(The forthcoming book: From the Principal’s Desk – A Journey of Lessons)
Dr Arun Prakash
The sun was just rising over Laurels International School. The sprawling campus, buzzing with the energy of students and teachers preparing for another day, had always been my sanctuary for innovation and reflection. I was sitting in my office, sipping my first cup of chai, when Lavanya arrived unannounced, carrying a familiar glint of intellectual curiosity in her eyes.
“Good morning, sir!” she greeted. “I’ve been reading again—this time Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life by Richard Paul and Linda Elder.”
Lavanya was one of the most engaged parents I had ever worked with—a voracious reader and an advocate for her daughter Lavi’s holistic education. She had a knack for bringing fresh ideas to our conversations.
“Ah, Lavanya,” I said, smiling, “always diving into books that challenge the mind. What’s the spark today?”
“Well,” she began, sitting across from me, “they talk about the ‘Elements of Thought.’ It made me realize how often we ask children to memorize but rarely teach them to think critically. We aren’t guiding them to question assumptions, evaluate evidence, or connect ideas logically. How can we change that?”
The Socratic Question: Starting with “Why?”
Before I could respond, Mridula entered with her usual grace. My wife and partner in all things education, she had a deep understanding of children’s minds and a practical approach to teaching.
“Perfect timing,” I said. “Lavanya has raised a point that gets to the heart of our mission. What’s the one skill we can teach children to prepare them for anything?”
“Curiosity,” Mridula replied instantly. “And it starts with asking ‘why.’ When Kuhu was younger, I used to play a game with her. Every time she asked me ‘why,’ I’d respond with another ‘why.’ It annoyed her,” she added with a laugh, “but it forced her to think deeper.”
Lavanya chuckled. “Lavi does the same with me. Yesterday, she asked why the moon follows us while we drive. I turned it back to her—‘Why do you think it happens?’ She thought for a moment and said, ‘Maybe it’s because it’s really far away.’ It was a simple answer, but she figured it out herself.”
“Exactly,” I said. “Asking questions is the foundation of the Socratic Method, used by great educators for centuries. By probing deeper, we help children uncover their assumptions, refine their understanding, and explore multiple perspectives.”
Kuhu’s Science Fair Dilemma
Just then, Kuhu, my daughter, burst into the room, her notebook in hand. “Papa, I need help with the science fair project!” she declared.
“Go on,” I said, inviting her into the conversation.
“My group wants to build a simple solar system model, but I want to create something practical, like a water-reminder device. They think it’s too complicated.”
“What’s stopping them?” Mridula asked.
“They don’t know where to start,” Kuhu replied.
“Well,” I said, “let’s apply Paul and Elder’s framework. What’s the purpose of your project?”
“To solve a real-world problem,” she answered promptly.
“And what information do you already have?” Lavanya added.
“I know dehydration is a common issue, and people often forget to drink water. I want to create a reminder system.”
“Great,” Mridula said. “What assumptions are you and your teammates making?”
“That it’s too hard,” Kuhu admitted.
“There you go,” I said. “If you break it down into smaller tasks—like what materials you need and how to test the idea—you might convince them to try.”
This discussion was an example of how critical thinking could be woven into everyday situations. By guiding Kuhu to analyse her purpose, assumptions, and resources, we helped her approach the challenge systematically.
As the conversation with Lavanya and Mridula lingered in my mind, I found myself reflecting on the many classrooms I had visited over the years. One particular memory stood out vividly—my time at SAI International School, where I had the privilege of working with an exceptional educator, Mrs. Rinku Sarangi.
I remembered stepping into her chemistry class one morning. The atmosphere was alive with curiosity. Students were hunched over their lab tables, discussing variables and scribbling notes, while Rinku moved gracefully among them, nudging their thought processes along with probing questions.
“Ma’am,” one student asked, holding up a beaker, “what happens if I add more catalyst here?”
“What do you think will happen?” Rinku replied, her tone warm but firm. “Think it through. What’s your hypothesis?”
The student hesitated for a moment before venturing a guess. “I think the reaction will speed up.”
“Why do you think that?” Rinku pressed gently. “What evidence do you have from your previous experiments?”
I couldn’t help but smile from the back of the room. This was critical thinking in action. Rinku wasn’t simply imparting knowledge—she was teaching her students how to approach problems logically, connect concepts, and test their ideas.
After the class, I stayed behind to compliment her approach. “Rinku, the way you encourage your students to hypothesize and reflect is remarkable. You’re not just teaching them chemistry—you’re teaching them how to think.”
“Thank you, sir,” she replied modestly. “It wasn’t easy at first. They were so used to being told the answers. But I realized that if I asked the right questions, they’d start to find the answers themselves. And now, when they do, it’s their discovery, not mine.”
