What is critical thinking?

Guest contributor Stephanie Simoes is the founder of Critikid.com, a website dedicated to teaching critical thinking to kids and teens through interactive courses, worksheets, and lesson plans.

“Critical thinking” is a trendy term these days, especially in the education world. Alternative schools in Austin commonly advertise that they encourage kids to think critically. Conversations about critical thinking are often accompanied by some version of the Margaret Mead quote, “Children must be taught how to think, not what to think.” But such discussions often neglect a crucial question: “What does it mean to teach children how to think?” Critical thinking is an abstract term. Are we all on the same page when talking about it?

As the founder of a critical thinking site for kids, this question is important to my work. We all get what “thinking” is, so the real question is—what makes it “critical”? I like to use a simple definition: critical thinking is careful thinking. It requires slowing down and questioning our assumptions.

Fast and Slow Thinking

Our brains are hardwired to respond to stimuli quickly, a crucial advantage in emergencies. When faced with a potential threat, immediate reaction is essential—there’s no time for deliberation. While this quick thinking might make us mistakenly perceive a harmless situation as dangerous, it’s a safer bet to err on the side of caution in high-stakes moments. It’s a matter of survival: better to assume danger where there is none than to overlook a real threat.

While fast thinking[1] is a valuable skill, it is prone to errors.

Here’s an example. Try to answer this question in less than 5 seconds:

If 1 widget machine can produce a total of 1 widget in 1 minute, how many minutes would it take 100 widget machines to produce 100 widgets?

After you’ve given your quick, intuitive answer, take as much time as you need to think about it.

Many people’s initial, intuitive response is 100 minutes. However, with more careful thought, we see that the correct answer is 1 minute. (The production rate per machine is 1 widget per minute. The rate doesn’t change with the number of machines.)

The key takeaway of this puzzle is that careful, deliberate thinking is often more accurate than quick thinking.

Applying slow, careful thinking to every daily decision would be impractical. Imagine how long you would spend at the grocery store if you conducted a deep analysis of every single choice! In many cases, our intuitive, fast thinking serves us well. However, problems can arise when we cling to the conclusions drawn by our fast thinking—especially in situations where accuracy matters.

In the widget machine problem, it’s relatively straightforward to recognize and correct our intuitive response with a bit of careful thought. However, letting go of our intuitive conclusions is not always this easy.

Humility and Critical Thinking

We might cling to our intuitive answers, even when faced with clear evidence or reasoning that challenges them, for several reasons.

First, it can be hard to change our minds when the intuitive answer feels very obvious or the correct answer is very counterintuitive. A famous example is the Monty Hall Problem. The correct answer to this puzzle is so counterintuitive that when Marilyn Vos Savant published the solution in Parade Magazine in 1990, the magazine received around 10,000 letters (many from highly educated people) saying she was incorrect!

It can also be challenging to let go of wrong answers when we have invested in them, such as by spending time and energy defending them. Sometimes, it’s simply a matter of not wanting to admit we were wrong.

Critical thinking requires more than just slow, deliberate thought. It also demands an open mind, humility, and an awareness of our minds’ flaws and limitations.

Building Blocks of Critical Thinking

Paired with slow, deliberate thought and humility, the following tools help us to be better critical thinkers so we can communicate more clearly—even when communicating with ourselves:

1. An understanding of cognitive biases: These are systematic errors in our thinking that can lead us astray. There are many online resources that explore these biases in detail.

2. An understanding of logical fallacies: These are flawed arguments. Logical fallacies can be used deliberately to “win” a debate, but they’re often made accidentally. Recognizing logical fallacies helps us to keep conversations on track. You can learn about some common logical fallacies in my Logical Fallacy Handbook or teach your kids about them with my online course, Fallacy Detectors.

3. Science literacy: We were taught many facts in science class, but many of us never really learned what science is and how it works. This is the foundation of science literacy. For an introduction to this, I recommend biology professor Melanie Trecek-King’s outstanding article “Science: what it is, how it works, and why it matters.” Another important part of science literacy is knowing How to Spot Pseudoscience.

4. Data literacy: Data literacy is the ability to properly interpret data to draw meaningful conclusions from it (and to know when drawing certain conclusions is premature). It means understanding how data is collected, identifying potential biases in data sets, and understanding statistics. Data literacy helps us make sense of the vast amount of information we encounter daily. You can introduce your teens to some common errors in data collection and analysis in Critikid’s course A Statistical Odyssey—a course that adults have enjoyed and learned from, too!

