There are a number of definitions of "critical thinking":-

Lipman (1991): " thinking that facilitates judgement because it relies on criteria is self correcting and is sensitive to context"

Beyer (1983): " thinking that assesses the authenticity, accuracy and worth of statements, claims or beliefs"

Paul (1988): " thinking that calls on the ability to reach sound conclusions based on observation and information"

Learning how to question, when to question and what questions to ask and then learning how to reason, when to use reasoning and what reasoning methods to use.

Adapted from Fisher (1990) Teaching children to think.

Consider the importance of these thinking skills for your pupils. They should be encouraged to:

• Interpret
• Analyse
• Evaluate
• Infer
• Explain
• Regulate

The following quotations about critical thinking help us to understand a little more about the concept concerned.

" ... teaching higher level cognitive processes requires comprehension, inference and decision making."
Neilsen, A R, Critical thinking and reading 1989

There is a contention among learning theorists that language and reading contribute considerably to the development of higher level thinking. A world authority on literacy, Paulo Freire suggests that language is the key to constructing meaning.

"Childrens literature is a powerful tool for teaching critical reading. It offers children the opportunity to actively engage to texts while simultanously considering ideas values and ethical questions. Through literature students learn to read personally actively and deeply."
Sweet, A P, Transforming ideas for teaching and learning to read

Tierney and Pearson suggest that, in the act of reading, one draws on background knowledge and experience, one relates that to new information and finds the answers to cognitive questions, thus creating meaning.

"...critical reading is defined as learning to evaluate, draw inferences and arrive at conclusions based on evidence."
Carr, K S, How can we teach critical thinking

Collins stresses the need for teachers to create a classroom atmosphere which fosters a spirit of enquiry, to encourage learners to ask questions, to make predictions and to organise information and ideas which support their value judgements. She outlines a number of strategies to develop critical thinking skills in the classroom which include problem-solving through evaluation and synthesis of ideas.

"A classroom environment which is student-centred fosters student participation in the learning process. Learning that is both personal and collaborative encourages creative thinking. Students who are reading, writing, discussing and interacting with a variety of learning materials in a variety of ways are more likely to become critical thinkers.

Critical thinking implies that a reader is actively and constructively engaged in the process of reading. The reader is contunually negotiating what s/he knows with what s/he is trying to make sense of. The role of background knowledge and the student's ability to draw upon it are essential to critical thinking and learning."
Collins N D, Teaching critical reading through literature