The basis of critical thinking is the question, "Why?" According to developmental psychologist Jean Piaget, students in middle school are just entering the stage of life where they can think abstractly, but they have already learned logic from a concrete standpoint. Activities at this time should focus on opinions closely related to something they have interacted with. For example, in the story of "The Tortoise and the Hare," asking a question such as "Whom did you cheer for? Why did you cheer for him?" would have the students give their opinion on their own feelings. This use of the secondary "Why?" question can be used in many different subjects.
Students are given information to learn at school; however, they find information on their own based on their interests. Having students create current events journals allows them the opportunity to choose their own topics while building formal logic skills. Students should be asked to summarize the article and also to give their opinions on the topic being discussed. Encourage them to disagree with the author if they believe that the article was unfair. Place emphasis on students properly backing their opinions with an organized argument.
Critical thinking includes the ability to evaluate information that is offered as truth. These skills can be built through the use of comparison activities. To take the current events journals to the next level, have students find articles on the same topic that disagree. Students should compare each author's perspective in chart form. After the comparison is complete, students should explain which author they feel was correct and give their reasons for agreeing. Encourage them to choose points from each author and explain their opinions compared to each author's.
Debating is the oral sharing of formal logic. Debating is a key activity for students in high school, as it allows them to practice discussing and listening to both sides of an argument. It also encourages them not only to be critical and deconstruct ideas, but also to suggest solutions to problems. Topics for debates can range from traditional philosophical questions to current events. Take this opportunity to choose groups, rather than having students debate only what they believe in. Having students debate positions that they do not agree with teaches argumentation skills without emotionally entering the argument. Closely monitor these debates and give each student the opportunity to share points and give rebuttals to counterpoints offered.