uniworld river cruise boats

About Uniworld Boutique River Cruises

Uniworld—the world’s best and most awarded luxury river cruise line—offers itineraries in spectacular destinations throughout Europe, Egypt, Asia, and Peru. Our fleet features luxurious ships with an average capacity of 120 guests, one of the highest crew-to-guest ratios in the river cruise industry, enticing shore excursions, world-class gourmet cuisine, impeccable hospitality, and the highest degree of all-inclusive benefits on the rivers.

The Highest Standards in Luxury River Cruising

In 2004, Uniworld was acquired by The Travel Corporation (TTC), a highly successful international travel group founded by Stanley Tollman. TTC has 40 top brands, including Trafalgar, Insight Vacations, and Contiki, as well as Red Carnation Hotels, a renowned collection of four- and five-star luxury properties.

Combining the tour planning and hotel management expertise of TTC’s sister companies with Uniworld’s decades of superior nautical experience has created an entirely new category of luxury river cruising. Together, we’ve made major investments in our ships, crew, and staff, with an eye towards providing guests with all the elements of an unforgettable experience: Outstanding Service; The Most All-Inclusive Amenities; One-of-a-Kind Ships; Carefully Curated Experiences; Culinary Excellence; Wellness; and a Commitment to Sustainability.

The Boutique Experience, Onboard & Onshore

The guiding visionary behind our boutique philosophy is Beatrice “Bea” Tollman, founder of Red Carnation Hotels. Bea was named Hotelier of the Year at the European Hospitality Awards in 2012 and was inducted into The British Travel & Hospitality Hall of Fame in 2019.

Bea and her creative team amplify the definition of boutique luxury with every new and updated ship. Our river cruises allow guests to travel from one exciting destination to the next aboard a stylish floating hotel with chic lounges, panoramic restaurants, sumptuous cuisine, exquisite antiques, original art, and luxurious riverview staterooms and suites. Meticulous attention to detail is readily apparent on every company-designed ship, including 12 members of Uniworld’s stunning Super Ship fleet—the S.S. Antoinette , S.S. Beatrice , S.S. Victoria , S.S. Elisabeth , and S.S. Maria Theresa in Central Europe; the S.S. Catherine , S.S. Joie de Vivre , and S.S. Bon Voyage in France; the S.S. La Venezia in Italy; the S.S. São Gabriel in Portugal; the S.S. Sphinx in Egypt, and the Mekong Jewel in Vietnam and Cambodia.

Gracious and Attentive Service

Uniworld takes pride in its long-lasting relationships with guests, for whom there is “No request is too large, No detail too small.” Uniworld employs a dedicated crew, professionally trained to the highest standards of service, so guests never have to worry about being well taken care of during their journeys.

Note: Beverage policy varies in Asia, India, Egypt, and Peru.

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The Best Uniworld River Cruises: Your Ultimate Travel Guide!

Posted on Last updated: February 9, 2024

Embarking on a journey with Uniworld River Cruises is more than just a vacation—it’s an entrée into a world of unparalleled luxury and timeless elegance.

As river cruises gain popularity, discerning travelers seek experiences that go beyond the ordinary, and Uniworld stands out, offering a kaleidoscope of cultures, histories, and landscapes.

Dive into this comprehensive guide, and let’s set sail into the mesmerizing realm of Uniworld River Cruises.

The In-Depth History of Uniworld River Cruises

Uniworld River Cruises is more than just a river cruise line; it’s a testament to visionary entrepreneurship, adaptability, and a passion for unparalleled luxury.

The brand’s journey from its inception to its current status as a leader in boutique river cruising is both inspiring and intriguing.

The Genesis: Serba Illich’s Vision

The seeds of Uniworld River Cruises were sown in 1976 by Yugoslavian entrepreneur Serba Illich. Originating as a tour operator company based in California, Uniworld initially provided guided tours primarily in Europe.

Transition to River Cruising

As the travel industry evolved, Illich recognized the untapped potential of river cruising. In the 1990s, Uniworld transitioned from land tours to focus on river cruises, a move that was both timely and strategic.

This was during a period when river cruising was beginning to gain traction as an intimate, immersive way to explore destinations.

Partnership with The Travel Corporation

The early 2000s marked a pivotal moment in Uniworld’s history. The company formed a partnership with The Travel Corporation (TTC), a global conglomerate with various travel brands under its umbrella.

This alliance provided Uniworld with the resources and support to expand and refine its river cruise offerings.

The Birth of Boutique River Cruising

Under the stewardship of the TTC and with the visionary leadership of Beatrice Tollman, President and Founder of the boutique Red Carnation Hotel Collection, Uniworld underwent a transformative phase.

Drawing inspiration from the boutique hotel concept, the brand redefined luxury river cruising. Each ship was uniquely designed, resembling a floating boutique hotel, replete with exquisite antiques, original artworks, and bespoke furnishings.

Expanding Horizons

With its revamped image and emphasis on luxury, Uniworld began to expand its horizons. Beyond the popular European rivers like the Danube, Rhine, and Seine, Uniworld ventured into less-traveled waters.

By the 2010s, they were offering cruises in Asia, Egypt, and even Russia, providing travelers with a broad palette of cultural and scenic experiences.

Sustainability and Community Engagement

Recognizing the significance of sustainable travel, Uniworld has, over the years, integrated eco-friendly practices and community engagement into its operations.

From green ship designs to partnerships with local artisans and support for community projects, the brand’s commitment to responsible tourism has become a core aspect of its identity.

Today: A Symbol of Luxury and Authenticity

Today, Uniworld River Cruises is celebrated for its unparalleled luxury, attention to detail, and authentic experiences.

While its fleet has grown and its destinations have expanded, the brand remains true to its ethos of offering boutique, personalized voyages that resonate with travelers seeking both luxury and substance.

Why Choose Uniworld?

Embarking on a river cruise is an adventure that paints your travel canvas with exquisite landscapes, culture-rich experiences, and intimate encounters with world wonders.

Amidst the myriad of choices available, Uniworld River Cruises manages to carve out a niche of its own. But what makes Uniworld the preferred choice for many? Let’s delve deeper.

Unparalleled Luxury Experience

Uniworld isn’t just about cruising; it’s about immersing oneself in a luxury voyage. The ships are floating boutique hotels, with opulent interiors, fine fabrics, handcrafted furniture, and original artworks.

Every corner echoes the dedication to detail, ensuring guests experience a voyage that’s as visually delightful as it is comfortable.

Award-winning Service

The Uniworld team prides itself on its award-winning service. Personalized, attentive, yet never intrusive, the staff aboard the Uniworld cruises works tirelessly to anticipate and meet every guest’s needs.

With one of the best staff-to-guest ratios in the river cruise industry, Uniworld ensures that every passenger feels like royalty.

Distinctively Designed Ships

Unlike the one-size-fits-all approach of many cruise lines, each Uniworld ship is a masterpiece, distinctively designed to reflect the essence of its destinations.

For instance, while cruising the Seine, don’t be surprised to find Parisian-inspired interiors that effortlessly blend with the romance of the surroundings.

Eco-Friendly Cruising

In today’s world, where sustainability is paramount, Uniworld River Cruises has taken significant strides to ensure eco-friendly practices.

From organic ingredients in their gourmet meals to sustainable shore excursions, Uniworld promotes a travel ethos that’s kind to our planet.

A Wide Range of Inclusive Amenities

Beyond the lavish accommodations and gourmet dining, Uniworld offers a plethora of inclusive amenities.

From unlimited beverages and onboard entertainment to all gratuities and curated excursions, guests find exceptional value in the all-inclusive luxury Uniworld promises.

Choosing Uniworld River Cruises isn’t just about selecting a cruise; it’s about opting for an experience that stands out in every sense.

Whether you’re a seasoned cruiser or a first-timer , Uniworld offers an unmatched blend of luxury, service, and genuine immersion in the world’s most enchanting destinations.

Understanding the Fleet

When choosing a river cruise, the ship becomes your temporary home, whisking you from one destination to another in comfort and style.

The Uniworld River Cruises fleet is not just about transportation—it’s about providing an unforgettable experience from the moment you embark to the moment you disembark. Here’s a deep dive into the fleet that sails the world’s most iconic rivers.

Boutique Ships with Character

Uniworld’s ships are often referred to as ‘floating boutique hotels’. Each vessel has its own unique personality, drawing inspiration from the regions they navigate.

From rich European tapestries to the vibrant aesthetics of Asian culture, every ship ensures guests are constantly surrounded by beauty.

Features and Amenities Onboard

Opulent staterooms and suites.

Every stateroom and suite onboard a Uniworld ship is meticulously crafted to provide maximum comfort and luxury. From handcrafted Savoir® of England beds to marble bathrooms, the attention to detail is evident.

Plus, with state-of-the-art infotainment systems and generous storage space, every modern need is met.

Gourmet Dining

Uniworld understands that a culinary journey is integral to the cruising experience.

Their chefs craft delectable dishes using fresh, locally-sourced ingredients. From lavish buffets to intimate a-la-carte dining, every meal becomes an occasion to remember.

Wellness and Fitness

For those who wish to stay active, Uniworld offers a variety of wellness amenities.

Modern fitness centers, yoga sessions, and even onboard swimming pools on select ships ensure guests can maintain their wellness routines while sailing.

Enrichment and Entertainment

Every evening, Uniworld offers a palette of entertainment options. Whether it’s a local dance troupe showcasing regional art forms or a classical music quartet serenading the night, there’s always something to captivate guests.

Specialized Ships for Exotic Destinations

While many of Uniworld’s ships are designed for the rivers of Europe, they also have specialized vessels for more exotic destinations.

Ships designed for the Mekong or the Ganges, for example, incorporate local artistry and are equipped to navigate these unique waterways.

Commitment to Safety

Safety is paramount for Uniworld River Cruises. Each ship is equipped with the latest safety technologies and adheres to international safety standards.

Regular training ensures the crew is prepared for any situation, guaranteeing guests’ peace of mind.

Understanding Uniworld’s fleet is essential to appreciate the unparalleled experience they offer. Combining luxury, comfort, and authenticity, every ship promises not just a journey across rivers, but a voyage through cultures, cuisines, and captivating tales.

As you prepare to sail, know that with Uniworld, the journey is as enchanting as the destinations themselves.

Highlighting Uniworld’s Signature Ships

Uniworld River Cruises prides itself on its boutique fleet, with each ship being a unique masterpiece.

Here, we’ll highlight some of the signature ships of the Uniworld fleet that have garnered rave reviews and have become favorites among travelers.

S.S. Antoinette

One of the most regal ships on the Rhine, the S.S. Antoinette dazzles with its 18th-century French design.

Key Features

• Full-sized cinema onboard
• Heated swimming pool with an underwater sound system
• Sun deck with miniature golf
• Lavish suites with open-air balconies

S.S. Joie de Vivre

Reflecting the “Joy of Living”, this ship brings the Parisian charm to the Seine River.

Key Features:

• Parisian-style bistros
• Handcrafted furniture and fine antiques
• Yoga and wellness classes on deck
• Le Club L’Esprit with a pool and spa

S.S. Maria Theresa

Sailing through the Danube, Main, and Rhine, this ship is reminiscent of the regal era of Maria Theresa.

• Baroque architecture and luxurious interiors
• Lipizzaner stallions in the lobby
• Habsburg Salon, an opulent cinema and bar
• Rooftop garden and heated swimming pool

Mekong Jewel

Cruising the Mekong, this ship combines luxury with the essence of Southeast Asia.

• Suites with floor-to-ceiling windows
• Al fresco dining on deck
• Traditional spa treatments with locally sourced ingredients
• Observation deck for panoramic views

Ganges Voyager II

Journey through India’s sacred river with the Ganges Voyager II, showcasing a blend of colonial and Indian design.

• Spacious suites with hand-painted murals
• Regional and international gourmet dining
• Traditional Indian spa treatments
• Sun deck with a 360-degree view of the Ganges

Each ship in the Uniworld River Cruises fleet is designed with passion, ensuring travelers not only enjoy the destinations but also cherish the journey.

Rich in history, culture, and luxury, these ships are more than just modes of transport—they’re floating experiences, each with its own tale to tell.

Whether you’re sipping champagne on the S.S. Antoinette or meditating on the Ganges Voyager II, with Uniworld, every moment becomes a treasured memory.

Popular Destinations & Itineraries with Uniworld River Cruises

Sailing with Uniworld River Cruises is akin to floating through a living history book, where the pages are vibrant landscapes, ancient landmarks, and rich cultural experiences.

With a broad range of itineraries covering diverse regions, Uniworld provides a window into the world’s most cherished destinations. Let’s explore some of the most sought-after routes and what they have to offer.

European River Cruises

1. the enchanting danube.

Flowing through the heart of Europe, the Danube river cruises provide excellent sailings, synonymous with unparalleled beauty.

Itinerary Highlights:

• Budapest: Begin with Hungary’s capital, an architectural gem with its Buda Castle, Fisherman’s Bastion, and thermal baths.
• Vienna: Waltz through Austria’s crown jewel, exploring the Schönbrunn Palace and the historic opera house.
• Passau: A delightful town where three rivers meet, it’s a haven for music lovers with the world’s largest cathedral organ.

2. Rhine, Main & Moselle

A trio of rivers that unfold the beauty and history of Germany.

• Amsterdam: Navigate its intricate canals and revel in its artistic heritage.
• Cologne: Explore its impressive Gothic cathedral.
• Strasbourg: Delight in its blend of French and German culture, with timbered houses and an iconic cathedral.

3. Paris & Normandy on the Seine

From the ‘City of Light’ to the historic beaches of Normandy.

• Paris: Embrace the romance, with the Eiffel Tower, Montmartre, and Louvre.
• Rouen: Walk in Joan of Arc’s footsteps and marvel at its medieval architecture.
• Normandy Beaches: Pay homage at the WWII landing sites and memorials.

Asia River Cruises

4. timeless wonders of vietnam, cambodia & the mekong.

A soul-stirring journey through Southeast Asia’s jewels.

• Ho Chi Minh City (Saigon): Dive into its bustling markets, historic tunnels, and French colonial architecture.
• Phnom Penh: Explore Cambodia’s capital with its Royal Palace and Silver Pagoda.
• Angkor Wat: Witness sunrise at this world-famous temple complex.

5. India’s Golden Triangle & the Sacred Ganges

Embrace the mystique of India, from bustling cities to the serene Ganges.

