how to evaluate an argument critical thinking

Form :   Its reasons and conclusion will be related in such a way that if the reasons are true, the conclusion will likely be true. Content : The reasons will make claims that are true, or have a high probability of being true. Context :  The argument as a whole fits the circumstances in which it was intended to apply.

A thorough evaluation should subject an argument to scrutiny along each of these dimensions.  In what follows, we present each in turn, commenting on strategies that one can use while evaluating arguments.  At the end of this unit, you should be able to provide systematic, three-part evaluations of arguments that determine whether the conclusion should be believed.

If it's hot in Moscow, then it's unbearable in Lewiston. It's hot in Moscow. ---------------------- Therefore, it's unbearable in Lewiston.

While not the most interesting argument in the world, it is useful for our purposes because its structure is easy to observe.  One good way of revealing the structure of an argument is to replace the sentences found in the reasons and conclusion with symbols---this takes your mind off of what the argument is about and forces you to attend to the structures of the sentences and the relationships among them.  If we do that here, we get the following form (1):

If A, then B. A ---------------------- Therefore, B.

We replaced "It's hot in Moscow" with "A" and "It's unbearable in Lewiston" with "B".  Now that we can see the form of the argument, though, we can use it to build other arguments with the same form.  All we do is replace "A" and "B" in our symbolic form with other sentences. For more, see Expanded Notes on Argument Forms .

While the form of arguments isn't everything, it is an essential element nevertheless.  As with buildings, if the structure of an argument is weak, the argument will be weak.  If the structure is strong, then the argument could be a good one, depending on the other essential element, viz., content. If an argument's form is good, then the reasons will support the truth of the conclusion; otherwise, they will not.  Given this, it is important to have a clear sense of argument form, as it is one aspect that you will want to evaluate.  For our purposes, it will do to talk about two broad categories of argument forms, the certainty producing and the probability producing.  Arguments within these categories conform to different standards, and we will describe these standards briefly. More detailed and systematic study of argument form can be found in courses in formal logic .   

Certainty Producing Arguments (CPA).  Also known as deductive arguments , these are intended to produce their conclusions with certainty.  The rhetoric of the argument context can indicate the presence of CPAs, as can reliance on the mere form of sentences and the roles played by certain terms, e.g., "if ... then", "all", "or", etc.  (See Expanded Notes on CPAs for more on this.) In addition, CPAs are often associated with the analysis of concepts, as opposed to the investigation of the world of our experience.  Note, though, that these are mere rules of thumb for identifying CPAs. 

To say that the conclusions are produced with certainty is to say that if the reasons are true in a CPA, then the conclusion must be true.  A CPA that meets this standard is known as valid .  Note, though, that the standard of validity is merely hypothetical---it says that IF the reasons are true, the conclusion me be true; thus, if the reasons are false, then all bets are off.  This is just more evidence that form is only part of the story---you also need content, and it will be the content that determines truth and falsity of particular reasons, as we will see in the next section.  In valid CPAs, we say that the conclusion follows from the reasons.  

Good CPAs, then, are valid arguments in which the conclusion follows from the reasons.  Bad CPAs do not guarantee their conclusions, and you can detect this through the use of counterexamples. A counterexample is a specific example, rooted in what is possible, that makes the reasons in a CPA true and the conclusion false.  What this demonstrates is that the truth of the reasons does not force the conclusion to be true, and so the CPA in question fails to meet the standard of validity and is invalid .  A very good technique for determining the quality of a CPA involves attempting to identify a counterexample; if you can, the argument is formally weak, but if you can't (and you've really looked), then the argument may well be quite good.  Still, it would help to know a bit more about the details of CPAs, and in particular, what makes a good CPA good, aside from the fact that it doesn't make room for counterexample.  For these details, see Expanded Notes on CPAs .

Probability Producing Arguments (PPA). Also known as non-deductive arguments , these are intended to increase the probability that their conclusions are true.  That is, if the reasons are true in a PPA, then there will be a high probability that the conclusion is true, if the argument is a good one.  Signs that indicate the presence of a PPA include (a) the conclusion speaks of things that go beyond the reasons, (b) the conclusion is more tentative and is not presented as certain, given the reasons, and (c) the argument presents a conclusion supported by scientific reasons. As before, these should be regarded as rules of thumb.

If the the truth of the reasons in a PPA raise to a high probability the truth of the conclusion, we will call the argument strong .  Note that the standard  of "high probability" is vague---there is no clear way of specifying this in general.  What counts as "strong" will vary, then, from argument to argument and context to context.  (So if you evaluate an argument as strong, it would be a good idea to have an argument ready to back up your evaluation!)  To reflect the difference between CPAs and PPAs, we do not say that the conclusion of a PPA follows from its reasons; rather, we say that the reasons support the conclusion.  

