Complexity of Teaching Critical Thinking

At its core, critical thinking is the ability to analyse situations objectively, evaluate different perspectives, and make reasoned judgements that inform action. It encompasses skills such as analysis, interpretation, evaluation, inference, explanation and self-regulation. However, its manifestation amongst young people is far more nuanced than many adults recognise.

It's crucial to note that until we step into the shoes of the young people we claim lack critical thinking, we become part of the problem rather than the solution. Our assumptions about what constitutes 'good' critical thinking often stem from our own privileged positions and experiences. True understanding requires empathy, genuine curiosity about young people's realities, and the humility to acknowledge that our blueprint for critical thinking might not align with their lived experiences.

The narrative surrounding young people's critical thinking abilities frequently overlooks a fundamental truth: context is paramount. Just as we once erroneously labelled youth as lacking 'grit' without considering their lived experiences, we risk making similar oversimplifications about their analytical capabilities. Consider a student from a challenging postcode who successfully navigates different routes to reach school safely each day.

They're employing sophisticated risk assessment, spatial awareness and decision-making skills - all fundamental components of critical thinking. Back in my day we call that being street wise and having an understanding of how the streets work. These young people haven't failed to develop analytical abilities; they've honed them in contexts that many adults may overlooked.

Before we can effectively support young people's critical thinking development, we must meet them where they are at and first understand their current understanding of what critical thinking means, how they already apply analytical skills in their daily lives, the barriers they face in transferring these skills to academic contexts.

Perhaps the most intriguing paradox emerges in the digital space. The same young person who demonstrates remarkable strategic thinking in video games or their hobby of interest - analysing opponent patterns, adapting strategies in real-time and coordinating complex team manoeuvres - might scroll through social media accepting information at face value. This isn't necessarily a failure of critical thinking capability; rather, it reflects how context shapes its application.

"The central challenge lies not in teaching critical thinking from scratch but in helping young people transfer these skills across domains."