Preparing Kids for the Misinformation Age

A quick scroll through social media reveals a minefield of bad arguments and misinformation. You have probably come across logical fallacies like these:

“You either support A or B.” (False dilemma)
“Buy our product—it’s all natural!” (Appeal to nature)

The lack of science literacy among influential voices is also concerning. I can’t count how many times I have seen or heard the phrase,

“Evolution is just a theory.”

This phrase confounds the scientific and colloquial definitions of theory. If unintentional, it demonstrates a lack of science literacy; if intentional, this is a logical fallacy known as “equivocation,” in which a word is used in an ambiguous way to confuse or mislead the listener.

The need for data literacy is also apparent. You may have heard arguments like:

“Illness X has increased since Y was introduced, so Y must be the cause.” (Mistaking correlation for causation)
“There are fewer cases of food poisoning among people who drink raw milk than those who drink pasteurized milk.” (Base rate neglect)

We have an incredible amount of data at our fingertips, but without data literacy, we don’t have the proper tools to make sense of it all.

Critical thinking shouldn’t be taught as an afterthought; it needs dedicated, explicit instruction. Children face a battlefield of misinformation and faulty logic every time they go online. Critical thinking is their armor. Let’s help them forge it.

Stephanie Simoes | Critikid.com

[1] Nobel-prize-winning psychologist Daniel Kahneman calls fast thinking “system 1 thinking” in his book Thinking, Fast and Slow. I highly recommend this book to anyone who finds the content of this blog post interesting.

The adult in the room

Dr. Erin Flynn, today’s guest contributor, founded and directs The Hedge School Cooperative, a small, inclusive high school in Dripping Springs. This piece is adapted from the school’s blog and addresses a simple topic that is often overlooked in discussions about education: the importance of kindness.

I was recently talking with a friend [read: ranting]. Earlier in the week, I had been called "too kind/nice/sensitive" for the billionth time. My friend asked me why it bothered me so much, and this is what I parceled out: I grew up with the label, and it followed me into teaching and later as a principal. It is never said as a compliment; it is often said as an admonishment. It is seen as weak and ineffectual, as though a kind/sensitive person cannot possibly do a good job.

What is even more troubling about this, to me, is the idea that a person being kind to students, especially middle school / high school aged students, prevents them from being effective teachers or leaders. Why wouldn't someone want to be kind and sensitive when working in a position of responsibility for students?!

Let me be clear, I am not talking about being a "pal" to students. I set and keep boundaries. And I do this while prioritizing how the minor in this situation is feeling. I am the adult in the room. What does this mean? I believe it looks like the following:

• I set the tone for the classroom, whether consciously or not, so I need to be conscious of what I am feeling and spreading.

• I acknowledge when I have been wrong and/or hurtful.

• I apologize.

• I try not to take things personally.

• When I fail at this, I do the following: take a break if needed; take the student aside to have a private conversation; acknowledge the harm caused by the comment/action (not the person); ask if they are doing okay and if I can help in any way; and always listen, listen, listen.

• I do not hold grudges.

These are not revolutionary tactics; I learned them from other adults in my life. These adults were compassionate, kind, and kept boundaries with me. Being the adult in the room is possible both to practice and to do consistently. (Even when you're not in a room.)

Dr. Erin Flynn | The Hedge School Cooperative

Searching for the “right” school

Alt Ed Austin welcomes Laura Delgado to the blog today to share with our readers some of her wisdom about choosing schools, preschools, and early childhood programs—and to invite you all to the 2nd Annual Small Schools of South Austin Tour!

Laura is a certified Montessori guide with more than 20 years of experience working with children and families. She owns The Montessori Tree, which provides support and education for both parents and children, guided by the Montessori philosophy of respect. She also runs a beautiful home-based, largely outdoor toddler program called The Nest.

Nine years ago, I sat in a circle of expectant mothers. My belly had grown along with my awareness of the uncertainties that lay ahead, but I was certain of one thing at least.

I wanted my little one to start school early, and I already had a school picked out. Silly, right? After all, there are so many other things to think about when you’re expecting, and school? Well, it’s not usually at the top of the list of considerations for first-time parents.

Still, I found myself encouraging the other mothers to start looking at schools. I know it seems far away, I implored, but think about getting a feel for your options, time is going to fly by!

Little did I know how quickly it would fly by! It doesn’t seem that long ago that I was sitting in that circle and, yet, just the other day, my partner and I were talking about middle school options for our daughter! How is that even possible?!

