AI for Critical Thinking

AI for Critical Thinking

Nik Peachey - Pedagogical Director - PeacheyPublications

Nik Peachey - Pedagogical Director - PeacheyPublications

This Session

• Definition of critical thinking
• Why we should be teaching critical thinking
• Things teachers say about AI and critical thinking
• 5 Techniques for using AI to develop critical thinking
• Tools & courses
• Keep up-to-date
• Key learning points
• Q&A

What words do you associate with AI?

01

What is critical thinking and why teach it?

'Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications

- Wikipedia

Why teach critical thinking?

• Encourages independent learning and decision-making.
• Helps students analyse information rather than just memorise it.
• Builds problem-solving and reasoning skills.
• Prepares students to navigate misinformation and biased sources.
• Strengthens communication by supporting clear, logical arguments.

• Equips learners with lifelong skills for personal and professional growth.

02

Is AI Damaging Critical Thinking Skills?

AI sometimes gives wrong or biased information, but students may not check.

AI can give ready-made answers, discouraging analysis and problem-solving.

What Teachers Say

Students might over-rely on AI instead of thinking for themselves

It could reduce creativity if students only use AI for ideas.

Learners may copy AI output rather than evaluate or question it.

Students won’t develop resilience in tackling difficult tasks.

03

AI for Critical Thinking

Critical Thinking Syllabus

Act as an expert on critical thinking. Help me design a critical thinking syllabus that is appropriate for my students. I have a [Number of hours] hours each week to work with them on critical thinking. I will deliver the syllabus over the course of [Number of weeks] weeks. Rules: Please focus on the things that will have most impact on my students' abilities. My students are [Describe the students]. Optional: Their level of English is [Level] of the Common European Framework Reference.

Developing Logical Arguments

Act as an expert in teaching critical thinking. Help me develop my arguing skills. I am [Description of students age and level etc]. Do this by providing the first part of an argument and then asking me to complete or support the argument. Wait for me to complete the argument and then provide the first part of another argument. Rules: We will continue like this until I type "END". You will then give me feedback on how well I completed the arguments. If you understand start by providing the first part of the argument for me to complete.

Identifying Bias

Act as a critical thinking expert. Read through this news article and identify any areas where the writer may be showing bias. Rules: Describe the areas of bias in a suitable way for [Describe students].

A Mock Viva Voce

Act as a critical friend/My dissertation supervisor.Read through my work and challenge me to justify any assertion or assumptions that it includes.Do this in a step by step process, starting with your first question. Wait for my answer before asking you next question.

Developing Socratic Questioning Techniques

I want to practice socratic questioning as a way to challenge and help people understand the fallacies in their logic. Act as a conspiracy theorist. Suggest something that is untrue and based on flawed logic. I will ask you questions to try to help you uncover the errors in your thinking. We will take turns to interact about this topic. We will finish when I type "END". You will then give me feedback on my socratic questioning techniques. If you understand start by give your flawed opinion.

Developing critical thinking skills

• Referencing Sources
• A Mock Viva Voce
• A Socratic Approach to Reading Research
• Identifying Bias in News
• News Assumptions
• Techniques for Information Checking
• Internet Scams & Critical Thinking
• Exploiting Conspiracy Theories
• Debating Conspiracy Theories
• A Critical Friend
• Role Play Simulations
• Solving Theoretical Problems
• Brainstorming Feedback

• Varying Approaches to Developing Critical Thinking
• Designing Tasks Based on Bloom's Taxonomy
• Designing a Critical Thinking Syllabus
• Designing Reflection Tasks
• Creating Logical Arguments
• Developing Arguments
• Designing a Rebuttal
• Creating Critical Thinking Dialogues
• Types of Fallacies
• Teaching Tasks for Fallacies
• Creating a Fallacy Quiz

04

Resources

Tools + Courses

Keep Up-to-Date

Key learning points

1. What are your key learning points from this session?
2. What would you still like to know more about?

Any questions?

Thank you for listening

Socratic questioning technique:

• A teaching method based on asking guided, open-ended questions.
• Encourages students to think deeply and reflect, rather than just recall facts.
• Helps learners examine assumptions, evidence, and reasoning.
• Promotes dialogue where the teacher guides but doesn’t give direct answers.
• Builds critical thinking by challenging ideas and exploring alternatives.

Two contrasting articles

Article 1: https://www.vox.com/the-logoff-newsletter-trump/416555/trump-epa-climate-environmental-regulation-coal-gas

Article 2: https://freebeacon.com/energy/trump-epa-rescinds-biden-era-rules-that-would-have-forced-power-plants-to-shutter/