This literature review will examine the emergence of critical thinking in history and its impact on education. Early work on critical thinking and methods for teaching critical thinking will be examined, as well as the modern use of critical thinking. Finally, this article will examine the benefits of critical thinking in the classroom. Purpose of Critical Thinking Dr. Richard Paul (2006) defines critical thinking as “the disciplined art of ensuring that you use the best thinking you are capable of in any given circumstance.” It's essentially about using the best information available to make the best decisions possible. Critical thinking is based on the ability to ask questions about a given topic or situation and to be critical of the answers generated by those questions. This can lead to questions based on previous questions. This should lead to a deeper understanding of the topic or situation in question. At the very least, one realizes that they need more information before they can make the right decision. If critical thinking is practiced correctly, the thinker is always a critic of his own thoughts, deciding whether they are fair and appropriate. This requires intellectual humility and discipline that develop over time and practice (Paul 2006). History of Critical Thinking Over 2,500 years ago Socrates challenged the intellectuals of his time through a series of questions that ultimately explored the depth and logic of their ideas. These probing questions often found that many public speakers were quiet speakers with superficial ideas, inadequate evidence, and self-contradictory ideas (Paul, 1997). Socrates believed that one could not simply take the word of those in authority… middle of paper… vation. Electronic Journal of Research in Educational Psychology, 9(2), 823-848. Paul, R., & Elder, L. (2006). Critical Thinking: Learn the tools used by the best thinkers. Upper Saddle River, NJ: Pearson Prentice Hall.Crenshaw, P. (2011). Producing intellectual work in the classroom: Using a critical thinking model to help students take control of their thinking. Journal Of College Teaching & Learning, 8(7), 13-26.King, A. (1994). Investigation as a tool for critical thinking. Changing university classrooms: New teaching and learning strategies for an increasingly complex world (pp. 13-38). San Francisco: Jossey-Bass. Paul, R., Elder, L., & Bartell, T. (1997). Preparing California teachers to teach critical thinking: Research findings and policy recommendations. Sacramento, California: Commission on Teacher Credentialing, State of California.