PPAs come in a greater variety than CPAs, so it is more difficult to  provide a general characterization of what makes one good or bad.  But there are standards that apply to these arguments, and it is important to familiarize yourself with them.  There are several types of PPAs, and in the Expanded Notes on PPAs , we detail these types, describing them and commenting on the standards that apply to each.  However, we can make a couple of general observations at this point.  First, a PPA will typically be stronger if it is more detailed; the more vague a PPA is, the less compelling it will be. Second, a good PPA will typically have a conclusion that does not depend on a single, specific type of observation or data point, even if there are a lot of them; the broader the types of observations that support the conclusion, the stronger it generally is.  (Think of a table---if it only has one leg, it won't be as stable as if it has several legs in different places.) Third, the stronger the conclusion of a PPA, the weaker the argument.  If the conclusion is weak, it will not take as much to support it, and other things being equal, this will mean a stronger argument overall.

Form is very important, but it is hardly the only aspect of an argument that can be evaluated.  In fact, form is not typically the obvious thing to evaluate---it is hidden beneath the surface and often difficult to ascertain.  The more obvious aspect is that of content , i.e., what the argument is about.  After completing Exercise One, continue on to the next section, where we discuss how to evaluate the content that fills in an argument's skeletal form. 

If Idaho is larger than California, then it is larger than Alaska. Idaho is larger than California. ---------------------- Therefore, Idaho is larger than Alaska.

Evaluated in terms of its form, this is a good argument---it is a valid CPA of  form (1) detailed above.  But it is nevertheless a bad argument.  After all, each of the sentences is false.  Sentences (2) and (3) are clearly false, but so too is (1), since if Idaho were larger than California, it could still be smaller than Alaska, given that Alaska is bigger than California.  What this demonstrates is that when it comes to argument quality, form isn't everything.  Content matters, and here the content is in bad shape.

The content of an argument is what the argument is about , and this is based on what the sentences that constitute the argument are about.  The primary measure of content quality is truth value.  If any of the sentences are false, then the argument will be weak.  If the sentences are true, then the argument will typically be strong, so long as it has good form.  Consider argument (III):

Idaho is south of Canada. Nevada is south of Idaho. ---------------------- Therefore, Texas is south of Oklahoma.

All of the sentences in (III) are true, but it is still a bad argument. The truth values of (1) and (2) don't force (3) to be true because (1) and (2) have nothing to do with (3).  Thus, the reasons and conclusion should have content that is related.  This is often guaranteed by the form of the argument---in the case of (III), the argument has bad form, and this undermines the connection between the reasons and conclusion.  (However, in certain unusual cases, an argument can have good form (logically speaking) and have true sentences and still be a bad argument, as is explained in the Expanded Notes on Content Evaluation .)

Thus, the evaluation of content is a two-part job. First, you need to determine the truth values of the reasons.  Assuming that the form is in order, assessment of the reasons as true will generally imply that the argument is a good one.  (Although don't judge before evaluating the context , as we will do in the next section.) There is little that can be said here about how you do this, as it depends on the discipline within which you're working.  You might be able to tell by looking whether the reasons or true, or it might be a lot tougher than this.  [INSTRUCTOR: You might wish to introduce at this point some specific detail about how one inspects substantive claims in your discipline for truth or falsity.] Second, you need to determine the overall thematic coherence of the argument.  If the conclusion addresses a topic not mentioned in the reasons, or it goes beyond the reasons in a way that seems like a stretch, then that is a sign that the argument content might not be as coherent as it should be for the argument to be strong.

After finishing Exercise Two, proceed to the final section of this unit, Evaluating the Context . 

Review the arguments in Grendel , Chapter 5, one last time and proceed to the Final Exercise.  In the preceding sections, you should have identified and reconstructed an argument from that chapter.   It is now time to bring your critical thinking about it to a close.  

Arguing Using Critical Thinking

(2 reviews)

Jim Marteney, Los Angeles Valley College

Copyright Year: 2020

Publisher: Academic Senate for California Community Colleges

Language: English

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Reviewed by Steve Gimbel, Professor, Gettysburg College on 9/29/22

There are separate sections on how to formulate an argument, how to evaluate an argument, the burdens adopted by those engaging in critical discourse, rhetorical strategies for effectively convincing an interlocutor, and errors in reasoning. In... read more

Comprehensiveness rating: 4 see less

There are separate sections on how to formulate an argument, how to evaluate an argument, the burdens adopted by those engaging in critical discourse, rhetorical strategies for effectively convincing an interlocutor, and errors in reasoning. In terms of the breadth of topics one generally wants covered in a critical thinking class, the book does a fine job at hitting them all.

Content Accuracy rating: 2

It is an admirable attempt to develop a post-modern, post-truth approach to critical discourse. "Truth is a word best avoided entirely in argumentation," the book tells students, "except when placed in quotes or with careful qualification." Invoking Wittgenstein and Sapir-Whorf in the introductory sections, the book seeks to develop a relational, psychological, rhetorical approach instead of one focused on informal logic. In doing so, it entirely removes the point of argumentation -- rational belief. Some things are true -- smoking DOES cause cancer, human activity is causing global warming, the Founders of the U.S. did want a separation between Church and State. These are true. There is a series of TED talks cited for inspirational rhetorical value, but in a world in which conspiracy theories are endangering democracy, we need to understand that replacing truth with the truthiness that emerges from this sort of post-modernism is playing directly into those who are undermining our discourse. It exacerbates the problem, it does not solve it.