• New Delhi: Discover India Gate, Qutub Minar, and Humayun’s Tomb.
• Jaipur: Visit the Amber Fort and be enchanted by the Pink City’s palaces.
• Varanasi: Experience the spiritual epicenter with evening aarti ceremonies and morning boat rides.

Russia, Egypt, and Beyond

6. imperial waterways of russia.

Journey through Russia’s tsarist history and vast landscapes.

• St. Petersburg: Visit the State Hermitage Museum, Peter and Paul Fortress, and Peterhof Palace.
• Moscow: Explore the iconic Red Square, St. Basil’s Cathedral, and the Kremlin.

7. Splendors of Egypt & the Nile

Cruise into history on the world’s longest river.

• Cairo: Witness the grandeur of the Pyramids of Giza and the Sphinx.
• Luxor: Enter the Valley of the Kings and the Karnak Temple complex.
• Aswan: Admire the Aswan High Dam and Philae Temple.

Uniworld River Cruises has curated itineraries that aren’t just about sightseeing – they’re transformative experiences. By meticulously blending the elements of luxury, history, and cultural immersion, they promise voyages that are narratives of discovery.

Whether you’re tracing the footsteps of emperors, artists, or ancient civilizations, Uniworld crafts every journey to be a cherished memory. Choose your river, choose your story, and let Uniworld guide you through it.

Onboard Experiences with Uniworld River Cruises

The allure of Uniworld River Cruises isn’t confined to the captivating destinations they voyage to.

A significant part of the enchantment is woven into the very fabric of the ships and the experiences they curate onboard.

Let’s explore the myriad of activities, amenities, and unique offerings that make every Uniworld cruise a voyage of discovery in its own right.

Culinary Delights: Dining and Cuisine

Dining aboard a Uniworld ship is an affair to remember.

Farm-to-Table Philosophy

Uniworld’s chefs passionately craft dishes using locally-sourced ingredients, celebrating the regions the ship sails through. Every meal tells a story, a delightful blend of tradition and innovation.

Diverse Dining Venues

From al fresco lunches on the sun deck to intimate dinners in the main dining room, guests have a variety of settings to enjoy their meals. Specialty restaurants, like wine-pairing bistros, further enhance the culinary journey.

Wellness and Spa Facilities

For those who view travel as a rejuvenating experience, Uniworld’s onboard wellness facilities are a haven.

Serenity River Spa™

Indulge in treatments inspired by the regions you’re cruising through. Whether it’s a massage using fragrant essential oils from Provence or a rejuvenating facial with Asian botanicals, relaxation takes center stage.

Well-Equipped Fitness Centers

Modern fitness facilities ensure guests can maintain their workout regimes, complemented by classes such as yoga, pilates, and resistance training.

Entertainment and Enrichment Programs

Every evening, the ship transforms into a hub of cultural enrichment and entertainment.

Local Performances

Experience the heart and soul of a region through its art. Whether it’s a traditional dance performance from the heart of India or a classical European music ensemble, the essence of the destination comes alive.

Informative Lectures

Gain insights into the history, culture, and heritage of the regions you’re voyaging through with lectures and talks by local experts.

Exclusive Experiences for Guests

Beyond the standard offerings, Uniworld ensures guests have access to some truly exclusive experiences.

Private Wine Tastings

Savor regional wines and spirits, guided by onboard sommeliers who provide insights into the local viticulture and brewing traditions.

Chef-led Cooking Demonstrations

Learn the secrets behind local delicacies as onboard chefs lead interactive cooking sessions, often using ingredients sourced from local markets.

Themed Nights

From “Roaring Twenties” parties on cruises through France to “Bavarian Nights” in Germany, themed evenings onboard add a layer of fun and immersion.

Personalized Service

What truly sets Uniworld apart is its impeccable service. With one of the highest staff-to-guest ratios in river cruising, every need, whim, or desire is catered to.

Personal butlers for suite guests, attentive wait staff, and knowledgeable tour guides ensure that every guest feels valued and pampered.

With Uniworld River Cruises, the journey isn’t just about the destinations; it’s about the experience. Every moment onboard is designed to be memorable, enriched by the ambiance, the activities, and most importantly, the dedication to making each guest’s voyage extraordinary.

When you choose Uniworld, you’re not just booking a river cruise—you’re embarking on a holistic journey of discovery, luxury, and unparalleled service.

Planning Your Cruise with Uniworld River Cruises

Embarking on a river cruise with Uniworld River Cruises is undoubtedly a voyage of luxury and enrichment.

Yet, like all great journeys, ensuring a smooth and memorable experience requires a bit of planning. Here’s a comprehensive guide to ensure your Uniworld cruise is everything you’ve dreamed of and more.

Best Times to Cruise

Understanding when to sail can greatly enhance your experience. While Uniworld operates throughout the year, each destination has its peak cruise season .

Spring (April to June) and Fall (September to October) are ideal. The weather is pleasant, and the crowds are relatively smaller.

For the Mekong, November to March offers cooler temperatures. On the Ganges, October to March is preferable to avoid the intense summer heat.

May to September is best, with warmer temperatures and extended daylight hours.

October to April provides milder temperatures suitable for exploring.

Tips for First-Timers

If this is your inaugural river cruise, a few pointers can ensure you’re well-prepared:

Pack Smart:

River cruises are more relaxed than ocean cruises. While there are formal nights, ‘smart casual’ is the general dress code.

Understand Inclusions:

Uniworld offers a range of inclusions, from excursions to onboard amenities. Familiarize yourself with what’s offered to make the most of your experience.

Engage with the Crew:

The staff onboard are a wealth of knowledge, not just about the ship but also the destinations. Don’t hesitate to ask questions or seek recommendations.

Packing Recommendations

Packing right can greatly enhance your comfort during the cruise.

Essentials:

• Comfortable walking shoes for excursions
• Layered clothing to adapt to varying temperatures
• A light rain jacket or umbrella
• Universal adapters for onboard charging
• Binoculars for scenic views
• A day pack for off-ship adventures
• A formal outfit for special evenings
• Swimwear, if your ship has a pool or you plan on using spa facilities
• Journal or diary to document your journey

Booking and Reservation Tips

Securing your dream cruise involves more than just selecting dates and destinations. Here are some tips to optimize your reservation:

Plan Ahead:

Popular itineraries can get booked up quickly, especially during peak seasons. Booking well in advance ensures you get your desired dates and cabin choices.

Use a Travel Advisor:

Experienced travel advisors can provide insights into the best cabins, potential deals, and even offer insights into the destinations.

Consider Special Deals:

Uniworld occasionally offers promotions like early booking discounts, last-minute deals, or themed cruises. Keep an eye out for these to get added value.

Check Visa Requirements:

Certain itineraries, especially in Asia and Russia, might require visas. Ensure you’re aware of and can fulfill the visa requirements of all countries you’ll be visiting.

Planning your cruise with Uniworld River Cruises is the first step in a journey of luxury, discovery, and personal enrichment. With each decision made in the planning phase, you craft an experience tailored to your desires.

So, whether you’re gazing at European castles, marveling at ancient Asian temples, or relishing onboard culinary delights, remember: a well-planned journey with Uniworld is a memory waiting to unfold.

Sustainability and Responsible Cruising with Uniworld River Cruises

In an era where travelers are increasingly conscious of their ecological footprint, Uniworld River Cruises stands out, championing sustainability and responsible tourism.

Their commitment extends beyond mere compliance; they’re genuinely dedicated to crafting voyages that tread lightly on our planet while fostering deeper connections between guests and the communities they visit.

Here’s a look into how Uniworld is paving the way for greener and more responsible river cruising.

Eco-Friendly Initiatives Onboard

From the construction of their ships to daily operations, sustainability remains at the forefront of Uniworld’s approach.

Green Ship Design:

Uniworld’s newer ships are designed to be more energy-efficient, utilizing advanced hull designs, high-performance engines, and optimized propellers to reduce fuel consumption.

Waste Reduction:

Single-use plastics are being phased out across the fleet. Biodegradable cleaning products, recyclable materials, and water-saving systems further minimize Uniworld’s environmental impact.

Clean Energy:

Wherever possible, Uniworld harnesses shore-side electricity, allowing ships to shut down their engines and reduce emissions when docked.

Sustainable Excursions and Activities

Traveling with Uniworld is as much about immersing oneself in local cultures as it is about exploring landscapes.

Supporting Local Communities:

Many of Uniworld’s excursions focus on engaging with local communities, ensuring that tourism dollars directly benefit the people and places visited.

Eco-conscious Tours:

Guests have access to eco-tours, such as cycling or walking tours, promoting exploration that has minimal environmental impact.

Responsible Partnerships and Affiliations

Collaboration is key to driving change. Uniworld understands this and has forged strategic partnerships.

Clean Water Initiatives:

In collaboration with the TreadRight Foundation, Uniworld supports projects focused on ensuring communities around the world have access to clean drinking water.

Wildlife Conservation:

Uniworld actively discourages tours or activities that exploit wildlife or endangered species, aligning with global efforts to curb harmful wildlife tourism.

Community Involvement and Support

True sustainability extends beyond environmental measures to encompass socio-economic benefits.

Local Sourcing:

By sourcing food, beverages, and onboard amenities locally, Uniworld not only offers guests an authentic experience but also supports local economies.

Cultural Preservation:

Uniworld excursions often involve experiences that help preserve and promote local traditions, arts, and crafts, ensuring they thrive for generations to come.

Continuous Learning and Improvement

Recognizing that sustainability is an evolving journey, Uniworld remains committed to continuous learning and improvement.

They regularly assess their operations, seeking innovations and best practices to further minimize their impact while enhancing the guest experience.

Choosing Uniworld River Cruises is not only a nod to luxury and unparalleled experiences but also a conscious decision to support sustainable and responsible tourism.

As you sail through the world’s iconic rivers, savoring curated experiences and luxuries, take comfort in knowing that behind the scenes, Uniworld is tirelessly working to ensure the beauty and integrity of these destinations remain untouched for future generations.

With Uniworld, you don’t just travel; you make a positive difference.

Comparing Uniworld River Cruises to Other River Cruise Lines

The world of river cruising has burgeoned over the years, with several players promising unforgettable journeys through the heart of continents.

However, how does Uniworld River Cruises stack up against its competitors? Here’s a comparative analysis that delves into what sets Uniworld apart in the ever-growing river cruise market.

Luxury and Opulence

While most river cruise lines emphasize comfort, Uniworld has positioned itself as the epitome of luxury.

• Boutique Ship Design: Unlike many cruise lines with uniform ship designs, each Uniworld vessel boasts its own unique character and aesthetic. Inspired by the regions they sail through, these ships often feel like floating five-star hotels.
• Inclusivity: Where many cruise lines offer a base experience with additional paid options, Uniworld adopts an all-inclusive approach. From excursions to beverages and gratuities, the luxury is in not having to worry about add-ons.

Unique Itineraries

While popular river routes are staples across all cruise lines, Uniworld’s approach to crafting itineraries stands out.

• Immersive Experiences: Beyond the usual sightseeing, Uniworld places emphasis on cultural immersion. This might mean a hands-on cooking class in Vietnam or a private art tour in a European city.
• Extended Stays: Instead of rushing from one port to another, Uniworld often offers extended stays in key cities, allowing travelers a deeper exploration of the locale.

Commitment to Sustainability

In the realm of eco-consciousness, Uniworld’s commitment is noteworthy.

• Green Initiatives: As detailed in the earlier section on sustainability, Uniworld’s green initiatives, from eco-friendly ship design to clean water projects, surpass many of its competitors.
• Community Engagement: Few cruise lines prioritize local engagement and support as deeply as Uniworld, making it a frontrunner in responsible tourism.

Service and Staff-to-Guest Ratio

A key differentiator for Uniworld is its unparalleled service.

• Personalized Attention: With one of the highest staff-to-guest ratios in the river cruise industry, Uniworld guarantees an intimate and attentive service that many competitors find hard to match.
• Highly Trained Crew: Beyond numbers, the Uniworld crew undergoes rigorous training to ensure they uphold the brand’s reputation for excellence.

Price Point and Value

While Uniworld is often positioned in the higher price bracket, it’s essential to understand the value offered.

• All-Inclusive Luxury: The upfront cost includes a plethora of amenities and experiences that many other cruise lines charge extra for.
• Exclusivity: The price mirrors the exclusivity and uniqueness of the Uniworld experience, from boutique ship designs to curated excursions.

In the vast sea of river cruise options, Uniworld River Cruises emerges as a beacon of luxury, authenticity, and sustainability.

While every river cruise line has its unique offerings and charm, Uniworld’s commitment to delivering an unparalleled experience—both in terms of service and responsible tourism—truly sets it apart.

For discerning travelers seeking the crème de la crème of river cruising, Uniworld is an obvious choice.

Tips and Tricks for a Memorable Experience with Uniworld River Cruises

Every journey with Uniworld River Cruises promises luxury and enchantment. However, with a few insider cruise tips and tricks , you can elevate your cruise experience, ensuring it’s not just memorable but truly exceptional.

Whether you’re a seasoned cruiser or a Uniworld novice, here’s how to make the most of your river voyage.

1. Opt for Unique Shore Excursions

While the popular excursions are undoubtedly delightful, consider choosing some of Uniworld’s more unique offerings.

• Behind-the-Scenes Tours: Uniworld occasionally offers exclusive tours, granting guests access to places usually off-limits to the general public.
• Local Home Visits: For a genuine cultural immersion, opt for excursions that involve spending time with local families or communities.

2. Engage with the Crew

The crew onboard are not just service providers; they’re a treasure trove of stories, information, and insights.

• Seek Recommendations: Ask crew members for their favorite spots in upcoming ports or hidden gems that aren’t crowded with tourists.
• Attend the Captain’s Bridge Tour: If offered, this is a unique opportunity to learn about the ship’s operations and navigation.

3. Maximize Onboard Offerings

While the temptation to stay ashore is strong, don’t miss out on Uniworld’s onboard experiences.

• Wellness Activities: From sunrise yoga sessions to evening meditation, these activities can add a rejuvenating touch to your journey.
• Cooking Demos: Learn to whip up regional delicacies under the guidance of Uniworld’s expert chefs.

4. Travel with a Theme

Uniworld often curates themed cruises, focusing on specific interests like wine, art, or history.

