the facts are present is a common requirement in fast-paced environments where waiting for perfect information could lead to missed opportunities or compounded issues. The question aims to assess a candidate’s risk assessment capabilities, their comfort with ambiguity, and their problem-solving skills. It evaluates whether the candidate can pull from their knowledge, past experiences, and available resources to make an informed decision that could potentially affect the outcome of a project or the direction of a company.

When responding to this question, candidates should focus on a specific example that showcases their thought process during an uncertain situation. They should detail the steps they took to gather as much information as possible, weigh the potential risks and benefits, consider the impact of their decision, and explain how they arrived at their conclusion. It’s also beneficial to reflect on the outcome of the decision and what they learned from the experience, demonstrating an ability to learn and adapt from less-than-ideal situations.

Example: “ In a project where time-sensitive decisions were crucial, I encountered a situation where critical data was incomplete due to unforeseen circumstances. Understanding the urgency, I initiated a rapid but thorough risk assessment to evaluate potential impacts of various decision scenarios. I leveraged historical data, parallel case studies, and consulted with subject matter experts to fill in informational gaps to the greatest extent possible.

After synthesizing this information, I employed a decision matrix to prioritize options based on the project’s strategic objectives and stakeholder interests. I chose a course of action that balanced risk with potential reward, ensuring that the most critical project deliverables remained on track. The decision was successful, resulting in minimal disruption to the project timeline and budget. This experience reinforced the importance of a structured approach to decision-making under uncertainty and the value of drawing on diverse information sources to inform such decisions.”

9. Detail a situation in which your critical analysis led to a significant change in strategy or direction.

Strategic planning and problem-solving are areas where critical thinking is indispensable. When interviewers pose this question, they’re looking for evidence of your ability to dissect complex issues, consider diverse perspectives, and foresee potential outcomes. The ability to pivot and adapt strategies based on new information reflects an agile mindset, which is highly valued in dynamic business environments. It reveals your capacity to influence meaningful change and demonstrates foresight, adaptability, and the courage to challenge the status quo when necessary.

When responding, outline a specific scenario succinctly, emphasizing the complexity of the situation and the critical thinking processes you employed. Discuss the rationale behind your analysis, the different options you considered, and why you advocated for a particular change in strategy or direction. Highlight the impact of your decision—how it benefited the organization, improved efficiency, increased revenue, or mitigated risks. Your response should convey confidence in your judgment, an analytical approach to problem-solving, and a proactive stance in driving innovation or improvement.

Example: “ In a project where the initial strategy was to expand market share through aggressive pricing, I conducted a critical analysis of market trends, consumer behavior, and competitive responses. My analysis revealed that such a pricing strategy would trigger a price war with competitors that our company was not financially positioned to sustain. Instead, I proposed a value-added approach, focusing on differentiating our products through enhanced features and customer service rather than competing solely on price.

I presented a comprehensive business case to the leadership team, outlining the potential long-term consequences of the original strategy, including market erosion and reduced profitability. I contrasted this with the projected outcomes of the value-added strategy, which included increased customer loyalty, brand strength, and sustainable profit margins. The leadership adopted my recommendation, leading to a 15% increase in customer retention and a 10% rise in profit margins within the following fiscal year, validating the shift in strategy and demonstrating the importance of thorough critical analysis in strategic decision-making.”

10. How do you handle situations where team members resist your critical evaluations?

Providing feedback that may not be readily accepted, especially when it challenges established ideas or practices within a team, involves effective critical thinking. The ability to navigate resistance is a testament to one’s diplomatic skills and emotional intelligence. It reflects an understanding that critique is not a personal attack but a necessary part of growth and innovation. Employers value candidates who can diplomatically deliver critical evaluations and facilitate a constructive dialogue that leads to improved performance and collaboration, rather than discord and division.

When responding to this question, it’s important to emphasize your approach to communication and conflict resolution. Detail specific strategies you employ to ensure that your evaluations are objective, evidence-based, and presented in a way that underscores their intention to improve the team’s output. Highlight your ability to listen to and address concerns, foster an open environment for discussion, and ultimately guide the team towards a consensus or compromise that upholds the project’s best interests.

Example: “ In situations where team members resist critical evaluations, my approach is to first ensure that the feedback is grounded in objective data and aligns with predefined goals or standards. I present my evaluations with clarity, focusing on the issue at hand rather than personal attributes, to minimize defensiveness. When resistance occurs, I actively listen to the team members’ perspectives, acknowledging their viewpoints and concerns. This demonstrates respect for their expertise and fosters an environment of mutual trust.