Relevance/Longevity rating: 3

Since the book hinges less on logic and more on social science, there are elements that will be altered over time. Sapir-Whorf, as mentioned above, has not taken seriously by linguists for decades, yet is used as a foundation. The book seeks to speak to students using, in places, contemporary references that will become dated over time, but these are easily updated.

Clarity rating: 1

There are some very good sections in the book. The distinction it draws between matters of fact, value, and policy is very well done. As is the catalogue it gives of different sorts of evidence. The clarity with which it sets out the difference in burdens between the pro and anti sides of a debate is wonderful.

In terms of accessibility, the book is written engagingly in a way that first year students should not be lost. It intentionally uses a new set of technical terms modeled on standard usage -- claim, evidence, issues, contentions, cases,... and does well to define them in accessible (at times loosey-goosey) ways.

However, there are problems for those trying to teach critical thinking as informal logic. You will not find the words "conclusion" or "premise" anywhere in the book. This is clearly intentional as it seeks to eliminate the idea of arguments as providing good reason to believe something is true. Again, truth is not to be discussed. Instead, it sort of tries to use a sort of sliding scale, but it is never at all clear what the scale is actually measuring. The book uses the term validity (much more on that below), but that term is used in a stunningly ambiguous way.

Consistency rating: 2

The central notion in the book is validity. This is not unexpected as that is a standard term in logic. As logicians use the word, an argument is valid if and only, assuming the truth of the premises for the sake of argument, the conclusion is at least likely true, that is, the truth of the conclusion is imp;lied by the truth of the premises. Validity is a matter relating to the internal structure of an argument, connecting the posited truth of the premises to the consequential necessary or probable truth of the conclusion. Yet the book says something quite different, "Critical thinkers need to remember that there is no necessary or inherent connection between Truth and validity." Ummmmm? Validity is DEFINED in terms of a relation between premises and conclusion and how that relation determines or does not determine truth. There could not be a MORE inherent connection between truth and validity.

It is clear that by "capital T Truth," the book is looking to encourage students not to be absolutists, to be able to question deeply held convictions and this is, indeed, a necessary function of any critical thinking class, but with its post-truth orientation, the book uses the term "validity" as a replacement for it in several completely different and inconsistent ways. At times, it is uses validity as a replacement for the truth concept. In this way, sentences are more or less valid, that is, truer or less true. This is the "sliding bead" model that is repeatedly alluded to throughout the text.

At other times, however, the usual meaning of validity is used, where it is not sentences, but arguments that can be valid or invalid according to whether or not the conclusion (claim) is properly connected to the premises (evidence). There is a loose, hand-waving section on what this sense of validity means. In most texts, this is the HEART of critical thinking. How to tell valid from invalid arguments.

At yet other times, there is a third use of the term validity. A viewpoint is more or less valid based upon the support it receives from arguments in favor of it. Unlike the traditional sense of validity, this is not a particular argument that is evaluated as successful in terms of its inner-structure, and it is not the likely truth or falsity of the conclusion of a particular argument, but a more general sense of the degree to which a perspective has arguments to bolster it.

This sort of slipperiness in the central notion of the entire course is problematic. The point of good reasoning is clarity and rigor. But that is exactly what this book tries to eliminate.

Modularity rating: 3

There are parts of this text that are fantastic and which I could absolutely see wanting to use in my critical thinking class. However, because of the intentional avoidance of standard logical terminology and the unusual reinterpretations of the standard terms it does use, it would be difficult to use sections of this book in conjunctions with sections of other critical thinking texts.

Organization/Structure/Flow rating: 5

If one were to use this text as the centerpiece of a course on critical thinking, there is a clear and logical flow to the way the pieces build on themselves. There is motivation up front, tools in the middle, applications and concerns about misusing the tools in the end. The structural is well-thought out and well-executed. The one complaint in terms of organization is that it is two-thirds the way through the text before certain central notions are defined.

Interface rating: 5

It is a clean and effective design with images that brighten up the text without distracting. Easy to read and aesthetically well-laid out. There are a couple of line breaks that add a couple of blank lines where they don't need to be here and there, but that is nitpicky stuff. Overall, it looks great.

Grammatical Errors rating: 5

It is a clean and effective design with images that brighten up the text without distracting. Easy to read and aesthetically well-laid out. There are a couple of line breaks that add a couple of blank lines where they don't need to be here and there, but that is nitpicky stuff. Overall, it reads and looks great.

