Abstract

This short essay explores a series of conceptual misconceptions surrounding critical thinking, a widely endorsed yet poorly understood concept in educational discourse. Despite its central importance, critical thinking often lacks a clear theoretical foundation, resulting in a series of diverse and sometimes contradictory interpretations. This article aims to spell out what critical thinking is not, drawing tentative boundaries that demarcate it from related concepts. Key distinctions are drawn to distinguish critical thinking from radical scepticism, arbitrary thinking, purposeless thinking, unintentional thinking, and logicality. Ultimately the article argues for a richer conceptual understanding of critical thinking—not simply as a static skill but as a dynamic, context-sensitive approach to stress-testing the support of reasons supporting all claims to knowledge.