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Philosophy Books

The best books on critical thinking, recommended by nigel warburton.

Thinking from A to Z by Nigel Warburton

Do you know your straw man arguments from your weasel words? Nigel Warburton , Five Books philosophy editor and author of Thinking from A to Z,  selects some of the best books on critical thinking—and explains how they will help us make better-informed decisions and construct more valid arguments.

Interview by Cal Flyn , Deputy Editor

Calling Bullshit: The Art of Skepticism in a Data-Driven World by Carl Bergstrom & Jevin West

Thinking, Fast and Slow by Daniel Kahneman

Factfulness: Ten Reasons We're Wrong About The World — And Why Things Are Better Than You Think by Hans Rosling

Black Box Thinking: The Surprising Truth About Success by Matthew Syed

The Art of Thinking Clearly by Rolf Dobelli

Critical Thinking: Your Guide to Effective Argument, Successful Analysis and Independent Study by Tom Chatfield

1 Calling Bullshit: The Art of Skepticism in a Data-Driven World by Carl Bergstrom & Jevin West

2 thinking, fast and slow by daniel kahneman, 3 factfulness: ten reasons we're wrong about the world — and why things are better than you think by hans rosling, 4 black box thinking: the surprising truth about success by matthew syed, 5 the art of thinking clearly by rolf dobelli, 6 critical thinking: your guide to effective argument, successful analysis and independent study by tom chatfield.

I t’s been just over two years since you explained to us what critical thinking is all about. Could you update us on any books that have come out since we first spoke?

Calling Bullshit by Carl Bergstrom and Jevin West started life as a course at the University of Washington. It is a book—a handbook really—written with the conviction that bullshit, particularly the kind that is circulated on the Internet, is damaging democracy , and that misinformation and disinformation can have very serious consequences. Bullshitters don’t care about truth. But truth is important, and this book shows why. It is focussed on examples from science and medicine, but ranges more widely too. It’s a lively read. It covers not just verbal bullshit, bullshit with statistics (particularly in relation to big data) and about causation, but also has a chapter on bullshit data visualisations that distract from the content they are about, or present that data in misleading ways. Like all good books on critical thinking this one includes some discussion of the psychology of being taken in by misleading contributions to public debate.

In How To Make the World Add Up , Tim Harford gives us ten rules for thinking better about numbers, together with a Golden Rule (‘Be curious’). Anyone who has listened to his long-running radio series More or Less will know how brilliant Tim is at explaining number-based claims – as I read it, I hallucinated Tim’s reassuring, sceptical, reasonable, amused, and  patient voice. He draws on a rich and fascinating range of examples to teach us (gently) how not to be taken in by statistics and poorly supported claims. There is some overlap with Calling Bullshit , but they complement each other. Together they provide an excellent training in how not to be bamboozled by data-based claims.

[end of update. The original interview appears below]

___________________________

We’re here to talk about critical thinking. Before we discuss your book recommendations, I wonder if you would first explain: What exactly is critical thinking, and when should we be using it?

There’s a whole cluster of things that go under the label ‘critical thinking’. There’s what you might call formal logic , the most extreme case of abstractions. For example take the syllogism: if all men are mortal, and Socrates is a man, you can deduce from that structure of arguments that Socrates is mortal. You could put anything in the slots of ‘men,’ ‘Socrates,’ ‘mortal’, and whatever you put in, the argument structure remains valid. If the premises are true, the conclusion must be true. That kind of logic, which can be represented using letters and signs rather than words, has its place. Formal logic is a quasi-mathematical (some would say mathematical) subject.

But that’s just one element of critical thinking. Critical thinking is broader, though it encompasses that. In recent years, it’s been very common to include discussion of cognitive biases—the psychological mistakes we make in reasoning and the tendencies we have to think in certain patterns which don’t give us reliably good results. That’s another aspect: focussing on the cognitive biases is a part of what’s sometimes called ‘informal logic’, the sorts of reasoning errors that people make, which can be described as fallacious. They’re not, strictly speaking, logical fallacies, always. Some of them are simply psychological tendencies that give us unreliable results.

The gambler’s fallacy is a famous one: somebody throwing a die that isn’t loaded has thrown it three times without getting a six, and then imagines that, by some kind of law of averages, the fourth time they’re more likely to get a six, because they haven’t yet got one yet. That’s just a bad kind of reasoning, because each time that you roll the dice, the odds are the same: there’s a one in six chance of throwing a six. There’s no cumulative effect and a dice doesn’t have a memory. But we have this tendency, or certainly gamblers often do, to think that somehow the world will even things out and give you a win if you’ve had a series of losses. That’s a kind of informal reasoning error that many of us make, and there are lots of examples like that.

I wrote a little book called Thinking from A to Z which was meant to name and explain a whole series of moves and mistakes in thinking. I included logic, some cognitive biases, some rhetorical moves, and also (for instance) the topic of pseudo-profundity, whereby people make seemingly deep statements that are in fact shallow. The classical example is to give a seeming paradox—to say, for example ‘knowledge is just a kind of ignorance,’ or ‘virtue is only achieved through vice.’ Actually, that’s just a rhetorical trick, and once you see it, you can generate any number of such ‘profundities’. I suppose that would fall under rhetoric, the art of persuasion: persuading people that you are a deeper thinker than you are. Good reasoning isn’t necessarily the best way to persuade somebody of something, and there are many devious tricks that people use within discussion to persuade people of a particular position. The critical thinker is someone who recognises the moves, can anatomise the arguments, and call them to attention.

So, in answer to your question: critical thinking is not just pure logic . It’s a cluster of things. But its aim is to be clear about what is being argued, what follows from the given evidence and arguments, and to detect any cognitive biases or rhetorical moves that may lead us astray.

Many of the terms you define and illustrate in Thinking from A to Z— things like ‘straw man’ arguments and ‘weasel words’—have been creeping into general usage. I see them thrown around on Twitter. Do you think that our increased familiarity with debate, thanks to platforms like Twitter, has improved people’s critical thinking or made it worse?

I think that improving your critical thinking can be quite difficult. But one of the ways of doing it is to have memorable labels, which can describe the kind of move that somebody’s making, or the kind of reasoning error, or the kind of persuasive technique they’re using.

For example, you can step back from a particular case and see that somebody’s using a ‘weak analogy’. Once you’re familiar with the notion of a weak analogy, it’s a term that you can use to draw attention to a comparison between two things which aren’t actually alike in the respects that somebody is implying they are. Then the next move of a critical thinker would be to point out the respects in which this analogy doesn’t hold, and so demonstrate how poor it is at supporting the conclusion provided. Or, to use the example of weasel words—once you know that concept, it’s easier to spot them and to speak about them.

Social media, particularly Twitter, is quite combative. People are often looking for critical angles on things that people have said, and you’re limited in words. I suspect that labels are probably in use there as a form of shorthand. As long as they’re used in a precise way, this can be a good thing. But remember that responding to someone’s argument with ‘that’s a fallacy’, without actually spelling out what sort of fallacy it is supposed to be, is a form of dismissive rhetoric itself.

There are also a huge number of resources online now which allow people to discover definitions of critical thinking terms. When I first wrote Thinking from A to Z , there weren’t the same number of resources available. I wrote it in ‘A to Z’ form, partly just as a fun device that allows for lots of cross references, but partly because I wanted to draw attention to the names of things. Naming the moves is important.

“People seem to get a kick out of the idea of sharing irrelevant features—it might be a birthday or it might be a hometown—with somebody famous. But so what?”

The process of writing the book improved my critical thinking quite a lot, because I had to think more precisely about what particular terms meant and find examples of them that were unambiguous. That was the hardest thing, to find clear-cut examples of the various moves, to illustrate them. I coined some of the names myself: there’s one in there which is called the ‘Van Gogh fallacy,’ which is the pattern of thought when people say: ‘Well, Van Gogh had red hair, was a bit crazy, was left-handed, was born on the 30th of March, and, what do you know, I share all those things’—which I do happen to do—‘and therefore I must be a great genius too.’

I love that. Well, another title that deals with psychological biases is the first critical thinking book that you want to discuss, Daniel Kahneman’s Thinking Fast and Slow . Why did you choose this one?

This is an international bestseller by the Nobel Prize-winning behavioural economist—although he’s principally a psychologist—Daniel Kahneman. He developed research with Amos Tversky, who unfortunately died young. I think it would have been a co-written book otherwise. It’s a brilliant book that summarizes their psychological research on cognitive biases (or its patterns of thinking) which all of us are prone to, which aren’t reliable.

There is a huge amount of detail in the book. It summarizes a lifetime of research—two lifetimes, really. But Kahneman is very clear about the way he describes patterns of thought: as using either ‘System One’ or ‘System Two.’ System One is the fast, intuitive, emotional response to situations where we jump to a conclusion very quickly. You know: 2 + 2 is 4. You don’t think about it.

System Two is more analytical, conscious, slower, methodical, deliberative. A more logical process, which is much more energy consuming. We stop and think. How would you answer 27 × 17? You’d have to think really hard, and do a calculation using the System Two kind of thinking. The problem is that we rely on this System One—this almost instinctive response to situations—and often come out with bad answers as a result. That’s a framework within which a lot of his analysis is set.

I chose this book because it’s a good read, and it’s a book you can keep coming back to—but also because it’s written by a very important researcher in the area. So it’s got the authority of the person who did the actual psychological research. But it’s got some great descriptions of the phenomena he researches, I think. Anchoring, for instance. Do you know about anchoring?

I think so. Is that when you provide an initial example that shapes future responses? Perhaps you’d better explain it.

That’s more or less it. If you present somebody with an arbitrary number, psychologically, most people seem prone when you ask them a question to move in the direction of that number. For instance, there’s an experiment with judges. They were being asked off the cuff: What would be a good sentence for a particular crime, say shoplifting? Maybe they’d say it would be a six-month sentence for a persistent shoplifter.

But if you prime a judge by giving an anchoring number—if you ask, ‘Should the sentence for shoplifting be more than nine months?’ They’re more like to say on average that the sentence should be eight months than they would have been otherwise. And if you say, ‘Should it be punished by a sentence of longer than three months?’ they’re more likely to come down in the area of five , than they would otherwise.

So the way you phrase a question, by introducing these numbers, you give an anchoring effect. It sways people’s thinking towards that number. If you ask people if Gandhi was older than 114 years old when he died, people give a higher answer than if you just asked them: ‘How old was Gandhi when he died?’

I’ve heard this discussed in the context of charity donations. Asking if people will donate, say, £20 a month returns a higher average pledge than asking for £1 a month.

People use this anchoring technique often with selling wine on a list too. If there’s a higher-priced wine for £75, then somehow people are more drawn to one that costs £40 than they would otherwise have been. If  that was the most expensive one on the menu, they wouldn’t have been drawn to the £40 bottle, but just having seen the higher price, they seem to be drawn to a higher number. This phenomenon occurs in many areas.

And there are so many things that Kahneman covers. There’s the sunk cost fallacy, this tendency that we have when we give our energy, or money, or time to a project—we’re very reluctant to stop, even when it’s irrational to carry on. You see this a lot in descriptions of withdrawal from war situations. We say: ‘We’ve given all those people’s lives, all that money, surely we’re not going to stop this campaign now.’ But it might be the rational thing to do. All that money being thrown there, doesn’t mean that throwing more in that direction will get a good result. It seems that we have a fear of future regret that outweighs everything else. This dominates our thinking.

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What Kahneman emphasizes is that System One thinking produces overconfidence based on what’s often an erroneous assessment of a situation. All of us are subject to these cognitive biases, and that they’re extremely difficult to remove. Kahneman’s a deeply pessimistic thinker in some respects; he recognizes that even after years of studying these phenomena he can’t eliminate them from his own thinking. I interviewed him for a podcast once , and said to him: ‘Surely, if you teach people critical thinking, they can get better at eliminating some of these biases.’ He was not optimistic about that. I’m much more optimistic than him. I don’t know whether he had empirical evidence to back that up, about whether studying critical thinking can increase your thinking abilities. But I was surprised how pessimistic he was.

Interesting.

Unlike some of the other authors that we’re going to discuss . . .

Staying on Kahneman for a moment, you mentioned that he’d won a Nobel Prize, not for his research in psychology per se but for his influence on the field of economics . His and Tversky’s ground-breaking work on the irrationality of human behaviour and thinking forms the spine of a new field.

Let’s look at Hans Rosling’s book next, this is Factfulness . What does it tell us about critical thinking?

Rosling was a Swedish statistician and physician, who, amongst other things, gave some very popular TED talks . His book Factfulness , which was published posthumously—his son and daughter-in-law completed the book—is very optimistic, so completely different in tone from Kahneman’s. But he focuses in a similar way on the ways that people make mistakes.

We make mistakes, classically, in being overly pessimistic about things that are changing in the world. In one of Rosling’s examples he asks what percentage of the world population is living on less than $2 a day. People almost always overestimate that number, and also the direction in which things are moving, and the speed in which they’re moving. Actually, in 1966, half of the world’s population was in extreme poverty by that measure, but by 2017 it was only 9%, so there’s been a dramatic reduction in global poverty. But most people don’t realise this because they don’t focus on the facts, and are possibly influenced by what they may have known about the situation in the 1960s.

If people are asked what percentage of children are vaccinated against common diseases, they almost always underestimate it. The correct answer is a very high proportion, something like 80%. Ask people what the life expectancy for every child born today is, the global average, and again they get it wrong. It’s over 70 now, another surprisingly high figure. What Rosling’s done as a statistician is he’s looked carefully at the way the world is.

“Pessimists tend not to notice changes for the better”

People assume that the present is like the past, so when they’ve learnt something about the state of world poverty or they’ve learnt about health, they often neglect to take a second reading and see the direction in which things are moving, and the speed with which things are changing. That’s the message of this book.

It’s an interesting book; it’s very challenging. It may be over-optimistic. But it does have this startling effect on the readers of challenging widely held assumptions, much as Steven Pinker ‘s The Better Angels of Our Nature has done. It’s a plea to look at the empirical data, and not just assume that you know how things are now. But pessimists tend not to notice changes for the better. In many ways, though clearly not in relation to global warming and climate catastrophe, the statistics are actually very good for humanity.

That’s reassuring.

So this is critical thinking of a numerical, statistical kind. It’s a bit different from the more verbally-based critical thinking that I’ve been involved with. I’m really interested to have my my assumptions challenged, and Factfulness is a very readable book. It’s lively and thought-provoking.

Coming back to what you said about formal logic earlier, statistics is another dense subject which needs specialist training. But it’s one that has a lot in common with critical thinking and a lot of people find very difficult—by which I mean, it’s often counter-intuitive.

One of the big problems for an ordinary reader looking at this kind of book is that we are not equipped to judge the reliability of his sources, and so the reliability of the conclusions that he draws. I think we have to take it on trust and authority and hope that, given the division of intellectual labour, there are other statisticians looking at his work and seeing whether he was actually justified in drawing the conclusions that he drew. He made these sorts of public pronouncements for a long time and responded to critics.

But you’re right that there is a problem here. I believe that most people can equip themselves with tools for critical thinking that work in everyday life. They can learn something about cognitive biases; they can learn about reasoning and rhetoric, and I believe that we can put ourselves as members of a democracy in a position where we think critically about the evidence and arguments that are being presented to us, politically and in the press. That should be open to all intelligent people, I think. It is not a particularly onerous task to equip yourself with a basic tools of thinking clearly.

Absolutely. Next you wanted to talk about Five Books alumnus Matthew Syed ‘s Black Box Thinking .

Yes, quite a different book. Matthew Syed is famous as a former international table tennis player, but—most people probably don’t know this—he has a first-class degree in Philosophy, Politics and Economics (PPE) from Oxford as well.

This book is really interesting. It’s an invitation to think differently about failure. The title, Black Box Thinking, comes from the black boxes which are standardly included in every passenger aircraft, so that if an accident occurs there’s a recording of the flight data and a recording of the audio communications as the plane goes down. When there’s a crash, rescuers always aim to recover these two black boxes. The data is then analysed, the causes of the crash, dissected and scrutinized, and the information shared across the aeronautic industry and beyond.

Obviously, everybody wants to avoid aviation disasters because they’re so costly in terms of loss of human life. They undermine trust in the whole industry. There’s almost always some kind of technical or human error that can be identified, and everybody can learn from particular crashes. This is a model of an industry where, when there is a failure, it’s treated as a very significant learning experience, with the result that airline travel has become a very safe form of transport.

This contrasts with some other areas of human endeavour, such as, sadly, much of healthcare, where the information about failures often isn’t widely shared. This can be for a number of reasons: there may be a fear of litigation—so if a surgeon does something unorthodox, or makes a mistake, and somebody as a result doesn’t survive an operation, the details of exactly what happened on the operating table will not be widely shared, typically, because there is this great fear of legal comeback.

The hierarchical aspects of the medical profession may have a part to play here, too. People higher up in the profession are able to keep a closed book, and not share their mistakes with others, because it might be damaging to their careers for people to know about their errors. There has been, historically anyway, a tendency for medical negligence and medical error, to be kept very quiet, kept hidden, hard to investigate.