Cultural Relevance rating: 2

The text is not culturally insensitive, indeed, the problem with it is exactly the opposite. It is clear that part of the goal of this text is to change how we think about critical thinking, moving from a logical model in which we strive for truth, to a rhetorical model in which we engage in open dialogue across varied perspectives. This is a noble goal. However, in trying to create discourse communities where voices that are often underrepresented or silenced have a place, the book does away with the point of that discourse. We want multiple perspectives because they provide insights that lead to truths we may have otherwise missed. They are correctives that undermine problematic presuppositions we did not even realize we were making that leads us away from truth. They allow us to see other ways of valuing things that we would not have values under our initial set of meanings. Eliminating the centrality of truth as a goal in discourse does not create room for other voices, it eliminates the point of needing those other voices. Indeed, the unintentional consequence of this approach to critical thinking is the devaluing of rationality, of truth, of scientific findings. We need to take action to reverse climate change. This can only be done if we have a robust notion of truth and its importance.

Logic is an activity you learn by doing. The lack of exercises or active engagement projects in the text is something that would place a load on the instructor to develop if this were to be an effective book in use.

Reviewed by Marion Hernandez, Adjunct Instructor English Department/DCE, Bunker Hill Community College on 12/27/20, updated 1/6/21

The book does name, identify and define key terms of argument and the basis for effective argument. read more

The book does name, identify and define key terms of argument and the basis for effective argument.

Content Accuracy rating: 4

This text has no grammatical errors and is unbiased in the definitions and the various contexts in which arguments occur.

Relevance and longevity do not really apply to the subject and context of this text. The book is very general and the time and place do not play a role.

Clarity rating: 2

The definitions and graphs/charts (only 2 or 3 have been added) are very basic, almost to the point of being counter productive. The Inductive and deductive chart has no value in the design or in the side notes accompanying the graph. No enough detail or design features were added to this one graph.

Consistency is not a feature to discuss because every chapter has a different main idea from types of arguments to resolving arguments to types of behavior commonly seen during arguments. There is no sequencing of material from beginning to end in term of moving from basic through intermediate and advanced level of thinking.

The book clearly defines the title of each section, but again, all taken together, no advancement in theory is developed throughout.

Organization/Structure/Flow rating: 2

The chapters do not appear in any type of order. The book moves from arguing to argument and behaviors commonly found during arguments. The last chapters talk about reasoning skills such as inductive and deductive thinking.

Interface rating: 1

The graphic and pictures do nothing to promote thinking or understanding and are therefore superfluous.

Grammatical Errors rating: 2

This critique here is not so much grammar but but point of view. The book really reads like a self help book or guide for a very basic reader. But the point of view shifts from 'you" as is what "you" should do to the the third person "they". This is very poor writing and leads to the next point which is its lack of value as a high school or college text. It is difficult to understand what student and in what circumstances would benefit or be inspired to read it.

Cultural Relevance rating: 5

There is no politically incorrect content.

As briefly mentioned, the causal, offhand, self help nature of this book is not designed in any way to be used as a text. Because each chapter is separate with no sequencing, it would be impossible to develop any in depth assignments, No exercises are added so nothing would materialize in the way of theory, practice, analysis or discussion.

Table of Contents

• 1: Standing Up For Your Point Of View
• 2: Communicating An Argument
• 5: Building Your Case With Issues, Analysis And Contentions
• 6: Evidence
• 7: Reasoning
• 8: Validity Or Truth
• 9: Changing Beliefs, Attitudes and Behavior
• 10: Decision Making - Judging an Argument
• 11: Discovering, Examining and Improving Our Reality
• 12: The Foundations of Critical Thinking

Ancillary Material

About the book.

There is a quote that has been passed down many years and is most recently accounted to P.T. Barnum, “There is a sucker born every minute.” Are you that sucker? If you were, would you like to be “reborn?” The goal of this book is to help you through that “birthing” process. Critical thinking and standing up for your ideas and making decisions are important in both your personal and professional life. How good are we at making the decision to marry? According to the Centers for Disease Control, there is one divorce in America every 36 seconds. That is nearly 2,400 every day. And professionally, the Wall Street Journal predicts the average person will have 7 careers in their lifetime. Critical thinking skills are crucial.

Critical thinking is a series learned skills. In each chapter of this book you will find a variety of skills that will help you improve your thinking and argumentative ability. As you improve, you will grow into a more confident person being more in charge of your world and the decisions you make.

About the Contributors

Jim Marteney , Professor Emeritus (Communication Studies) at Los Angeles Valley College

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• > Critical Reasoning and the Art of Argumentation
• > Applying your knowledge and skills to the evaluation of arguments

Book contents

• Frontmatter
• CHAPTER 1 What is critical reasoning?
• CHAPTER 2 Obstacles to clear thinking: Preconceived ideas and fallacies
• CHAPTER 3 Working with arguments
• CHAPTER 4 How to analyse arguments
• CHAPTER 5 Definitions, counterexamples and counterarguments
• CHAPTER 6 Evaluating arguments
• CHAPTER 7 Applying your knowledge and skills to the evaluation of arguments
• CHAPTER 8 Constructing arguments and writing argumentative essays

CHAPTER 7 - Applying your knowledge and skills to the evaluation of arguments

Published online by Cambridge University Press:  20 February 2020

The pure and the simple truth is rarely pure and never simple.

