Encouraging a student to think critically is akin to instructing them to be fashionable. You might as well hire a celebrity like Fonzie, but there are no real lessons in simply being fashionable. Educators must subtly integrate critical thinking into their teaching by posing challenging questions, seeking comprehensive responses, and appreciating diverse perspectives. This process, which those outside the realm of education often refer to as “engaging in discussion,” is vital in developing critical thought.
Examples of critical thinking are abundant; one merely needs to look for them. For instance, many of us have heard the advice “to thine own self be true,” a phrase popularized by Shakespeare. It’s so clichéd that it seems universally valid: naturally, you should be true to yourself. However, the challenge arises when this statement is examined beyond its surface meaning.
Critical thinking—though I find the term somewhat unappealing—demands that we dissect such platitudes. It requires us to not accept them at face value but to question their deeper significance. This particular line belongs to Polonius, the father of Ophelia and Laertes in Hamlet, who shares this wisdom with Laertes as he prepares to depart for France.
If we were to remove the historical context of these words, the first question we might ask to assess their credibility is, “Who is delivering this advice?” We all know individuals who are trustworthy and those who are somewhat eccentric. A detached reading of Polonius might lead us to view him as a less-than-reliable source. However, a deeper analysis of Hamlet reveals that Polonius, despite his good intentions, is somewhat of a fool. Hamlet himself famously labels him a “tedious old fool.” While his advice may sound pleasant, understanding its origin diminishes its value, suggesting that it is not wise counsel after all.
For college applicants, scrutinizing such “sage” advice is crucial for two main reasons. First, high-achieving students—those earning top grades, enrolling in numerous AP classes, and achieving impressive SAT scores—often find critical thinking challenging. They may understand the context and language of Polonius’s advice, yet fail to recognize its flaws. Conversely, students who can see past clichés often make more compelling college applicants.
Second, Polonius’s advice is particularly relevant as he embodies the expectations placed on college applicants. During college information sessions, workshops, and application events, students are often encouraged to “be themselves.” While colleges seek authenticity and discourage applicants from fabricating their narratives, it’s essential to note that being “yourself” doesn’t imply revealing every detail.
College applications should not be treated as confessions; rather, they offer students a platform to showcase their best qualities. Applicants have the opportunity to share meaningful stories and reflect on them in thoughtful, ethical, and flattering ways. Those who engage in deep introspection about their experiences, talents, and aspirations often emerge from the application process with a clearer sense of self.
It’s also vital to recognize the role parents play in nurturing their children’s critical thinking abilities. The development of these skills can sometimes be mistaken for mere argumentation. Parents should welcome discussions and questions rather than dismiss them. If a child initiates a debate from a place of emotion, it can transition into a constructive dialogue, allowing both parents and children to reach understanding and insights.
Ultimately, students who focus on enhancing their intellect and presenting the best versions of themselves, rather than merely being “true” to themselves, will find much to take pride in.
In summary, this exploration emphasizes the importance of critical thinking for college applicants, urging them to look beyond surface-level advice. Engaging with genuine self-reflection and fostering discussions can lead to personal growth and stronger applications.