“You can never fully confirm an empirical hypothesis, but you can refute one by finding a single piece of evidence against it”

What Matthew Syed is arguing is that we need to take a different attitude to failure and see it as the aviation industry does. He’s particularly interested in this being done within the healthcare field, but more broadly too. It’s an idea that’s come partly from his reading of the philosopher Karl Popper, who described how science progresses not by proving theories true, but by trying to disprove them. You can never fully confirm an empirical hypothesis, but you can refute one by finding a single piece of evidence against it. So, in a sense, the failure of the hypothesis is the way by which science progresses: conjecture followed by refutation, not hypothesis followed by confirmation.

As Syed argues, we progress in all kinds of areas is by making mistakes. He was a superb table-tennis player, and he knows that every mistake that he made was a learning experience, at least potentially, a chance to improve. I think you’d find the same attitude among musicians, or in areas where practitioners are very attentive to the mistakes that they make, and how those failures can teach them in a way that allows them to make a leap forward. The book has a whole range of examples, many from industry, about how different ways of thinking about failure can improve the process and the output of particular practices.

When we think of bringing up kids to succeed, and put emphasis on avoiding failure, we may not be helping them develop. Syed’s argument is that we should make failure a more positive experience, rather than treat it as something that’s terrifying, and always to be shied away from. If you’re trying to achieve success, and you think, ‘I have to achieve that by accumulating other successes,’ perhaps that’s the wrong mindset to achieve success at the higher levels. Perhaps you need to think, ‘Okay, I’m going to make some mistakes, how can I learn from this, how can I share these mistakes, and how can other people learn from them too?’

That’s interesting. In fact, just yesterday I was discussing a book by Atul Gawande, the surgeon and New Yorker writer, called The Checklist Manifesto . In that, Gawande also argues that we should draw from the success of aviation, in that case, the checklists that they run through before take-off and so on, and apply it to other fields like medicine. A system like this is aiming to get rid of human error, and I suppose that’s what critical thinking tries to do, too: rid us of the gremlins in machine.

Well, it’s also acknowledging that when you make an error, it can have disastrous consequence. But you don’t eliminate errors just by pretending they didn’t occur. With the Chernobyl disaster , for instance, there was an initial unwillingness to accept the evidence in front of people’s eyes that a disaster had occurred, combined with a fear of being seen to have messed up. There’s that tendency to think that everything’s going well, a kind of cognitive bias towards optimism and a fear of being responsible for error, but it’s also this unwillingness to see that in certain areas, admission of failure and sharing of the knowledge that mistakes have occurred is the best way to minimize failure in the future.

Very Beckettian . “Fail again. Fail better.”

Absolutely. Well, shall we move onto to Rolf Dobelli’s 2013 book, The Art of Thinking Clearly ?

Yes. This is quite a light book in comparison with the others. It’s really a summary of 99 moves in thinking, some of them psychological, some of them logical, some of them social. What I like about it is that he uses lots of examples. Each of the 99 entries is pretty short, and it’s the kind of book you can dip into. I would think it would be very indigestible to read it from cover to cover, but it’s a book to keep going back to.

I included it because it suggests you can you improve your critical thinking by having labels for things, recognising the moves, but also by having examples which are memorable, through which you can learn. This is an unpretentious book. Dobelli doesn’t claim to be an original thinker himself; he’s a summariser of other people’s thoughts. What he’s done is brought lots of different things together in one place.

Just to give a flavour of the book: he’s got a chapter on the paradox of choice that’s three pages long called ‘Less is More,’ and it’s the very simple idea that if you present somebody with too many choices, rather than freeing them and improving their life and making them happier, it wastes a lot of their time, even destroys the quality of their life.

“If you present somebody with too many choices, it wastes a lot of their time”

I saw an example of this the other day in the supermarket. I bumped into a friend who was standing in front of about 20 different types of coffee. The type that he usually buys wasn’t available, and he was just frozen in this inability to make a decision between all the other brands that were in front of him. If there’d only been one or two, he’d have just gone for one of those quickly.

Dobelli here is summarising the work of psychologist Barry Schwartz who concluded that generally, a broader selection leads people to make poorer decisions for themselves. We think going into the world that what we need is more choice, because that’ll allow us to do the thing we want to do, acquire just the right consumable, or whatever. But perhaps just raising that possibility, the increased number of choices will lead us to make poorer choices than if we had fewer to choose between.

Now, that’s the descriptive bit, but at the end of this short summary, he asks ‘So what can you do about this practically?’ His answer is that you should think carefully about what you want before you look at what’s on offer. Write down the things you think you want and stick to them. Don’t let yourself be swayed by further choices. And don’t get caught up in a kind of irrational perfectionism. This is not profound advice, but it’s stimulating. And that’s typical of the book.

You can flip through these entries and you can take them or leave them. It’s a kind of self-help manual.

Oh, I love that. A critical thinking self-help book .

It really is in that self-help genre, and it’s nicely done. He gets in and out in a couple of pages for each of these. I wouldn’t expect this to be on a philosophy reading list or anything like that, but it’s been an international bestseller. It’s a clever book, and I think it’s definitely worth dipping into and coming back to. The author is not claiming that it is the greatest or most original book in the world; rather, it’s just a book that’s going to help you think clearly. That’s the point.

Absolutely. Let’s move to the final title, Tom Chatfield’s Critical Thinking: Your Guide to Effective Argument, Successful Analysis and Independent Study . We had Tom on Five Books many moons ago to discuss books about computer games . This is rather different. What makes it so good?

Well, this is a different kind of book. I was trying to think about somebody reading this interview who wants to improve their thinking. Of the books I’ve discussed, the ones that are most obviously aimed at that are Black Box Thinking , the Dobelli book, and Tom Chatfield’s Critical Thinking . The others are more descriptive or academic. But this book is quite a contrast with the Dobelli’s. The Art of Thinking Clearly is a very short and punchy book, while Tom’s is longer, and more of a textbook. It includes exercises, with summaries in the margins, it’s printed in textbook format. But that shouldn’t put a general reader off, because I think it’s the kind of thing you can work through yourself and dip into.

It’s clearly written and accessible, but it is designed to be used on courses as well. Chatfield teaches a point, then asks you to test yourself to see whether you’ve learnt the moves that he’s described. It’s very wide-ranging: it includes material on cognitive biases as well as more logical moves and arguments. His aim is not simply to help you think better, and to structure arguments better, but also to write better. It’s the kind of book that you might expect a good university to present to the whole first year intake, across a whole array of courses. But I’m including it here more as a recommendation for the autodidact. If you want to learn to think better: here is a course in the form of a book. You can work through this on your own.

It’s a contrast with the other books as well, so that’s part of my reason for putting it in there, so there’s a range of books on this list.

Definitely. I think Five Books readers, almost by definition, tend towards autodidacticism, so this is a perfect book recommendation. And, finally, to close: do you think that critical thinking is something that more people should make an effort to learn? I suppose the lack of it might help to explain the rise of post-truth politics.

It’s actually quite difficult to teach critical thinking in isolation. In the Open University’s philosophy department, when I worked there writing and designing course materials, we decided in the end to teach critical thinking as it arose in teaching other content: by stepping back from time to time to look at the critical thinking moves being made by philosophers, and the critical thinking moves a good student might make in response to them. Pedagogically, that often works much better than attempting to teach critical thinking as a separate subject in isolation.

This approach can work in scientific areas too. A friend of mine has run a successful university course for zoologists on critical thinking, looking at correlation and cause, particular types of rhetoric that are used in write ups and experiments, and so on, but all the time driven by real examples from zoology. If you’ve got some subject matter, and you’ve got examples of people reasoning, and you can step back from it, I think this approach can work very well.

But in answer to your question, I think that having some basic critical thinking skills is a prerequisite of being a good citizen in a democracy . If you are too easily swayed by rhetoric, weak at analysing arguments and the ways that people use evidence, and prone to all kinds of biases that you are unaware of, how can you engage politically? So yes, all of us can improve our critical thinking skills, and I do believe that that is an aspect of living the examined life that Socrates was so keen we all should do.

December 4, 2020

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The 17 Best Books on Critical Thinking (to Read in 2024)

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The aim of improving your skill of critical thinking isn’t just to be able to reason and give logical arguments about a subject skillfully; your goal is to get to the right answer, to make the right decisions and choices for yourself and others.

Critical thinking helps you:

First , improve the quality of your decisions and judgments, and reevaluate your beliefs objectively.

The human mind is rarely objective. However, mastering the skill of critical thinking keeps your mind objective, at least about those things based on facts.

Take for example the beliefs you have about yourself; Some are based on facts, some on subjective (negative) opinions of others.

Second , become an independent thinker (learn to think for yourself); take ownership of your values, beliefs, judgments, and decisions.

Mastering critical thinking is essential , especially in our modern times, because you must:

• Make a tone of decisions every day;
• Think and come to the right conclusion fast;
• Solve (mostly alone) your problems and issues;
• Weigh carefully facts and information you receive from the dozens of sources you have at your disposal;
• Reevaluate your strategies, beliefs, and habits periodically.

Critical thinking is a skill that you must learn; you’re not born with it. To make your journey a little easier, we’ve gathered the best critical thinking books so you can learn from the masters. Get inspired to become a critical thinker in no time!

The best books on critical thinking:

Table of Contents

1. Critical Thinking: A Beginner’s Guide to Critical Thinking, Better Decision Making, and Problem Solving – Jennifer Wilson

2. wait, what: and life’s other essential questions- james e. ryan, 3. think smarter: critical thinking to improve problem-solving and decision-making skills – michael kallet, 4. brain power: learn to improve your thinking skills – karl albrecht, 5. the art of thinking clearly – rolf dobelli, 6. being logical: a guide to good thinking – d.q. mcinerny, 7. predictably irrational, revised and expanded edition: the hidden forces that shape our decisions – dr. dan ariely, 8. a more beautiful question: the power of inquiry to spark breakthrough ideas – warren berger, 9. a rulebook for arguments – anthony weston, 10. thinking, fast and slow – daniel kahneman, 11. the organized mind: thinking straight in the age of information overload – daniel j. levitin, 12. don’t believe everything you think: the 6 basic mistakes we make in thinking – thomas e. kida, 13. the decision book: 50 models for strategic thinking – mikael krogerus, roman tschäppeler, philip earnhart, jenny piening, 14. weaponized lies: how to think critically in the post-truth era – daniel j. levitin, 15. the demon-haunted world: science as a candle in the dark paperback – carl sagan, ann druyan, 16. how to think about weird things: critical thinking for a new age – theodore schick, lewis vaughn, 17. the 5 elements of effective thinking – edward b. burger, michael starbird.

As the title says, this book introduces you to the art of critical thinking. You’ll discover in it:

• What is critical thinking in practice,
• The different thought processes of critical thinking,
• How will your life be better mastering critical thinking,
• The things your brain needs to enjoy exercising critical thinking,
• Techniques you can use for solving problems,
• How to become a better decision maker, Strategies to use in your critical thinking processes,
• Ways to make good decisions when more people (not just you) are involved,
• Tips to frame your questions in order to maximize the efficiency of your critical thinking.

Wisdom comes from observation, learning, practice, and asking the right questions.

Using examples from history, politics, and his own personal life, James e Ryan shows you the importance of knowing how to:

• Ask questions and gain a better understanding,
• Get to be more curious,
• Push yourself to take action,
• Make your relationship stronger,
• And stay focused on the important things in life.

Related:  Critical Thinking Examples

The book starts with the five fundamental questions:

• Couldn’t we at least…?
• How can I help…?
• What truly matters….?

Knowing how to formulate, address, and deliver the right questions doesn’t leave room for misunderstandings, misinterpretations; asking the wrong questions will most probably give you a wrong answer.

This book (Wait, What?: And Life’s Other Essential Questions) will make you feel (more) courageous; after all, asking questions thanks courage. Asking yourself and others the right questions helps you make informed decisions and decisive action.

This book is a guide on how to train your brain to work even more for you. The author (Michael Kallet) is a critical thinking trainer and coach and gives you a practical set of tools and techniques for critical thinking in your day-to-day life and business.

If you want a clear, actionable step by step program to:

• Improve your critical thinking skills,
• A better understanding of complex problems and concepts,
• And how to put them in practice, then this book is for you.

Learn how to discover the real issues that need a solution, so you don’t waste your time in trying to solve imaginary problems. Increase your mental toughness, useful and productive thought.

In this book, Karl Albrecht shows you how to:

• Build your mental strength,
• Think more clearly logically and creative,
• Improve your memory,
• Solve problems,
• Make decisions more effectively.

Karl Albrecht talks in this book about the six functional abilities you need to have and become more adaptable and an innovative thinker.

The book is packed with practical exercises, fascinating illustrations, games, and puzzles to improve your mental capabilities.

The art of thinking Clearly by Rolf Dobelli is a window into human psychology and reasoning; how we:

• Make decisions;
• Evaluate choices and options;
• Develop cognitive biases.

This book helps you notice and recognize erroneous thinking and make better choices and decisions, change unwanted behaviors and habits.

It will change the way you think about yourself and life in general because you have in this book 99 short chapters with examples of the most common errors of judgment and how to rectify them.

If you wish to think more clearly, make better decisions and choices, reevaluate your biases, and feel better about yourself, this book is for you.

When you decide you want to study the field of logic more closely and improve your critical thinking, this book might be exactly what you need. It’s written clearly and concisely laying out for you the basic building blocks of logic and critical thinking.

The ancient civilizations understood better than us how important is to study logic and rhetoric. With the help of this book, you’ll bring back into your life these essential things that our modern society forgot and missed to teach you as a child.

Having increased logical thinking doesn’t mean to ignore your emotions. It means to start from your emotions and together, (emotions and logic) to take better decisions and see more clearly your choices to move forward in life.

“Predictably Irrational, The Hidden Forces That Shape Our Decisions” is a book packed with examples of how:

• Irrational are our choices;
• We make decisions on impulse;
• We fool ourselves with optimism- “that must work for me.”

The author presents you, in this book, a large number of mental traps and flawed tendencies which can make your life harder.

After reading this book, you’ll be better informed about a variety of human flaws and how to avoid being trapped by irrational thinking. You’ll be better prepared to make decisions and choices based more on facts rather than subjective personal opinions.

Knowing how to ask the right questions is determining your success about many things in your life:

• Influencing others,
• Getting out of tricky situations,
• Reevaluating your beliefs,
• Offering yourself and others compassion,
• Overcoming mistakes and fears.

Warren Berger shows you in this book examples of people who are successful (partially) because they are experts in asking questions and don’t have preconceived ideas about what the answers should be.

This book helps you avoid wasting your innovative and brilliant ideas by presenting them in the same way over and over and getting nowhere over and over.

Asking yourself (and others) the right questions gives you the opportunity to display your ideas in a way that those around you feel compelled to listen.

This book is impressive because, Anthony Weston gives you a lot of excellent and practical advice, ordered in a logical and clear manner.

The examples in this book are realistic and useful, ranging from deductive to oral arguments, from argumentative essays to arguments by analogy.

Once you read this book you’ll want to have it on hand to sort out all sorts of situations you’ll encounter in your day-to-day life.

Daniel Kahneman, the author of this book, is a renowned psychologist and winner of the Nobel Prize in economics.

In this book, you will discover where you can and cannot trust your intuition; how to use the two systems that drive the way you think.

The first system is fast, intuitive, and emotional; the second system is slower, based on facts, and more logical.

The author argues that knowing how to use these two systems can make a huge difference in how you:

• Design your strategies,
• Predict consequences,
• Avoid cognitive biases,
• (and even simple things like) choosing the colors for your home office.

If you want to improve your critical thinking, know when you should use logic (instead of using emotions), and become mentally stronger this book is definitely for you.

Critical thinking can’t be created in a cluttered mind. It’s like trying to prepare a gourmet meal for your loved ones in a cramped and dysfunctional kitchen.

As if is not enough all the information you store in your mind from what you personally experience every day, our modern times forcefully adds to that information a lot of junk.

The book “The Organized Mind: Thinking Straight in the Age of Information Overload” by Daniel J. Levitin will help you sort out and organized your thoughts with the help of the four components in the human attentional system:

• Mind wandering mode;
• Central executive mode;
• Attentional filter;
• Attentional switch.

The book is showing you how you can improve your critical thinking and make better decisions concerning many areas of your life.

This book can (really) change your life if you’re dealing with procrastination, multitasking, the inability to switch off and block the outside world.

All in all, you’ll be better prepared to think straight in the age of information overload.

Thomas E. Kida talks in this book very elegantly about the six basic mistakes your thinking can make.

• The first mistake is being mesmerized by stories and ignoring the facts or statistics.
• The second mistake is searching to confirm what we already know or believe.
• The third mistake is to discount the role that chance and coincidence play in our life.
• The fourth mistake is believing that what you see it’s always the reality.
• The fifth mistake is to oversimplify things.
• The sixth mistake is to believe (trust) faulty memories.

This book can be for you an eye-opener into critical thinking, accepting who you are as you are, and improving the way you choose and make decisions.