I n this chapter we will apply what we have learnt in the previous chapters to the evaluation of arguments. To help you understand and evaluate arguments, I will set out five steps in argument evaluation. Remember that these steps are only guidelines and are not meant to be followed blindly. There are many ways to evaluate arguments. As a critical thinker, you can use your own methods. There are, however, certain points we have to look out for when we evaluate arguments. These are highlighted in the following steps:

Five steps in the evaluation of arguments

Understand the meaning of the argument

Make sure that you understand what the argument is, in fact, saying – in other words, the meaning of the argument. Do not underestimate the importance of this step. The very first thing you need to establish is whether a passage does, in fact, present an argument, or whether it describes, explains, narrates or commands. If it is an argument, make sure you understand its meaning. If there are any words you do not understand, look them up in a good dictionary. If there are ambiguous words or phrases replace them with words or phrases that, in your opinion, clearly express the arguer's meaning. Remember to apply the principle of charitable interpretation here. There is no point in making an argument look silly just so that you can show it to be unsound. Give the arguer the benefit of the doubt and express the argument in its strongest possible form. This might mean that you have to read and reread the passage carefully several times before you understand it.

Keep in mind the context of the passage and consider key words and recurring themes. Decide whether there is one argument, or more – and, if so, how they are related. At this early stage of argument evaluation it is also important to determine what type of argument is being made, because different types of arguments are assessed differently. Determine whether the argument is deductive, inductive, empirical or a value argument. Remember that a single complex argument may include all four types.

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• Applying your knowledge and skills to the evaluation of arguments
• M. E. S. Van den Bergh
• Book: Critical Reasoning and the Art of Argumentation
• Online publication: 20 February 2020
• Chapter DOI: https://doi.org/10.25159/858-0.007

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Critical thinking

Categories of arguments.

A key skill when evaluating information is the ability to evaluate the strength of an argument and decide whether it’s reasonable. But what do we mean when we talk about arguments? Pause for a moment to consider the following question. When you have an answer, turn the card to learn more.

Arguments can be divided into two categories:

Deductive arguments

If premises are true, then conclusions must also be true.

Example : Claire likes cats. Bella is a cat. Therefore, Claire likes Bella.

Inductive arguments

If premises are true or have a high likelihood of being true, then conclusions are likely to be true, but not guaranteed.

Example : In most cases, where there is smoke, there is fire. There is smoke on the mountain. Therefore there is probably a fire on the mountain.

Let’s explore through an example the different ways deductive and inductive arguments are constructed and analysed.

Evaluating arguments

Arguments can be evaluated by following four steps:

• Begin by deconstructing the argument so that you can identify its premises, the assumptions that underpin in, and its conclusions.
• Establish whether the argument is deductive or inductive
• Determine whether the argument is logically valid. Does the conclusion follow from the premises? Is there any missing information or hidden premises that would be required to make the conclusion valid?
• If you feel that the conclusions are valid, check that the premises are true

Evaluating arguments can be difficult at first. For an example of evaluation in action, watch this video which evaluates a common argument connected to climate change produced by staff at the University of Queensland (and if you’re interested you can read their full paper examining this issue).

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IDENTIFYING ARGUMENTS

8.1 WHAT IS AN ARGUMENT?

In ordinary usage, an argument is often taken to be a somewhat heated dispute between people. But in logic and critical thinking, an argument is a list of statements, one of which is the conclusion and the others are the premises or assumptions of the argument. An example:

It is raining.

So you should bring an umbrella.

In this argument, the first statement is the premise and the second one the conclusion. The premises of an argument are offered as reasons for accepting the conclusion. It is therefore irrational to accept an argument as a good one and yet refuse to accept the conclusion. Giving reasons is a central part of critical thinking. It is not the same as simply expressing an opinion. If you say “that dress looks nice,” you are only expressing an opinion. But if you say “that dress looks nice because the design is very elegant,” then it would be an argument indeed. Dogmatic people tend to make assertions without giving arguments. When they cannot defend themselves, they often resort to responses such as “this is a matter of opinion,” “this is just what you think,” or “I have the right to believe whatever I want.”

The ability to construct, identify, and evaluate arguments is a crucial part of critical thinking. Giving good arguments helps us convince other people, and improve our presentation and debating skills. More important, using arguments to support our beliefs with reasons is likely to help us discover the ...

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• Evaluate and Critique a Model or Argument

Examples in the ABLConnect Database

• The Spectrum Game
• Simulated Investment in Genome Editing Technology
• Learning through Case Construction

Evaluate and Critique a Model or Argument can be worked into a variety of activity types! Here are just a few examples:

Research : A research project can be expanded to include a peer-review step. A peer-review allows students to evaluate their classmate’s model and provides the author feedback on how well they defended their point. Critically, establish a set of rules and class norms so that students’ reviews are constructive rather than mean. If you think this may be a problem, you may also have students submit reviews to you so that you can rephrase feedback before handing it back to the author.

