To develop students' abilities to undertake the critical thinking process, we have to consider it as being the succession of the following stages:

  1. Definition of the problem or question considered. This should be done with great precision. A well-narrowed-down formulation will be easier to answer or solve. ​On the other hand, an ill-defined problem will yield ineffective solutions.
  2. Collection of data, opinions, and arguments. This stage should be based on as many different sources as possible. Having different points of view is likely to enrich both problem understanding and the field of possible solutions.
  3. Examination and evaluation of data. At this stage, one selects and verifies a collection of sources and determines their reliability and objectivity. It is important that suggestions, opinions, and conclusions are confirmed by data, and are not intuitive judgements or hypotheses without formal grounds.
  4. Assessment of data validity. From the collected data, one selects those that are most methodologically useful and reliable for the problem at hand. This may include, for example, sampling characteristics of the collected data.
  5. Making decisions and establishing conclusions. At this stage, conclusions are generated based on the analysis of collected information and subjected to critical self-assessment. One needs to evaluate the strengths and weaknesses of the proposed solutions to the problem.
  6. Presentation or communication of results. This stage serves to present the developed conclusions, opinions, or suggestions to interested people or institutions. It is also the final stage of the process of using critical thinking when looking for solutions to identified problems or questions.
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