Did you know you have a strategy for everything you do? From brushing your teeth to making new friends? From choosing a career to dealing with difficult people?

Considering you have a strategy for everything you do, it’s only logical the try to improve every day the way you develop your strategies and don’t leave it to chance, habit, or convenience.

“The Decision Book: 50 Models for Strategic Thinking” can improve your critical thinking and help you make your life easier and more enjoyable.

This book is interactive and provokes you to think about some of the strategies that don’t bring you the results you want.

It contains 58 illustrations offering summaries for known strategies such as the Rubber Band Model, the Personal Performance Model, and the Black Swan Model.

This book is for you if you want to improve the flexibility of your thinking, accept challenges more comfortable, feel more in control of your decisions and choices.

From this book, by Daniel Levitin, you’ll learn how to think critically and avoid being manipulated by things like misleading statistics and graphics, extreme view, or fake news.

The book contains three main sections:

• Evaluating numbers – how to read statistics and data to find out what lurks underneath and make a more objective analysis
• Evaluating words – how to assess the information you receive from experts, understanding the difference between incidence and prevalence, risk perceptions, and probabilistic thinking
• Evaluating the world – how to interpret scientific methods for different types of reasoning (induction, deduction, abduction)

This book will help you improve your critical thinking providing you with a lot of food for thought.

You know how in a criminal trial they call two experts that have divergent opinions on the same facts? Depending on whose side they are? This book teaches you to see the truth.

Although written in the 1990s, this bestseller book is still relevant in today’s society.

With both intelligence and compassion, Carl Sagan lays out the importance of education, logic, and science. This book will show you a ton of practical skills for assessing arguments, recognizing logical fallacies, and applying the scientific method.

Sagan felt that reason and logic could make the world a better place.

This book contains invaluable instructions on logic and reason using critical thinking, without being dull or difficult to understand.

Schick and Vaughn effectively laid out the key elements on how to assess evidence, sort through reasons, and recognize when a claim is likely to be accurate, making this book an absolute must-read for all students.

If you want to be better at decision-making based on sound evidence and argument, then this book is for you.

If you ever found yourself stuck on a problem, or having trouble in forming new ideas, this book will guide you in finding creative solutions to life’s difficult challenges.

This book emphasizes the value of effective thinking, how it can be mastered, and how to integrate it into everyday life.

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Carmen Jacob

Introduction to Logic and Critical Thinking

(10 reviews)

Matthew Van Cleave, Lansing Community College

Copyright Year: 2016

Publisher: Matthew J. Van Cleave

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by "yusef" Alexander Hayes, Professor, North Shore Community College on 6/9/21

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness. read more

Comprehensiveness rating: 5 see less

Formal and informal reasoning, argument structure, and fallacies are covered comprehensively, meeting the author's goal of both depth and succinctness.

Content Accuracy rating: 5

The book is accurate.

Relevance/Longevity rating: 5

While many modern examples are used, and they are helpful, they are not necessarily needed. The usefulness of logical principles and skills have proved themselves, and this text presents them clearly with many examples.

Clarity rating: 5

It is obvious that the author cares about their subject, audience, and students. The text is comprehensible and interesting.

Consistency rating: 5

The format is easy to understand and is consistent in framing.

Modularity rating: 5

This text would be easy to adapt.

Organization/Structure/Flow rating: 5

The organization is excellent, my one suggestion would be a concluding chapter.

Interface rating: 5

I accessed the PDF version and it would be easy to work with.

Grammatical Errors rating: 5

The writing is excellent.

Cultural Relevance rating: 5

This is not an offensive text.

Reviewed by Susan Rottmann, Part-time Lecturer, University of Southern Maine on 3/2/21

I reviewed this book for a course titled "Creative and Critical Inquiry into Modern Life." It won't meet all my needs for that course, but I haven't yet found a book that would. I wanted to review this one because it states in the preface that it... read more

Comprehensiveness rating: 4 see less

I reviewed this book for a course titled "Creative and Critical Inquiry into Modern Life." It won't meet all my needs for that course, but I haven't yet found a book that would. I wanted to review this one because it states in the preface that it fits better for a general critical thinking course than for a true logic course. I'm not sure that I'd agree. I have been using Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," and I think that book is a better introduction to critical thinking for non-philosophy majors. However, the latter is not open source so I will figure out how to get by without it in the future. Overall, the book seems comprehensive if the subject is logic. The index is on the short-side, but fine. However, one issue for me is that there are no page numbers on the table of contents, which is pretty annoying if you want to locate particular sections.

Content Accuracy rating: 4

I didn't find any errors. In general the book uses great examples. However, they are very much based in the American context, not for an international student audience. Some effort to broaden the chosen examples would make the book more widely applicable.

Relevance/Longevity rating: 4

I think the book will remain relevant because of the nature of the material that it addresses, however there will be a need to modify the examples in future editions and as the social and political context changes.

Clarity rating: 3

The text is lucid, but I think it would be difficult for introductory-level students who are not philosophy majors. For example, in Browne and Keeley's "Asking the Right Questions: A Guide to Critical Thinking," the sub-headings are very accessible, such as "Experts cannot rescue us, despite what they say" or "wishful thinking: perhaps the biggest single speed bump on the road to critical thinking." By contrast, Van Cleave's "Introduction to Logic and Critical Thinking" has more subheadings like this: "Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form" or "Propositional logic and the four basic truth functional connectives." If students are prepared very well for the subject, it would work fine, but for students who are newly being introduced to critical thinking, it is rather technical.

It seems to be very consistent in terms of its terminology and framework.

Modularity rating: 4

The book is divided into 4 chapters, each having many sub-chapters. In that sense, it is readily divisible and modular. However, as noted above, there are no page numbers on the table of contents, which would make assigning certain parts rather frustrating. Also, I'm not sure why the book is only four chapter and has so many subheadings (for instance 17 in Chapter 2) and a length of 242 pages. Wouldn't it make more sense to break up the book into shorter chapters? I think this would make it easier to read and to assign in specific blocks to students.

Organization/Structure/Flow rating: 4

The organization of the book is fine overall, although I think adding page numbers to the table of contents and breaking it up into more separate chapters would help it to be more easily navigable.

Interface rating: 4

The book is very simply presented. In my opinion it is actually too simple. There are few boxes or diagrams that highlight and explain important points.

The text seems fine grammatically. I didn't notice any errors.

The book is written with an American audience in mind, but I did not notice culturally insensitive or offensive parts.

Overall, this book is not for my course, but I think it could work well in a philosophy course.

Reviewed by Daniel Lee, Assistant Professor of Economics and Leadership, Sweet Briar College on 11/11/19

This textbook is not particularly comprehensive (4 chapters long), but I view that as a benefit. In fact, I recommend it for use outside of traditional logic classes, but rather interdisciplinary classes that evaluate argument read more

Comprehensiveness rating: 3 see less

This textbook is not particularly comprehensive (4 chapters long), but I view that as a benefit. In fact, I recommend it for use outside of traditional logic classes, but rather interdisciplinary classes that evaluate argument

To the best of my ability, I regard this content as accurate, error-free, and unbiased

The book is broadly relevant and up-to-date, with a few stray temporal references (sydney olympics, particular presidencies). I don't view these time-dated examples as problematic as the logical underpinnings are still there and easily assessed

Clarity rating: 4

My only pushback on clarity is I didn't find the distinction between argument and explanation particularly helpful/useful/easy to follow. However, this experience may have been unique to my class.

To the best of my ability, I regard this content as internally consistent

I found this text quite modular, and was easily able to integrate other texts into my lessons and disregard certain chapters or sub-sections

The book had a logical and consistent structure, but to the extent that there are only 4 chapters, there isn't much scope for alternative approaches here

No problems with the book's interface

The text is grammatically sound

Cultural Relevance rating: 4

Perhaps the text could have been more universal in its approach. While I didn't find the book insensitive per-se, logic can be tricky here because the point is to evaluate meaningful (non-trivial) arguments, but any argument with that sense of gravity can also be traumatic to students (abortion, death penalty, etc)

No additional comments

Reviewed by Lisa N. Thomas-Smith, Graduate Part-time Instructor, CU Boulder on 7/1/19

The text covers all the relevant technical aspects of introductory logic and critical thinking, and covers them well. A separate glossary would be quite helpful to students. However, the terms are clearly and thoroughly explained within the text,... read more

The text covers all the relevant technical aspects of introductory logic and critical thinking, and covers them well. A separate glossary would be quite helpful to students. However, the terms are clearly and thoroughly explained within the text, and the index is very thorough.

The content is excellent. The text is thorough and accurate with no errors that I could discern. The terminology and exercises cover the material nicely and without bias.

The text should easily stand the test of time. The exercises are excellent and would be very helpful for students to internalize correct critical thinking practices. Because of the logical arrangement of the text and the many sub-sections, additional material should be very easy to add.

The text is extremely clearly and simply written. I anticipate that a diligent student could learn all of the material in the text with little additional instruction. The examples are relevant and easy to follow.

The text did not confuse terms or use inconsistent terminology, which is very important in a logic text. The discipline often uses multiple terms for the same concept, but this text avoids that trap nicely.

The text is fairly easily divisible. Since there are only four chapters, those chapters include large blocks of information. However, the chapters themselves are very well delineated and could be easily broken up so that parts could be left out or covered in a different order from the text.

The flow of the text is excellent. All of the information is handled solidly in an order that allows the student to build on the information previously covered.

The PDF Table of Contents does not include links or page numbers which would be very helpful for navigation. Other than that, the text was very easy to navigate. All the images, charts, and graphs were very clear

I found no grammatical errors in the text.

Cultural Relevance rating: 3

The text including examples and exercises did not seem to be offensive or insensitive in any specific way. However, the examples included references to black and white people, but few others. Also, the text is very American specific with many examples from and for an American audience. More diversity, especially in the examples, would be appropriate and appreciated.

Reviewed by Leslie Aarons, Associate Professor of Philosophy, CUNY LaGuardia Community College on 5/16/19

This is an excellent introductory (first-year) Logic and Critical Thinking textbook. The book covers the important elementary information, clearly discussing such things as the purpose and basic structure of an argument; the difference between an... read more

This is an excellent introductory (first-year) Logic and Critical Thinking textbook. The book covers the important elementary information, clearly discussing such things as the purpose and basic structure of an argument; the difference between an argument and an explanation; validity; soundness; and the distinctions between an inductive and a deductive argument in accessible terms in the first chapter. It also does a good job introducing and discussing informal fallacies (Chapter 4). The incorporation of opportunities to evaluate real-world arguments is also very effective. Chapter 2 also covers a number of formal methods of evaluating arguments, such as Venn Diagrams and Propositional logic and the four basic truth functional connectives, but to my mind, it is much more thorough in its treatment of Informal Logic and Critical Thinking skills, than it is of formal logic. I also appreciated that Van Cleave’s book includes exercises with answers and an index, but there is no glossary; which I personally do not find detracts from the book's comprehensiveness.

Overall, Van Cleave's book is error-free and unbiased. The language used is accessible and engaging. There were no glaring inaccuracies that I was able to detect.

Van Cleave's Textbook uses relevant, contemporary content that will stand the test of time, at least for the next few years. Although some examples use certain subjects like former President Obama, it does so in a useful manner that inspires the use of critical thinking skills. There are an abundance of examples that inspire students to look at issues from many different political viewpoints, challenging students to practice evaluating arguments, and identifying fallacies. Many of these exercises encourage students to critique issues, and recognize their own inherent reader-biases and challenge their own beliefs--hallmarks of critical thinking.

As mentioned previously, the author has an accessible style that makes the content relatively easy to read and engaging. He also does a suitable job explaining jargon/technical language that is introduced in the textbook.

Van Cleave uses terminology consistently and the chapters flow well. The textbook orients the reader by offering effective introductions to new material, step-by-step explanations of the material, as well as offering clear summaries of each lesson.

This textbook's modularity is really quite good. Its language and structure are not overly convoluted or too-lengthy, making it convenient for individual instructors to adapt the materials to suit their methodological preferences.

The topics in the textbook are presented in a logical and clear fashion. The structure of the chapters are such that it is not necessary to have to follow the chapters in their sequential order, and coverage of material can be adapted to individual instructor's preferences.

The textbook is free of any problematic interface issues. Topics, sections and specific content are accessible and easy to navigate. Overall it is user-friendly.

I did not find any significant grammatical issues with the textbook.

The textbook is not culturally insensitive, making use of a diversity of inclusive examples. Materials are especially effective for first-year critical thinking/logic students.

I intend to adopt Van Cleave's textbook for a Critical Thinking class I am teaching at the Community College level. I believe that it will help me facilitate student-learning, and will be a good resource to build additional classroom activities from the materials it provides.

Reviewed by Jennie Harrop, Chair, Department of Professional Studies, George Fox University on 3/27/18

While the book is admirably comprehensive, its extensive details within a few short chapters may feel overwhelming to students. The author tackles an impressive breadth of concepts in Chapter 1, 2, 3, and 4, which leads to 50-plus-page chapters... read more

While the book is admirably comprehensive, its extensive details within a few short chapters may feel overwhelming to students. The author tackles an impressive breadth of concepts in Chapter 1, 2, 3, and 4, which leads to 50-plus-page chapters that are dense with statistical analyses and critical vocabulary. These topics are likely better broached in manageable snippets rather than hefty single chapters.

The ideas addressed in Introduction to Logic and Critical Thinking are accurate but at times notably political. While politics are effectively used to exemplify key concepts, some students may be distracted by distinct political leanings.

The terms and definitions included are relevant, but the examples are specific to the current political, cultural, and social climates, which could make the materials seem dated in a few years without intentional and consistent updates.

While the reasoning is accurate, the author tends to complicate rather than simplify -- perhaps in an effort to cover a spectrum of related concepts. Beginning readers are likely to be overwhelmed and under-encouraged by his approach.

Consistency rating: 3

The four chapters are somewhat consistent in their play of definition, explanation, and example, but the structure of each chapter varies according to the concepts covered. In the third chapter, for example, key ideas are divided into sub-topics numbering from 3.1 to 3.10. In the fourth chapter, the sub-divisions are further divided into sub-sections numbered 4.1.1-4.1.5, 4.2.1-4.2.2, and 4.3.1 to 4.3.6. Readers who are working quickly to master new concepts may find themselves mired in similarly numbered subheadings, longing for a grounded concepts on which to hinge other key principles.

Modularity rating: 3

The book's four chapters make it mostly self-referential. The author would do well to beak this text down into additional subsections, easing readers' accessibility.

The content of the book flows logically and well, but the information needs to be better sub-divided within each larger chapter, easing the student experience.

The book's interface is effective, allowing readers to move from one section to the next with a single click. Additional sub-sections would ease this interplay even further.

Grammatical Errors rating: 4

Some minor errors throughout.

For the most part, the book is culturally neutral, avoiding direct cultural references in an effort to remain relevant.

Reviewed by Yoichi Ishida, Assistant Professor of Philosophy, Ohio University on 2/1/18

This textbook covers enough topics for a first-year course on logic and critical thinking. Chapter 1 covers the basics as in any standard textbook in this area. Chapter 2 covers propositional logic and categorical logic. In propositional logic,... read more

This textbook covers enough topics for a first-year course on logic and critical thinking. Chapter 1 covers the basics as in any standard textbook in this area. Chapter 2 covers propositional logic and categorical logic. In propositional logic, this textbook does not cover suppositional arguments, such as conditional proof and reductio ad absurdum. But other standard argument forms are covered. Chapter 3 covers inductive logic, and here this textbook introduces probability and its relationship with cognitive biases, which are rarely discussed in other textbooks. Chapter 4 introduces common informal fallacies. The answers to all the exercises are given at the end. However, the last set of exercises is in Chapter 3, Section 5. There are no exercises in the rest of the chapter. Chapter 4 has no exercises either. There is index, but no glossary.

The textbook is accurate.

The content of this textbook will not become obsolete soon.

The textbook is written clearly.

The textbook is internally consistent.

The textbook is fairly modular. For example, Chapter 3, together with a few sections from Chapter 1, can be used as a short introduction to inductive logic.

The textbook is well-organized.

There are no interface issues.

I did not find any grammatical errors.

This textbook is relevant to a first semester logic or critical thinking course.

Reviewed by Payal Doctor, Associate Professro, LaGuardia Community College on 2/1/18

This text is a beginner textbook for arguments and propositional logic. It covers the basics of identifying arguments, building arguments, and using basic logic to construct propositions and arguments. It is quite comprehensive for a beginner... read more

This text is a beginner textbook for arguments and propositional logic. It covers the basics of identifying arguments, building arguments, and using basic logic to construct propositions and arguments. It is quite comprehensive for a beginner book, but seems to be a good text for a course that needs a foundation for arguments. There are exercises on creating truth tables and proofs, so it could work as a logic primer in short sessions or with the addition of other course content.

The books is accurate in the information it presents. It does not contain errors and is unbiased. It covers the essential vocabulary clearly and givens ample examples and exercises to ensure the student understands the concepts

The content of the book is up to date and can be easily updated. Some examples are very current for analyzing the argument structure in a speech, but for this sort of text understandable examples are important and the author uses good examples.