That conversation stayed with me. Rinku’s method reflected what John Dewey emphasized in How We Think: education should engage students in active problem-solving rather than passive absorption of facts. By fostering an environment of inquiry, Rinku was nurturing not just scientists, but thinkers.
Overcoming Bias: A Lesson from Stuti
As the day wound down, I received a message from Stuti Jain, one of my most cherished students and the daughter of my dear friend and colleague, Dr Renu Jain. Stuti had always been a natural leader—a blend of sharp intellect, quiet confidence, and boundless curiosity. Over the years, she had gone on to achieve remarkable success, working in senior positions in the U.S., raising a beautiful family, and embracing yoga as a way of life.
“Sir,” her message began, “I’ve been reflecting on something we discussed long ago—about how our beliefs shape the way we see the world. In my corporate life, I see confirmation bias all the time. People tend to favour information that supports their existing views, and it stifles real growth. Critical thinking, I’ve realized, isn’t just about finding answers; it’s about questioning your assumptions and being open to perspectives you didn’t expect.”
I read her words twice, feeling a deep sense of pride and reflection. This wasn’t just Stuti speaking—it was the voice of years of thoughtful education, of the principles that Dr. Renu Jain and I had both believed in so strongly. Teaching children to recognize their biases, whether in academics, friendships, or life decisions, is one of the most essential elements of building intellectual and emotional resilience.
I thought back to the classroom where Stuti had thrived. She was always the one to ask the thoughtful, sometimes challenging, questions—the kind that made even the teacher stop and think. And I remembered how Dr Jain encouraged this in her daughter, modelling what it meant to be both a mentor and a mother.
“Question your certainties,” Dr Jain would say to her students, a mantra I had heard her repeat often. “The most dangerous thought is the one you accept without questioning.”
That legacy, passed from mother to daughter, now lived on in Stuti’s reflections. Her message was a poignant reminder of how critical thinking is not confined to the classroom—it shapes how we navigate the complexities of adulthood. It reminded me of what Daniel Kahneman describes in Thinking, Fast and Slow: how our minds often rely on mental shortcuts, or “fast thinking,” which can lead us astray when we don’t pause to reflect.
I couldn’t resist replying to Stuti’s message with a question of my own: “And how do you overcome this bias when you encounter it at work?”
Her response was immediate. “By creating a culture where everyone feels safe to challenge ideas—even my own. When people know they won’t be judged for disagreeing, they’re more likely to question assumptions, including their own. It’s not easy, but it’s worth it.”
As I sat back after our exchange, I realized that the essence of overcoming bias—be it in the workplace, the classroom, or life—lay in fostering this very openness. It requires humility, the courage to accept that we may be wrong, and the patience to listen deeply. And most importantly, it requires us, as educators and parents, to model this behavior for the next generation.
Stuti’s journey is a testament to the enduring influence of education that prioritizes critical thinking. Her reflections were not just her own—they were a continuation of the values instilled by her mother and carried forward by her own experiences. It reminded me that while a teacher’s physical presence may fade, their impact remains eternal, living on in the minds and actions of their students.
Building Partnerships: Teachers and Parents
It was a busy week, and the parent-teacher meeting at Laurels International School was brimming with the usual energy. Parents had come to discuss academic progress, but one question raised by Lavanya cut through the routine discussions like a beacon of insight.
“Sir,” Lavanya said, her voice carrying a mix of curiosity and concern, “how can we ensure children are learning to think critically, not just preparing for exams? I want Lavi to succeed academically, of course, but more than that, I want her to know how to solve problems, analyze situations, and make decisions independently.”
I looked around the room and noticed several parents nodding. It was a question that echoed the shared anxiety of modern parenting—how to balance academic rigor with the development of lifelong skills.
“By working together,” I said. “Parents model critical thinking at home, while teachers create opportunities for inquiry in the classroom. When children see consistency in these values, they thrive. But for this to work, we need to understand what critical thinking truly entails.”
I paused, glancing at the group of attentive faces. “Let me explain this through a framework I often use in training our teachers, developed by Richard Paul and Linda Elder. They call it the Elements of Thought. It’s essentially a guide for how to think critically.”
Exploring the Elements of Thought
I walked over to the whiteboard and began writing the key components.
- Purpose: What am I trying to achieve?
- Question: What question am I addressing?
- Information: What data or evidence do I have?
- Interpretation: What conclusions can I draw?
- Concepts: What theories or principles apply?
- Assumptions: What am I taking for granted?
- Implications: What are the consequences of my reasoning?
- Point of View: What perspective am I considering?