I then facilitate a constructive dialogue, guiding the team towards understanding the evaluation’s rationale and the potential benefits of addressing the identified issues. By encouraging an open exchange of ideas, I often find that resistance gives way to collaborative problem-solving. If a consensus is not immediately reached, I propose incremental steps to test the recommended changes, allowing the team to see empirical results. This method not only validates the evaluation’s findings but also empowers the team to be part of the solution, ensuring that the critical evaluation serves as a catalyst for positive change rather than a point of contention.”

11. What is your approach to prioritizing issues requiring immediate critical thought over routine tasks?

Distinguishing between tasks that need immediate attention and those that follow a routine is often a critical component of professional critical thinking. Employers are looking for candidates who can swiftly analyze situations, recognize the urgency and potential impact of each task, and act accordingly to ensure efficiency and effectiveness. The ability to prioritize reflects a person’s judgment, time management skills, and ultimately their capability to contribute to the organization’s success without becoming overwhelmed or sacrificing quality.

When responding to this question, you should demonstrate your decision-making process by providing a clear and structured approach. Outline how you assess the importance of tasks, perhaps by considering factors such as deadlines, potential outcomes, and resources required. You could also mention any tools or techniques you use to stay organized, such as to-do lists or project management software. Giving concrete examples from past experiences where you successfully prioritized critical issues will illustrate your methodology in action and reassure the interviewer of your proficiency in this area.

Example: “ When faced with multiple tasks, my approach to prioritization begins with a swift evaluation of each issue’s potential impact and urgency. I consider the consequences of delayed action, weighing the risks against the benefits of immediate attention. Critical issues that could escalate into larger problems or have a significant negative impact on the project or organization take precedence. For instance, if a critical issue has the potential to disrupt service delivery or cause financial loss, it becomes the top priority.

I utilize a combination of Eisenhower’s Matrix for categorizing tasks by urgency and importance, and project management tools for tracking progress and deadlines. This method allows me to maintain a clear overview of the landscape of responsibilities and make informed decisions quickly. In practice, this approach has enabled me to effectively intervene in situations that required immediate critical thought, such as resolving a bottleneck in a project that threatened to derail the timeline, while ensuring that routine tasks are rescheduled appropriately and do not fall by the wayside.”

12. Could you give an example of a time when you had to challenge conventional wisdom using critical thinking?

The ability to step outside the norm, question the status quo, and innovate is a key aspect of critical thinking. This question aims to unearth a candidate’s ability to recognize when a widely accepted approach is flawed or inadequate and their courage and skill in devising and implementing a more effective alternative. It reveals their capability to not only recognize when a widely accepted approach is flawed or inadequate but also their courage and skill in devising and implementing a more effective alternative.

To respond effectively, choose a specific instance where you identified a problem that others had accepted as unsolvable or ignored due to traditional thinking. Explain your thought process in evaluating the situation, how you identified a novel approach, and the steps you took to challenge the prevailing wisdom. Highlight the outcome, what you learned, and how it demonstrates your critical thinking prowess. Be sure to convey confidence in your decision-making process while also acknowledging the risk and resistance that often accompanies going against the grain.

Example: “ In a project where the prevailing approach was to incrementally improve an existing product, I noticed that our incremental changes were no longer yielding significant benefits to the customer. Conventional wisdom suggested we continue with minor improvements, but my analysis of customer feedback and market trends indicated a plateau in satisfaction and a shift in consumer needs.

Using critical thinking, I dissected the core functions of our product, reevaluated our assumptions, and proposed a radical redesign that aligned more closely with emerging user preferences. I presented a data-driven case to stakeholders, illustrating the long-term benefits and potential market capture that a bold move could offer. Despite initial resistance, the evidence was compelling, and we pivoted to the new strategy.

The redesigned product not only reinvigorated the brand but also captured a new customer segment, leading to a substantial increase in market share. This experience underscored the importance of questioning the status quo and reinforced my belief in the power of critical thinking to drive innovation and strategic redirection.”

13. How do you maintain objectivity when critically assessing emotionally charged issues?

Detaching oneself from personal biases and emotional influences to arrive at logical, fair conclusions is a demand of critical thinking, especially in emotionally charged situations. Employers ask this question to discern whether a candidate possesses the self-awareness and strategies necessary to navigate emotionally-laden terrain without compromising their decision-making process. It’s a subtle test of a candidate’s professionalism and their capacity to handle workplace conflicts or sensitive projects with a level head.

When responding, illustrate with examples where you’ve successfully maintained impartiality during heated discussions or decisions. Emphasize techniques you use, such as stepping back to analyze the facts, seeking diverse perspectives, or employing established frameworks to guide your thought process. Your answer should reassure the interviewer that you can uphold the integrity of your role, even when emotions run high.