The book is clear and easy to read. In particular, this is a good text for community college students who often have difficulty with reading comprehension. The language is straightforward and concepts are well explained.

The book is consistent in terminology, formatting, and examples. It flows well from one topic to the next, but it is also possible to jump around the text without loosing the voice of the text.

The books is broken down into sub units that make it easy to assign short blocks of content at a time. Later in the text, it does refer to a few concepts that appear early in that text, but these are all basic concepts that must be used to create a clear and understandable text. No sections are too long and each section stays on topic and relates the topic to those that have come before when necessary.

The flow of the text is logical and clear. It begins with the basic building blocks of arguments, and practice identifying more and more complex arguments is offered. Each chapter builds up from the previous chapter in introducing propositional logic, truth tables, and logical arguments. A select number of fallacies are presented at the end of the text, but these are related to topics that were presented before, so it makes sense to have these last.

The text is free if interface issues. I used the PDF and it worked fine on various devices without loosing formatting.

1. The book contains no grammatical errors.

The text is culturally sensitive, but examples used are a bit odd and may be objectionable to some students. For instance, President Obama's speech on Syria is used to evaluate an extended argument. This is an excellent example and it is explained well, but some who disagree with Obama's policies may have trouble moving beyond their own politics. However, other examples look at issues from all political viewpoints and ask students to evaluate the argument, fallacy, etc. and work towards looking past their own beliefs. Overall this book does use a variety of examples that most students can understand and evaluate.

My favorite part of this book is that it seems to be written for community college students. My students have trouble understanding readings in the New York Times, so it is nice to see a logic and critical thinking text use real language that students can understand and follow without the constant need of a dictionary.

Reviewed by Rebecca Owen, Adjunct Professor, Writing, Chemeketa Community College on 6/20/17

This textbook is quite thorough--there are conversational explanations of argument structure and logic. I think students will be happy with the conversational style this author employs. Also, there are many examples and exercises using current... read more

This textbook is quite thorough--there are conversational explanations of argument structure and logic. I think students will be happy with the conversational style this author employs. Also, there are many examples and exercises using current events, funny scenarios, or other interesting ways to evaluate argument structure and validity. The third section, which deals with logical fallacies, is very clear and comprehensive. My only critique of the material included in the book is that the middle section may be a bit dense and math-oriented for learners who appreciate the more informal, informative style of the first and third section. Also, the book ends rather abruptly--it moves from a description of a logical fallacy to the answers for the exercises earlier in the text.

The content is very reader-friendly, and the author writes with authority and clarity throughout the text. There are a few surface-level typos (Starbuck's instead of Starbucks, etc.). None of these small errors detract from the quality of the content, though.

One thing I really liked about this text was the author's wide variety of examples. To demonstrate different facets of logic, he used examples from current media, movies, literature, and many other concepts that students would recognize from their daily lives. The exercises in this text also included these types of pop-culture references, and I think students will enjoy the familiarity--as well as being able to see the logical structures behind these types of references. I don't think the text will need to be updated to reflect new instances and occurrences; the author did a fine job at picking examples that are relatively timeless. As far as the subject matter itself, I don't think it will become obsolete any time soon.

The author writes in a very conversational, easy-to-read manner. The examples used are quite helpful. The third section on logical fallacies is quite easy to read, follow, and understand. A student in an argument writing class could benefit from this section of the book. The middle section is less clear, though. A student learning about the basics of logic might have a hard time digesting all of the information contained in chapter two. This material might be better in two separate chapters. I think the author loses the balance of a conversational, helpful tone and focuses too heavily on equations.

Consistency rating: 4

Terminology in this book is quite consistent--the key words are highlighted in bold. Chapters 1 and 3 follow a similar organizational pattern, but chapter 2 is where the material becomes more dense and equation-heavy. I also would have liked a closing passage--something to indicate to the reader that we've reached the end of the chapter as well as the book.

I liked the overall structure of this book. If I'm teaching an argumentative writing class, I could easily point the students to the chapters where they can identify and practice identifying fallacies, for instance. The opening chapter is clear in defining the necessary terms, and it gives the students an understanding of the toolbox available to them in assessing and evaluating arguments. Even though I found the middle section to be dense, smaller portions could be assigned.

The author does a fine job connecting each defined term to the next. He provides examples of how each defined term works in a sentence or in an argument, and then he provides practice activities for students to try. The answers for each question are listed in the final pages of the book. The middle section feels like the heaviest part of the whole book--it would take the longest time for a student to digest if assigned the whole chapter. Even though this middle section is a bit heavy, it does fit the overall structure and flow of the book. New material builds on previous chapters and sub-chapters. It ends abruptly--I didn't realize that it had ended, and all of a sudden I found myself in the answer section for those earlier exercises.

The simple layout is quite helpful! There is nothing distracting, image-wise, in this text. The table of contents is clearly arranged, and each topic is easy to find.

Tiny edits could be made (Starbuck's/Starbucks, for one). Otherwise, it is free of distracting grammatical errors.

This text is quite culturally relevant. For instance, there is one example that mentions the rumors of Barack Obama's birthplace as somewhere other than the United States. This example is used to explain how to analyze an argument for validity. The more "sensational" examples (like the Obama one above) are helpful in showing argument structure, and they can also help students see how rumors like this might gain traction--as well as help to show students how to debunk them with their newfound understanding of argument and logic.

The writing style is excellent for the subject matter, especially in the third section explaining logical fallacies. Thank you for the opportunity to read and review this text!

Reviewed by Laurel Panser, Instructor, Riverland Community College on 6/20/17

This is a review of Introduction to Logic and Critical Thinking, an open source book version 1.4 by Matthew Van Cleave. The comparison book used was Patrick J. Hurley’s A Concise Introduction to Logic 12th Edition published by Cengage as well as... read more

This is a review of Introduction to Logic and Critical Thinking, an open source book version 1.4 by Matthew Van Cleave. The comparison book used was Patrick J. Hurley’s A Concise Introduction to Logic 12th Edition published by Cengage as well as the 13th edition with the same title. Lori Watson is the second author on the 13th edition.

Competing with Hurley is difficult with respect to comprehensiveness. For example, Van Cleave’s book is comprehensive to the extent that it probably covers at least two-thirds or more of what is dealt with in most introductory, one-semester logic courses. Van Cleave’s chapter 1 provides an overview of argumentation including discerning non-arguments from arguments, premises versus conclusions, deductive from inductive arguments, validity, soundness and more. Much of Van Cleave’s chapter 1 parallel’s Hurley’s chapter 1. Hurley’s chapter 3 regarding informal fallacies is comprehensive while Van Cleave’s chapter 4 on this topic is less extensive. Categorical propositions are a topic in Van Cleave’s chapter 2; Hurley’s chapters 4 and 5 provide more instruction on this, however. Propositional logic is another topic in Van Cleave’s chapter 2; Hurley’s chapters 6 and 7 provide more information on this, though. Van Cleave did discuss messy issues of language meaning briefly in his chapter 1; that is the topic of Hurley’s chapter 2.

Van Cleave’s book includes exercises with answers and an index. A glossary was not included.

Reviews of open source textbooks typically include criteria besides comprehensiveness. These include comments on accuracy of the information, whether the book will become obsolete soon, jargon-free clarity to the extent that is possible, organization, navigation ease, freedom from grammar errors and cultural relevance; Van Cleave’s book is fine in all of these areas. Further criteria for open source books includes modularity and consistency of terminology. Modularity is defined as including blocks of learning material that are easy to assign to students. Hurley’s book has a greater degree of modularity than Van Cleave’s textbook. The prose Van Cleave used is consistent.

Van Cleave’s book will not become obsolete soon.

Van Cleave’s book has accessible prose.

Van Cleave used terminology consistently.

Van Cleave’s book has a reasonable degree of modularity.

Van Cleave’s book is organized. The structure and flow of his book is fine.

Problems with navigation are not present.

Grammar problems were not present.

Van Cleave’s book is culturally relevant.

Van Cleave’s book is appropriate for some first semester logic courses.

Table of Contents

Chapter 1: Reconstructing and analyzing arguments

• 1.1 What is an argument?
• 1.2 Identifying arguments
• 1.3 Arguments vs. explanations
• 1.4 More complex argument structures
• 1.5 Using your own paraphrases of premises and conclusions to reconstruct arguments in standard form
• 1.6 Validity
• 1.7 Soundness
• 1.8 Deductive vs. inductive arguments
• 1.9 Arguments with missing premises
• 1.10 Assuring, guarding, and discounting
• 1.11 Evaluative language
• 1.12 Evaluating a real-life argument

Chapter 2: Formal methods of evaluating arguments

• 2.1 What is a formal method of evaluation and why do we need them?
• 2.2 Propositional logic and the four basic truth functional connectives
• 2.3 Negation and disjunction
• 2.4 Using parentheses to translate complex sentences
• 2.5 “Not both” and “neither nor”
• 2.6 The truth table test of validity
• 2.7 Conditionals
• 2.8 “Unless”
• 2.9 Material equivalence
• 2.10 Tautologies, contradictions, and contingent statements
• 2.11 Proofs and the 8 valid forms of inference
• 2.12 How to construct proofs
• 2.13 Short review of propositional logic
• 2.14 Categorical logic
• 2.15 The Venn test of validity for immediate categorical inferences
• 2.16 Universal statements and existential commitment
• 2.17 Venn validity for categorical syllogisms

Chapter 3: Evaluating inductive arguments and probabilistic and statistical fallacies

• 3.1 Inductive arguments and statistical generalizations
• 3.2 Inference to the best explanation and the seven explanatory virtues
• 3.3 Analogical arguments
• 3.4 Causal arguments
• 3.5 Probability
• 3.6 The conjunction fallacy
• 3.7 The base rate fallacy
• 3.8 The small numbers fallacy
• 3.9 Regression to the mean fallacy
• 3.10 Gambler's fallacy

Chapter 4: Informal fallacies

• 4.1 Formal vs. informal fallacies
• 4.1.1 Composition fallacy
• 4.1.2 Division fallacy
• 4.1.3 Begging the question fallacy
• 4.1.4 False dichotomy
• 4.1.5 Equivocation
• 4.2 Slippery slope fallacies
• 4.2.1 Conceptual slippery slope
• 4.2.2 Causal slippery slope
• 4.3 Fallacies of relevance
• 4.3.1 Ad hominem
• 4.3.2 Straw man
• 4.3.3 Tu quoque
• 4.3.4 Genetic
• 4.3.5 Appeal to consequences
• 4.3.6 Appeal to authority

Answers to exercises Glossary/Index

Ancillary Material

About the book.

This is an introductory textbook in logic and critical thinking. The goal of the textbook is to provide the reader with a set of tools and skills that will enable them to identify and evaluate arguments. The book is intended for an introductory course that covers both formal and informal logic. As such, it is not a formal logic textbook, but is closer to what one would find marketed as a “critical thinking textbook.”

About the Contributors

Matthew Van Cleave ,   PhD, Philosophy, University of Cincinnati, 2007.  VAP at Concordia College (Moorhead), 2008-2012.  Assistant Professor at Lansing Community College, 2012-2016. Professor at Lansing Community College, 2016-

Contribute to this Page

7.4 Critical Thinking

Questions to Consider:

• How can determining the situation help you think critically?
• How do you present informed, unbiased thinking?
• What is the difference between factual arguments and opinions?

Critical thinking has become a buzz phrase in education and corporate environments in recent years. The definitions vary slightly, but most agree that thinking critically includes some form of judgement that thinkers generate after careful analysis of the perspectives, opinions, or experimental results present for a particular problem or situation. Before you wonder if you’re even capable of critical thinking, consider that you think critically every day. When you grab an unwashed T-shirt off the top of the pile on the floor of your bedroom to wear into class but then suddenly remember that you may see the person of your dreams on that route, you may change into something a bit less disheveled. That’s thinking critically—you used data (the memory that your potential soul mate walks the same route you use on that day on campus) to change a sartorial decision (dirty shirt for clean shirt), and you will validate your thinking if and when you do have a successful encounter with said soul mate.

Likewise, when you decide to make your lunch rather than just grabbing a bag of chips, you’re thinking critically. You have to plan ahead, buy the food, possibly prepare it, arrange to and carry the lunch with you, and you may have various reasons for doing that—making healthier eating choices, saving money for an upcoming trip, or wanting more quiet time to unwind instead of waiting in a crowded lunch line. You are constantly weighing options, consulting data, gathering opinions, making choices, and then evaluating those decisions, which is a general definition of critical thinking.

Consider the following situations and how each one demands your thinking attention. Which do you find most demanding of critical thinking? Why?

• Participating in competitive athletic events
• Watching competitive athletic events
• Reading a novel for pleasure
• Reading a textbook passage in science

Critical thinking forces you to determine the actual situation under question and to determine your thoughts and actions around that situation.

Determining the Problem

One component to keep in mind to guide your critical thinking is to determine the situation. What problem are you solving? When problems become complex and multifaceted, it is easy to be distracted by the simple parts that may not need as much thinking to resolve but also may not contribute as much to the ultimate problem resolution. What aspect of the situation truly needs your attention and your critical thinking?

Imagine you’re planning a fantasy vacation as a group assignment in a class you’re taking where each person is allowed only $200. The group doles out specific preliminary tasks to each member to decide where to go, what sort of trip to take, and how to keep costs low, all in the name of a fun fantasy vacation. In this scenario, whose plan demonstrates the most effective critical thinking?

• DeRhonda creates an elaborate invitation for a dinner party she’ll coordinate at an exclusive mountain cabin.
• Patrick researches cruises, cabin rentals, and staycation options, considering costs for various trip lengths.
• Rodrigio puts down a deposit for a private dining room for 25 at an expensive local restaurant for a date six weeks from the end of the semester.

Write out what each person’s thinking reflects about their expectations for this trip and why their actions may or may not help the group at this stage of the planning.

Critical thinking differs according to the subject you’re thinking about, and as such it can be difficult to pin down any sort of formula to make sure you are doing a good job of thinking critically in all situations. While you may need to adapt this list of critical thinking components, you can get started if you do the following:

• Question everything
• Conduct legitimate research
• Limit your assumptions
• Recognize your own biases
• Gather and weigh all options

Additionally, you must recognize that changes will occur and may alter your conclusions now and in the future. You may eventually have to revisit an issue you effectively resolved previously and adapt to changing conditions. Knowing when to do that is another example of critical thinking. Informed flexibility, or knowing that parts of the plan may need to change and how those changes can work into the overall goal, is also a recognized element of thinking critically.

For example, early in the 20th century, many people considered cigarette smoking a relaxing social pastime that didn’t have many negative consequences. Some people may still consider smoking a way to relax; however, years of medical research have proven with mounting evidence that smoking causes cancer and exacerbates numerous other medical conditions. Researchers asked questions about the impact of smoking on people’s overall health, conducted regulated experiments, tracked smokers’ reactions, and concluded that smoking did impact health. Over time, attitudes, evidence, and opinions change, and as a critical thinker, you must continue to research, synthesize newly discovered evidence, and adapt to that new information.

Defending against Bias

Once you have all your information gathered and you have checked your sources for currency and validity, you need to direct your attention to how you’re going to present your now well-informed analysis. Be careful on this step to recognize your own possible biases. Facts are verifiable; opinions are beliefs without supporting evidence. Stating an opinion is just that. You could say “Blue is the best color,” and that’s your opinion. If you were to conduct research and find evidence to support this claim, you could say, “Researchers at Oxford University recognize that the use of blue paint in mental hospitals reduces heart rates by 25% and contributes to fewer angry outbursts from patients.” This would be an informed analysis with credible evidence to support the claim.

Not everyone will accept your analysis, which can be frustrating. Most people resist change and have firm beliefs on both important issues and less significant preferences. With all the competing information surfacing online, on the news, and in general conversation, you can understand how confusing it can be to make any decisions. Look at all the reliable, valid sources that claim different approaches to be the best diet for healthy living: ketogenic, low-carb, vegan, vegetarian, high fat, raw foods, paleo, Mediterranean, etc. All you can do in this sort of situation is conduct your own serious research, check your sources, and write clearly and concisely to provide your analysis of the information for consideration. You cannot force others to accept your stance, but you can show your evidence in support of your thinking, being as persuasive as possible without lapsing into your own personal biases. Then the rest is up to the person reading or viewing your analysis.

Factual Arguments vs. Opinions

Thinking and constructing analyses based on your thinking will bring you in contact with a great deal of information. Some of that information will be factual, and some will not be. You need to be able to distinguish between facts and opinions so you know how to support your arguments. Begin with basic definitions:

• Fact: a statement that is true and backed up with evidence; facts can be verified through observation or research
• Opinion: a statement someone holds to be true without supporting evidence; opinions express beliefs, assumptions, perceptions, or judgements

Of course, the tricky part is that most people do not label statements as fact and opinion, so you need to be aware and recognize the difference as you go about honing your critical thinking skills.

