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Critical Thinking Research



Below are studies conducted on the Paul-Elder Framework for Critical Thinking. Some were conducted and authored by the Center for Critical Thinking and Moral Critique (AKA the Center for Critical Thinking), others by third-party researchers.
Center for Critical Thinking - Sonoma State University

The Center for Critical Thinking and the Foundation for Critical Thinking — two sister educational non-profit organizations —conduct advanced research and disseminate information on critical thinking.

Together, these institutions sponsor the Annual International Conference on Critical Thinking (founded in 1981). The Center for Critical Thinking has worked with the College Board, the National Education Association, and the U.S. Department of Education to advance critical thinking. The Foundation for Critical Thinking works with colleges, universities, school districts, government departments, businesses, the military, and other organizations to facilitate the implementation of critical thinking instruction and practice focused on intellectual standards and the development of intellectual virtues.

Research in critical thinking demonstrates:

1. that, for the most part,  critical thinking is still not being effectively taught at the high school, college and university levels, and yet

2. it is possible to do so.

To assess students' understanding of critical thinking, we recommend use of the International Critical Thinking Essay Test as well as the Critical Thinking Interview Profile for College Students . To assess faculty understanding of critical thinking and its importance to instruction, we recommend the Critical Thinking Interview Profile For Teachers and Faculty.

 


RESEARCH TITLES:

 

Validity and Reliability Testing of the International Critical Thinking Essay Test Form A (ICTET-A)

by Helena Hollis, Marina Rachitskiy, Leslie van der leer, & Linda Elder

  Connected by Data, University of Roehampton, Utrecht University, & the Foundation for Critical Thinking - February 2024

Published in Inquiry: Critical Thinking Across the Disciplines
View the Study

 

Thinking More Wisely: Using the Socratic Method to Develop Critical Thinking Skills Amongst Healthcare Students

by Yueh-Ren Ho, Bao-Yu Chen, & Chien-Ming Li

  College of Medicine at National Cheng Kung University -  Tainan City, Taiwan - March 2023
View the Report

 

Principals' Definition and Identification of Critical Thinking in Teacher Practices

by Carmen Polka

  University of Northern Colorado -  Greeley, CO - 2022
View Dissertation

 

 

Investigating Critical Thinking Across the Curriculum: A Portfolio for Educational Improvement

 
by Rush Cosgrove

Dissertation submitted to the University of Cambridge in Cambridge, England in fulfillment of the degree of Doctor of Philosophy

 

View Full Dissertation (Adobe Acrobat PDF)

Logic as Theory of Validation: An Essay in Philosophical Logic

 
by Dr. Richard Paul

Dissertation submitted to the University of California at Santa Barbara in partial fulfillment for the degree of Ph.D. in Philosophy
 

View Abstract - View Full Dissertation (Adobe Acrobat PDF)

 

Critical Thinking in the Oxford Tutorial: A Call for an Explicit and Systematic Approach
 
by Rush Cosgrove
A research study focused on the extent to which the Oxford Tutorial promotes critical thinking

Critical Thinking Instruction in Selected Greater Los Angeles Area High Schools
 
by Paul Everett Thomas
A dissertation Submitted to the School of Education and Behavioral Studies in partial fulfillment of the requirements
for the degree Doctor of Education (May, 1999)
 

View Abstract - View Full Dissertation (Adobe Acrobat PDF)

 

Effect of a Model for Critical Thinking on Student Achievement in Primary Source Document Analysis

and Interpretation, Argumentative Reasoning, Critical Thinking Dispositions and History Content
in a Community College History Course

Abstract of the Study, conducted by Jenny Reed, in partial fulfillment for her dissertation (October 26, 1998)

View Abstract  -  View Full Dissertation (Adobe Acrobat PDF)


The Effect of Richard Paul's Universal Elements and Standards of Reasoning on Twelfth Grade Composition

A Research Proposal Presented to the Faculty Of the School
of Education Alliant International University In Partial Fulfillment of the Requirements for the
Degree of Master of Arts in Education: Teaching