• Match Your Passion: If you’re a wine enthusiast, for example, opt for a Bordeaux voyage focused on vineyards and wine-tasting.

5. Stay Connected

• Uniworld App: Before boarding, download the Uniworld app. It’s a handy companion, providing daily schedules, excursion details, and other valuable information.
• Local Sim Card: While Uniworld ships have Wi-Fi, if you wish to stay connected ashore, consider purchasing a local sim card in your port of embarkation.

6. Personalize Your Experience

Uniworld offers various personalization options to make your journey even more special.

• Special Occasions: Celebrating a birthday, anniversary, or other milestones? Inform Uniworld in advance, and they often go the extra mile to make your day special.
• Dietary Preferences: The culinary team onboard is adept at catering to specific dietary needs. Make sure to communicate any preferences or restrictions in advance.

7. Pack for Varied Activities

Beyond the usual packing essentials:

• Versatile Footwear: Ensure you have comfortable walking shoes for excursions, formal shoes for onboard events, and perhaps even sporty footwear if you’re feeling adventurous.
• Theme Nights: Uniworld occasionally hosts theme nights, so packing an outfit that aligns (like a 20’s flapper dress for a Roaring Twenties evening) can enhance the fun.

8. Document Your Journey

Beyond photos, consider keeping a travel journal. Documenting your feelings, discoveries, and unique encounters can be a cherished keepsake from your voyage.

With Uniworld River Cruises, every journey is meticulously crafted to be memorable.

Yet, by applying these tips and tricks, you can infuse your voyage with personal touches, deeper insights, and unique experiences, turning a luxurious cruise into a personalized narrative of wonder and discovery.

In the realm of river cruising, Uniworld River Cruises stands as a paragon of luxury, authenticity, and innovation.

From its inception in the 1970s to its current status as a boutique river cruise leader, Uniworld’s journey is a testament to visionary entrepreneurship and a relentless pursuit of excellence.

As travelers seek intimate, immersive, and sustainable experiences, Uniworld’s commitment to redefining river travel ensures it remains at the forefront of this evolving industry.

Embarking on a Uniworld voyage isn’t just about exploring destinations—it’s about experiencing the pinnacle of river cruising.

FAQs on Uniworld River Cruises

Embarking on a journey with Uniworld River Cruises raises a plethora of questions, especially for first-time cruisers. Here are some frequently asked questions and their answers to guide prospective travelers.

1. What is included in my Uniworld cruise fare?

Most Uniworld cruises are all-inclusive. This typically covers accommodation, meals onboard, unlimited beverages (including many premium spirits and wines), onboard entertainment, scheduled airport transfers, and shore excursions. Wi-Fi, gratuities, and onboard fitness classes are also often included.

2. What type of attire is appropriate onboard?

During the day, casual wear is appropriate. For evenings, “smart casual” is the general guideline. Some events, like the Captain’s Welcome Dinner, might warrant slightly more formal attire.

3. Do Uniworld ships have Wi-Fi?

Yes, complimentary Wi-Fi is available on all Uniworld ships. However, the strength and speed of the connection might vary depending on the sailing region and the ship’s location.

4. What dining options are available for those with dietary restrictions?

Uniworld prides itself on accommodating various dietary needs, including gluten-free, vegetarian, and vegan options. It’s advisable to communicate any dietary restrictions in advance, so the culinary team is well-prepared.

5. How does Uniworld cater to solo travelers?

Many Uniworld cruises offer a limited number of single-occupancy cabins or reduced single supplement rates for double-occupancy cabins. They also organize meet-and-greet events for solo travelers to connect.

6. Are Uniworld cruises suitable for families with children?

While Uniworld primarily caters to an adult audience, they offer specific family-friendly departures with their “Generations” program. These cruises include special excursions and onboard activities tailored for younger travelers.

7. Is smoking allowed on Uniworld ships?

Smoking is prohibited inside all Uniworld ships. However, designated smoking areas are available on the sun deck.

8. How does Uniworld approach sustainability and eco-friendly practices?

Uniworld is committed to sustainable and responsible tourism. This includes eco-friendly ship designs, partnerships with conservation organizations, supporting local communities, and minimizing single-use plastics.

9. Do I need travel insurance for a Uniworld cruise?

While not mandatory, travel insurance is highly recommended. It provides peace of mind, covering unforeseen circumstances that might affect or interrupt your travel plans.

10. Can I customize or extend my trip?

Yes, Uniworld offers various pre- and post-cruise extension packages. Additionally, their team can assist in creating tailored experiences if you wish to explore a destination more deeply.

11. How early should I arrive before my cruise starts?

It’s generally recommended to arrive at least a day before your cruise departure to account for any travel delays and to acclimatize to the time zone.

12. Are there medical facilities onboard?

While Uniworld ships are equipped with basic first aid amenities, they don’t have full-fledged medical facilities. For more severe medical emergencies, the ship would dock at the nearest port where medical attention can be sought.

13. What currency is used onboard?

On European cruises, the Euro is the primary currency onboard. For cruises in other regions, the ship’s onboard currency will typically align with the local currency. All major credit cards are also accepted.

14. Can I bring my own alcohol onboard?

While Uniworld provides a wide range of beverages (often included in your cruise fare), you can bring local wines or spirits onboard. However, there might be corkage fees if you wish to consume them in public areas or dining rooms.

15. Is there a limit to the luggage I can bring?

There’s no strict luggage limit, but cabin storage space can be limited. It’s advisable to check the specific ship’s layout and pack accordingly. Remember, most river cruise itineraries require casual attire, so heavy packing is often unnecessary.

16. Do the ships have elevators?

Most Uniworld ships are equipped with elevators, but they might not access all decks. It’s essential to check the specific ship’s amenities if elevator access is a crucial requirement.

17. Are the cruises wheelchair accessible?

While Uniworld makes every effort to accommodate all guests, not all ships or excursions are wheelchair-friendly due to design constraints or the historic nature of certain destinations. It’s best to check in advance.

18. How are gratuities handled?

Gratuities for onboard and onshore services are typically included in the cruise fare for Uniworld. However, if guests experience exemplary service, they’re welcome to provide additional gratuities at their discretion.

19. Are there onboard laundry services?

Yes, most Uniworld ships offer laundry services for a fee. Some ships also have self-service laundry facilities.

20. What electrical outlets are used on the ships?

The electrical outlets onboard European ships are typically 220 volts with European two-pin plugs. It’s advisable to bring a universal adapter for electronic devices.

See inside a new ultra-luxury river cruise line that's charging up to $59,520 per person

• Newcomer Riverside Luxury Cruises wants to break into the growing river cruise market.
• The ultra-luxury cruise line  operates former Crystal ships in popular European rivers like the Danube.
• Riverside's 2024 cruises start at $1,055 per person for four days.

A new ultra-luxury cruise line wants to be the swankiest travel-by-river vacation option.

To do so, it's enticing cruisers with truffle-infused butter, $320-per-person dinners, and butlers that can be beckoned with a simple WhatsApp message.

Affluent travelers , meet Riverside Luxury Cruises.

The budding company first set sail in March 2023. With a year of service under its belt, its three ships are now sailing some of Europe's most popular rivers — starting at more than $260 per person per day.

Riverside is operated by Seaside Collection, a European hotelier.

The firm had its sights set on a river cruise venture since 2018, Jen Halboth, CEO of Riverside Luxury Cruises, told Business Insider.

Ironically, COVID-19 was the reason it got into the business.

Crystal Cruises declared bankruptcy in early 2022 amid the pandemic. Shortly after, Seaside purchased and updated five of the then-defunct cruise line's ships.

Three of these vessels now make up Riverside's fleet. The other two are being leased to competitor Uniworld River Cruises.

River cruising has become increasingly popular as wealthy travelers gravitate to ultra-luxury small-ship vacations.

River cruise ships are much smaller than their behemoth ocean-based counterparts, allowing Riverside to sail in waterways like Europe's Rhine, Rhone, Danube, Main, Moselle, and Saône rivers.

Along the way, guests can explore destinations many giant ships can't easily access — like Budapest, Hungary; Frankfurt, Germany; and Amsterdam — sometimes visiting more than one port in a day.

One of Riverside's shortest and cheapest 2024 voyages starts at $1,055 per person for a four-day Danube River cruise from Passau, Germany, to Vienna.

Alcohol and excursion packages can tack on an extra $75 to $175 per person per night.

Looking to ball out? The most expensive and longest itinerary is $59,521 per person for a three-river, 22-day cruise from Amsterdam to Budapest, Hungary, in the most expensive suite with the most inclusive package.

To compare, the cheapest 2024 voyage with all-inclusive luxury competitor Uniworld River Cruises starts at $2,000 per person for an eight-day Danube River sailing.

River cruisers tend to be over the age of 55.

But the new company is targeting guests 45 years old and older, specifically those who frequent luxury vacations but have yet to try a river cruise.

"New luxury travelers want to be pampered, get off and have an adventure, and come back and be taken care of," the cruise line's CEO said.

"Pampering” they will get.

Of Riverside's three ships, the 394-foot-long, 74-foot-wide Mozart can accommodate the most guests — up to 162, not including the 82 crew.

Yes, it's larger than Uniworld's ships, which range from 32 to 159 guests. But it's also significantly smaller than Royal Caribbean's new 9,950-person Icon of the Seas ocean vessel.

Like most cruise liners, Riverside's three ships have spas, buffets, and plush lounges and bars.

During the day, travelers can enjoy lunch at the open-air grill and relax to live music courtesy of Steinway and Bösendorfer pianos, no less.

At night, they can dine on a seven-course meal at the 295 euros ($320) per-person Vintage Room.

Riverside’s ships have up to 5 restaurants. Vintage Room is the only specialty option.

The cost to dine includes a wine pairing and plates like veal with truffle and chanterelle mushrooms and "surf and turf" with beef sirloin and scallops.

But don't expect a lackluster, rushed meal at the other complimentary options: "This is not a churn-and-burn," the company's CEO said of the ships' Waterside restaurants. "You come in for fine dining."

Infused, whipped butter is apparently one of Riverside's hottest commodities.

Sometimes, it has chiles. Other times, it's infused with citrus. If you're lucky, you'll get one with truffles.

"People were raving about our butter," Halboth said. "Everyone's waiting to see what butter they'll get at dinner each night."

Need to sleep off all that dairy? You're in luck. Every cabin has a king bed.

Riverside's suites range from 194 to 883 square-feet. These high-end cabins include butler service, stocked mini-bars, and espresso machines.

Some suites also have double-sink vanities and walk-in closets, a hallmark of an ultra-luxury cruise vessel .

Does Riverside’s more than $260 per person, per day fare seem reasonable now?

If yes, book soon. It'll only get more expensive from here.

These fares don't offset the amount Riverside is spending on amenities like the upscale food, according to Halboth. To make up for these expenditures, the cruise line plans to raise its prices gradually over the next two years.

The company's CEO said bookings have been 'a little lighter' since the start of 2024.

But the back half of the year is "filling up" thanks to Americans: About 70 to 80% of its guests are from North America, the company said.

Riverside will operate its Mozart, Ravel, and Debussy ships for three years as it 'hones the brand,' Halboth said.

The cruise line's two additional vessels would join its fleet in the next few years.

Given the growing popularity of river cruises , it's a good time for companies like Riverside to start expanding.

However, it could face plenty of incoming competition.

Jamie Loizou, the UK managing director of luxury river cruise line AmaWaterways, is forecasting 2024 as a "pivotal" year for the river cruise industry, noting that 15 new river-based vessels are expected to launch this year, Cruise Critic reported .

• Main content

River Cruises

Holland & Belgium at Tulip Time (2025)

Brussels to Amsterdam | 8 days

You’ll find an ideal mix of old and new, historic and modern, in some of Europe’s liveliest cities on this journey. Spend time in Amsterdam and Maastricht, allowing you to discover great...

Ship: S.S. Victoria

Countries: Belgium, Netherlands

River: Rhine

4.6 /5 (81 reviews)

From $4,679 per person

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Holland & Belgium at Tulip Time (2024)

Castles along The Rhine (2024)

Basel to Amsterdam | 8 days

Cruise along the Rhine—Germany on one side, France on the other. Discover Alsace, whose dual French and German heritage has given it fabulous food and a winemaking tradition that goes back to...

Ships: River Queen, S.S. Antoinette, S.S. Victoria

Countries: France, Germany, Netherlands, Switzerland

4.7 /5 (1851 reviews)

From $2,199 per person

Castles along The Rhine (2025)

Ships: S.S. Antoinette, S.S. Elisabeth, S.S. Victoria

From $3,149 per person

Highlights of Eastern Europe (2024)

Budapest to Bucharest | 10 days

Immerse yourself in new cultures as you travel from splendid Budapest to dynamic Bucharest, discovering the best that the revitalized nations of Eastern Europe have to offer along the way.

Ships: River Duchess, S.S. Beatrice

Countries: Bulgaria, Croatia, Hungary, Romania, Serbia

River: Danube

4.4 /5 (342 reviews)

From $4,499 per person

Burgundy & Provence (2024)

Arles to Lyon | 8 days

Cruise the Rhône and Saône rivers, enjoying the region’s incomparable wine and cuisine and discovering its many treasures. Stroll the very streets of Arles made famous by Van Gogh....

Ship: S.S. Catherine

Country: France

Rivers: Rhône, Saône

4.6 /5 (950 reviews)

From $2,099 per person

Remarkable Rhine & Historic Holland (2024)

Amsterdam to Basel | 11 days

Dive deep into the region’s culture, natural wonders, traditions and historical significance in a one-of-a-kind experience along the Rhine. Delve into the region’s world-renowned museums. ...

Ship: River Queen

4.6 /5 (273 reviews)

From $3,999 per person

European Holiday Markets (2024)

Nuremberg to Vienna | 8 days

This cruise takes you to some of the most famous and delightful holiday markets in Central Europe. At each market, you’ll find wooden stalls displaying traditional crafts that range from quirky ...

Ships: River Princess, S.S. Beatrice

Countries: Austria, Germany

4.4 /5 (135 reviews)

From $3,599 per person

Ultimate European Journey (2024)

Amsterdam to Bucharest | 25 days

Prepare for the cruise of a lifetime as you travel the length of Europe through eight nations, exploring wonders of the Old World and the New, the East and the West.

Sail the romantic Rhine, the...