You probably have heard the old saying “Everyone is entitled to their own opinions,” which may be true, but conversely, not everyone is entitled to their own facts. Facts are true for everyone, not just those who want to believe in them. For example, mice are animals is a fact; mice make the best pets is an opinion.

Determine if the following statements are facts or opinions based on just the information provided here, referring to the basic definitions above. Some people consider scientific findings to be opinions even when they are convincingly backed by reputable evidence and experimentation. However, remember the definition of fact —verifiable by research or observation. Think about what other research you may have to conduct to make an informed decision.

• Oregon is a state in the United States. (How would this be proven?)
• Beef is made from cattle. (See current legislation concerning vegetarian “burgers.”)
• Increased street lighting decreases criminal behavior. (What information would you need to validate this claim?)
• In 1952, Elizabeth became Queen of England. (What documents could validate this?)
• Oatmeal tastes plain. (What factors might play into this claim?)
• Acne is an embarrassing skin condition. (Who might verify this claim?)
• Kindergarten decreases student dropout rates. (Think of different interest groups that may take sides on this issue.)
• Carbohydrates promote weight gain. (Can you determine if this is a valid statement?)
• Cell phones cause brain tumors. (What research considers this claim?)
• Immigration is good for the US economy. (What research would help you make an informed decision on this topic?)

Many people become very attached to their opinions, even stating them as facts despite the lack of verifiable evidence. Think about political campaigns, sporting rivalries, musical preferences, and religious or philosophical beliefs. When you are reading, writing, and thinking critically, you must be on the lookout for sophisticated opinions others may present as factual information. While it’s possible to be polite when questioning another person's opinions when engaging in intellectual debate, thinking critically requires that you do conduct this questioning.

For instance, someone may say or write that a particular political party should move its offices to different cities every year—that’s an opinion regardless of whether you side with one party or the other. If, on the other hand, the same person said that one political party is headquartered in a specific city, that is a fact you can verify. You could find sources that can validate or discredit the statement. Even if the city the person lists as the party headquarters is incorrect, the statement itself is still a fact—just an erroneous one. If you use biased and opinionated information or even incorrect facts as your evidence to support your factual arguments, then you have not validated your sources or checked your facts well enough. At this point, you would need to keep researching.

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• Book title: College Success
• Publication date: Mar 27, 2020
• Location: Houston, Texas
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• Section URL: https://openstax.org/books/college-success/pages/7-4-critical-thinking

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THINKING CRITICALLY IN COLLEGE

The essential handbook for student success.

by Louis E. Newman ‧ RELEASE DATE: March 7, 2023

A functional, no-frills guide to critical thinking for rising college freshmen.

Newman prepares incoming college students to get more out of their educations with this educational guide.

Many soon-to-be college students view college as a way to prepare themselves for their future jobs or to improve their earning potential. Indeed, with so much emphasis placed on how college qualifies students to pursue various career paths, it’s easy to forget its primary purpose: education. A college education is about more than the rote memorization of facts and formulas; it’s also about more than building a resume or securing an internship. With this book, the author argues that the true value of attending college is the experience of learning new things, which will hopefully make the student a more thoughtful, versatile, and capable human being: “College will require you to learn new things in new ways,” writes Newman in his introduction. “Whatever your specific interests or long-range plans, you certainly wouldn’t choose to devote this time and money to higher education if you weren’t looking to become more educated. Obvious as that sounds, many students begin their college careers without reflecting on just what that means….” Specifically, the author outlines the higher-order critical thinking skills that are essential for success in college and beyond. Newman refreshes skills related to reading, writing, quantitative reasoning, and research that students may have learned in high school but need updating for collegiate learning. He also offers sketches of various academic disciplines, providing samples of the prompts and assignments students might encounter within them. The idea is that, by the end of the book, an incoming college student will have picked up a number of skills it might otherwise take several semesters of trial and error to acquire.

The book is essentially pedagogical—it teaches the reader how to learn better. It’s a worthy endeavor and a valuable one for those industrious enough to make their way through these chapters. Newman’s prose is cheerful and easy to follow, if not always terribly gripping: “Each time you walk into class and take your seat, look around you and take in who is on this journey with you. In most cases, you won’t know them, but given that you are classmates, you have an opportunity to contribute to their learning, and they to yours.” He goes out of his way to demonstrate the thinking behind the concepts he discusses, opening the reader’s eyes (perhaps for the first time) to the reasons underlying the ways they have been and will be taught. The author provides numerous practice exercises to give the reader a taste of what they will encounter as well as sections in which to journal and consider their own interests and goals. The format is fairly standard, with little to distinguish it visually from the numerous other guides and study books aimed at high school students in the run-up to college. Indeed, the question may be not whether the book will help students but whether readers will willingly read and internalize its lessons. Those who do will undoubtedly have a leg up in their first semester.

Pub Date: March 7, 2023

ISBN: 9781635767957

Page Count: 240

Publisher: Radius Book Group

Review Posted Online: July 13, 2023

Review Program: Kirkus Indie

EDUCATION | SELF-HELP | GENERAL NONFICTION

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Awards & Accolades

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New York Times Bestseller

IndieBound Bestseller

GREENLIGHTS

by Matthew McConaughey ‧ RELEASE DATE: Oct. 20, 2020

A conversational, pleasurable look into McConaughey’s life and thought.

All right, all right, all right: The affable, laconic actor delivers a combination of memoir and self-help book.

“This is an approach book,” writes McConaughey, adding that it contains “philosophies that can be objectively understood, and if you choose, subjectively adopted, by either changing your reality, or changing how you see it. This is a playbook, based on adventures in my life.” Some of those philosophies come in the form of apothegms: “When you can design your own weather, blow in the breeze”; “Simplify, focus, conserve to liberate.” Others come in the form of sometimes rambling stories that never take the shortest route from point A to point B, as when he recounts a dream-spurred, challenging visit to the Malian musician Ali Farka Touré, who offered a significant lesson in how disagreement can be expressed politely and without rancor. Fans of McConaughey will enjoy his memories—which line up squarely with other accounts in Melissa Maerz’s recent oral history, Alright, Alright, Alright —of his debut in Richard Linklater’s Dazed and Confused , to which he contributed not just that signature phrase, but also a kind of too-cool-for-school hipness that dissolves a bit upon realizing that he’s an older guy on the prowl for teenage girls. McConaughey’s prep to settle into the role of Wooderson involved inhabiting the mind of a dude who digs cars, rock ’n’ roll, and “chicks,” and he ran with it, reminding readers that the film originally had only three scripted scenes for his character. The lesson: “Do one thing well, then another. Once, then once more.” It’s clear that the author is a thoughtful man, even an intellectual of sorts, though without the earnestness of Ethan Hawke or James Franco. Though some of the sentiments are greeting card–ish, this book is entertaining and full of good lessons.

Pub Date: Oct. 20, 2020

ISBN: 978-0-593-13913-4

Page Count: 304

Publisher: Crown

Review Posted Online: Oct. 27, 2020

Kirkus Reviews Issue: Dec. 1, 2020

BIOGRAPHY & MEMOIR | BODY, MIND & SPIRIT | ENTERTAINMENT, SPORTS & CELEBRITY | SELF-HELP | GENERAL BIOGRAPHY & MEMOIR

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BOOK REVIEW

by Matthew McConaughey illustrated by Renée Kurilla

by Robert Greene ‧ RELEASE DATE: Nov. 13, 2012

Readers unfamiliar with the anecdotal material Greene presents may find interesting avenues to pursue, but they should...

Greene ( The 33 Strategies of War , 2007, etc.) believes that genius can be learned if we pay attention and reject social conformity.

The author suggests that our emergence as a species with stereoscopic, frontal vision and sophisticated hand-eye coordination gave us an advantage over earlier humans and primates because it allowed us to contemplate a situation and ponder alternatives for action. This, along with the advantages conferred by mirror neurons, which allow us to intuit what others may be thinking, contributed to our ability to learn, pass on inventions to future generations and improve our problem-solving ability. Throughout most of human history, we were hunter-gatherers, and our brains are engineered accordingly. The author has a jaundiced view of our modern technological society, which, he writes, encourages quick, rash judgments. We fail to spend the time needed to develop thorough mastery of a subject. Greene writes that every human is “born unique,” with specific potential that we can develop if we listen to our inner voice. He offers many interesting but tendentious examples to illustrate his theory, including Einstein, Darwin, Mozart and Temple Grandin. In the case of Darwin, Greene ignores the formative intellectual influences that shaped his thought, including the discovery of geological evolution with which he was familiar before his famous voyage. The author uses Grandin's struggle to overcome autistic social handicaps as a model for the necessity for everyone to create a deceptive social mask.

Pub Date: Nov. 13, 2012

ISBN: 978-0-670-02496-4

Page Count: 320

Publisher: Viking

Review Posted Online: Sept. 12, 2012

Kirkus Reviews Issue: Oct. 1, 2012

PSYCHOLOGY | SELF-HELP

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by Robert Greene

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Developing Critical Thinking

• Posted January 10, 2018
• By Iman Rastegari

In a time where deliberately false information is continually introduced into public discourse, and quickly spread through social media shares and likes, it is more important than ever for young people to develop their critical thinking. That skill, says Georgetown professor William T. Gormley, consists of three elements: a capacity to spot weakness in other arguments, a passion for good evidence, and a capacity to reflect on your own views and values with an eye to possibly change them. But are educators making the development of these skills a priority?

"Some teachers embrace critical thinking pedagogy with enthusiasm and they make it a high priority in their classrooms; other teachers do not," says Gormley, author of the recent Harvard Education Press release The Critical Advantage: Developing Critical Thinking Skills in School . "So if you are to assess the extent of critical-thinking instruction in U.S. classrooms, you’d find some very wide variations." Which is unfortunate, he says, since developing critical-thinking skills is vital not only to students' readiness for college and career, but to their civic readiness, as well.

"It's important to recognize that critical thinking is not just something that takes place in the classroom or in the workplace, it's something that takes place — and should take place — in our daily lives," says Gormley.

In this edition of the Harvard EdCast, Gormley looks at the value of teaching critical thinking, and explores how it can be an important solution to some of the problems that we face, including "fake news."

About the Harvard EdCast

The Harvard EdCast is a weekly series of podcasts, available on the Harvard University iT unes U page, that features a 15-20 minute conversation with thought leaders in the field of education from across the country and around the world. Hosted by Matt Weber and co-produced by Jill Anderson, the Harvard EdCast is a space for educational discourse and openness, focusing on the myriad issues and current events related to the field.

An education podcast that keeps the focus simple: what makes a difference for learners, educators, parents, and communities

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20 Best Books on Critical Thinking (2022 Review)

September 16, 2020 by James Wilson

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Critical thinking is a skill/mindset that enables a person to think logically. Critical thinking is a vital necessity for everyone these days who want to perform exceptionally. No matter what field of life you are in, let it be a student, a teacher, an athlete or a corporate employee. There are high chances that you will need to enable critical thinking to find a noteworthy solution to your problems and be able to move forward effectively.

To enable critical thinking, there are certain things involved. These include evaluating evidence, weighing the chances, analysing assumptions and more. Once you start your journey towards critical thinking, you start to take the next steps automatically. It is a journey that takes you from assumptions to the realities that are possible.

What are the Best Critical Thinking Books to read?

With effective critical thinking skills, it is impossible for you to be fooled by anyone. You can read one’s intentions right away. You can even see what other people cannot, based on evidence and argument.

If you are looking to grow respective critical thinking skills, and want to learn it quick. We have compiled a list of books that you can read the review for. This will enable you to choose the right book on critical thinking for your learning journey.

Best Books on Critical Thinking: Our Top 20 Picks

Here are some of the best critical thinking books that you can consider to expand your knowledge on the subject:

1. Critical Thinking Skills for Dummies

Of Course, we all are already aware of the “For Dummies” series. For those who are not, this series presents an absolute and definitive guide for the beginners. With the help of this series, everyone can effectively learn the skills from the beginner level to advance. If you have little to zero knowledge about critical thinking and want to learn, this is the book for you.

The book has been written by Martin Cohen. It serves the purpose by enabling its readers to get access to the most comprehensible and easy-to-read narrative on critical thinking. The book provides you with access to several tools that you can activate to develop reflective thinking. There is also deep insight from the beginners’ level on how you can brainstorm to generate insights.

• Authors : Martin Cohen (Author)
• Publisher : For Dummies; 1st Edition (May 4, 2015)
• Pages : 376 pages

2. Think Smarter: Critical thinking to improve problem-solving and decision-making skills

Critical thinking is a necessary skill for all that are studying, teaching, or working in any part of life. It enables you to look at the flaws in a system, a story, a program, a project or virtually anything so you can effectively improve it.

This book is all about using critical thinking to improve problem-solving and decision-making skills. Written by Michael Kallet, the book presents valuable arguments that you can use to weigh your options, find the flaws and improve your critical thinking skills. This book goes beyond the concepts and is about the examples of real-world scenarios that will not only serve as a clear piece of understanding for you but also help you with the exercise and practice of such skills. The book has over 25 tools for critical thinking with real-world examples.

• Authors : Michael Kallet (Author)
• Publisher : Wiley; 1st Edition (April 7, 2014)
• Pages : 240 pages

3. Critical Thinking (10th Edition)

There are levels of Critical thinking classified with the understanding and utilization level of the students. The course enables students to think logically and critically not only in the class but in the real-world to make effective decisions.

It will not be wrong to call this book the most taught textbook on critical thinking subjects. The book is written by Brooke Noel Moore and Richard Parker. It presents the students with a buffet of examples and exercises that they can perform within or outside the class to enable their critical thinking skills and do well in their life. The book presents a highly understandable version of critical thinking in Moore’s famous, engaging narrative.

• Authors : Brooke Noel Moore (Author), Richard Parker (Author)
• Publisher : McGraw-Hill; 10th Edition (January 1, 2012)
• Pages : 576 pages

4. Critical Thinking: Tools for taking charge of your learning and your life (3rd Edition)

Critical thinking has become highly popular in the last couple of decades. It enables you with an approach of integration and making decisions based on viable arguments and evidence instead of hallow words. The sixth sense is a thing, but weighing your arguments and the right evidence laying in front of you is what critical thinking enables you to do.

Written by two experts of the field Richard Paul, and Linda Elder, this book presents its readers with a huge list of interactive tools that they can learn to utilize in their learning journey towards critical thinking. This book is focused on a comprehensive and practical approach to critical thinking that is to be used in everyday life. With this book, you can get your hands on some new diagrams that will enhance your decision-making skills.

• Authors : Richard Paul (Author), Linda Elder (Author)
• Publisher : Pearson; 3rd Edition (November 20, 2019)
• Pages : 528 pages

5. The power of Critical Thinking: Effective Reasoning about Ordinary and Extraordinary claims

Critical thinking is a power that takes you from assuming to believing. It enables you to understand the truth laying behind the valid evidences that someone is trying to hide it from you. It is a skill to believe in the true version of events instead of hallow words.

Written by Lewis Vaughn, this book is the right read for you if you are looking to enable and use critical thinking in your daily routine. The book enables you access to a wide range of tools you need to apply for critical thinking in daily life. It provides a perspective understandable and applicable by students, teachers, corporate workers, and normal people alike. Including scientific reasoning, evidence, authority, and visual reasoning this book can enable you to get the skills of critical thinking in a commendable manner.

• Authors : Lewis Vaughn (Author)
• Publisher : Oxford University Press; 6th Edition (September 20, 2018)
• Pages : 600 pages

6. Critical Thinking, Reading and Writing: A Brief Guide to Argument (9th Edition)

If you are a reader, student or an individual with a job requirement of reading and getting the right information. This book is the right guide for you. This book is a comprehensive, compact guide for all those who want to learn the right skillset to weigh arguments based on validity and authority.

The book presents you with a number of real-life examples that will enable you to understand the fundamentals of skimming through the information and improve your analysis to reach the right conclusion. Written by Sylvan Barnet, Hugo Bedau, and John O’Hara this book has all the information and guidance to enable critical thinking and create valid arguments based on facts and figures.

• Authors : Sylvan Barnet (Author), Hugo Bedau (Author), John O’Hara (Author)
• Publisher : Bedford/St. Martin’s; Ninth Edition (October 4, 2016)

7. Critical Thinking (11th Edition)

Critical thinking is being taught as a course in most schools. It enables the students to make the right decisions in life effectively and to weigh the chances for their success. Critical thinking is a necessary tool for all who want to survive in this highly competitive world and outperform their selves every day.

It will not be wrong to call this book a Textbook. Written by Brooke Noel Moore, and Richard Parker this book contains a unique and interactive approach towards learning the skills required to enable critical thinking. There are real-world applications that enable the students and instructors alike to understand the concepts better. The book is a great help for not only scoring grades in the course but also being able to use the concepts and learnings effectively in daily routine.

• Publisher : McGraw-Hill Education; 11th Edition (January 15, 2014)
• Pages : 512 pages

8. Models for Critical Thinking: A fundamental guide to effective decision making, deep analysis, Intelligent reasoning, and independent thinking

Critical thinking has benefits far more reasonable and useful beyond the academic career. While there are no doubts about the importance of critical thinking for educational purposes. There are also a number of other applications that you can use critical thinking to analyse and understand the process of certain things going around.