Example: “ Maintaining objectivity in emotionally charged situations hinges on a disciplined adherence to evidence and a structured analytical framework. For instance, during a contentious project debate, I anchor my assessment in data-driven criteria, ensuring that decisions are rooted in quantifiable metrics rather than subjective sentiments. This approach not only clarifies the decision-making process but also provides a common language for all stakeholders, facilitating a more rational discourse.

Additionally, I actively seek out diverse perspectives to challenge my own biases and broaden my understanding of the issue at hand. By engaging with viewpoints that differ from my own, I can construct a more comprehensive analysis that transcends personal emotions. This method was particularly effective when navigating a high-stakes negotiation, where synthesizing the various interests led to a consensus that balanced emotional concerns with strategic objectives. Employing these techniques consistently has proven to be instrumental in upholding impartiality and ensuring that critical thinking prevails in emotionally intense scenarios.”

14. What techniques do you use to foster critical thinking skills within a team environment?

Cultivating an environment where team members are encouraged to think deeply and challenge assumptions is a reflection of critical thinking in a team setting. When interviewers pose this question, they are looking for insight into how you foster intellectual growth and collaborative problem-solving. It reveals your leadership style and your ability to facilitate intellectual growth and collaborative problem-solving. The question also serves to understand if you can balance the need for diverse perspectives while steering the team towards cohesive, well-reasoned outcomes.

When responding, you should outline specific strategies you’ve employed to encourage critical thinking. This could include fostering open discussions, posing challenging problems for the team to solve, encouraging team members to question the status quo, and facilitating debates. Highlight examples from your experience where these techniques have led to innovative solutions or improved decision-making. Mention how you ensure all voices are heard and how you guide discussions to remain constructive and focused on the end goal.

Example: “ To cultivate critical thinking within a team, I implement a structured approach to problem-solving that encourages divergent thinking followed by convergent analysis. Initially, I facilitate brainstorming sessions that promote the free flow of ideas without immediate judgment, allowing team members to explore various perspectives and challenge preconceived notions. This openness fosters an environment where creativity is valued, and unconventional ideas can surface.

Once a broad range of ideas is on the table, I guide the team through a critical evaluation process. This involves systematically assessing the feasibility, potential impact, and risks associated with each idea. I encourage team members to ask probing questions and consider the implications of each approach. By employing techniques such as the Six Thinking Hats or SWOT analysis, I ensure that the team examines issues from multiple angles, leading to more robust and well-rounded solutions. Moreover, I make a conscious effort to create an inclusive atmosphere where every member feels empowered to contribute, ensuring a diversity of thought and preventing groupthink. Through these methods, we’ve consistently achieved innovative outcomes and enhanced our collective decision-making capabilities.”

15. Illustrate how you balance quick decision-making with thorough critical analysis under pressure.

Thinking on one’s feet while ensuring that decisions are well-considered and not rash is a crucial aspect of critical thinking, especially in roles where the stakes are high and the cost of a mistake is significant. Employers ask this question to assess a candidate’s ability to think on their feet while also ensuring that their decisions are well-considered and not rash. It’s crucial in roles where the stakes are high and the cost of a mistake is significant. The interviewer is looking for a glimpse into your decision-making process, particularly how you weigh the urgency of a situation against the need for comprehensive analysis.

To respond, describe a scenario where you were faced with a time-sensitive decision. Walk through your thought process, highlighting how you identified the key issues, evaluated the information at hand, and prioritized actions while maintaining a commitment to making a sound, well-reasoned choice. Focus on demonstrating your ability to discern which decisions require immediate action and which can benefit from more extensive analysis. It’s important to convey that you can strike a balance between speed and precision, leveraging your critical thinking skills to deliver optimal outcomes efficiently.

Example: “ In a situation where rapid decision-making was crucial, I employed a tiered approach to critical analysis. Initially, I identified the core issue that demanded immediate attention, separating it from less urgent factors. I then quickly gathered the most relevant data, applying heuristic techniques to assess the situation’s urgency and potential impact. This allowed me to prioritize actions that would mitigate immediate risks or capitalize on fleeting opportunities.

Simultaneously, I maintained an awareness of the broader context, ensuring that my swift decisions aligned with long-term objectives and values. By leveraging a combination of deductive reasoning to address the immediate issue and inductive reasoning to consider the potential implications, I was able to make a well-reasoned decision that was both timely and thoughtful. This method has consistently proven effective in balancing the need for expediency with the commitment to thorough analysis, ensuring that the decisions I make under pressure are both strategic and sound.”