Think-Pair-Share : After introducing a new model to the class in lecture, take a pause to allow students to evaluate the model on their own. Give a few minutes for each student to think critically on their own and jot down a few strengths/weaknesses of the new model. Then encourage students to speak to their neighbors to compare their evaluations. Finally, bring the class back together to have a larger class discussion.

There are also ways to focus on Evaluate and Critique a Model or Argument in unexpected activity types.

Statement Corrections : Have a series of statements proposing different models/arguments based on the same set of primary sources. Have students compare each different model, pick the one they feel is the most accurate, then correct the other statements to reflect their choice. If done in independent groups, bring the class back together to see if groups had differing opinions and discuss what aspects of the model convinced them. End by having the class settle on a single model that best represents the primary sources.

• Collaborate
• Compare the Strengths and Weaknesses of Different Models
• Defend a Model or Argument
• Develop Communication Skills
• Develop Subject Specific Intuition
• Interpret Primary Sources to Propose a Model
• Learn Foundational Knowledge
• Make Real World Connections to Course Material
• Reflect on the Learning Process

• Monash Enrich

ATS2946: Critical thinking: How to analyse arguments and improve your reasoning skills

Faculty of Arts

Check the Handbook for the latest unit information.

Critical thinking skills are useful in a wide variety of professions, including law, business, computer science, medicine, as well as in everyday life. What is the best way to construct, articulate and represent an argument? How can we overcome bias and prejudice in our decision-making, to think clearly and innovatively? ? Should we believe what our doctors, mechanics, or financial advisors tell us, just because they are experts in their fields? By addressing questions like these, we will examine several methods of effective reasoning. We will also examine the ways in which reasoning can go wrong. If you successfully complete the unit you will be able to evaluate evidence, critique arguments, and use these abilities in a wide variety of workplace and everyday situations. This unit will help you to develop the analytical skills needed to generate new ideas and innovative solutions in your professional and personal life.

1 - Quiz/Quizzes - 10% 2 - Exercise/s - 10% 3 - Exercise/s - 10% 4 - Exercise/s - 15% 5 - Exercise/s - 10% 6 - Exercise/s - 20% 7 - Take home final assessment - 25% Hurdle type:Threshold Hurdle description: This is a hurdle requirement. If you would otherwise have passed the unit but you do not achieve at least 45% for the final assessment you will receive a Hurdle fail grade (NH) and a maximum mark of 45 for the unit

Minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per semester typically comprising a mixture of scheduled learning activities and independent study. Scheduled activities may include a combination of teacher directed learning, peer directed learning and online engagement.

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What Are Arguments?: Evaluating Arguments at The Workplace

What’s the first image that comes to your mind when you hear the word ‘argument’? People fighting? Or heated courtroom…

What’s the first image that comes to your mind when you hear the word ‘argument’?

People fighting? Or heated courtroom dramas on television?

We often use the word ‘argument’ to refer to a disagreement or conflict between people.

In fact, arguments are a crucial part of critical thinking.

As Aristotle said, “It is the mark of an educated mind to be able to entertain a thought without accepting it.”

An important part of critical thinking is to identify, construct, and evaluate arguments. An argument is a list of statements, one of which is the conclusion and the others are the premises or assumptions of the argument.

That’s how the critical thinker works.

A critical thinker won’t just receive and accept a message as it is but will consider what the message says.

Is the message well-supported? Is the logic behind the statement sound or flawed?

In other words, a critical thinker will act on the message before taking any action.

Consider this, the human mind is full of thoughts every hour of the day. According to cognition experts, experiences between 60,000 and 80,000 thoughts every day.

Thanks to the critical thinker within us, we only consider the thoughts that seem important.

Let’s look at an example of critical thinking in an ordinary situation that any of us could have faced.

You are running late for work. You get ready fast and leave the house.

Just as you’re getting out of the gate, you suddenly remember you’ve left the iron on. You go back inside and switch it off.

It’s that simple, or is it?

Did you leave it on or is it just your nervousness from running late that makes you think you did?

You go back in your mind and remember everything that you did since you woke up till you left the house.

You remember that you had ironed the shirt after taking a shower. You got dressed in haste and left the room, and indeed, left the iron on.

The example above demonstrates how a critical thinker is different from a normal thinker in their critical thinking skills including listening, analyzing, and evaluating arguments.

What Are Arguments?

You analyze and process information during the process of critical thinking. You then develop reasons and gather evidence for why you believe in an idea.

Finally, you present these beliefs and ideas to others in an argument.

Therefore, an argument is simply a way of presenting your thoughts or ideas to someone in a convincing manner.

It could be an opinion, an idea, a theory, a perspective, a conclusion, a set of actions—any thought that you want to convey with sound reasoning.

People often argue to make others consider their point. They try to make statements to support their views.

But how would you know if what someone is saying to persuade you is correct or not?

Unless you can trust the person enough to take their word without further discussion, people will need to reason with you and convince you.

They will try to make statements to support their views.

These statements together form what we call arguments.

What Is An Argument?

An argument is a group of statements where the premises are offered in support of the conclusion.