Written by Albert Rutherford, this book is a marvel of critical thinking. With this book, you can get your hands on some advance concepts and techniques used to enable critical thinking. And the best part is, there are also numerous applications including that will enable you to enhance your critical thinking skills. The book contains elaborative insight on how you can apply logic to analyse and everyday events around you and use that to save yourself from getting tricked or manipulated.

• Authors : Albert Rutherford (Author)
• Publisher : Independently published (October 17, 2018)
• Pages : 278 pages

9. LOGITICA: Improve your critical thinking and problem-solving skills: the brain behind the brain

Problem-solving skills rely greatly on critical thinking. To understand an error in your work and to effectively eliminate that requires a deeper sense of understanding towards the comprehension of the reasons that may have caused the error and how you can improve.

This book is based on logistical facts and figures rather than assumptions, that could have been true. Logics presents you with a more accurate opportunity and approach towards improving our problem-solving skills. Written by Neelabh Kumar, this book is a right guide for all those who want to understand an in-depth perspective of what may have caused an error and how you can eliminate the possibility of recurrence through enhances critical thinking skills.

• Authors : Neelabh Kumar (Author)
• Publisher : Independently published (January 8, 2019)
• Pages : 329 pages

10. A workbook for arguments, Second Edition: A complete course in critical thinking

This second edition of a highly popular guide on critical thinking contains all major improvements that back the fundamentals of the first edition. However, advancement and revelations are continued and this book is the right example of moving forward in your journey of learning critical thinking efficiently.

The book is written by David R. Morrow and Anthony Weston. In this book, they present an understandable and easy to imply narrative towards critical thinking. The book contains elaborative information on all the exercises of critical thinking. Also, it has improved and enhanced version of scientific reasoning that was discussed in earlier edition. This is a perfect workbook for all the students and those who are looking to improve their critical thinking skills.

• Authors : David R. Morrow (Author), Anthony Weston (Author)
• Publisher : Hackett Publishing Company, Inc.; Second Edition (November 1, 2015)

11. From Critical Thinking to Argument: A Portable Guide (5th Edition)

Critical Thinking is a valuable skill for all, especially the writers. While other people have to self-analyse and use the information for their own improvements and apply them their selves. Writers are required to craft the arguments based on the information and their critical thinking skills.

This book is written by Sylvan Barnet, Hugo Bedau, and John O’Hara. It is a handbook that is compact and has a precise narrative to not only enhance critical thinking skills but also to improve the knowledge. The book contains practical exercises on how one can effectively craft the arguments based on facts, figures, and assumptions that might come true.

• Publisher : Bedford/St. Martin’s; Fifth Edition (December 22, 2016)
• Pages : 432 pages

12. Critical Thinking: The effective Beginner’s guide to master logical facilities using a scientific approach and improve your rational thinking skills with problem-solving tools to make better decisions

Thinking deep and analytically requires you to work on your thinking process and analyse the information effectively. These are some skills that require you to work on yourself and the way you look at things. It includes changing your narrative towards the things that might be causing hindrance in your thinking process and clouding your judgment.

The book is written & published by Travis Holiday, and Kevin Hollins. This is the right guide for all the beginners to start thinking rationally and based on the facts that are affecting things around you. There are indicators that allow you to see the reality hidden behind things and words with absolute meaning. However, there are deeper practices along the way and you must understand those to start thinking effectively the right possible way. This book is the right guide that will take you from beginner to master-level critical thinking approach through its easy to understand and imply a narrative.

• Authors : Travis Holiday (Author), Kevin Hollins (Author)
• Publisher : Independently published (September 18, 2019)
• Pages : 210 pages

13. Critical Thinking (12th Edition)

Researches are being conducted daily on critical thinking. With each passing day, there are new and more effective concepts that are being discovered and proven right. These concepts are not a denial to older ones but strengthen their validity. If you are looking to get your hands on some of the latest concepts of Critical thinking, this is the right book for you.

Written by Brooke Noel Moore and Richard Parker, this book presents you with the most up-to-date concepts of critical thinking. It has an improved narrative and hundreds of latest examples based on real-world scenarios that will enable you to think critically and improve your decision-making skills in every part of your life.

• Publisher : McGraw-Hill Higher Education; 12th Edition (October 25, 2016)

14. The basics of Critical Thinking

Young minds are more interesting and they are more curious. Curiosity is considered the first step toward critical thinking. It is believed that habits made in early age stays with you for life. Critical thinking is more of a habit, a lifestyle than a skill set that you can earn over time. Hence, this book presents a version of basic tools that can enable younger minds to get hold of the basics of critical thinking.

The book follows simple English with a narrative that is easier to understand for children. To increase interest, this book contains a colourful and image-based description of things. The book is written by Michael Baker. While it is intended for younger people, that does not mean adults cannot read it. For all those who want to learn the fundamentals of critical thinking and to enable their selves to analyse things effectively, this book is a worthy read.

• Authors : Michael Baker (Author), Children’s Books – Educational (Introduction)
• Publisher : The Critical Thinking Co. (January 1, 2015)
• Pages : 152 pages

15. Tools of Critical Thinking: Meta thoughts of psychology, second edition.

While there are other books that focus on basics and how you can start analysing things and events to think critically. This book is focused more on in-depth analysis and understanding of psychology involved behind decision making and critical thinking approach.

Written by David A. Levy, this book presents a highly understandable narrative and approach towards thinking critically and to understand how human psychology works towards it. If you are having problems in thinking critically due to the emotions attached and are unable to get ahead of these. This book is the perfect guide for you.

• Authors : David A. Levy (Author)
• Publisher : Waveland Pr Inc; 2nd Edition (September 1, 2009)
• Pages : 298 pages

16. Your Deceptive Mind: A Scientific guide to critical thinking skills

Our minds can often deceive us to think differently, while the truth is looking right in your eyes. Being said that, human judgment and decision making can often be clouded by certain feelings that are attached to it. There is no denial to it that sometimes we are unable to look at the reality because of our emotions and feelings.

This book is the right guide for all those who think that they are lacking in any field of life due to their emotions and being unable to think critically on the subject. The book presents you with a blunt and harsh narrative to stop relying on emotions and scientifically understand the factors that are stopping you from thinking critically and efficiently. It is written by Steven Novella and published by The Great Courses. The book also includes a critical toolbox that you can use to access the quality of information and skillset required to think critically.

• Authors : Professor Steven Novella (Author), Yale School of Medicine (Foreword)
• Publisher : The Great Courses (January 1, 2012)

17. Master Critical Thinking: Think Intelligently, Improve Problem-Solving Skills, make better Decisions, and Upgrade your life.

To master critical thinking, one must have several goals. The goals can be thinking intelligently and enable enhanced thinking, improving your problem-solving skills or simply making better decisions in everyday life.

Whatever your goals may be, critical thinking is the right approach towards upgrading your life with the help of improving each decision and backing it based on solid arguments instead of vague assumptions and emotions attached to it that can be deceiving at times. If you often struggle with the urge to make the right decision and want to get over with the gut feelings you have. This book will guide you to start thinking critically instead of simply relying on emotions and assumptions.

• Authors : Henrik Rodgers (Author)
• Publisher : Independently published (July 9, 2019)
• Pages : 116 pages

18. Critical Thinking: The Beginners User manual to Improve your communication and self-confidence skills Every day. The Tools and the concepts for problem-solving and decision making.

To learn from your own failures is the right way to understand and not make those mistakes again. It is the best practice to improve your own-self. However, to improve and to correct your own mistakes, the right approach is to realise them. While there are people, who can turn a blind eye towards their own mistakes. This book is the right guide that teaches you how not to. The book contains great insight into self-realization and how you can use it to improve your own thinking skills.

The book is written by Jacko Babin and Ray Manson. It contains elaborative insight on how you can effectively stop second-guessing yourself and have a confident approach towards improving the mistakes. Once you have realized your own mistakes, the rest of the journey becomes easier for you. The book also contains numerous real-life examples that will help you understand these concepts in a much better way.

• Authors : Jocko Babin (Author), Ray Manson (Author)
• Publisher : Independently published (March 9, 2019)
• Pages : 147 pages

19. A concise guide to critical thinking (1st Edition)

Lewis Vaughn is considered an expert on the subject of critical thinking. He has written several books covering the topic. His books contain an in-depth analysis of how you can enable critical thinking in your daily routine and what might be stopping you from doing so.

This book, however, can be deemed as a complete summary of concepts being advocated by him. Along with the guidance on covering the obstacles that are stopping you and enabling your mind to think critically. This book contains a highly understandable and easy to follow the narrative that will be great for all the beginners to understand and imply critical thinking from scratch to master level.

• Publisher : Oxford University Press; Annotated – Illustrated Edition (October 1, 2017)
• Pages : 352 pages

20. The miniature guide to critical thinking concepts and tools (Thinker’s guide library)

If you are looking to master critical thinking and do not have time to read extensive concepts and get yourself indulged with the psychic or scientific approach. This is the book for you. This book presents a concise and to-the-point approach to critical thinking concepts and tools.

Written by Richard Paul and Linda Elder, the book does not only contain all the information required to understand the concepts on critical thinking but also how you can imply those in your daily life to enhance your decision making and critical thinking skills effectively. The book presents a short and easy to follow approach towards the subject.

• Publisher : The Foundation for Critical Thinking; Eighth Edition (September 20, 2019)
• Pages : 48 pages

Choosing the Best Critical Thinking Books

Critical thinking is not just a skill-set. It is a way of life that enables you to make the right decisions in every part of life. It also enables you to understand the things, events and the factors involved behind them efficiently. With the help of critical thinking, you can analyse the events and decisions unbiased by any sort of feelings or attachments.

We have gone through these books and compiled a list of critical reviews on these books. If you are looking to start thinking critically and are unsure of where to start. This guide will definitely help you to choose the right book to aid your learning journey.

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Critical thinking for college, career, and citizenship

Subscribe to the center for universal education bulletin, diane f. halpern dfh diane f. halpern diane f. halpern is the dean of social sciences, emerita at the minerva schools at kgi and a past president of the american psychological association and the society for teaching of psychology. diane has published hundreds of articles and many books including, thought and knowledge: an introduction to critical thinking (5th ed., 2014); sex differences in cognitive abilities (4th ed.), and women at the top: powerful leaders tell us how to combine work and family (co-authored with fanny cheung). her other recent books include psychological science (5th ed. with michael gazzaniga and todd heatherton) and the edited book, undergraduate education in psychology: a blueprint for the future of the discipline..

May 26, 2016

Editor’s note: In the “ Becoming Brilliant ” blog series, experts explore the six competencies that reflect how children learn and grow as laid out by Kathy Hirsh-Pasek and Roberta Golinkoff in their new book  “ Becoming Brilliant .”

Education is about the future—students learn in schools and other places based on two underlying assumptions: (a) What they learn today will be recalled sometime in the future when the knowledge is needed, and (b) today’s learning will transfer across time, place, and space. Teachers are preparing students for higher levels of education, careers that may not even exist today, and the increasingly complex world of citizenship—voting intelligently, recognizing, and supporting good options for societal problems. With the amount of information increasing exponentially and new information often replacing what we formerly believed to be true, the twin abilities of learning well and thinking critically are essential skills for students at every level.

But what does it mean to think critically?

Critical thinking is using the skills or strategies that that are most likely to lead to a desired outcome. It is purposeful, reasoned, and goal-directed. It is the sort of thinking we should be engaging in when deciding what and whom to believe, which of two job offers to accept, or whether vaccinations really do cause autism. It is different from, but often relies upon, simple recall (e.g., what does five plus seven equal?), unsupported opinions (e.g., I like vanilla ice cream), and automated actions (e.g., stopping at a red light).

Critical thinking has two main components: understanding information at a deep, meaningful level, and overcoming fallacies and biases. For example, suppose you are learning about a new theory. You could learn to recite the definition of the theory with little meaning (e.g., photosynthesis is a process used by plants to synthesize foods from carbon dioxide and water using sunlight) or you could process it at a deeper level. There are many learning activities that facilitate deep level processing. For example, you could write out the theory in your own words, explain it to someone who is not familiar with it, and provide evidence for (and possibly against) the theory. What is it explaining? What theory is it replacing (if applicable)? What is its history? How could it be applied to an everyday problem?  If you could answer these questions, the theory would become easier to recall, and you could use it to generate new theories or see flaws or strengths in other theories. Argument analysis is another example of deep processing. Critical thinkers learn to identify the conclusion, the evidence, and reasoning used to support the conclusion. They also look for assumptions, counterevidence, and limiting conditions (times when the conclusion may not apply).

Some educators prefer to consider critical thinking as “debiasing” or recognizing and resisting fallacies. Suppose someone asks you if children become brilliant because of their nature or nurture. This is an example of the “either-or” fallacy, and anyone who is trained to recognize it can avoid its pitfalls. Similarly, critical thinkers recognize when correlational data are being used to make causal claims. For example, an article in the Los Angeles Times told readers that if they want their children to get good grades they should make sure that their kids’ friends get good grades. But after reading the article, it was apparent that children with good grades had friends with good grades, and children with poor grades had friends with poor grades. But nowhere did it show that kids with poor grades would improve by friending kids with good grades. The data were correlational, which any critical thinker should recognize.

If you are thinking critically, and I hope you are, you may be wondering: Can we teach students to be better thinkers? The answer is a resounding “yes.” There is a large amount of research literature (reviewed in my book, “Thought and Knowledge: An Introduction to Critical Thinking”). In one project that I conducted with a doctoral student, who is now Dr. Lisa Marin, we went into very low-performing high schools in California. There were several studies, some that involved parents and some in which classes were assigned at random with different critical thinking instruction. We found that when critical thinking skills were deliberately taught (not as an ancillary to other content), students improved in their abilities to think critically. There are many studies showing substantial gains in critical thinking in college students, the military, and other populations as well. Critical thinking can be taught at any grade, as long as it is taught in a way that is developmentally appropriate.

Finally, critical thinking has a self-reflective component. Good thinkers consider the steps of problem solving, how they are mentally approaching a problem, and the quality of their conclusion or solution.  

Those who care about the future for today’s children understand that the jobs of the future will require the ability to think critically. So let’s be sure that our students are ready for college, careers, and citizenship by including deliberate instruction in critical thinking. It is probably the most difficult topic to teach and learn, but it is also the most important.

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Thinking Critically in College: The Essential Handbook for Student Success Paperback – March 7 2023

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Louis E. Newman draws on decades of experience as a professor at Carleton College and Dean of Academic Advising and Associate Vice Provost for Undergraduate Education at Stanford, offering the guidance you need to succeed both in college and in life post-graduation. Unique among college prep books, Thinking Critically in College builds on the latest research in learning, spells out the key critical thinking skills you need, shows you how to tackle actual college assignments, and provides exercises throughout to reinforce the lessons.

• ISBN-10 1635767954
• ISBN-13 978-1635767957
• Publisher Radius Book Group
• Publication date March 7 2023
• Language English
• Dimensions 15.24 x 2.54 x 22.86 cm
• Print length 240 pages
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• Publisher ‏ : ‎ Radius Book Group (March 7 2023)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 240 pages
• ISBN-10 ‏ : ‎ 1635767954
• ISBN-13 ‏ : ‎ 978-1635767957
• Item weight ‏ : ‎ 1.05 kg
• Dimensions ‏ : ‎ 15.24 x 2.54 x 22.86 cm
• #106 in Student Life
• #257 in College Guides (Books)
• #471 in Decision Making & Problem Solving

About the author

Louis newman.

Louis E. Newman is the former Dean of Academic Advising and Associate Vice Provost for Undergraduate Education at Stanford University. He is also the John M. and Elizabeth W. Musser Professor of Religious Studies, Emeritus, at Carleton College, where he taught for thirty-three years. During his tenure at Carleton, he also served for a time as an Associate Dean of the College, which included expanding the advisor training program and launching new programs to support advisors. He also served for a term as Director of the Perlman Center for Learning and Teaching. In this role he also functioned as the informal mentor to the faculty at Carleton, which is consistently rated by US News & World Report as #1 for undergraduate teaching.

He is also an internationally recognized scholar in the field of Jewish ethics and has written and co-edited several books in that field, as well as dozens of articles. He was the first president of the Society of Jewish Ethics and the co-founder of its journal.

Louis Newman completed his B.A. in Hebrew and Philosophy and his M.A. in Philosophy at the University of Minnesota, and received his Ph.D. in Religious Studies from Brown University.

Throughout his career, hundreds of students and colleagues have attested to the profound impact he had on their learning and their lives--as a gifted teacher and as a trusted advisor and mentor.

For more information, see www.thinkingcritically.us

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How to Develop Critical Thinking Skills Before College

Here are six ways high school students can sharpen their critical thinking skills for college success.

Learn to Think Critically Before College

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When teens read books that challenge norms, it can shed light on how the mind of a critical thinker works.

Holding politicians accountable, choosing the right friends and doing advanced math. Depending on who you ask, these actions may require a common denominator: the ability to think critically.