16. Have you ever encountered a groupthink scenario and how did you apply critical thinking to address it?

Recognizing the signs of groupthink—such as a homogenization of ideas, pressure to conform, and an illusion of unanimity—and challenging the status quo to ensure diverse perspectives are considered is important for preventing suboptimal outcomes. Employers value candidates who can maintain objectivity, apply analytical skills to evaluate different opinions, and foster a culture of open dialogue, even when it’s uncomfortable or goes against the grain. This question assesses a candidate’s ability to maintain objectivity, apply analytical skills to evaluate different opinions, and foster a culture of open dialogue, even when it’s uncomfortable or goes against the grain.

When responding, it’s important to provide a specific example that illustrates your awareness of a groupthink situation. Detail how you identified the issue, the steps you took to encourage alternative viewpoints, and the outcome of your intervention. Emphasize your communication skills, your respect for diverse opinions, and your commitment to making decisions based on evidence and sound reasoning. It’s also beneficial to reflect on what you learned from the experience and how it has influenced your approach to teamwork and problem-solving in subsequent situations.

Example: “ Yes, I encountered a groupthink scenario during a project where the team was prematurely converging on a solution without thoroughly vetting alternatives. Recognizing the signs of groupthink, such as the lack of debate and the quick dismissal of outside opinions, I intervened by orchestrating a structured brainstorming session. I introduced a “devil’s advocate” approach, assigning team members to purposely challenge the prevailing assumptions and propose contrarian viewpoints.

This strategy fostered a more open dialogue and encouraged critical evaluation of the proposed solution. By systematically dissecting each argument and examining the evidence, the team was able to identify potential flaws and biases in our initial approach. The outcome was a more robust and innovative solution that had the benefit of diverse perspectives. The experience reinforced the importance of vigilance against groupthink and has since shaped my commitment to fostering an environment where critical thinking and dissenting opinions are valued in the decision-making process.”

17. Describe a complex project where your critical thinking uncovered an overlooked solution.

Evaluating sources, such as data, facts, observable phenomena, and research findings, is part of the critical thinking process. In the context of a job interview, this question serves to evaluate not only a candidate’s problem-solving capabilities but also their initiative and innovation. It reveals how a candidate approaches a problem, breaks it down into components, and systematically tackles it. It’s about assessing the candidate’s ability to not just think, but to think outside the box and recognize patterns that are not immediately obvious, which can lead to innovative solutions that others might miss.

When responding to this question, you should outline the context of the project briefly, highlighting its complexity. Proceed to explain the thought process you employed, detailing how you identified the problem, the various solutions you considered, and why they were dismissed or pursued. Emphasize the critical thinking techniques you used, such as questioning assumptions, analyzing potential outcomes, and synthesizing information from various sources. Conclude with the impact of your solution, such as cost savings, time efficiency, or improved outcomes. Demonstrating a structured approach to problem-solving will show employers that you possess the analytical skills necessary to tackle complex projects effectively.

Example: “ In a recent complex project, the primary challenge was optimizing the resource allocation process to reduce waste and increase efficiency. The existing system was sophisticated but had a persistent issue with over-provisioning, leading to significant financial drain. Upon a deep dive into the data and processes, I employed root cause analysis and discovered that the algorithm driving the allocation was based on outdated assumptions about usage patterns.

By questioning these assumptions and conducting a series of predictive analyses, I proposed a dynamic allocation model that adjusted resources in real-time based on current demand rather than historical trends. I also integrated a feedback loop that allowed the system to learn and adapt over time. This solution required a nuanced understanding of both the technical aspects and the behavioral patterns of system users. The implementation of this model led to a 20% reduction in resource waste within the first quarter, validating the effectiveness of the critical thinking process in uncovering this overlooked solution.”

18. What methods do you utilize to ensure your conclusions are sound when dealing with abstract concepts?

Dissecting and navigating theoretical or complex ideas ensures that a candidate’s thought process is logical, thorough, and evidence-based. The question seeks to explore a candidate’s ability to handle abstract concepts that are not easily quantifiable or observable. It is a test of not just intelligence but of a systematic and disciplined approach to problem-solving that can greatly affect the outcomes of projects and tasks. The interviewer is looking for a glimpse into the candidate’s intellectual rigor and how they handle ambiguity and uncertainty.

When responding, it is vital to discuss a structured approach to critical thinking. One could highlight the importance of questioning assumptions, seeking out a variety of sources for information, and applying logical reasoning. Emphasize the use of specific strategies such as breaking down complex problems into smaller, more manageable parts, employing analogies to better understand unfamiliar concepts, or using decision-making frameworks like the Cynefin framework to categorize problems and respond appropriately. Sharing examples from past experiences where these methods were applied to reach a well-reasoned conclusion can illustrate your proficiency in critical thinking.

