A Conversation About Critical Thinking and Reasoning
Recently, I was speaking with a lady at a convenience store who had asked me about critical thinking and reasoning after we began discussing some of the books and educational materials I have been developing.
As our conversation continued, she asked whether I truly believed these skills were important for students as young as those in middle school.
I smiled and asked her if she was familiar with the television character Sheldon. She laughed and said that she was.
“Well,” I replied, “then I should probably give you a friendly warning. Critical thinking and reasoning can have some interesting side effects.”
The first is that students often become more confident in their ability to think through problems on their own. They learn to ask better questions, examine evidence more carefully, and follow ideas wherever they may lead. Over time, this can make them far more effective learners.
Another side effect is that many students become increasingly curious. Once they discover how to investigate a question, one question often leads to another. They may begin researching a topic simply because they find it interesting, and before long they are exploring subjects well beyond what is required in a classroom.
It is not unusual to see a young student become fascinated with topics such as astronomy, physics, history, philosophy, technology, or other areas of study. A student might begin by asking a simple question about atoms and eventually find themselves reading about scientific theories, the structure of matter, or other advanced concepts. What starts as curiosity can gradually develop into a genuine passion for learning.
Many children are naturally inquisitive, but they do not always have opportunities to fully exercise that curiosity. When they are encouraged to think critically and reason carefully, they often discover that learning itself can be enjoyable. For some students, it even becomes a hobby.
When that happens—when a child begins seeking knowledge not because they have to, but because they want to—I consider that a remarkable success. The goal is not necessarily to create future scientists or scholars, although some students may follow those paths. Rather, the goal is to help young people become lifelong learners who remain curious about the world around them.
In my experience, when students develop strong critical thinking and reasoning skills, they often gain something even more valuable than information: they gain a lasting desire to understand.
I have also observed another interesting pattern over the years. Many young people naturally enjoy video games and other forms of entertainment, often as a way to relax after completing schoolwork.
In some cases, however, students become disengaged from learning because much of their educational experience centers on memorizing facts, dates, formulas, and other information, with few opportunities to ask questions or explore ideas that genuinely interest them.
As a result, free time can become an escape from education rather than an extension of it. When students begin developing critical thinking and reasoning skills, something different often happens.
As they learn to question assumptions, investigate ideas, and pursue answers to their own questions, learning becomes more personal and meaningful. Many parents report that their children begin spending less time trying to escape educational activities and more time voluntarily exploring subjects that capture their curiosity. Education is no longer something being imposed upon them; it becomes something they actively choose to pursue on their own terms.
L.R. Caldwell