Study conducted by J. Stephen Scanlan, San Diego (2006)

View Abstract  -   View Full Dissertation (Adobe Acrobat PDF)

 

Study of 38 Public Universities and 28 Private Universities

To Determine Faculty Emphasis on Critical Thinking In Instruction

Principal Researchers: Dr. Richard Paul, Dr. Linda Elder, and Dr. Ted Bartell

View Abstract   -   View the full study

 

Substantive Critical Thinking as Developed by the Foundation for Critical Thinking Proves Effective in Raising SAT and ACT Test Scores at West Side High School:  Staff Development Program Utilizes Critical Thinking Instruction to Improve Student Performance on ACT and SAT Tests, and in Critical Reading, Writing and Math


Dr. John Crook, West Side High School Principal

View the Report

 

Teaching Critical Thinking Skills to Fourth Grade Students Identified as Gifted and Talented


by Debra Connerly

Graceland University - Cedar Rapids, Iowa - December 2006

View the Report

 

The Loss of the Space Shuttle Columbia: Portaging Leadership Lessons with a Critical Thinking Model

by Rob Niewoehner, Ph.D. U.S. Navy

  U.S. Naval Academy -  Annapolis, MD - March 2009
View the Report

 

Law School Academic Support Professionals' Perceptions about Development of Students' Critical THinking

by Brett A. Brosseit, Ph.D.

  Ave Maria School of Law - Naples, FL - 2015
View the Dissertation

 

The Loss of the Space Shuttle Columbia: Portaging Leadership Lessons with a Critical Thinking Model

by Rob Niewoehner, Ph.D. U.S. Navy

  U.S. Naval Academy -  Annapolis, MD - March 2009
View the Report

 

 


 

For some sense of the breadth of research on critical thinking, see our regularly updating annotated compendium of published research citing our approach to critical thinking. 

Special thank-you to Paula Frasier for her research on this project and for her meticulousness in compiling this data base (March 12, 2013)..

 














Please do not pass this message by.

CRITICAL THINKING IS AT RISK.

Here are some of the big reasons why:

  1. Many people believe that critical thinking should be free and that scholars qualified to teach critical thinking should do so for free. Accordingly, they do not think they should have to pay for critical thinking textbooks, courses, or other resources when there is "so much free material online" - despite how erroneous that material may be.
  2. There are many misguided academicians, and some outright charlatans, pushing forth and capitalizing on a pseudo-, partial, or otherwise impoverished concept of critical thinking.
  3. Little to no funding is designated for critical thinking professional development in schools, colleges, or universities, despite the lip service widely given to critical thinking (as is frequently found in mission statements).
  4. Most people, including faculty, think they already know what critical thinking is, despite how few have studied it to any significant degree, and despite how few can articulate a coherent, accurate, and sufficiently deep explanation of it.
  5. People rarely exhibit the necessary level of discipline to study and use critical thinking for reaching higher levels of self-actualization. In part, this is due to wasting intellectual and emotional energy on fruitless electronic entertainment designed to be addictive and profitable rather than educational and uplifting.
  6. On the whole, fairminded critical thinking is neither understood, fostered, nor valued in educational institutions or societies.
  7. People are increasingly able to cluster themselves with others of like mind through alluring internet platforms that enable them to validate one another's thinking - even when their reasoning is nonsensical, lopsided, prejudiced, or even dangerous.
  8. Critical thinking does not yet hold an independent place in academia. Instead, "critical thinking" is continually being "defined" and redefined according to any academic area or instructor that, claiming (frequently unsupported) expertise, steps forward to teach it.

As you see, increasingly powerful trends against the teaching, learning, and practice of critical thinking entail extraordinary challenges to our mission. To continue our work, we must now rely upon your financial support. If critical thinking matters to you, please click here to contribute what you can today.

WE NEED YOUR HELP TO CONTINUE OUR WORK.

Thank you for your support of ethical critical thinking.

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