Example: “ To ensure my conclusions are sound when dealing with abstract concepts, I systematically employ a combination of deductive and inductive reasoning, while rigorously questioning underlying assumptions. I begin by dissecting the abstract concept into its fundamental elements, which allows me to analyze the problem more effectively. This process of decomposition helps to identify any logical inconsistencies and to understand the relationships between the various components of the concept.

I also draw upon diverse informational sources to inform my understanding, ensuring that my perspective is not limited by a single viewpoint. By integrating these perspectives, I can construct a more comprehensive understanding of the abstract concept. Additionally, I use analogies to create parallels with more familiar concepts, which aids in grasping the essence of the abstract idea and in communicating my reasoning to others. When synthesizing my conclusion, I apply decision-making frameworks like the Cynefin framework, which assists in categorizing the problem and determining the most suitable approach for resolution. This structured methodology ensures that my conclusions are not only logical but also pragmatic, taking into account the complexity and context of the situation at hand.”

19. How do you integrate critical thinking into your everyday work routines?

Anticipating challenges and mitigating them before they impact the workflow is a key aspect of critical thinking. Employers want to know that a candidate can not only solve problems when they arise but also anticipate challenges and mitigate them before they impact the workflow. They are looking for evidence of a proactive mindset that employs logic, creativity, and strategic planning as part of the daily work routine rather than reactive thinking that only addresses issues as they come up.

When responding, candidates should describe specific strategies they use to apply critical thinking in their work. This might involve breaking down complex projects into manageable parts, asking probing questions to fully understand a situation, employing data-driven decision-making, or conducting regular reviews of processes to identify potential improvements. Sharing concrete examples of past situations where critical thinking led to successful outcomes can also demonstrate the candidate’s ability to effectively integrate this skill into their work habits.

Example: “ In my daily work, I routinely employ a methodical approach to problem-solving that hinges on breaking down complex issues into their fundamental components. This dissection allows for a clearer understanding of the underlying factors and variables at play. By doing so, I can systematically evaluate each element, considering both short-term and long-term implications, which is critical for informed decision-making.

I also maintain a disciplined practice of asking probing questions, not only to clarify the specifics of a challenge but also to uncover any hidden assumptions or biases that might skew my analysis. This practice is complemented by a commitment to data-driven decisions, ensuring that my conclusions are grounded in empirical evidence rather than conjecture. To ensure continuous improvement, I conduct regular process reviews, identifying areas for refinement or innovation, thereby fostering a dynamic and responsive work environment that leverages critical thinking to overcome obstacles and enhance productivity.”

20. Reflect on a time when your critical thinking abilities significantly impacted the outcome of a project.

Determining if a candidate can discern complex situations and act in a manner that leads to effective and innovative solutions is a crucial part of the interview process. Employers ask this question to determine if a candidate can not only discern complex situations but also act in a manner that leads to effective and innovative solutions. They are looking for evidence of a methodical approach to tackling challenges and the ability to anticipate potential pitfalls. This question also serves to highlight the candidate’s capacity for reflection and learning from past experiences, which is essential for continuous improvement and adaptability in a dynamic work environment.

When responding to this question, it’s crucial to outline a specific situation that showcases your critical thinking process. Begin by setting the scene and describing the challenge or project at hand. Then, explain the steps you took to analyze the situation, including any data gathering, research, or consultation with experts. Highlight how you weighed different options, considered the consequences, and came to a reasoned decision. Conclude with the outcome, focusing on the positive impact of your critical thinking skills on the project’s success, and if applicable, what you learned from the experience that has influenced your approach to future challenges.

Example: “ In a recent project, we faced a critical decision point when unexpected data discrepancies threatened to derail our progress. The initial analysis suggested a significant flaw in our methodology, which could have led to a complete overhaul of the project. Instead of hastily jumping to conclusions, I initiated a systematic review of our data collection and analysis processes. By breaking down each step, I identified a subtle but consistent error in the way certain data points were being recorded, which skewed our results.

After pinpointing the issue, I proposed a recalibration of our data input protocols and a reanalysis of our dataset. This approach required additional time and resources, but it was a more measured response than starting from scratch. The recalibration not only corrected the discrepancies but also improved the overall robustness of our data. As a result, we not only met our project milestones but also enhanced the credibility of our findings. This experience reinforced the value of methodical problem-solving and has honed my ability to navigate complex challenges by focusing on evidence and systematic evaluation.”

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