Argument: Meaning And Example

An argument takes the conversation beyond making an assertion. But why would anyone accept your assertion? Because you offer related statements to support the assertion. Further, you aim at giving a good reason to make the other person believe what you are saying is true.

Let’s try to understand argument meaning with a simple example.[AG5]

Arun was driving his car over the speed limit. He wasn’t in a hurry or didn’t have an emergency. So he had no excuse to go over the speed limit. Further, he was drunk. Thus, Arun was breaking the law.

You must have concluded that Arun was breaking the law. And how did you reach this conclusion? By offering related statements, also called premises:

Arun was driving his truck over the speed limit

Arun had no excuse to go over the speed limit

Arun was drunk

The word ‘thus’ in the statement is what we call a conclusion indicator. Conclusion indicators are often used to stress the part of an argument you want to prove or consider. Arguments can sometimes also have premise indicators.

Is There Any Standard Structure For Arguments?

Yes, there is! And that structure often includes premise and conclusion indicators. Premise and conclusion indicators are the words that differentiate premises and conclusions in arguments. These words in the statements are highly important for clarity in the message.

Here’s a list of the most common conclusion and premise indicators:

But why argue in the first place?

It’s obvious that people argue. and here are the four main reasons why they do:.

• To get clarity in your thinking. Often, you, as an individual or a group receive loads of information that needs to be properly interpreted. Arguments can help you learn about issues before taking any action
• To explain or defend your actions or beliefs. Everyone has a reason for what they say or do. However, the reasons are not clear sometimes. With a proper argument, you can shed light on the reasons behind your thoughts and actions and make them explicit
• To make judgments or solve problems. The world is filled with controversies. Most of us frequently come across situations that question our previous beliefs. Arguments are a good way out of chaos to help facilitate decision-making.
• To make fun. Yes, you read that right! Participating in debates can be an intellectually stimulating process. After all, an argument isn’t always serious and deliberative. You must have experienced often, people arguing over relatively unimportant issues.

How To Evaluate Arguments In The Workplace?

The claim: .

This is the point you are arguing to prove; the point that is being made. When making a claim, make sure you are relevant. In other words, make claims related to the subject or issue at hand.

The evidence:

On what ground are you making the claims? The reason, facts, or statement that supports your claim is the evidence. You will find supporting evidence from outside sources such as quotes or published work.

The warrant:

No, it’s not the warrant that police issue before arresting someone. The warrant, when evaluating arguments, forms the bridge between the claim and the related evidence. In other words, it’s the logical reasoning that you make to relate the evidence to the claim or conclusion. It goes in a step-by-step and clear manner.

Let’s go back to Arun’s example again:

Arun was driving his car over the speed limit. He wasn’t in a hurry or didn’t have an emergency. So he could have maintained the speed limit, but he didn’t. Apart from that, he was drunk. Thus, Arun was breaking the law.

Here, the warrant can be the statement: “Arun had no excuse to drive over the speed limit.”

Qualifications: 

These are concessions that you may have to make to limit what someone might be able to claim.

If you want to learn the ABCD of arguments, you should join Harappa’s Thinking Critically course. The ABCD framework from the course arms you with the tool you can use in evaluating arguments for Accuracy, Believability, Clarity, and Deficiency. The framework not only strengthens the arguments but also makes them more logical.

Join the course today and take your first step in learning about arguments and critical thinking.

Explore our Harappa Diaries section to know more about topics related to the Think habit such as  Critical Thinking ,  Creative Thinking  &  Design Thinking .

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Defining Critical Thinking

• Grades 6-12
• School Leaders

100 Last-Day-of-School Activities Your Students Will Love!

What Is Critical Thinking and Why Do We Need To Teach It?

Question the world and sort out fact from opinion.

The world is full of information (and misinformation) from books, TV, magazines, newspapers, online articles, social media, and more. Everyone has their own opinions, and these opinions are frequently presented as facts. Making informed choices is more important than ever, and that takes strong critical thinking skills. But what exactly is critical thinking? Why should we teach it to our students? Read on to find out.

What is critical thinking?

Source: Indeed

Critical thinking is the ability to examine a subject and develop an informed opinion about it. It’s about asking questions, then looking closely at the answers to form conclusions that are backed by provable facts, not just “gut feelings” and opinion. These skills allow us to confidently navigate a world full of persuasive advertisements, opinions presented as facts, and confusing and contradictory information.

The Foundation for Critical Thinking says, “Critical thinking can be seen as having two components: 1) a set of information and belief-generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior.”

In other words, good critical thinkers know how to analyze and evaluate information, breaking it down to separate fact from opinion. After a thorough analysis, they feel confident forming their own opinions on a subject. And what’s more, critical thinkers use these skills regularly in their daily lives. Rather than jumping to conclusions or being guided by initial reactions, they’ve formed the habit of applying their critical thinking skills to all new information and topics.

Why is critical thinking so important?

Imagine you’re shopping for a new car. It’s a big purchase, so you want to do your research thoroughly. There’s a lot of information out there, and it’s up to you to sort through it all.