Ship: S.S. Beatrice

Countries: Austria, Bulgaria, Croatia, Germany, Hungary, Romania, Serbia, Netherlands

Rivers: Danube, Main, Rhine

4.5 /5 (80 reviews)

From $14,899 per person

Danube Holiday Markets (2024)

Budapest to Passau | 8 days

Budapest has celebrated Christmas for a thousand years, since the reign of St. Stephen, the king who founded Hungary and encouraged the spread of Christianity throughout his realm. As you ramble...

Ship: S.S. Maria Theresa

Countries: Austria, Germany, Hungary, Slovakia

4.6 /5 (140 reviews)

Portraits of Eastern Europe (2024)

Prague to Bucharest | 19 days

Beautifully preserved Prague has enchanted visitors for ages, but it is only a tiny part of this extraordinary voyage through eight nations. Sail past quaint villages and great cities on the glorious ...

Ship: River Duchess

Countries: Austria, Bulgaria, Croatia, Czech Republic, Germany, Hungary, Romania, Serbia

4.1 /5 (45 reviews)

From $9,899 per person

Authentic Danube (2024)

Vienna to Nuremberg | 8 days

As your adventure starts, castles, stunning architecture, natural wonders and rich history ensue. Discover the old walled city of Nuremberg and its mesmerizing castles. Stroll through countless...

Ship: River Princess

4.7 /5 (58 reviews)

From $1,999 per person

Rhine Holiday Markets (2024)

Basel to Cologne | 8 days

Discover the roots of our Christmas traditions as you explore some of Europe’s most charming towns. Browse for unique ornaments in Basel’s Christmas Market. Sip vin chaud as you stroll to ...

Ship: S.S. Antoinette

Countries: France, Germany, Switzerland

4.4 /5 (134 reviews)

From $4,299 per person

Delightful Danube & Prague (2024)

Budapest to Prague | 10 days

Experience dynamic Budapest, imperial Vienna and exquisitely preserved Prague. Marvel at ravishing scenery as your luxurious ship glides through the Wachau Valley, celebrated as one of the...

Countries: Austria, Czech Republic, Germany, Hungary

4.5 /5 (491 reviews)

From $2,999 per person

Delightful Danube (2024)

Budapest to Nuremberg | 8 days

Experience dynamic Budapest and imperial Vienna. Marvel at ravishing scenery as your luxurious ship glides through the Wachau Valley, celebrated as one of the world’s most beautiful landscapes, ...

Countries: Austria, Germany, Hungary

4.5 /5 (92 reviews)

From $2,499 per person

Enchanting Danube (2024)

The shimmering waters of the fabled Danube River flow for thousands of miles through the very heart of Europe, silent witness to centuries of artistic achievement and historical events. This...

4.7 /5 (791 reviews)

Authentic Danube & Prague (2024)

Vienna to Prague | 10 days

As your adventure starts, castles, stunning architecture and natural wonders ensue. Discover the old walled city of Nuremberg and its mesmerizing castles. Stroll through countless enchanting towns...

Countries: Austria, Germany, Czech Republic

4.4 /5 (132 reviews)

Classic Christmas Markets (2024)

Nuremberg to Frankfurt | 8 days

Discover villages with fairytale houses and a friendly, festive atmosphere. Share traditional holiday goodies with the people who made them. Watch as modern children abandon their usual electronics...

Ships: River Princess, River Queen

Country: Germany

Rivers: Main, Rhine

4.2 /5 (131 reviews)

From $3,699 per person

European Jewels (2024)

Budapest to Amsterdam | 16 days

From exotic Budapest, “Queen of the Danube,” to imperial Vienna, “City of Waltzes,” to the sky-high spires of Cologne’s Gothic cathedral—centuries of intriguing...

Countries: Austria, Germany, Hungary, Netherlands

4.6 /5 (544 reviews)

From $5,499 per person

Rhine River Valley (2024)

Nuremberg to Basel | 8 days

Immerse yourself in history as you stroll through beautifully preserved medieval towns and a stunning imperial palace. Sample the fruits of the Rhine’s famously excellent wineries and enjoy...

Countries: Germany, France, Switzerland

3.7 /5 (15 reviews)

From $2,299 per person

Portraits of Eastern Europe (2025)

From $6,839 per person

Remarkable Rhine & Historic Holland (2025)

From $3,779 per person

Rhine Holiday Markets (2025)

Ships: S.S. Antoinette, S.S. Elisabeth

From $3,059 per person

Timeless Wonders of Vietnam, Cambodia & the Mekong (2025)

Ho Chi Minh City to Hanoi | 15 days

Two of the most beautiful, historic and friendly places in all of Asia, dynamic Vietnam and pastoral Cambodia are intriguing studies in contrast. Each possesses its own unique charm and social...

Ship: Mekong Jewel

Countries: Vietnam, Cambodia

River: Mekong

4.8 /5 (315 reviews)

From $6,929 per person

Ultimate European Journey (2025)

Amsterdam to Bucharest | 24 days

Ships: River Duchess, River Princess

From $9,179 per person

European Holiday Markets (2025)

From $3,419 per person

Delightful Danube (2025)

European jewels (2025).

Budapest to Amsterdam | 15 days

From $5,849 per person

Delightful Danube & Prague (2025)

Grand France (2025)

Arles to Paris | 15 days

For Francophiles in love with the culture, history, cuisine, and romance of France, this grand voyage is a dream come true. Soak up the joie de vivre that makes France one of the most adored...

Ships: S.S. Catherine, S.S. Joie de Vivre

Rivers: Rhône, Saône, Seine

4.7 /5 (132 reviews)

From $6,389 per person

Burgundy & Provence (2025)

From $3,239 per person

Highlights of Eastern Europe (2025)

Ships: River Duchess, River Princess, S.S. Beatrice

Enchanting Danube (2025)

From $2,969 per person

Classic Christmas Markets (2025)

From $3,329 per person

Danube Holiday Markets (2025)

Ships: River Princess, S.S. Maria Theresa

Timeless Wonders of Vietnam, Cambodia & the Mekong (2024)

From $6,999 per person

Douro River Valley (2024)

Porto to Porto | 8 days

As you follow the Douro River through Portugal and into Spain, you’ll cruise past steeply terraced hillsides, quaint villages and acres of ripe vineyards. Enjoy private tastings of Port....

Ship: S.S. São Gabriel

Countries: Portugal, Spain

River: Douro

4.3 /5 (119 reviews)

From $3,199 per person

Brilliant Bordeaux (2024)

Bordeaux to Bordeaux | 8 days

Set sail along three stunning rivers, the Garonne, Dordogne and Gironde, on one fascinatingly historical and invigorating journey. Explore the country’s breathtaking backdrops, wines and...

Ship: S.S. Bon Voyage

Rivers: Dordogne, Garonne

4.4 /5 (419 reviews)

Grand Christmas & New Year's (2024)

Nuremberg to Budapest | 13 days

You’ll sail through Germany, Austria, and Hungary along the shimmering Danube and past incredible sights on this unique itinerary. Explore charming old-world villages and Gothic cathedrals and...

Rivers: Danube, Main

4.5 /5 (26 reviews)

From $7,199 per person

Splendors of Egypt & the Nile (2024)

Cairo to Cairo | 12 days

For 12 adventure-filled days, experience Egypt and the Nile’s most wondrous sites in style and luxury. * Wander amongst the towering ruins of the Temple of Karnak, the world’s largest...

Ships: River Tosca, S.S. Sphinx

Country: Egypt

River: Nile

4.6 /5 (735 reviews)

From $6,499 per person

India's Golden Triangle & the Sacred Ganges (2024)

New Delhi to Kolkata | 13 days

Complex and beguiling, India is a country unlike any other. Wondrous sights rich in romance and intrigue come alive in the “Golden Triangle”—Delhi, Jaipur, and Agra. Delhi’s...

Ship: Ganges Voyager II

Country: India

River: Ganges

4.8 /5 (204 reviews)

From $5,699 per person

Ultimate France (2024)

Bordeaux to Arles | 22 days

This triumvirate of France brings you the very best of each region—Paris and the Normandy coast in the north, vineyard-rich Bordeaux in the southwest, and the sun-drenched Mediterranean...

Ships: S.S. Bon Voyage, S.S. Catherine, S.S. Joie de Vivre

Rivers: Dordogne, Garonne, Rhône, Seine

4.4 /5 (51 reviews)

From $13,099 per person

Venice & the Jewels of Veneto (2024)

Venice to Venice | 8 days

This ultimate Venetian vacation is perfected by one unique quality: your stay onboard our floating boutique hotel. Not only will you benefit from an enviable location in Venice, you’ll also...

Ship: S.S. La Venezia

Country: Italy

4.6 /5 (106 reviews)

Cruise & Rail: Grand Alpine & the Enchanting Danube (2024)

Passau to Venice | 15 days

Embark on a river cruise down the shimmering waters of the fabled Danube River, where our locally-based destination experts will take you well beyond the “must-sees” of each region,...

Countries: Germany, Austria, Slovakia, Hungary, Switzerland, Slovenia, Italy

Peruvian Rivers & Rainforest Discovery (2024)

Lima to Lima | 11 days

Peru is a land of mysteries, legends and ancient cultures. Your journey starts in the country’s capital, Lima. Known as the “City of Kings,” this melting pot of culture will...

Ship: Aria Amazon

Country: Peru

5 /5 (6 reviews)

From $10,499 per person

Enchanting Christmas & New Year's Cruise (2024)

Passau to Budapest | 11 days

Cruise the mighty Danube, visiting classic capitals like Budapest and Vienna. Spend Christmas Eve in Passau, then ring in the New Year in elegant style in Budapest. Festive celebrations are plentiful ...

4.6 /5 (25 reviews)

From $6,299 per person

Zurich & the Rhine River Valley (2024)

Nuremberg to Zurich | 10 days

4.4 /5 (18 reviews)

From $3,099 per person

Milan, Venice & the Jewels of Veneto (2024)

Milan to Venice | 10 days

Begin your journey in stunning Milan and disembark in romantic Venice. These two legendary cities will bookend unforgettable experiences throughout the Veneto region.

This ultimate Venetian vacation...

4.5 /5 (90 reviews)

From $2,899 per person

Magnificent Moselle & Rhine (2024)

Frankfurt to Frankfurt | 10 days

Uncover the best-kept secret in river cruising, the Moselle, as you sail past some of Europe’s most serene and vineyard-lined landscapes. Explore Cochem’s castle-dotted hillsides. See ...

Countries: Germany, Luxembourg

Rivers: Moselle, Rhine

4.7 /5 (29 reviews)

Belgian Holiday Markets (2024)

Brussels to Brussels | 8 days

There’s no more magical way to enjoy the holiday season than with a visit to a Christmas market. And on an all-inclusive, luxury river cruise, you can wander the stalls of many such markets in...

3.8 /5 (50 reviews)

From $3,799 per person

Peruvian Amazon & Machu Picchu Exploration (2024)

Lima to Lima | 16 days

From a deep dive into Lima—the “City of Kings”—to the legendary Machu Picchu, this 16-day cruise/tour is an all-encompassing adventure into the marvels of Peru and the Amazon...

4.8 /5 (35 reviews)

From $11,999 per person

A Portrait of Majestic France (2024)

Bordeaux to Paris | 15 days

This picture-perfect journey blends your passion for the good life—art, culture, and gastronomy—with a broad sweep of lovely French landscapes. Travel from beautiful Bordeaux and delight...

Ships: S.S. Bon Voyage, S.S. Joie de Vivre

Rivers: Dordogne, Garonne, Seine

4.5 /5 (93 reviews)

From $19,199 per person

Cruise & Rail: Grand Alpine & the Jewels of Veneto (2024)

Budapest to Venice | 16 days

Begin your journey in the stunning cities of Budapest and Vienna, from which you’ll ascend into the idyllic wonderland of the Alps via a luxury overnight train. Your days will be filled with...

Countries: Hungary, Austria, Switzerland, Slovenia, Italy

Cruise & Rail: Delightful Danube & the Castles of Transylvania (2024)

Istanbul to Nuremberg | 15 days

Begin with the exquisite mosques of Istanbul, where we explore the fascinating history and age-old traditions of this magnificent city, shaped by the empires of times gone by. Then join us on a...

Countries: Austria, Bulgaria, Germany, Hungary, Romania, Turkey

Paris & Normandy (2024)

Paris to Paris | 8 days

Cruise from Paris through Normandy’s countryside, uncovering its many charms: Château de La Roche-Guyon, the medieval capital of Rouen, Monet’s beloved home in Giverny and the famed ...

Ship: S.S. Joie de Vivre

River: Seine

4.7 /5 (820 reviews)

From $3,499 per person

Tulips & Windmills (2024)

Amsterdam to Antwerp | 10 days

From the canals of Amsterdam to the belfry of Bruges, you’ll discover the best of the Netherlands and Belgium. Stroll through colorful acres of tulips at Keukenhof Gardens to get a sense of the ...

4.6 /5 (227 reviews)

From $4,999 per person

Dutch Delight (2024)

Amsterdam to Amsterdam | 8 days

Windmills, colorful flowers, a rich art history, and more bikes than you can possibly imagine—the Netherlands is like nowhere else on earth. See the full spectrum of Dutch life, landscapes, and ...

Country: Netherlands

4.3 /5 (47 reviews)

Cruise & Rail: Venice, Istanbul & the Balkans (2024)

Venice to Istanbul | 17 days

Embark on a private train journey to Istanbul, during which you’ll sleep on the luxury Golden Eagle Danube Express with ever-changing views at your window—the perfect addition to a river...

Countries: Italy, Slovenia, Bosnia and Herzegovina, Croatia, Macedonia, Bulgaria, Turkey

From $19,494 per person

Grand Central Europe (2024)

Vienna to Basel | 15 days

Begin your journey in the picturesque city of Basel and end in imperial Vienna, two showstopping destinations to highlight your cruise. Along the way, you’ll cruise through 3 different...

Countries: Switzerland, France, Germany, Austria

Rivers: Danube, Rhine

4.7 /5 (17 reviews)

From $7,099 per person

Grand Central Europe & Zurich (2024)

Zurich to Vienna | 17 days

Cruise between the picturesque city of Basel and imperial Vienna. Along the way, you’ll cruise through 3 different rivers—the Rhine, Main and Danube—to visit Switzerland, France,...