All that being said, I know how overwhelming the school search process can be for first-time parents. Where to begin? When to begin? The only reason I spoke up that day was because I was working in admissions in a large school at the time, and I spoke with so many families who confessed, I wish someone had explained this process to us when we were expecting!

If you’re reading this, and you’re just getting started on your search, regardless of your child’s age, take heart. There are an increasing number of early childhood options available to families in Austin, especially since the onset of the pandemic, which fueled the opening of a great number of “micro-schools.” In addition, there are great resources, like Alt Ed Austin, who will support you in finding the “right” school for your child and your family.

On that note, I’ve had many families ask, Where should we go? What’s the “right” choice? Ultimately, I think that answer is different for every family, every child even. What works for some families may not work for others, what works for one child in your family, may not work for another.

While the school search can truly be a soul-searching process, I always encourage families to begin by considering logistics. How far are we willing to drive? What’s in our budget? Are we needing full or part-time care? Do we need year-round care or can we get by with less?

Once you narrow down your options, you can start considering other factors. Are we looking for a specific philosophy or open to exploring something new? Is class size important to us? Are we looking for specific elements, such as extracurricular offerings? How involved do we want to be?

Ultimately, I encourage parents to visit the school and “get a feel” for the space. The reason is that I’ve had families tell me time and again, We finally found a school, and we knew it was the right one because it just ‘felt right.’ 

I truly believe this is the number-one indicator of "goodness-of-fit." After visiting a school, I encourage you to ask . . . How did I feel when I walked into the space? Was I able to imagine my child learning and growing there? 

In exploring the questions above, you will get closer to finding the right program for your child, or better yet, a handful that feel promising! Following is simply a process of educating yourself about the admissions process at your schools of choice. 

Still, I know that finding time to do all of the above can feel a little intimidating. For this reason, I nurtured a seed of inspiration that sought to answer the question, How can we, as educators and school owners, make this process a little easier for families? 

The answer came in the form of a “tour,” inspired, funnily enough, by the East Austin Studio Tour. Wouldn’t it be great, I thought, if families could spend one morning visiting a handful of schools without having to take time out of their work week? Instead of touring studios, they could tour schools!

This year, I’m thrilled to be collaborating with thirteen other schools to host our 2nd Annual Small Schools of South Austin Tour on Saturday, October 21st from 9am to noon. It’s a celebration, of sorts, of the diverse program offerings available to families in south Austin!

Parents, if you’re just starting your search or still looking for the right fit, I highly encourage you to take advantage of this FREE event. Children are welcome, and there’s no need to RSVP. 

For more information and a full listing of schools, you can follow @themontessoritree or find the event on Facebook. We look forward to seeing you there!

 
Laura Delgado | The Nest at The Montessori Tree

Paper, please

Guest contributor Ken Hawthorn is back with a great art + geometry activity you can try with your family. Ken is the founder of Austin School for the Driven, a unique environment of experiential learning, the hacker mindset, and outdoor education, all curated by community. He is the author of Super Arduino and consults with both Austin Community College and the University of Texas at Austin on makerspace education and design.

Paper is a structural material that forms the basis for so many wonderful math, science, and art projects at school and at home. From slide rules to “sharks with frickin laser beams,” paper is an amazing place to start!

Today I want to share some recent explorations of pop-up card geometry and even provide you, dear reader, with the actual files we used in class at Driven so you can make the same project at home with a Cricut, scissors, or an X-ACTO knife.

The below picture is a prototype pop-up card design students constructed in the third week of school at Driven. The genesis of the idea was a collaboration between Adam Soto, a literacy teacher at Griffin School, and me, Ken Hawthorn. Adam works with his students to individually go through the process of writing their own novel. Adam and I were looking for meaningful project-based intersections that combined the makerspace and the novel-writing project.

We realized that cards people give each other are really about the story of two people and the relationship between them. A spouse purchases a card that has symbols and words that proclaim appreciation and love for a partner, mom might get a handmade card from a child with a drawing of the whole family, or a co-worker might select a card that expresses how good the recipient is at being an inclusive member of the team. Whatever the occasion, the well-chosen card will usually express not just a particular sentiment, but also images and words that reflect a relationship and shared experiences between two people. When a third party reads a card, originally given from one person to another, they can infer a lot about the story of that relationship based on the design of the card and the words used.

With this in mind, why not have students make cards that are not from one person to another, but that encapsulate the important parts of the novel they are reading or writing? In this case, students at Driven wanted to look at a fairytale castle. Below are the steps they took to create a pop-up castle card.

 
Here is a link to the svg file you can use for your own geometric explorations.

Ken Hawthorn | Austin School for the Driven