• You’ve seen TV commercials for a couple of car models that look really cool and have features you like, such as good gas mileage. Plus, your favorite celebrity drives that car!
• The manufacturer’s website has a lot of information, like cost, MPG, and other details. It also mentions that this car has been ranked “best in its class.”
• Your neighbor down the street used to have this kind of car, but he tells you that he eventually got rid of it because he didn’t think it was comfortable to drive. Plus, he heard that brand of car isn’t as good as it used to be.
• Three independent organizations have done test-drives and published their findings online. They all agree that the car has good gas mileage and a sleek design. But they each have their own concerns or complaints about the car, including one that found it might not be safe in high winds.

So much information! It’s tempting to just go with your gut and buy the car that looks the coolest (or is the cheapest, or says it has the best gas mileage). Ultimately, though, you know you need to slow down and take your time, or you could wind up making a mistake that costs you thousands of dollars. You need to think critically to make an informed choice.

What does critical thinking look like?

Source: TeachThought

Let’s continue with the car analogy, and apply some critical thinking to the situation.

• Critical thinkers know they can’t trust TV commercials to help them make smart choices, since every single one wants you to think their car is the best option.
• The manufacturer’s website will have some details that are proven facts, but other statements that are hard to prove or clearly just opinions. Which information is factual, and even more important, relevant to your choice?
• A neighbor’s stories are anecdotal, so they may or may not be useful. They’re the opinions and experiences of just one person and might not be representative of a whole. Can you find other people with similar experiences that point to a pattern?
• The independent studies could be trustworthy, although it depends on who conducted them and why. Closer analysis might show that the most positive study was conducted by a company hired by the car manufacturer itself. Who conducted each study, and why?

Did you notice all the questions that started to pop up? That’s what critical thinking is about: asking the right questions, and knowing how to find and evaluate the answers to those questions.

Good critical thinkers do this sort of analysis every day, on all sorts of subjects. They seek out proven facts and trusted sources, weigh the options, and then make a choice and form their own opinions. It’s a process that becomes automatic over time; experienced critical thinkers question everything thoughtfully, with purpose. This helps them feel confident that their informed opinions and choices are the right ones for them.

Key Critical Thinking Skills

There’s no official list, but many people use Bloom’s Taxonomy to help lay out the skills kids should develop as they grow up.

Source: Vanderbilt University

Bloom’s Taxonomy is laid out as a pyramid, with foundational skills at the bottom providing a base for more advanced skills higher up. The lowest phase, “Remember,” doesn’t require much critical thinking. These are skills like memorizing math facts, defining vocabulary words, or knowing the main characters and basic plot points of a story.

Higher skills on Bloom’s list incorporate more critical thinking.

True understanding is more than memorization or reciting facts. It’s the difference between a child reciting by rote “one times four is four, two times four is eight, three times four is twelve,” versus recognizing that multiplication is the same as adding a number to itself a certain number of times. When you understand a concept, you can explain how it works to someone else.

When you apply your knowledge, you take a concept you’ve already mastered and apply it to new situations. For instance, a student learning to read doesn’t need to memorize every word. Instead, they use their skills in sounding out letters to tackle each new word as they come across it.

When we analyze something, we don’t take it at face value. Analysis requires us to find facts that stand up to inquiry. We put aside personal feelings or beliefs, and instead identify and scrutinize primary sources for information. This is a complex skill, one we hone throughout our entire lives.

Evaluating means reflecting on analyzed information, selecting the most relevant and reliable facts to help us make choices or form opinions. True evaluation requires us to put aside our own biases and accept that there may be other valid points of view, even if we don’t necessarily agree with them.

Finally, critical thinkers are ready to create their own result. They can make a choice, form an opinion, cast a vote, write a thesis, debate a topic, and more. And they can do it with the confidence that comes from approaching the topic critically.

How do you teach critical thinking skills?

The best way to create a future generation of critical thinkers is to encourage them to ask lots of questions. Then, show them how to find the answers by choosing reliable primary sources. Require them to justify their opinions with provable facts, and help them identify bias in themselves and others. Try some of these resources to get started.

5 Critical Thinking Skills Every Kid Needs To Learn (And How To Teach Them)

• 100+ Critical Thinking Questions for Students To Ask About Anything
• 10 Tips for Teaching Kids To Be Awesome Critical Thinkers
• Free Critical Thinking Poster, Rubric, and Assessment Ideas

More Critical Thinking Resources

The answer to “What is critical thinking?” is a complex one. These resources can help you dig more deeply into the concept and hone your own skills.

• The Foundation for Critical Thinking
• Cultivating a Critical Thinking Mindset (PDF)
• Asking the Right Questions: A Guide to Critical Thinking (Browne/Keeley, 2014)

Have more questions about what critical thinking is or how to teach it in your classroom? Join the WeAreTeachers HELPLINE group on Facebook to ask for advice and share ideas!

Plus, 12 skills students can work on now to help them in careers later ..

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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 .