4.2 /5 (6 reviews)

From $7,899 per person

Grand France (2024)

From $9,299 per person

Portugal, Spain & the Douro River Valley (2024)

Porto to Lisbon | 11 days

Following the Douro River through Portugal and into Spain, you’ll cruise past steeply terraced hillsides, quaint villages and acres of ripe vineyards. Enjoy private tastings of Port and explore ...

4.3 /5 (419 reviews)

From $3,899 per person

Rome, Venice & the Jewels of Veneto (2025)

Venice to Rome | 11 days

Begin your journey in romantic Venice. Treat yourself to a private evening lighting ceremony at St. Mark’s Basilica, explore the colorful facades of Burano, and sail south to discover...

From $4,859 per person

India's Golden Triangle & the Sacred Ganges (2025)

4.8 /5 (205 reviews)

Portugal, Spain & the Douro River Valley (2025)

From $5,039 per person

Splendors of Egypt & the Nile (2025)

4.6 /5 (737 reviews)

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From $3,869 per person

Rhine, Moselle & Belgium Grand Discovery (2025)

Basel to Brussels | 15 days

Soak in as much of Central Europe’s fantastic cities and culture as possible in just two weeks. Snack on classic Dutch treats in the Netherlands, enjoy the fruits of Germany’s excellent...

Countries: Belgium, Netherlands, Germany, Luxembourg, France, Switzerland

From $8,549 per person

Paris & Normandy (2025)

4.7 /5 (822 reviews)

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Tulips & Windmills (2025)

Ultimate france (2025).

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Peruvian Amazon & Machu Picchu Exploration (2025)

From $13,049 per person

Peruvian Rivers & Rainforest Discovery (2025)

From $11,699 per person

Belgian Holiday Markets (2025)

Grand christmas & new year's (2025).

From $6,659 per person

Brilliant Bordeaux (2025)

Douro river valley (2025).

From $4,409 per person

Dutch & Belgian Holiday Celebration (2025)

Brussels to Amsterdam | 11 days

Enjoy sweet treats as you indulge in the wintertime festivities of Belgian towns, where the Christmas markets are often elaborate festivals complete with ice rinks and Ferris wheels. Warm your hands...

Enchanting Christmas & New Year's Cruise (2025)

From $5,399 per person

Grande Italia (2025)

Milan to Rome | 13 days

Begin your journey in stunning Milan, where you’ll view da Vinci’s “The Last Supper.” Stop for a tasting of rare Amarone wines on your way to romantic Venice. Embark on your...

From $5,669 per person

Wine Roads of France & Portugal (2025)

Bordeaux to Lisbon | 18 days

The Southern European climates and historic towns of both Bordeaux and Portugal are as complimentary as their palettes—expect bold reds and excellent dessert wines, from Sauternes to Port....

Ships: S.S. Bon Voyage, S.S. São Gabriel

Countries: France, Portugal, Spain

Rivers: Dordogne, Douro, Garonne

From $8,099 per person

Venice & the Jewels of Veneto (2025)

A portrait of majestic france (2025).

From $6,749 per person

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Love Exploring

Beautiful River Cruises That Will Take Your Breath Away

Posted: January 2, 2024 | Last updated: January 2, 2024

River adventures

There are trips especially for solo travelers

Finding alone time is increasingly easy on river cruise ships, many of which are going all out to cater to solo travelers. Take Riviera Travel River Cruises – every year the line operates a number of sailings designed specifically for solos. On these cruises, all cabins are single-occupancy only and there are no single supplement charges. In 2023, Riviera’s solo-friendly cruises include sailings along the Danube, Douro, Rhine, Rhône and Seine.

Ganga Vilas offers the world’s longest river cruise

Does disembarkation day always come too soon? Consider opting for one of the growing number of longer cruises. Ganga Vilas currently offers the world’s longest river cruise – a 51-day sailing along 27 rivers in India and Bangladesh onboard the luxurious 18-suite Ganga Vilas riverboat. The downside? These cruises don’t come cheap – prices start at around $32,000 per person.

CroisiEurope offers paddlewheel cruises on two European rivers

Paddlewheel ships aren’t just found on US rivers. CroisiEurope is the only cruise line to run paddlewheel cruises on two European rivers – the Elbe and the Loire. Other boats are few and far between – these rivers are notoriously shallow but the latest paddlewheel technology means CroisiEurope’s boats can sail these stretches of water year-round.

A-ROSA SENA is one of Europe’s most family-friendly ships

River cruises are often seen as the preserve of couples, but change is afoot. In 2022, A-ROSA River Cruises launched A-ROSA SENA , the only river cruise ship in Europe to have a dedicated kids’ club room. AmaWaterways’ AmaMagna has a theater area where children (and big kids) can watch movies and play games consoles, and Uniworld’s Generation Collection cruises offer kid-friendly activities and excursions.

Viking Cruises’ fleet has both ocean and river boats

If you’re a fan of cruising, what could be better than pairing a river cruise with an ocean one? For example, combine a sail along the Douro, which cuts across Spain and Portugal and finishes at the Atlantic coast, with an ocean-going cruise sailing out of Porto. Doing so is easy, especially if you sail with a line like Viking Cruises , which has a fleet including both ocean and river boats.

Viking holds the record for launching the most new ships in a single day

AmaWaterways’ Color of Provence cruise focuses on Black heritage in Paris

Europe’s rivers are lined with ancient cities and landmarks, but several cruise lines are delving deeper in Europe’s history by tackling a more diverse range of subjects. AmaWaterways is a great example – in 2023 its Color of Provence cruise includes a three-night visit to Paris which focuses on the city’s Black heritage, while another AmaWaterways cruise along the Rhône river includes a Black heritage tour of Marseille.

Excursions are varied, with smaller groups

Because river cruising ships are smaller, the chances of having to join tour groups the size of a Glastonbury crowd are slim, and excursions are more intimate. A case in point is European Waterways , known for their passion for slow travel. Excursions include a tour of the Château de la Motte led by the resident Baroness and visits to the Dalwhinnie whisky distillery, which you’ll travel to in an air-conditioned Mercedes-Benz minibus.

You can explore the Amazon Basin with Seabourn

More river cruise lines are heading to remote rivers. One example is Seabourn . In 2023 the line launches a 14-day Wild Guianas To The Amazon Basin cruise, which sails along Brazil’s Guajará River, a tributary of the Amazon. Excursions include a trip to meet local Indigenous groups – a reminder that Amazon river cruises are great options for getting off the beaten path.

Avalon Waterways has some of the largest windows on a river cruise

River cruise ships make excellent use of space, and we’re increasingly seeing this applied to windows. If you don’t manage to bag a balcony suite, don’t panic – it’s highly likely that you’ll have floor to ceiling windows. If you’re a stickler for a fantastic view, consider sailing with Avalon Waterways – their windows are some of the largest on a river cruise ship, and their Panorama Suites have the widest opening, wall-to-wall, floor-to-ceiling panoramic windows in river cruising.

American Queen Voyages has launched exciting new itineraries

American river cruises have become incredibly popular in recent years, and in 2023 the American Queen Voyages launches the longest itineraries offered by this historic cruise line. The 23-day itineraries (the first one departs in July) will sail along the Mississippi and Ohio Rivers and take in lesser-known destinations such as Maysville in Kentucky, Madison in Indiana, Point Pleasant in West Virginia and Marietta in Ohio.

You might meet your hero onboard an AmaWaterways ship

River cruising companies are going all out to provide deeper insights into the places their ships sail through. One example is National Geographic Expeditions, which recently announced that it will join forces with AmaWaterways and launch several National Geographic Expeditions-chartered departures in 2024. Onboard experts – all of whom will be familiar with itinerary destinations – will include photographers, authors and explorers.

You can sail along the Hudson River with American Cruise Lines

Fancy sailing past the Empire State Building? Now you can – kind of. American Cruise Lines is the only cruise line that offers sailings along the mighty Hudson, along with several other lesser-known rivers, including the Napa and San Joaquin Rivers in California.

You can combine rail and water with Uniworld

In 2022 Uniworld launched cruises combining Danube River sailings with trips on Golden Eagle Luxury Trains. These rail and river cruise packages offer guests the chance to take a five-day train journey through central Europe before boarding the ship. Expect more cruise lines to combine these modes of transport in the coming years.

Experts will join passengers onboard Ponant ships

Uniworld’s decision to combine sailing with luxury railway trips onboard Golden Eagle’s trains is a sign of the times – we’ll see more collaborations designed to enhance guests’ experience. In 2023 Ponant is collaborating with Smithsonian Journeys to offer sailings with onboard experts, such as world-renowned climate specialist Steve Paton, who will provide further insight into areas such as the San Blas archipelago.

Riverside Luxury Cruises is the new kid on the block

River cruising might sound like a crowded market, but the launch of Riverside Luxury Cruises in April 2023 proves that there’s always room for more. This new line launched with one ship – Riverside Mozart – and offers cruises starting in Vienna, Budapest and Passau. The ship’s rooftop bar looks pretty special, although we’re equally excited about the cuisine, inspired by regions the ship sails through.

Even the busiest rivers have quiet spots

The landscape is fabulously diverse

Some river cruise companies cover lakes too

CroisiEurope is the only river cruise line operating on Lake Kariba in Southern Africa. There are two cruise ships to choose from – African Dream and Zimbabwean Dream. Both ships accommodate 16 passengers in eight cabins, and there’s a rooftop bar and restaurant from which guests can soak up the views.

Most river cruises are truly all-inclusive

We’ve all come across cruise lines which claim to be all-inclusive but are actually anything but. These days, more cruise lines are going all out to offer passengers better value for money by including everything from premium drinks to excursions. Scenic River Cruises is a great example – cruise prices include flights from the UK, transfers, premium drinks, all meals (including fine dining ones) and excursions.

You’re unlikely to feel seasick on a river cruise

River cruises will take you to the end of the world (almost)

River cruises can take you to some of the world’s most remote places, as well as waterways which simply aren’t explored very often. CroisiEurope, for example, is the only operator to offer cruises on Spain’s Guadalquivir River (pictured at Seville), while the Heritage Line’s new Upper Mekong cruise, which sets sail in August 2023, will focus on remote areas of Laos.

You can cruise the world’s longest river

The views are better

There are no interior cabins on river cruise ships – all cabins face outwards and most have floor-to-ceiling windows. Cruise lines make the most of the space in innovative ways, too. On several Uniworld vessels, for example, mirrors are actually concealed televisions. The cabins at the rear of riverboats are often the cheapest – but if you’re a light sleeper, remember that this is because the engines are located here. 

Cruise lines are investing in air-filtering technology

One example is Amadeus River Cruises . In May 2023 the line launched Amadeus Riva, which has a hi-tech air filtration system with a two-stage purification system capable of removing aerosols – including any containing microscopic virus particles – from interior spaces.

The added extras are getting better

It's easier to avoid the crowds

There are no (or at least fewer) boring transfers

On ocean cruises, the excitement about seeing the local landmark/record-breaking attraction/ancient site quickly dissipates when there’s a one-hour bus journey between you and the site in question. Not so with river cruising, simply because of the increased accessibility. A great example is the iconic arch in St Louis, Missouri (pictured) –  this feat of engineering is just a 10-minute walk from the dock used by river boats.

Now check out the world's oldest man-made structures still in use today

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S.S. Joie de Vivre

S.S. Joie de Vivre brings the “joy of living” to the rivers of France. Step aboard your floating pied-à-terre in France, featuring handcrafted furniture and fine antiques, original artwork, and...

River: Seine / Guests: 128

S.S. Elisabeth

Central europe.

Joining our fleet in 2025, the S.S. Elisabeth , sister ship to the S.S. Victoria , exudes contemporary style with luxe velvet and marble accents, while original artwork adds a touch of...

River: Rhine / Guests: 110

South America

Setting a new standard for luxury river cruising on the Amazon, Aqua Nera draws design inspiration from the Peruvian Amazon’s mystical black water lagoons and bears the hallmarks of...

Rivers: Maranon, Ucayali / Guests: 40

Aria Amazon

Designed to explore the Peruvian Amazon in luxury and comfort, the Aria Amazon is an all-suite ship with floor-to-ceiling windows, giving you a full view of the majestic rivers and rainforest. The...

Rivers: Maranon, Ucayali / Guests: 32

River Tosca

The River Tosca perfectly captures the warmth and style of Egypt, taking guests on a culturally enriching adventure down the Nile in absolute luxury. This all-suite ship is elegantly designed with...

River: Nile / Guests: 82

S.S. Beatrice

The S.S. Beatrice boasts yacht-style light wood with blue and white finishes throughout, a renovated lobby featuring elegant mirrors, marble floors, a white Murano chandelier with blue shades, and a ...

Rivers: Danube, Main / Guests: 152

S.S. Sphinx

The S.S. Sphinx offers two gourmet dining venues, a swimming pool, massage room, and 42 gorgeously appointed suites. This Super Ship vessel offers an authentically immersive onboard experience,...

River: Nile / Guests: 84

S.S. La Venezia

The River Countess underwent a complete design renovation in 2020, debuting as the S.S. La Venezia to bring guests an enhanced luxury experience inspired by Northern Italy. The redesign of the S.S....

River: Venice Lagoon / Guests: 126

River Princess

The stunning foyer of the 128-passenger River Princess sets an indulgent and luxurious tone for your European journey. Throughout the ship, jewel-tone greens, warm browns, and a mix of black and ...

Rivers: Danube, Rhine, Main / Guests: 128

Mekong Jewel

Vietnam and cambodia.

Debuting in January 2020, the Mekong Jewel is the most luxurious ship on the Mekong river. This all-suite Super Ship vessel includes two dining venues: one main restaurant and an al fresco eatery on...

River: Mekong / Guests: 68

River Queen

One of the most unique ships cruising Europe’s waterways, the River Queen has an exterior resembling the steamships of the 1930s and an elegant Art Deco interior. Decorated in richly textured...

Rivers: Main, Moselle, Rhine / Guests: 128

S.S. Maria Theresa

A ship fit for Empress Maria Theresa herself, this floating boutique hotel features 18th-century décor and an elegant atmosphere throughout. Original art includes works by Frederik Bloemaert.

River: Danube / Guests: 150

River Duchess

The 130-passenger River Duchess is decorated in soft hues of blue and green complemented by soothing earth tones, providing a tranquil and elegant onboard ambiance. Enjoy spectacular and...