In college , students make important decisions, get exposure to different world views and hone skills in their academic fields of interest . Students can prepare to make the most of their college experience by becoming better critical thinkers while still in high school.

What Is Critical Thinking?

Scholars sometimes differ in how they describe and define critical thinking.

Daniel Willingham, a psychology professor at the University of Virginia , says someone using the term could mean one of two things. They could mean thinking at times when others might not, like when someone considers the writer’s viewpoint after reading a newspaper commentary. Or, they could mean thinking sharply when solving problems or completing tasks, Willingham says.

“The way you would want to approach these two types of critical thinking really differs,” Willingham says. “If there were a formula for getting kids to think critically, we’d be using it in schools.”

David Hitchcock, professor emeritus of philosophy at McMaster University in Canada, wrote the Stanford Encyclopedia of Philosophy’s entry on critical thinking and "came to the conclusion that it’s not really a specific kind of thinking. It’s just good thinking. It’s reflective thinking, careful thinking, rational thinking.”

And it's important regardless of how one may choose to describe it, experts say.

“Given that critical thinking allows you to arrive at beliefs and actions that are beneficial, it seems that it is actually vital to anyone,” says Eileen Gambrill, professor of the graduate school at the University of California, Berkeley ’s School of Social Welfare.

Ways to Develop Critical Thinking Skills

Here are six ways high school students can develop critical-thinking skills before college:

• Build your domain-specific skillset.
• Conduct experiments.
• Question your presumptions.
• Read books written by critical thinkers.
• Start a critical thinking club.
• Talk to peers with different perspectives.

Build Your Domain-Specific Skillset

People who view critical thinking as someone’s ability to use problem-solving skills to complete tasks can become better critical thinkers by improving their fundamental understanding of the subject they are studying, Willingham says.

“Think about the different domains that students study – science, literature and math , for example. These domains have different definitions of what it means to understand something," he says. You sort of have to respect those distinctions among the domains.”

Conduct Experiments

High school students who complete lab assignments as part of science courses are familiar with experimentation. Hitchcock outlines that as one of numerous mental processes that make up the critical thinking process.

Experimenting involves seeking answers, which requires open-mindedness. Hitchcock recommends that students investigate topics they find interesting.

“If you’ve got an issue that’s important to you personally, inquire into it in a personal way,” he says. “Don’t get in the habit of jumping to conclusions. Consider alternatives. Think it through.”

 Question Your Presumptions

“Most of us are ignorant about things,” Gambrill says. “Anything that students assume they know, they can start questioning.”

Students have presumptions, which form over time when they accept something they hear as truth. Critical thinkers challenge ideas presented by leaders, such as teachers and politicians, Gambrill says.

“Authoritarians love people who can’t think critically,” she says.

Read Books Written by Critical Thinkers

Reading books that challenge norms can help high school students understand how the mind of a critical thinker works. Doing so can help them realize that knowledge “is in a constant state of flux,” Gambrill says.

Gambrill recommends “Teachers Without Goals, Students Without Purposes” by Henry Perkinson, a book that challenges traditional notions of education and teaching.

Start a Critical Thinking Club

“Critical thinking is, in fact, very dangerous,” she says. “Asking questions is often viewed as a really bad thing, when in fact it is the essential thing.” 

Some students may be worried about asking critical questions in a classroom setting. Gambrill recommends they start a student-run club at their high school to facilitate conversations driven by open-mindedness. 

Teachers can also create classroom atmospheres that encourage students to ask critical questions, she says.  

Talk to Peers With Different Perspectives

Much like in college, students in high school can meet peers who have opposing viewpoints. Considering alternative viewpoints can help students become better critical thinkers, experts say.

“Cultivate conversations with people who think differently,” Hitchcock says. “Try to understand the thought processes of people who come at issues in a different way than yourself. Get an appreciation for the variety of ways you can think about something."

18 Tips for Incoming College Freshmen

Tags: high school , colleges , education , students

2024 Best Colleges

Search for your perfect fit with the U.S. News rankings of colleges and universities.

Finally, a college prep book that actually prepares students for college!

"the book. . . teaches the reader how to learn better. it's a worthy endeavor and a valuable one for those industrious enough to make their way through these chapters. . . those who do will undoubtedly have a leg up in their first semester. a functional, low-frills guide to critical thinking for rising college freshmen.", --kirkus review.

Nearly every first-year college student discovers that college courses are more academically challenging than they expected, and certainly harder than classes in high school. Professors expect students not just to absorb material, but to analyze and synthesize it, to consider multiple perspectives, to evaluate conflicting evidence, and then to apply what they’ve learned in new contexts.

Thinking Critically in College explains how to do all this and more.

Unlike most college prep books—which advise you to go to office hours, get enough sleep, take good notes, and learn how to get along with your roommate—this one actually shows you how to do the work your professors will assign and explains how to tackle common academic challenges. This accessible and comprehensive handbook covers metacognition (thinking about how you think); basic critical thinking skills; college-level reading, writing, and quantitative reasoning; how to think about academic disciplines; decoding actual assignments from college courses, and tackling research projects.

Lee Cuba, Professor Emeritus of Sociology, Wellesley College, and author of Practice for Life: Making Decisions in College

Written in a personal, engaging style that draws on the author’s experience as a professor and academic advisor for nearly forty years, Thinking Critically in College is an indispensable guide to doing the work of college for students from all academic backgrounds.

Look Inside

Features of the book:.

• Written directly to students in an accessible style
• Addresses the unique concerns of first-gen students
• Incorporates the latest insights on the science of learning
• Interactive exercises throughout
• Utilizes actual college assignments from a variety of disciplines
• "Advice for the Road Ahead" mini-essays on the qualities to cultivate for college success
• Key takeaways for each topic clearly identified
• Summaries at the beginning of each chapter
• Questions for Reflection after each chapter

Order your copy of Thinking Critically in College now through

Praise for Thinking Critically in College

“ Thinking Critically in College details and exemplifies the differences between high school and college. Students who read this book before coming to college will have an advantage over those who don’t.”

Professor Emeritus of Sociology, Wellesley College, and author of Practice for Life: Making Decisions in College

“Even students who have taken college-prep and AP courses are unprepared for the type of learning that will take place in college. Thinking Critically in College is poised to help all students at all types of institutions develop the dispositions and skills necessary for success in college.”

Lynn Pasquerella

President of Association of American Colleges and Universities (AAC&U)

“No other ‘how-to-do-college’ book takes a deep dive into what it takes for college students to thrive academically and cultivate the habits of an educated mind. Newman offers a treasure trove of helpful examples to illustrate how undergraduates need to think and what they should do to effectively meet the learning challenges they will encounter during and after college.”

George D. Kuh

Chancellor’s Professor Emeritus of Higher Education, Indiana University

“What college students could surely use now is an owner’s manual of sorts, to ensure they are well-prepared to get the most out of the next four years. Drawing on his deep expertise and experience in the delivery of an array of student support services, Louis Newman has taken on the challenge of writing just such a book, which is desperately needed.”

Jacques Steinberg

New York Times bestselling author of The Gatekeepers and co-author of The College Conversation

“Students need a book that speaks directly to them as they launch their college careers. The research is available. Volumes have been written to support faculty in teaching students so that enduring learning occurs. There are a growing number of ‘how-to-learn’ courses in college. But Thinking Critically in College is the first resource to fill all these needs. It is a must read for beginning college students. I can’t think of anyone better positioned to write this book than Louis Newman.”

Susan Singer

Vice President for Academic Affairs and Provost, Rollins College

“This book could not be more timely! At a time of increasing numbers of first-generation college students,  Thinking Critically in College will help them succeed in college and beyond. Newman’s comprehensive approach demystifies what many students perceive as the ‘faculty language.’ He empowers his readers with language and tools to build meaningful relationships, learn valuable skills, and unpack the academic world. If you question the value of a college education, you will find your answer in this book! Truly a valuable guide for all college students, especially those in their first year.”

Susana Rivera-Mills

Provost and Executive Vice President for Academic Affairs, Ball State University

“I can’t wait to assign this book in my first-year courses! Drawing on decades of professional experience and the latest research, Louis Newman is the ideal guide to critical thinking—and also to learning, writing, and the other core academic experiences in college. I particularly appreciate his invitation to ‘begin with questions’ and his ‘Advice for the Road Ahead’ that provides concrete steps toward success. All students will benefit from reading and discussing this book.”

Peter Felten

Executive Director, Center for Engaged Learning; Assistant Provost for Teaching and Learning, Elon University

“The perfect high-school graduation gift for anyone going to college. The book is replete with practical counsel on how to think critically and communicate well, wise guidance for learning in college and scores of helpful examples of that guidance applied to assignments that college students must handle. The sub-title says it all, The Essential Handbook for Student Success .”

Thomas Ehrlich

President Emeritus, Indiana University; Former Provost, The University of Pennsylvania

“This marvelous book is really three books in one. Its declared aim is to help students make their college years into more rewarding learning experiences. It also implicitly guides college professors on how to make their classes and assignments more supportive of real learning. And if you wish to grow intellectually after college, this book will help you learn how to make your informal learning more effective and rewarding.”

Michael McPherson

President Emeritus, Macalester College and The Spencer Foundation

“ Why hasn’t anyone ever told me this before? That poignant observation by one of Newman's students captures the superb power of this gracefully written book. Newman focuses on the disciplines that form the backbone of undergraduate education, how to think about them, study them and write about them. His insights will be invaluable both to students and to all who work to enhance their education.”

Lee S. Shulman

Charles E Ducommun Professor of Education Emeritus, Stanford University President Emeritus, The Carnegie Foundation for the Advancement of Teaching

“Almost all colleges and universities claim to instill critical thinking skills, but all too rarely explain to students what this entails. Thinking Critically in College fills that yawning gap. Newman offers the wisest, most perceptive—and eminently practical—examination I know of what critical thinking is, why it matters, and how students can hone these skills. Institutions that take Newman’s smart guidance to heart, and whose faculty consciously focus on imparting his lessons, will admirably live up to their aspirations.”

Steven G. Poskanzer

President Emeritus, Carleton College

“Louis Newman addresses not only  how  to think critically in college, but  why . Each chapter offers a lesson in metacognition, practical advice and concrete examples along with wisdom about the lifelong value of critical thinking. This approachable, conversational collection of strategies for college success employs a workbook format so students can practice lessons covered in the book. While the book addresses students, the tips and exercises it offers are also valuable for teachers aiming to help students become better learners.”

Mary-Ann Winkelmes

PhD, Founder/Director and Principal Investigator, Transparency in Learning and Teaching in Higher Education

“A wonderful book that helps readers see that the questions often are more important than the answers. A joy to read, the work serves as a thorough resource on learning to think critically in college. But it is not simply about critical thinking in college. Most importantly, it helps readers foster skills of critique vital for living rich and rewarding lives.”

Andrew K. Koch

PhD, Chief Executive Officer, John N. Gardner Institute for Excellence in Undergraduate Education

About The Author

Louis E. Newman is the former Dean of Academic Advising and Associate Vice Provost for Undergraduate Education at Stanford University. His responsibilities at Stanford included overseeing an extensive residential advising program, the pre-law and pre-med advising programs, transfer and co-term student advising, new student orientation programs, a summer bridge program, and the university's academic progress review system. At Stanford, he grew the advising program, promoted a holistic approach to academic advising, and advocated for liberal education.

He is also the John M. and Elizabeth W. Musser Professor of Religious Studies, Emeritus, at Carleton College, where he taught for thirty-three years. During his tenure at Carleton, he also served as an Associate Dean of the College, which included expanding the advisor training program and launching new programs to support advisors. He served for a term as Director of the Perlman Center for Learning and Teaching, which sponsored weekly programs for faculty and staff on all aspects of pedagogy, academic policy, and trends in higher education. In this role he functioned as the informal mentor to the faculty at Carleton, which is consistently rated by US News & World Report as #1 for undergraduate teaching.

He is also an internationally recognized scholar in the field of Jewish ethics and has written and co-edited several books in that field, as well as dozens of articles. He was the first president of the Society of Jewish Ethics and the co-founder of its journal.

Louis Newman completed his B.A. in Hebrew and Philosophy and his M.A. in Philosophy at the University of Minnesota, and received his Ph.D. in Religious Studies from Brown University.

Throughout his career, hundreds of students and colleagues have attested to the profound impact he had on their learning and their lives as a gifted teacher and as a trusted advisor and mentor.

For more information about Louis Newman, his other publications and teaching engagements, visit his personal website

Kirkus Review Thinking Critically in College: The Essential Handbook for Student Success

Newsweek Look to the Liberal Arts to Lower the Temperature of Campus Culture Wars

Jewish Journal Thinking about Thinking

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Inside Higher Ed Early and Often: Teaching Critical Thinking Skills for Student Success

The College Fix Stanford Dean’s New Book Helps Undergrads Learn to Think Critically

The Teaching Professor Five Ways to Help Your Students Become Better Critical Thinkers

eCampus News Four Ways to Enhance Your Critical Thinking Skills

Sonoma Family Life Get Smart About College: How to Make a Wise Choice

Journal of Continuing Education in Nursing What’s More Critical to Nursing than Thinking Critically?

Just the News Amid rise of AI, polarization, intolerance, ex-prof hopes to reinstill critical thinking in students

Inside Higher Ed “The Beating Heart of Gen Ed”

Business Insider How to Choose the Right College

J Weekly Critical thinking: Embedded in Judaism, desperately needed in society

Issues and Ideas with Chris DeBello,  Issues and Ideas with Chris DeBello The Importance of Teaching Critical Thinking in College

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Parent Venture “Thinking Critically in College:  Essential Tools for Student Success,”

College Success Coaching

Most students are incredibly stressed about getting into college..

Actually, that’s the easy part.

The question is —

College can be overwhelming, especially at the beginning-

• New environment-geographically, culturally, politically
• Endless choices
• New rules and regulations to navigate
• More challenging academically
• Social adjustment: diversity, drinking, dating
• Living away from home, renegotiating relationships with parents
• Finding the balance: academics, extracurriculars, social life, work, community engagement
• Building new relationships, finding “your people”
• Establishing a new identity
• What should you major in, and what if you want to change your major?
• You just got the worst grade in your life and you’re not sure how to regain your academic confidence.
• You think you’re entitled to an exemption from an academic policy, but don’t know whom to ask.
• You can’t decide whether to… join one more club, go on an off-campus program, or apply to grad school right after college…and need some perspective.
• You missed two weeks of class and now don’t know if you should drop the class, change your grading option, or just power through.
• You need a recommendation letter for an internship, but don’t know how to approach your professor for one.
• You’re dealing with a personal crisis and don’t know whom to talk to.

About your College Success Coach:

Louis Newman was the Dean of Academic Advising and Associate Vice Provost for Undergraduate Education at Stanford University. He is also the John M. and Elizabeth W. Musser Professor, Emeritus at Carleton College, where he has taught for thirty-three years. Most recently, he is the author of Thinking Critically In College: The Essential Handbook for Student Success (Radius Book Group). In addition to being a renowned scholar in his field, Newman has a lifelong passion for improving undergraduate education. Throughout his long career, he has been praised by colleagues and students alike for the profound impact he has had on their learning and their lives–as a gifted teacher, trusted advisor, and mentor.

Services Offered:

Individual coaching sessions.

Students sometimes need a bit of advice as they face a decision, or some support when they’re facing a challenging situation. A coaching session or two can help resolve the situation, providing the academic and/or personal support your student needs to get back on the path to success. Available on an hourly basis.

Ready, Set, Think: Summer Pre-College Bootcamp

Be ready to hit the ground running with this four-session workshop that prepares you for the academic challenges you’ll face in college. Covers self-reflective learning, critical reading, writing as a tool for thinking clearly, quantitative reasoning, disciplinary thinking, parsing your assignments, and tackling research projects. Interactive assignments and reflective exercises in each session. Includes a free copy of Louis Newman’s book, Thinking Critically in College: The Essential Handbook for Student Success . Four 90-minute sessions scheduled on consecutive Sundays in either June or July.

Personal College Advisor

Ongoing personalized guidance and support for every step of your college journey. Expert advice for all aspects of academic life: course selection, decisions about majors, minors, and other special programs; planning extra-curricular activities; off-campus study; ongoing assessment of learning goals and progress; leaves of absence; exploring internships; post-graduation plans. Improve your study Skills and get the most out of your college education. Unlimited access to your college coach is available by the semester or on an annual basis.

College can be a challenging time. Louis Newman has decades of experience working with students who are struggling academically and/or personally, including those who have stepped away, transferred, or are considering a change of plans.

He will help your student get back on track and make the most of their college experience.

What Louis's Former Students Say:

LOUIS NEWMAN IS AVAILABLE FOR Presentations, Workshops, and webinars

He has also spoken to high school students and their families on a range of  topics: how to choose a college that’s right for you, preparing for college  academically, how to cultivate relationships with faculty, developing study  skills that work, honing your critical thinking skills, and how to get the most  out of your college education.

