3. Consider the Ethical Obligations and Responsibilities of Critical Thinkers
Educators and parents should also emphasize how critical thinking skills can help young people engage in public discourse and reason in good faith. At a time when the internet is flooded with biased content and fake news, critical thinking skills are essential in helping us determine what to believe—a judgment based not only on facts but also on ethical principles and what we believe to be right and wrong.
Critical thinking enables us to make responsible decisions about the information we post online. When we comment on a hot-button issue, are we keeping our biases in check? Are any persuasive tactics coming from an honest and sincere place? With critical thinking, we can recognize when people, including ourselves, are not reasoning in good faith.
4. Make critical thinking fun
Finally, the key to engaging young people and students in any endeavor is to make it fun and appealing. While critical thinking is a systematic process, it also invites creativity and curiosity. Whether students are writing an essay, composing a piece of music, inventing a new piece of machinery, or designing a website, they need to know how to balance technical skill with imaginative thought.
Encourage students to test out their knowledge in real-world situations. Give them opportunities to interact with people who do not necessarily share their backgrounds or viewpoints. And teach them to always dig deeper and search for answers beneath the surface. The result will be a more well-rounded generation of critical thinkers who can confidently navigate the digital space and differentiate between what is real and fake.
It is important for educators and parents to understand how their children are developing and using these important skills. Conversations around what is happening in the home, the classroom, and the community provide opportunities to hear how young people are putting these skills to work and how well they understand why critical thinking is so important.
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