Rivers: Danube, Rhine, Main / Guests: 130

Ganges Voyager II

The ship's spacious suites are a serene sanctuary, with beautiful hand-painted murals and all the comforts of a five-star hotel. All suites have a cozy sitting area and a French balcony with...

River: Ganges / Guests: 56

S.S. Bon Voyage

The S.S. Bon Voyage is designed to immerse guests in French culture, art, and wine, starting with its stunning grand entrance—a signature Super Ship element—clad in polished wood, subtle ...

Rivers: Dordogne, Garonne / Guests: 124

S.S. São Gabriel

Portugal & spain.

S.S. São Gabriel embodies the beautiful Douro River Valley like no other ship in the region. Beautiful azulejos tilework, polished wood, and a summery palette bring the vivacity of...

River: Douro / Guests: 100

S.S. Antoinette

The luxurious décor of the 443-foot, 152-passenger S.S. Antoinette —Uniworld’s first Super Ship vessel—features fine Brazilian marble on the walls and floors, a 19th-century...

River: Rhine / Guests: 152

S.S. Victoria

The S.S. Victoria , sister ship to the S.S. Elisabeth , joins our European fleet in 2024 with an ambiance of contemporary luxury and features the largest suites on the rivers of Europe. Two Royal...

Rivers: Rhine, Moselle / Guests: 110

S.S. Catherine

The two-story lobby onboard, featuring a life-sized Murano glass horse, is just one of the many astounding design elements that will make you say “oh, wow,” “oh, my” or some combination thereof....

Rivers: Rhône, Saône / Guests: 159

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Setting a new standard for luxury river cruising on the Amazon, Aqua Nera draws design inspiration from the Peruvian Amazon’s mystical black water lagoons and bears the hallmarks of contemporary style and generous interiors that Aqua Expeditions cruise ships are known for. Aboard the Aqua Nera, award-winning architects Noor Design crafts every space to perfection. The vessel’s 20 spacious Design Suites convey a sense of Amazon tranquility, while the social spaces showcase refined elegance with a touch of drama. Tastefully woven into the design are accents and details from the rubber boom era and the colorful cultures of Portugal, Spain and Peru.

Aqua Nera | Staterooms

Suite (aqua nera).

• Suite (322 sq ft - 30 sq m).
• Note that amenities may differ from those of a Uniworld company-owned ship.

Cruises For Aqua Nera

Rivers of the World Cruise

55 days | lima to ho chi minh city.

2024 | Our Rivers of the World Cruise is back in 2024 with an even longer, farther-reaching itinerary!

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Museum and Exhibition Center

Most Recent: Reviews ordered by most recent publish date in descending order.

Detailed Reviews: Reviews ordered by recency and descriptiveness of user-identified themes such as wait time, length of visit, general tips, and location information.

Museum and Exhibition Center - All You Need to Know BEFORE You Go (2024)

• (0.03 mi) Elektrostal Hotel
• (1.15 mi) Yakor Hotel
• (1.42 mi) Mini Hotel Banifatsiy
• (1.65 mi) Apelsin Hotel
• (1.33 mi) Elemash
• (0.20 mi) Prima Bolshogo
• (0.30 mi) Makecoffee
• (0.40 mi) Mazhor
• (0.42 mi) Amsterdam Moments
• (0.42 mi) Pechka

Current Offers The World’s Best, at an incredible price.

The 2024 Cruise Savings Event

Book by April 30, 2024 and save up to $3,000 per person on select 2024 cruises when you pay in full at time of booking.

2024 Solo Traveler Savings

We’ve waived the Single Supplement for select 2024 departures and stateroom categories for guests eager to see the world solo. Book early, as these fares sell out quickly.

2025 Early Booking Savings

Book by April 30, 2024 and save 10% on select 2025 cruises when you pay in full at time of booking.

2024 River Heritage Club Savings

Exclusive savings on all cruises, combinable with all promotions.

2025 River Heritage Club Savings

"The 2024 Cruise Savings Event" offer requires payment in full at time of booking and is valid for new, individual bookings on select 2024 itineraries and departure dates only. Bookings must be made between February 1, 2024 and April 30, 2024. Offer applies to full-fare bookings only and is valid for any stateroom category. All fares and savings listed are in US dollars. Savings featured are for cruise or cruise/tour only. Savings featured are per person based on double occupancy, and do not apply to other optional vacation add-ons. Rates and savings vary by itinerary and departure date. Offer is not combinable with any other promotional offer, program, or price protection credits except standard River Heritage Club member savings/benefits. All applicable discounts are applied sequentially; fixed savings amounts are deducted prior to applying any percentage-based discounts. Offer is capacity controlled and may be modified or withdrawn at any time. Other restrictions may apply. Offer expires April 30, 2024.

Solo offer is applicable to select stateroom categories only. Offer expires April 30, 2024.

Early Booking Savings requires payment in full at time of booking and is valid for new, individual bookings on select 2025 itineraries and departure dates only. Offer applies to full-fare bookings only and is valid for any stateroom category. Availability of all stateroom categories cannot be guaranteed. All fares and savings listed are in US dollars. Rates and savings vary by itinerary and departure date. Savings featured are based on the cruise-tour portion of bookings only, per person, and do not apply to the purchase of air tickets or other optional vacation add-ons such as optional pre and post extensions or the Uniworld Travel Protection Plan. Savings are combinable with any publicly available promotion and standard River Heritage Club member savings/benefits. All applicable discounts are applied sequentially; fixed savings amounts are deducted prior to applying any percentage-based discounts. Offer is capacity controlled and may be modified or withdrawn at any time. Other restrictions may apply. Offer expires April 30, 2024.

River Heritage Club savings and amenities are available to guests after completing their first Uniworld cruise. Exclusive savings are based on the cruise or cruise/tour-only price (including any upgrades and single supplement). Savings are combinable with all current Uniworld promotions. All applicable discounts are applied sequentially; fixed savings amounts are deducted prior to applying any percentage-based discounts. Restrictions may apply.

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Moscow metro - spirit of a city (e.p).

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The luxurious décor of the 443-foot, 152-passenger S.S. Antoinette —Uniworld’s first Super Ship vessel—features fine Brazilian marble on the walls and floors, a 19th-century Venetian glass mirror, a stylish Bar du Leopard with full-service bar, and an onboard cinema. The two-story foyer boasts a 10-foot blue Strauss Baccarat chandelier with huge sapphires—a stunning piece that once hung in New York's famous Tavern on the Green—and a collection of original artwork is displayed throughout the ship.

Staterooms and suites (with the exception of the Grand Suite and Suites 402 & 403, which have been gorgeously redesigned) on La Princesse Deck have balconies with floor-to-ceiling windows that, at the touch of a button, will raise the glass to create a completely enclosed conservatory.

S.S. Antoinette | Staterooms

• Grand Suite
• Deluxe Balcony
• French Balcony

Grand Suite (S.S. Antoinette)

• Luxurious riverview grand suite (391 sq ft - 36.3 sq m) with a spacious living room
• Handcrafted Savoir® Beds of England, built-in closets, hair dryer, safe, individual thermostat and flat-screen TV with infotainment center
• Marble bathroom with Asprey bath and body products, plush towels, towel warmers, comfortable bathrobes and slippers, separate rain shower and tub, backlit magnifying mirror, heated mirrors and a secluded toilet and bidet area
• Additional amenities and service include: in-suite butler service; packing and unpacking assistance; in-room breakfast; daily fruit and cookie plate, and an elegant evening snack; Nespresso coffee machine and fine teas; fully stocked mini bar; bottle of wine upon arrival; shoe shine; and free laundry service

Suite 403 (S.S. Antoinette)

Suite 402 (s.s. antoinette), suite 407 (s.s. antoinette), suite 406 (s.s. antoinette), suite 405 (s.s. antoinette), suite 401 (s.s. antoinette), suite 408 (s.s. antoinette), suites 401, 404-408 (s.s. antoinette), suites 402/403 (s.s. antoinette).

• Luxurious riverview suite (294 sq ft - 27.3 sq m) with enclosed balcony with floor-to-ceiling windows (note: Suites 402 and 403 have been stunningly redesigned and no longer have an enclosed balcony)
• Marble bathroom with Asprey bath and body products, plush towels, towel warmers, backlit magnifying mirror, heated mirrors, comfortable bathrobes and slippers
• Additional amenities and services include in-suite butler service, packing and unpacking assistance, in-room breakfast, daily fruit and cookie plate and an elegant evening snack, Nespresso coffee machine and fine teas, fully stocked mini bar, bottle of wine upon request, shoeshine, and free laundry service

Deluxe Balcony stateroom (S.S. Antoinette)

• Luxurious riverview stateroom (196 sq ft - 18.2 sq m) with enclosed balcony with floor-to-ceiling windows
• Handcrafted Savoir® Beds of England, built-in closet, hair dryer, safe, individual thermostat, flat-screen TV with infotainment center and satellite
• Marble bathroom with Asprey bath and body products, plush towels, towel warmer, heated mirror, backlit magnifying mirror, comfortable bathrobes and slippers

French Balcony stateroom (S.S. Antoinette)

• Luxurious riverview stateroom (196 sq ft - 18.2 sq m) with a French balcony

Classic stateroom (S.S. Antoinette)

• Luxurious riverview stateroom (163 sq ft - 15.1 sq m)

Cruises For S.S. Antoinette

Castles along The Rhine

8 days | basel to amsterdam.

2024 | Find inspiration in the romantic, soul-stirring beauty of the fabled Rhine.

Remarkable Rhine & Historic Holland

11 days | amsterdam to basel.

2025 | Explore Europe’s rich history and Jewish heritage on an incredible discovery of the Netherlands, Germany, France and Switzerland.

Rhine Holiday Markets

8 days | basel to cologne.

2024 | Switzerland, France and Germany provide the perfect backdrop for this true connoisseur’s Christmas market cruise.

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atlantis motor yacht

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PHI Yacht – Royal Huisman’s $45 Million Superyacht

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ATLANTIS II Yacht – Serenity $100M Superyacht

Hellenic Shipyards S.A built her in 1981 at their shipyard in Greece as the second of three identical yachts commissioned by Stavros Niarchos, Philip Niarchos’s late father.

The Atlantis trio was commissioned to compete with Niarchos’s rival, Greek shipping magnate Aristotle Onassis and his yacht, the Christina O.

The Atlantis has a length of 115.82m(379.98ft) and is the second of the three identical boats commissioned by Niarchos. She was designed by Caesar Pinnau.

ATLANTIS II yacht interior

ATLANTIS II was built in 1981 by Hellenic Shipyards S.A in Greece. She was designed by Caesar Pinnau, and can accommodate 26 guests in 13 cabins and a crew of 17 in 8 cabins, including the captain.

ATLANTIS II has a low guest-to-crew ratio compared to more current yachts. The ship is equipped with a retractable pool. She has three decks and features: a gym, air conditioning, and a helicopter landing pad.

The exterior of ATLANTIS II has a steel hull and a steel aluminum superstructure. The naval architecture was by Maierform Maritime Technology GmbH, and Caesar Pinnau also designed the exterior features.

Specifications

The length of this magnificent yacht is 115.82m(379.98ft) in length. She is on the list of one of the biggest yachts globally , with a beam of 14.4m(47.2ft) and a 4.29m(14.1ft) draft. ATLANTIS II has a volume of 3,243 GT.

She has two Pielstick engines that power a cruising speed of 12 knots and a top speed of 14 knots.

She has an annual running cost of $10 – $15 million per year and is in the top 5% by LOA in the world. She has a Lloyd’s Register classification.

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Atlantis II

Motor Yacht

Atlantis II is a custom motor yacht launched in 1981 by Hellenic Shipyards in Skaramanga, Greece.

Atlantis II measures 115.82 metres in length, with a max draft of 4.29 metres and a beam of 14.40 metres. She has a gross tonnage of 3,243 tonnes. She has a deck material of teak.

Atlantis II has a steel hull with a steel superstructure.

Her interior design is by Mishael Sumner.

Atlantis II also features naval architecture by Maierform Maritime Technology.

Performance and Capabilities

Atlantis II has a top speed of 14.00 knots and a cruising speed of 12.00 knots. She is powered by a twin screw propulsion system.

Atlantis II has a fuel capacity of 395,500 litres.

Accommodation

Atlantis II accommodates up to 26 guests . She also houses room for up to 17 crew members.

Other Specifications

Atlantis II is a LR class yacht. She flies the flag of Bermuda.

• Yacht Builder Hellenic Shipyards No profile available
• Naval Architect Maierform Maritime Technology No profile available
• Exterior Designer Caesar Pinnau No profile available
• Interior Designer Mishael Sumner No profile available

Yacht Specs

Other hellenics yacht.

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ATLANTIS II

ATLANTIS II is a 115.76 m Motor Yacht, built in Greece by Hellenic and delivered in 1981. She is one of 2 Atlantis models.

Her top speed is 14.0 kn and her cruising speed is 12.0 kn and her power comes from two Semt Pielstick diesel engines. She can accommodate up to 26 guests in 13 staterooms, with 17 crew members. She has a gross tonnage of 3243.0 GT and a 14.45 m beam.

She was designed by Prof. Cäsar Pinnau .

The naval architecture was developed by Maierform , who has architected 3 other superyachts in the BOAT Pro database, and the interior of the yacht was designed by Michael Sumner - she is built with a Teak deck, a Steel hull, and Steel superstructure.

ATLANTIS II is in the top 5% by LOA in the world. She is one of 70 motor yachts longer than 100m.

ATLANTIS II is currently sailing under the Bermuda flag (along with a total of other 37 yachts). She is currently located at the superyacht marina Port Hercule de Monaco, in Monaco, where she has been located for 2 months. For more information regarding ATLANTIS II's movements, find out more about BOAT Pro AIS .

• Name: ATLANTIS II
• Yacht Type: Motor Yacht
• Yacht Subtype: Displacement , Classic Yacht
• Model: Atlantis
• Builder: Hellenic
• Naval Architect: Maierform
• Exterior Designer: Prof. Cäsar Pinnau
• Interior Designer: Michael Sumner
• Refits: 2023-04-05,2021-03-05

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The Atlantis is a 147ft NY private yacht charter that can accommodate up to 300 guests with up to 225 person seating on one deck. The Atlantis is one of the newest and most luxurious yacht charters in the New York harbor. The Atlantis is a New York charter yacht complemented with the utmost in service while offering exquisite catering and great service.