“These,” I said, turning back to the group, “are the building blocks of critical thinking. For example, when Kuhu was working on her science project, I encouraged her to start with her purpose—to solve a real-world problem. Then I asked her what information she had, what assumptions she was making, and what the implications of her plan might be. By addressing these elements, she not only clarified her goals but also inspired her teammates to take the leap with her.”
Lavanya, always quick to connect concepts, chimed in. “This framework can work for parents too, right? I mean, even when I’m helping Lavi with her homework, I can guide her to think through these steps.”
“Exactly,” I replied. “When parents ask thoughtful questions at home, they reinforce what teachers are doing in the classroom. But it’s not just about asking questions—it’s about how we guide children to reflect on their answers.”
Setting Standards for Thinking
At this point, Neena Newar, my trusted colleague who had joined via video call, added her voice to the discussion. “Sir, this reminds me of the intellectual standards we focused on when we set up DPS Dhaligaon. We wanted every teacher to guide students in evaluating their thought processes, using specific criteria.”
“Absolutely,” I agreed, as I added another list to the board.
- Clarity: Is my thinking clear and understandable?
- Accuracy: Is my information correct?
- Relevance: Does this relate to the issue at hand?
- Depth: Have I addressed the complexities of the issue?
- Breadth: Have I considered other perspectives?
“These standards,” I explained, “are like a checklist for rigorous thinking. Take Lavanya’s example of helping Lavi with her homework. If you ask Lavi, ‘Is your answer clear?’ or ‘Have you considered another point of view?’ you’re not just solving a problem—you’re teaching her how to think.”
“Sir,” a parent interjected, “but how do we implement this in schools where teachers are already stretched thin? Isn’t this a lot to ask?”
Neena smiled knowingly. “It starts with small steps. When we established DPS Dhaligaon, our priority was building trust between teachers and parents. We made it clear that critical thinking wasn’t an ‘extra’—it was integral to academic success. With time, parents began to see the difference, and teachers felt supported in their efforts.”
I nodded. “When teachers and parents work as partners, it’s transformative. We’re not just shaping students’ academic paths—we’re shaping how they navigate life itself.”
The Bigger Picture
Later that evening, I found myself reflecting on the day’s discussions. Sitting in my office, I pulled out my notebook and began jotting down the recurring themes.
Critical thinking and problem-solving are not just skills—they’re mindsets. They empower children to:
- Navigate Complexity: In a world of rapid change, adaptability is crucial.
- Foster Innovation: Creativity thrives when children learn to question and explore.
- Build Resilience: Challenges become opportunities with a critical approach.
- Act Ethically: Thoughtful decision-making fosters empathy and fairness.
I thought of the journey we had undertaken together—parents, teachers, and students—to create an environment where thinking was valued over rote learning, where questions were celebrated, and where children were encouraged to see problems not as obstacles but as opportunities.
From Kuhu’s science project to Rinku’s experiments, from Lavanya’s insights to Stuti’s reflections on bias, it was clear that fostering critical thinking was a shared responsibility. As educators and parents, our role is not to provide all the answers but to guide children in asking the right questions.
I closed my notebook with a sense of purpose. The work we were doing was not just about academics—it was about shaping minds that could thrive in an unpredictable world. And in that moment, I was reminded of something Dr. Renu Jain had often said: “A true education doesn’t give you a map; it teaches you how to navigate.”
Let this be our guiding principle. Together, we can inspire the next generation to think critically, solve creatively, and lead ethically.
Final Reflection
Education is not about filling empty vessels but igniting a spark. The ability to think critically and solve problems creatively is the greatest gift we can give the next generation. Critical thinking, as Paula McMillan defines it, is the ability to objectively analyse information, evaluate evidence, and form reasoned conclusions. She believes that Critical Thinking is not an innate talent reserved for a few but a skill that can be cultivated through deliberate strategies and practice.
In a world overwhelmed with information, where misinformation spreads as quickly as facts, this ability is more important than ever. Teaching children to think critically helps them resist misinformation, evaluate sources thoughtfully, and make independent decisions. It equips them to become active participants in democratic societies, capable of contributing meaningfully and navigating the complexities of modern life.
As educators and parents, our role is to create environments where this skill can flourish. It starts with modelling curiosity, asking open-ended questions, and encouraging children to explore the “why” and “how” behind every concept. By doing so, we instil in them not just knowledge but the tools for lifelong learning and problem-solving.
I am reminded of something Dr Renu Jain once told me: “The best classrooms aren’t the ones with all the answers—they’re the ones where children feel safe to ask the questions.” Her words resonate deeply, underscoring the importance of fostering a culture of inquiry and openness.
Let this be our guiding principle. Together, we can prepare our children not just to excel in academics but to thrive in a complex, ever-changing world by giving them the confidence to think, question, and innovate.
Next: Unlocking Potential: Inspiring Deep Thinking in Children