"Louis Newman is a compelling public speaker, who is able to introduce students to the core concepts of critical thinking in a manner that is both clear and accessible. His many years of experience working with undergraduates comes through in the ease with which he is able to speak and connect with them. We are grateful for the time he spent with the members of the Echols Scholars Program."

Director, Echols Scholars Program at UVA

“We had Dr. Newman visit during our three-day end of year faculty conference, and many faculty commented that his presentation was amazing. In fact, his talk was the #1 choice on the event evaluations as “most useful part of the conference.”

Director, Faculty Center for Teaching & Learning at UCF

He is also available to speak to college admissions consultants and their  clients, church groups, community organizations, and college access  organizations.  He also works individually with college students, providing holistic personal  and academic support as a   College Success Coach . 

For more information, contact Louis Newman at   [email protected] , or  complete the Contact Us form below.

Copyright © 2022 All Rights Reserved

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.

Building Students’ Oral Presentation, Research Literacy, and Critical-Thinking Skills Through Three-Minute Presentations

• Steven D. Seidel Texas A&M University-Corpus Christi Author
• Stephanie R. Rodriguez Texas A&M University-Corpus Christi Author
• Gina A. Hawkins Texas A&M University-Corpus Christi Author

The three-minute thesis (3MT™), developed by the University of Queensland, is a tool that has been used to help graduate students articulate their research in a concise and engaging manner. This article describes processes for using a three-minute presentation (3MP) for classroom use to improve students’ research literacy, critical-thinking, and oral communication skills. Quantitative and qualitative retrospective self-report data collected suggest that the use of 3MP assignments positively impacts these skills. The 3MP format can be used for a wide range of assignments.

• Requires Subscription PDF

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“So, what experiments do you want to do?” Stanford Provost Persis Drell asked the classroom of first-year undergraduates.

Last quarter, Persis Drell (right), Theresa Iker (center), and Caroline Winterer taught Why College? Your Education and the Good Life . (Image credit: Courtesy Office of Development)

The question was posed during a seminar Drell recently co-taught, along with Stanford historian Caroline Winterer , last fall called Why College? Your Education and the Good Life . The course, which meets twice a week in small seminar sections, is the first of three classes that comprises Stanford’s newly restructured undergraduate requirement program, Civic, Liberal, and Global Education (COLLEGE).

For their Why College class that week, students had to read an academic review article about the influence of animal social hierarchies and stress. In the paper’s conclusion, the author asked whether some of the findings in the animal world could be applied to humans as well.

Drell asked the students to imagine they are researchers and how they might test and take further some of the author’s suggested applications. While the paper’s content was important to grasp, what Drell emphasized to the class of some 15 students was how imperative it is to ask questions, and to not always accept something as it appears to be.

A tenet of the COLLEGE program experience is to show students how to think for themselves and give them the skills to challenge assumptions and build arguments in thoughtful and effective ways.

Creating a shared curriculum and experience

Unlike previous iterations of the first-year requirement for students, COLLEGE is a shared curriculum. This quarter there are 1,055 undergraduates in 75 seminar-style sections who are taking Why College? Your Education and the Good Life.

In fall quarter, campus Provost Persis Drell co-taught a small seminar section of Why College? Your Education and the Good Life , the first of three classes that comprises Stanford’s newly restructured undergraduate requirement program. (Image credit: Courtesy Office of Development)

The syllabus for the class is the same – no matter what section a student is in, they are going to be reading identical materials. “We want students to have a shared intellectual experience,” said Dan Edelstein , one of the faculty directors for COLLEGE and the William H. Bonsall Professor of French in the School of Humanities and Sciences (H&S). “Students from different sections can still talk about themes, books, and assignments outside of class with their dormmates or friends.”

Classes are kept small to help encourage discussion and are taught by either a postdoctoral student or a faculty member from across the university – including campus leaders like Drell.

Drell is not the only campus leader teaching a COLLEGE seminar this quarter. Lloyd Minor, dean of Stanford School of Medicine , and Debra Satz, dean of Stanford School of Humanities and Sciences are both leading classes. As is Sarah Church, the Freeman-Thornton Vice Provost for Undergraduate Education, who led the university’s Coordinated First-Year Committee tasked with reimagining the first-year experience at Stanford .

While COLLEGE aims to establish a unifying, intellectual experience for students, another objective is to reaffirm the value of a liberal education that empowers students to seek purposeful lives in and beyond their chosen majors and career. “Teaching a liberal education has evolved over the years,” Church said, “but the goal hasn’t changed, which is to provide students with a broad education and a broad set of perspectives to have them grapple with questions about education, citizenship, and ethics.”

Decisions to change the undergraduate course requirement grew out of Stanford’s Long Range Vision and came after an extensive, formal review period during the university’s long-range planning process that found, among several other things, students were typically not choosing a Thinking Matters course outside of their primary interest. COLLEGE builds on Thinking Matter s’ mission to stir intellectual curiosity by exploring a wide range of topics and perspectives. In May 2020, the faculty senate approved a four-year pilot phase of the COLLEGE program .

The first course in the COLLEGE sequence, Why College? Your Education and the Good Life, gives students the tools to navigate that journey and chart their own path. Students are encouraged to reflect on the place and purpose of college in their lives.

Church said she hopes that when students arrive at Stanford – after having gone through the intense pressure of applying and getting into college – they can “take a breath” to reflect on what they want from their education, away from demands they may feel from their family, friends, and peers.

“We want students to realize that they have a lot of opportunity, and some of the preconceived notions about what is important may not actually be true for them,” said Church, who is also the Pritzker University Fellow in Undergraduate Education. “They may want to pursue their education in a different way.”

Why College? Your Education and the Good Life aims to help put students on the path to self-discovery.

“There’s no box that we want students to fit into,” said Church.

But COLLEGE is not only about showing students how to make their experience at Stanford more meaningful. The program also seeks to encourage students to think deeply about their values and responsibilities as citizens and leaders, which are topics they explore in greater detail in the second and third quarters of the program.

In order to further cultivate the shared COLLEGE experience, a series of events and plenaries have been planned (Stanford’s Three Books program and author panels have been folded into the curricula). This quarter also saw the launch of the COLLEGE Faculty Fellow (CFF) Program, where a select group of the COLLEGE teaching faculty are paired to campus neighborhoods to bring additional programming into students’ residences.

This fall, four professors are bringing ideas and discussions that began in the classroom into dorms. The number could eventually increase to eight faculty members, with two in each neighborhood. This goal is being supported by a gift from Nehal Raj, ’00, MS ’00, who also endowed a lectureship to strengthen both H&S and COLLEGE .

Experiencing the process of inquiry

COLLEGE is also designed to help new students transition from high school into university. Students are also introduced to a diverse range of topics and authors to help train them to engage across disciplines and cultivate diverse skills.

In the course, Why College? Your Education and the Good Life , Stanford students were asked to reflect on the place and purpose of college in their life. (Image credit: Courtesy Office of Development)

There are readings from history, political science, philosophy, and the sciences – like the paper students read about the influence on animal social rank and stress, which was authored by Robert Sapolsky, the John A. and Cynthia Fry Gunn Professor and professor of neurology and of neurosurgery at Stanford.

For some students, this was their first time reading a scientific article, and helping students get comfortable with new kinds of academic material is a learning objective of the course as well (in her seminar with students, Drell shared some of her own strategies to get through academic texts. One tip: start with the conclusion first).

The Sapolsky paper, which was paired with an excerpt from social psychologist Jonathan Haidt’s book, The Happiness Hypothesis , was the basis for a larger question students were asked to contemplate that week related to the college experience: “Is higher education stressing us out?”

Drell found the Sapolsky paper a useful jumping-off point for inquiry – which was what she asked the class to ponder (the “what experiments do you want to do?” question).

She asked students to consider the question in small groups before reconvening to discuss it as a class. After chatting amongst themselves, students were eager to share how they would go about following up on some of the ideas in the paper.

Students deliberated amongst themselves back and forth, poking holes in arguments, peppering each other with questions, and at times, challenging assumptions – their own and those in the paper.

For example, they discussed how to study human socioeconomic status. A student wondered how to measure rank in the human world where one’s position in society is not always about economics, but also about reputation and respect.

The students also talked about ways to measure stress – a topic covered in the scientific paper – in people. One student pointed out that stress is a very personal, subjective experience; people handle it very differently.

In response, another student suggested looking at the hormones associated with stress. Yet, another added that those could also be compared against dopamine or serotonin, the hormones associated with happiness. He said people are used to certain amounts and therefore, changes to those levels could be evaluated. “That’s the delta and the derivatives there,” said Drell, giving names to the methodological approach the student suggested.

Throughout their lively discussion, which lasted about twenty minutes, students raised a range of other issues as well, from the effects of addiction to poverty. They also brought up other readings and research they had encountered, from classes and elsewhere.

The class appeared to be at ease with Drell, who has served as Stanford’s provost since 2017. Any nervousness they may have initially felt about being open and candid in front of the accomplished institutional leader seemed to have dissipated. Students frequently attended her dedicated office hours to talk about the course, but also life more broadly.

Critical thinking as a process and practice

What students were doing throughout their conversations was an example of critical thinking, Drell explained at the end of the class.

Winterer, the course co-instructor, further clarified to students what the word “critical” in critical thinking means. It is not to be confused with the other meaning associated with the word – expressing dislike or disapproval – but rather, the process of objectively analyzing and evaluating an issue in order to form a judgment.

“What we mean by critical is first identifying what someone is trying to say and what evidence they are using to defend their position,” said Winterer, chair of the History Department and the William Robertson Coe Professor of History and American Studies in H&S.

It’s also about evaluating evidence being put forward. “Unlike a knee-jerk response, it’s a process of inquiry and a process of encounter with other critical minds,” she added. “That’s really what we’re trying to teach you in four years at the university – that learning is a process of inquiry, and it’s a process that can be learned.”

COLLEGE courses are taught by COLLEGE teaching fellows , who specialize in teaching in the interdisciplinary first-year requirement program. This fall, the fellows were joined by 11 faculty members, including Drell and Winterer, along with several lecturers from across the university. Assisting Drell and Winterer in the course is Theresa Iker , a PhD candidate in United States history.

Teaching with such accomplished faculty colleagues has brought her incredible joy, Drell said.

She spoke highly of the COLLEGE program from the perspective of an instructor during a faculty senate meeting last November. “It has been a fantastic experience. I have not had this much fun academically, probably it’s fair to say in decades,” she said. “I have learned so much. The students are fabulous. It has helped me realize that the narratives around what undergraduates may be like and their reluctance to have serious conversations or address challenging topics in the classroom couldn’t be farther from reality, for at least some courses.”

Students have already been asking about how to have the same kinds of deep conversations they have in class outside of it. The expanding COLLEGE Faculty Fellow Program will help foster deeper engagement with course materials beyond the classroom and within residences. In the meantime, Drell encouraged students to not just have opinions but to keep asking each other questions.

She encouraged students to challenge assumptions – both their own and that of others. “You’ve got to watch out for common sense,” she reminded the class.

Finally, Drell encouraged her students to always remain open to new ideas. “You can never know enough information. You can always learn from somebody else. Just taking those techniques, being a little conscious and thoughtful about it, is one of the goals of this course.”

Drell is also the James and Anna Marie Spilker Professor and professor in the School of Engineering, professor of materials science and engineering, and of physics.

This story is part of an ongoing, in-depth series by Stanford Report exploring the COLLEGE program .

Stanford faculty are invited to teach in COLLEGE and can find out more about it on the COLLEGE website here .

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Congrats to our 2024 Social Work Grads!

The mission of the School of Social Work is to provide professional social work education that inspires critical thinking and lifelong learning to students who will serve in diverse social work practice areas and roles, engage in collaborative research to contribute to the well-being of populations that are vulnerable and oppressed and advance social work knowledge, and strengthen our communities through meaningful partnerships. 

While we commend and celebrate all CHHS graduates, the following highlights our graduates and awardees at the BASW and MSW level. To view the full graduate list, please see the 2024 CHHS Commencement Program.  

School of Social Work Student Spotlight

Angela Dominguez is a person of many hobbies, interests and completely immersed herself in campus life during her time here at CSULB. She studied abroad through the School of Social Work program. She has been to Germany, London and Paris, and has many other travel sights set on her list. She is an avid concert goer, FUNKO Pop collector and loves the shows Friends, Grey’s Anatomy, Once Upon a Time, and Schitt’s Creek, to name a few. She has been a part of the Upward Bound program as an academic advisor and Project OCEAN as a Graduate Peer Educator. Angela has interned at the Orange County Department of Education, Los Angeles Department of Mental Health and Long Beach Child & Adolescent Program, to name a few. 

“I chose a career in human services before I even knew what human services was,” Angela says. “As a child, I enjoyed helping others, including my teachers and my classmates; however, I was a teenager when I decided I wanted to pursue ‘helping professions,’ especially wanting to work with women and children.” 

Angela’s decision to help others was a direct result of experiencing childhood and early-adult trauma herself. 

“I quickly learned there were resources all around me to help me succeed. Without the help of teachers, advisors, school counselors, social workers, victim advocates and many others, I would not be where I am today. My community is responsible for the strength and resilience I have developed over the years. I cannot think of a better way to honor the work of those who came before me than to give back to the communities that raised me.” 

One of the most impactful experiences during Angela’s time at CSULB was studying abroad in Germany. While in Germany, her passions were reinforced of wanting to help the underprivileged and underserved populations of society. 

“I hope to serve my community by continuing to break down the stigma associated with mental health, advocating for women’s rights, and finding creative ways to meet the needs of underserved populations.” 

Angela’s story of resilience and pushing herself through the Master in Social Work program, at a time when she was going through personal trials herself, is nothing short of inspiring. Angela says she found solitude in her CSULB community. 

“I was convinced I did not belong in this program. How was I supposed to help others when I could barely help myself?”

Angela remembers one particular Wednesday evening, when she arrived to class with the intention of telling her professor that she was quitting the program. Usually, Angela would arrive to Professor Colunga’s class with eagerness and engagement in class. 

“On this evening though, my professor could sense I was distraught and took an interest in my wellbeing. I could tell Prof. Colunga genuinely cared, so I told her all that I was going through. This woman was compassionate, empathetic and validating. She reminded me of my ‘why’ – my reason for deciding to pursue a master’s in social work in the first place.”

Adds Angela, “Looking back, I am really glad I chose to continue with the MSW program. I have met so many wonderful people in this program and found lifelong friends!” 

School of Social Work ( BASW ) Outstanding Student Citation Award

Cristina Lopez

Kianna Reynante

Samantha Truax

Cristy Toscano

Ruby Garcia

Jessica Metlak

Savanna Hernandez

Van Kim Ngoc Pham

Angelica Mae Tan Sano

Graduate Dean’s List Awards

Parisa Esfahani

Aracely Guerrero Estrada

Graduate Student Honors

Stephanie Amaya

Liliana Barroso

Ricardo De La Torre

Elizabeth Esquivel

Fatima Garcia

Carolina Hernandez Lopez

Stephanie Lezama

Ricardo Lopez

Maerie Grayce Morales

Koritza Moreno

David Moreno Guardado

Grace Navarrete

Dien Nguyen

Wynn M. Nguyen 

Aarti Patel 

Rachel Margaret Reyes

Bryan Sanchez

Hannah Sjogren 

Adriana White

School of Social Work Outstanding Thesis

Outstanding Thesis – Project

Aarti Patel  

Thesis Title : Mental Health Awareness, Support, and Linkage Assistance (MASALA): A Grant Project  

Advisor – Dr. Molly Ranney 

Outstanding Thesis 

Elizabeth Esquivel 

Thesis Title: Bereavement Needs of Incarcerated Adults: A Qualitative Study

Outstanding Applied Social Work Projects

Project Title -- Empowerment Pathways: Navigating Success for Formerly Incarcerated Students at CSULB 

( Instructor : Dr. Joanna Barreras)

Rocio Becerra 

Jessica Clinard-Allman

Jessica Keys

Brent Mayhew

Wynn  Nguyen

Project Title -- Increasing Positive Youth Engagement in George Washington Middle School

( Instructor : Dr. Jose Hurtado Reyes)

Adriana Avalos 

Yessica  Campos 

Janet  Ceja-Garcia

Jessica Chamorro

Angela Dominguez

Project Title -- The Student Link: Fostering Campus Connection

Skarlet  Castro

Phoebe  Hanna

Channell Holloway-Martin

Judith Ibarra

Kala James 

Dominique Jefferson

Brittany  Williams

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Critical Thinking for College Students Paperback – January 1, 2010

• Language English
• Publisher Accès/Cible
• Publication date January 1, 2010
• ISBN-10 0973899727
• ISBN-13 978-0973899726
• See all details

Product details

• Publisher ‏ : ‎ Accès/Cible (January 1, 2010)
• Language ‏ : ‎ English
• ISBN-10 ‏ : ‎ 0973899727
• ISBN-13 ‏ : ‎ 978-0973899726
• Item Weight ‏ : ‎ 5.6 ounces
• Best Sellers Rank: #9,017,072 in Books ( See Top 100 in Books )

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