There are three decks. Two of which are fully enclosed. The first deck houses our formal dining salon, together with dance floor & platform dais, with access to outer decks at the bow and the stern. Admission to the next level can be attained via the grand staircase; this level is used mainly for cocktail hour and has a large bar area and lounge, and a luxurious bridal suite for your wedding cruise.

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This Yacht is not for Charter*

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ATLANTIS yacht NOT for charter*

26.5m  /  86'11 | hershine | 1996.

Owner & Guests

Cabin Configuration

• Previous Yacht

Special Features:

• Sleeps 8 overnight
• Able to access shallow bays and coves

The 26.5m/86'11" motor yacht 'Atlantis' (ex. The Rock) was built by Hershine in Taiwan.

Guest Accommodation

Atlantis has been designed to comfortably accommodate up to 8 guests in 4 suites comprising one VIP cabin. She is also capable of carrying up to 2 crew onboard to ensure a relaxed luxury yacht experience.

Range & Performance

Built with a GRP hull and GRP superstructure, with teak decks, she benefits from a semi-displacement hull to provide exceptional seakeeping and impressive speeds. Powered by twin diesel Caterpillar (3412) 1,250hp engines, she comfortably cruises at 16 knots, reaches a maximum speed of 20 knots with a range of up to 350 nautical miles from her 5,678 litre fuel tanks at 16 knots. Her low draft of 1.7m/5'7" makes her primed for accessing shallow areas and cruising close to the shorelines. Her water tanks store around 1,893 Litres of fresh water.

*Charter Atlantis Motor Yacht

Motor yacht Atlantis is currently not believed to be available for private Charter. To view similar yachts for charter , or contact your Yacht Charter Broker for information about renting a luxury charter yacht.

Atlantis Yacht Owner, Captain or marketing company

'Yacht Charter Fleet' is a free information service, if your yacht is available for charter please contact us with details and photos and we will update our records.

Atlantis Photos

NOTE to U.S. Customs & Border Protection

Specification

M/Y Atlantis

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BREAKING DOWN VISUAL BARRIERS

The unusual size of the single-piece curved windscreen improves visibility, interior perception of space and exterior aesthetics. The side window pillars are minimized to extend the effect.

A SOFT SPOT FOR THE JOY OF NAVIGATION

A chaise lounge flanks the helm station, keeping the pilot’s company and sharing the windscreened navigation theater.

SIMPLE SENSORY SYNERGY

The interior design project researched a synergistic selection of materials, ranging from matte gray oak to the glossy lacquered panelling. The architecture sets the stage for a lively gathering of covivial furniture.

THE ART OF HOSPITALITY

A generous beam accomodates the versatile second cabin. The large full-height side cabinet at the entrance can also be configured as a third bed, and the two twin beds can slide together to form a queen-sized bed.

ATLANTIS 45 AT A GLANCE

• Length overall (incl. pulpit) 14,60 m (47' 11'')
• Beam max 4,20 m (13’ 9’’)
• Draft (incl. props at full load) 1,10 m (3' 7'')
• Displacement (at full load) 16,6 t (36596 lb)
• Building material GRP
• Exterior designer Neo Design
• Interior designer Azimut Yachts
• Hull designer Azimut-Benetti R&D Department
• Builder Azimut Yachts
• Keel Planing, deadrise 15° aft
• Certifications CE B; NMMA
• Head compartments 2
• Engines 2 X VOLVO PENTA IPS 650 (480 hp)
• Maximum speed (test load) up to 35 kn
• Cruising speed (performance test mass) 30 kn
• Fuel capacity 1000 l (264 US Gls)
• Water capacity 350 l (93 US Gls)

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First look inside the new four seasons yacht.

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The new Four Seasons yacht will set sail in 2026.

Four Seasons has long set the gold standard for luxury accommodations on land and is renowned for its exquisite hotels that offer unparalleled comfort and service. Now, this legacy of luxury is extending its reach to the seas. In a groundbreaking move, Four Seasons Yachts , in collaboration with Marc-Henry Cruise Holdings Ltd and the esteemed Italian shipbuilder Fincantieri, is introducing an ambitious venture into luxury sea travel. Scheduled to set sail in 2026, this initiative promises an experience that transcends traditional cruising, offering voyages across the mesmerizing waters of the Caribbean and the historic coasts of the Mediterranean.

Alejandro Reynal, President and CEO of Four Seasons, expressed enthusiasm about bringing the brand's hallmark of guest-centered luxury to the high seas. According to Reynal, this expansion into yachting is a natural extension of Four Seasons' commitment to providing personalized, elegant, and comfortable experiences. The aim is clear: to redefine luxury hospitality, but this time, against the backdrop of the world's most stunning seascapes.

The suites are breathtaking.

The inaugural season of Four Seasons Yachts is poised to offer something truly special. With ten unique voyages planned, travelers will have the opportunity to explore over 130 distinct destinations across more than 30 countries and territories. Each itinerary has been meticulously crafted, allowing guests the flexibility to design their own sea adventure. From the lively atmospheres of Caribbean islands like Saint Barthélemy and Martinique to the cultural richness of Mediterranean gems, including the Greek Isles and Croatia, these voyages promise a blend of well-loved destinations and hidden treasures.

The spacious cabins have incredible views.

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Accommodations aboard the yacht are set to be a marvel in themselves. Ninety-five suites, conceived by the creative minds of Fredrik Johannson at Tillberg Design of Sweden and Creative Director Prosper Assouline, are designed to be sanctuaries of tranquility at sea. Each suite, envisioned with elegant interiors, expansive views, and a residential feel, aims to provide guests with a sense of being at home away from home. Among these, the Funnel and Loft Suites stand out for their sheer luxury and space. They offer unique features such as splash pools, outdoor showers, and breathtaking panoramic views, setting a new benchmark for luxury accommodations on water.

The pool deck features a bar and lounge chairs.

Beyond the exquisite suites, the yacht will feature various amenities designed to cater to every guest's needs. With eleven dining options, a comprehensive spa and wellness center, a state-of-the-art marina, and an innovative pool area capable of hosting events, the yacht ensures a variety of experiences that enrich the journey.

“We’re building a stunning seafaring venture that will be enjoyed as a yacht experience rather than a cruise experience," says Thatcher Brown, chief commercial officer and head of joint operations at luxury shipping specialist Marc-Henry Cruise Holdings, the joint owner/operator of the Four Seasons Yachts brand. "The intrinsic value of Four Seasons brand leadership in luxury hospitality combined with the passionate pioneering spirit and expertise of the project team is manifested in the creation of truly special Four Seasons Yachts experiences."

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Rome, Venice & the Jewels of Veneto

11 days | venice to rome.

• Dates and Pricing

Ship Details

The River Countess underwent a complete design renovation in 2020, debuting as the S.S. La Venezia to bring guests an enhanced luxury experience inspired by Northern Italy. The redesign of the S.S. La Venezia drew influence from the fine Fortuny fabrics displayed prominently onboard. Murano glass, gilded accents, and artistic etched elements pay homage to popular Venetian aesthetics of the early 20th century, creating an onboard atmosphere that is at once elegant and nostalgic.

S.S. La Venezia | Staterooms

• Grand Suite
• French Balcony

Grand Suite (S.S. La Venezia)

• Lavishly appointed riverview grand suite (302 sq ft - 28 sq m) with a French balcony and a spacious living room
• Handcrafted Savoir® Beds of England, closet, hair dryer, safe, individual thermostat, and flat-screen TV with infotainment center
• Marble bathroom with Asprey bath and body products, plush towels, towel warmers, comfortable bathrobes and slippers, separate bathtub, heated mirror, and backlit magnifying mirror
• Additional amenities and service include: in-suite butler service; packing and unpacking assistance; in-room breakfast; daily fruit and cookie plate, and an elegant evening snack; Nespresso coffee machine and fine teas; fully stocked mini bar; bottle of wine upon arrival; shoe shine and free laundry service

Suite (S.S. La Venezia)

• Luxurious riverview suite (214 sq ft - 20 sq m) with a French balcony
• Marble bathroom with Asprey bath and body products, plush towels, towel warmers, comfortable bathrobes and slippers, heated mirror, and backlit magnifying mirror
• Additional amenities and services, include: in-suite butler service; packing and unpacking assistance; in-room breakfast; daily fruit and cookie plate, and an elegant evening snack; Nespresso coffee machine and fine teas; fully stocked mini bar; bottle of wine upon arrival; shoe shine and free laundry service

French Balcony stateroom (S.S. La Venezia)

• Luxurious riverview stateroom (151 sq ft - 14 sq m) with a French balcony
• Marble bathroom with Asprey bath and body products, plush towels, comfortable bathrobes and slippers, heated mirror, and backlit magnifying mirror

Deluxe stateroom (S.S. La Venezia)

• Luxurious riverview stateroom (151 sq ft - 14 sq m)
• Handcrafted Savoir® Beds of England, built-in closet, hair dryer, safe, individual thermostat, and flat-screen TV with infotainment center

Classic stateroom (S.S. La Venezia)

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psychology critical thinking analysis

• Teaching Tips

A Brief Guide for Teaching and Assessing Critical Thinking in Psychology

In my first year of college teaching, a student approached me one day after class and politely asked, “What did you mean by the word ‘evidence’?” I tried to hide my shock at what I took to be a very naive question. Upon further reflection, however, I realized that this was actually a good question, for which the usual approaches to teaching psychology provided too few answers. During the next several years, I developed lessons and techniques to help psychology students learn how to evaluate the strengths and weaknesses of scientific and nonscientific kinds of evidence and to help them draw sound conclusions. It seemed to me that learning about the quality of evidence and drawing appropriate conclusions from scientific research were central to teaching critical thinking (CT) in psychology.

In this article, I have attempted to provide guidelines to psychol­ogy instructors on how to teach CT, describing techniques I devel­oped over 20 years of teaching. More importantly, the techniques and approach described below are ones that are supported by scientific research. Classroom examples illustrate the use of the guidelines and how assessment can be integrated into CT skill instruction.

Overview of the Guidelines

Confusion about the definition of CT has been a major obstacle to teaching and assessing it (Halonen, 1995; Williams, 1999). To deal with this problem, we have defined CT as reflective think­ing involved in the evaluation of evidence relevant to a claim so that a sound or good conclusion can be drawn from the evidence (Bensley, 1998). One virtue of this definition is it can be applied to many thinking tasks in psychology. The claims and conclusions psychological scientists make include hypotheses, theoretical state­ments, interpretation of research findings, or diagnoses of mental disorders. Evidence can be the results of an experiment, case study, naturalistic observation study, or psychological test. Less formally, evidence can be anecdotes, introspective reports, commonsense beliefs, or statements of authority. Evaluating evidence and drawing appropriate conclusions along with other skills, such as distin­guishing arguments from nonarguments and finding assumptions, are collectively called argument analysis skills. Many CT experts take argument analysis skills to be fundamental CT skills (e.g., Ennis, 1987; Halpern, 1998). Psychology students need argument analysis skills to evaluate psychological claims in their work and in everyday discourse.

Some instructors expect their students will improve CT skills like argument analysis skills by simply immersing them in challenging course work. Others expect improvement because they use a textbook with special CT questions or modules, give lectures that critically review the literature, or have students complete written assignments. While these and other traditional techniques may help, a growing body of research suggests they are not sufficient to efficiently produce measurable changes in CT skills. Our research on acquisition of argument analysis skills in psychology (Bensley, Crowe, Bernhardt, Buchner, & Allman, in press) and on critical reading skills (Bensley & Haynes, 1995; Spero & Bensley, 2009) suggests that more explicit, direct instruction of CT skills is necessary. These results concur with results of an earlier review of CT programs by Chance (1986) and a recent meta-analysis by Abrami et al., (2008).

Based on these and other findings, the following guidelines describe an approach to explicit instruction in which instructors can directly infuse CT skills and assessment into their courses. With infusion, instructors can use relevant content to teach CT rules and concepts along with the subject matter. Directly infus­ing CT skills into course work involves targeting specific CT skills, making CT rules, criteria, and methods explicit, providing guided practice in the form of exercises focused on assessing skills, and giving feedback on practice and assessments. These components are similar to ones found in effective, direct instruc­tion approaches (Walberg, 2006). They also resemble approaches to teaching CT proposed by Angelo (1995), Beyer (1997), and Halpern (1998). Importantly, this approach has been successful in teaching CT skills in psychology (e.g., Bensley, et al., in press; Bensley & Haynes, 1995; Nieto & Saiz, 2008; Penningroth, Despain, & Gray, 2007). Directly infusing CT skill instruction can also enrich content instruction without sacrificing learning of subject matter (Solon, 2003). The following seven guidelines, illustrated by CT lessons and assessments, explicate this process.

Seven Guidelines for Teaching and Assessing Critical Thinking

1. Motivate your students to think critically

Critical thinking takes effort. Without proper motivation, students are less inclined to engage in it. Therefore, it is good to arouse interest right away and foster commitment to improving CT throughout a course. One motivational strategy is to explain why CT is important to effective, professional behavior. Often, telling a compelling story that illustrates the consequences of failing to think critically can mo­tivate students. For example, the tragic death of 10-year-old Candace Newmaker at the hands of her therapists practicing attachment therapy illustrates the perils of using a therapy that has not been supported by good empirical evidence (Lilienfeld, 2007).

Instructors can also pique interest by taking a class poll posing an interesting question on which students are likely to have an opinion. For example, asking students how many think that the full moon can lead to increases in abnormal behavior can be used to introduce the difference between empirical fact and opinion or common sense belief. After asking students how psychologists answer such questions, instructors might go over the meta-analysis of Rotton and Kelly (1985). Their review found that almost all of the 37 studies they reviewed showed no association between the phase of the moon and abnormal behavior with only a few, usually poorly, controlled studies supporting it. Effect size over all stud­ies was very small (.01). Instructors can use this to illustrate how psychologists draw a conclusion based on the quality and quantity of research studies as opposed to what many people commonly believe. For other interesting thinking errors and misconceptions related to psychology, see Bensley (1998; 2002; 2008), Halpern (2003), Ruscio (2006), Stanovich (2007), and Sternberg (2007).

Attitudes and dispositions can also affect motivation to think critically. If students lack certain CT dispositions such as open-mindedness, fair-mindedness, and skepticism, they will be less likely to think critically even if they have CT skills (Halpern, 1998). Instructors might point out that even great scientists noted for their powers of reasoning sometimes fail to think critically when they are not disposed to use their skills. For example, Alfred Russel Wallace who used his considerable CT skills to help develop the concept of natural selection also believed in spiritualistic contact with the dead. Despite considerable evidence that mediums claiming to contact the dead were really faking such contact, Wallace continued to believe in it (Bensley, 2006). Likewise, the great American psychologist William James, whose reasoning skills helped him develop the seeds of important contemporary theories, believed in spiritualism despite evidence to the contrary.

2. Clearly state the CT goals and objectives for your class

Once students are motivated, the instructor should focus them on what skills they will work on during the course. The APA task force on learning goals and objectives for psychology listed CT as one of 10 major goals for students (Halonen et al., 2002). Under critical thinking they have further specified outcomes such as evaluating the quality of information, identifying and evaluating the source and credibility of information, recognizing and defending against think­ing errors and fallacies. Instructors should publish goals like these in their CT course objectives in their syllabi and more specifically as assignment objectives in their assignments. Given the pragmatic penchant of students for studying what is needed to succeed in a course, this should help motivate and focus them.

To make instruction efficient, course objectives and lesson ob­jectives should explicitly target CT skills to be improved. Objectives should specify the behavior that will change in a way that can be measured. A course objective might read, “After taking this course, you will be able to analyze arguments found in psychological and everyday discussions.” When the goal of a lesson is to practice and improve specific microskills that make up argument analysis, an assignment objective might read “After successfully completing this assignment, you will be able to identify different kinds of evidence in a psychological discussion.” Or another might read “After suc­cessfully completing this assignment, you will be able to distinguish arguments from nonarguments.” Students might demonstrate they have reached these objectives by showing the behavior of correctly labeling the kinds of evidence presented in a passage or by indicating whether an argument or merely a claim has been made. By stating objectives in the form of assessable behaviors, the instructor can test these as assessment hypotheses.

Sometimes when the goal is to teach students how to decide which CT skills are appropriate in a situation, the instructor may not want to identify specific skills. Instead, a lesson objective might read, “After successfully completing this assignment, you will be able to decide which skills and knowledge are appropriate for criti­cally analyzing a discussion in psychology.”

3. Find opportunities to infuse CT that fit content and skill requirements of your course

To improve their CT skills, students must be given opportunities to practice them. Different courses present different opportunities for infusion and practice. Stand-alone CT courses usually provide the most opportunities to infuse CT. For example, the Frostburg State University Psychology Department has a senior seminar called “Thinking like a Psychologist” in which students complete lessons giving them practice in argument analysis, critical reading, critically evaluating information on the Internet, distinguishing science from pseudoscience, applying their knowledge and CT skills in simula­tions of psychological practice, and other activities.

In more typical subject-oriented courses, instructors must find specific content and types of tasks conducive to explicit CT skill instruction. For example, research methods courses present several opportunities to teach argument analysis skills. Instructors can have students critically evaluate the quality of evidence provided by studies using different research methods and designs they find in PsycINFO and Internet sources. This, in turn, could help students write better critical evaluations of research for research reports.

A cognitive psychology teacher might assign a critical evalu­ation of the evidence on an interesting question discussed in text­book literature reviews. For example, students might evaluate the evidence relevant to the question of whether people have flashbulb memories such as accurately remembering the 9-11 attack. This provides the opportunity to teach them that many of the studies, although informative, are quasi-experimental and cannot show causation. Or, students might analyze the arguments in a TV pro­gram such as the fascinating Nova program Kidnapped by Aliens on people who recall having been abducted by aliens.

4. Use guided practice, explicitly modeling and scaffolding CT.

Guided practice involves modeling and supporting the practice of target skills, and providing feedback on progress towards skill attainment. Research has shown that guided practice helps student more efficiently acquire thinking skills than unguided and discovery approaches (Meyer, 2004).

Instructors can model the use of CT rules, criteria, and proce­dures for evaluating evidence and drawing conclusions in many ways. They could provide worked examples of problems, writing samples displaying good CT, or real-world examples of good and bad thinking found in the media. They might also think out loud as they evaluate arguments in class to model the process of thinking.

To help students learn to use complex rules in thinking, instruc­tors should initially scaffold student thinking. Scaffolding involves providing product guidelines, rules, and other frameworks to support the process of thinking. Table 1 shows guidelines like those found in Bensley (1998) describing nonscientific kinds of evidence that can support student efforts to evaluate evidence in everyday psychologi­cal discussions. Likewise, Table 2 provides guidelines like those found in Bensley (1998) and Wade and Tavris (2005) describing various kinds of scientific research methods and designs that differ in the quality of evidence they provide for psychological arguments.

In the cognitive lesson on flashbulb memory described earlier, students use the framework in Table 2 to evaluate the kinds of evidence in the literature review. Table 1 can help them evaluate the kinds of evidence found in the Nova video Kidnapped by Aliens . Specifically, they could use it to contrast scientific authority with less credible authority. The video includes statements by scientific authorities like Elizabeth Loftus based on her extensive research contrasted with the nonscientific authority of Bud Hopkins, an artist turned hypnotherapist and author of popular books on alien abduction. Loftus argues that the memories of alien abduction in the children interviewed by Hopkins were reconstructed around the suggestive interview questions he posed. Therefore, his conclu­sion that the children and other people in the video were recalling actual abduction experiences was based on anecdotes, unreliable self-reports, and other weak evidence.

Modeling, scaffolding, and guided practice are especially useful in helping students first acquire CT skills. After sufficient practice, however, instructors should fade these and have students do more challenging assignments without these supports to promote transfer.

5. Align assessment with practice of specific CT skills

Test questions and other assessments of performance should be similar to practice questions and problems in the skills targeted but differ in content. For example, we have developed a series of practice and quiz questions about the kinds of evidence found in Table 1 used in everyday situations but which differ in subject matter from practice to quiz. Likewise, other questions employ research evidence examples corresponding to Table 2. Questions ask students to identify kinds of evidence, evaluate the quality of the evidence, distinguish arguments from nonarguments, and find assumptions in the examples with practice examples differing in content from assessment items.

6. Provide feedback and encourage students to reflect on it

Instructors should focus feedback on the degree of attainment of CT skill objectives in the lesson or assessment. The purpose of feedback is to help students learn how to correct faulty thinking so that in the future they monitor their thinking and avoid such problems. This should increase their metacognition or awareness and control of their thinking, an important goal of CT instruction (Halpern, 1998).

Students must use their feedback for it to improve their CT skills. In the CT exercises and critical reading assignments, students receive feedback in the form of corrected responses and written feedback on open-ended questions. They should be advised that paying attention to feedback on earlier work and assessments should improve their performance on later assessments.

7. Reflect on feedback and assessment results to improve CT instruction

Instructors should use the feedback they provide to students and the results of ongoing assessments to ‘close the loop,’ that is, use these outcomes to address deficiencies in performance and improve instruction. In actual practice, teaching and assessment strategies rarely work optimally the first time. Instructors must be willing to tinker with these to make needed improvements. Reflec­tion on reliable and valid assessment results provides a scientific means to systematically improve instruction and assessment.

Instructors may find the direct infusion approach as summarized in the seven guidelines to be efficient, especially in helping students acquire basic CT skills, as research has shown. They may especially appreciate how it allows them to take a scientific approach to the improvement of instruction. Although the direct infusion approach seems to efficiently promote acquisition of CT skills, more research is needed to find out if students transfer their skills outside of the class­room or whether this approach needs adjustment to promote transfer.

Table 1. Strengths and Weaknesses of Nonscientific Sources and Kinds of Evidence

Table 2. Strengths and Weaknesses of Scientific Research Methods/Designs Used as Sources of Evidence

Abrami, P. C., Bernard, R. M., Borokhovhovski, E., Wade, A., Surkes, M. A., Tamim, R., et al., (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 4 , 1102–1134.

Angelo, T. A. (1995). Classroom assessment for critical thinking. Teaching of Psychology , 22(1), 6–7.

Bensley, D.A. (1998). Critical thinking in psychology: A unified skills approach. Pacific Grove, CA: Brooks/Cole.

Bensley, D.A. (2002). Science and pseudoscience: A critical thinking primer. In M. Shermer (Ed.), The Skeptic encyclopedia of pseudoscience. (pp. 195–203). Santa Barbara, CA: ABC–CLIO.

Bensley, D.A. (2006). Why great thinkers sometimes fail to think critically. Skeptical Inquirer, 30, 47–52.

Bensley, D.A. (2008). Can you learn to think more like a psychologist? The Psychologist, 21, 128–129.

Bensley, D.A., Crowe, D., Bernhardt, P., Buckner, C., & Allman, A. (in press). Teaching and assessing critical thinking skills for argument analysis in psychology. Teaching of Psychology .

Bensley, D.A. & Haynes, C. (1995). The acquisition of general purpose strategic knowledge for argumentation. Teaching of Psychology, 22 , 41–45.

Beyer, B.K. (1997). Improving student thinking: A comprehensive approach . Boston: Allyn & Bacon.

Chance, P. (1986) Thinking in the classroom: A review of programs . New York: Instructors College Press.

Ennis, R.H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. F. Sternberg (Eds.). Teaching thinking skills: Theory and practice (pp. 9–26). New York: Freeman.

Halonen, J.S. (1995). Demystifying critical thinking. Teaching of Psychology, 22 , 75–81.

Halonen, J.S., Appleby, D.C., Brewer, C.L., Buskist, W., Gillem, A. R., Halpern, D. F., et al. (APA Task Force on Undergraduate Major Competencies). (2002) Undergraduate psychology major learning goals and outcomes: A report. Washington, DC: American Psychological Association. Retrieved August 27, 2008, from http://www.apa.org/ed/pcue/reports.html .

Halpern, D.F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist , 53 , 449–455.

Halpern, D.F. (2003). Thought and knowledge: An introduction to critical thinking . (3rd ed.). Mahwah, NJ: Erlbaum.

Lilienfeld, S.O. (2007). Psychological treatments that cause harm. Perspectives on Psychological Science , 2 , 53–70.

Meyer, R.E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist , 59 , 14–19.

Nieto, A.M., & Saiz, C. (2008). Evaluation of Halpern’s “structural component” for improving critical thinking. The Spanish Journal of Psychology , 11 ( 1 ), 266–274.

Penningroth, S.L., Despain, L.H., & Gray, M.J. (2007). A course designed to improve psychological critical thinking. Teaching of Psychology , 34 , 153–157.

Rotton, J., & Kelly, I. (1985). Much ado about the full moon: A meta-analysis of lunar-lunacy research. Psychological Bulletin , 97 , 286–306.

Ruscio, J. (2006). Critical thinking in psychology: Separating sense from nonsense. Belmont, CA: Wadsworth.

Solon, T. (2007). Generic critical thinking infusion and course content learning in introductory psychology. Journal of Instructional Psychology , 34(2), 972–987.

Stanovich, K.E. (2007). How to think straight about psychology . (8th ed.). Boston: Pearson.

Sternberg, R.J. (2007). Critical thinking in psychology: It really is critical. In R. J. Sternberg, H. L. Roediger, & D. F. Halpern (Eds.), Critical thinking in psychology. (pp. 289–296) . Cambridge, UK: Cambridge University Press.

Wade, C., & Tavris, C. (2005) Invitation to psychology. (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Walberg, H.J. (2006). Improving educational productivity: A review of extant research. In R. F. Subotnik & H. J. Walberg (Eds.), The scientific basis of educational productivity (pp. 103–159). Greenwich, CT: Information Age.

Williams, R.L. (1999). Operational definitions and assessment of higher-order cognitive constructs. Educational Psychology Review , 11 , 411–427.

Excellent article.

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About the Author

D. Alan Bensley is Professor of Psychology at Frostburg State University. He received his Master’s and PhD degrees in cognitive psychology from Rutgers University. His main teaching and research interests concern the improvement of critical thinking and other cognitive skills. He coordinates assessment for his department and is developing a battery of instruments to assess critical thinking in psychology. He can be reached by email at [email protected] Association for Psychological Science December 2010 — Vol. 23, No. 10

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In This Article Expand or collapse the "in this article" section Critical Thinking

Introduction, general overviews.

• Importance of Thinking Critically
• Defining Critical Thinking
• General Skills
• Specific Skills
• Metacognitive Monitoring Skills
• Critical Thinking Dispositions
• Teaching Specific Skills
• Encouraging a Disposition toward Thinking Critically
• Transfer to Other Domains
• Metacognitive Monitoring
• General or Comprehensive Assessments
• Metacognition Assessments
• Critical Thinking Disposition Assessments
• Thinking Critically about Critical Thinking

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Critical Thinking by Heather Butler , Diane Halpern LAST REVIEWED: 26 August 2022 LAST MODIFIED: 29 November 2011 DOI: 10.1093/obo/9780199828340-0019

Critical thinking has been described in many ways, but researchers generally agree that critical thinking involves rational, purposeful, and goal-directed thinking (see Defining Critical Thinking ). Diane F. Halpern defined critical thinking as an attempt to increase the probability of a desired outcome (e.g., making a sound decision, successfully solving a problem) by using certain cognitive skills and strategies. Critical thinking is more than just a collection of skills and strategies: it is a disposition toward engaging with problems. Critical thinkers are flexible, open-minded, persistent, and willing to exert mental energy working on tough problems. Unlike poor thinkers, critical thinkers are willing to admit they have made an error in judgment if confronted with contradictory evidence, and they operate on autopilot much less than poor thinkers (see Critical Thinking Dispositions ). There is good evidence that critical thinking skills and dispositions can be taught (see Teaching Critical Thinking ). This guide includes (a) sources that extol the importance of critical thinking, (b) research that identifies specific critical thinking skills and conceptualizations of critical thinking dispositions, (c) a list of the best practices for teaching critical thinking skills and dispositions, and (d) a review of research into ways of assessing critical thinking skills and dispositions (see Assessments ).

The sources highlighted here include textbooks, literature reviews, and meta-analyses related to critical thinking. These contributions come from both psychological ( Halpern 2003 ; Nisbett 1993 ; Sternberg, et al. 2007 ) and philosophical ( Ennis 1962 , Facione 1990 ) perspectives. Many of these general overviews are textbooks ( Facione 2011b ; Halpern 2003 ; Nisbett 1993 ; Sternberg, et al. 2007 ), while the other sources are review articles or commentaries. Most resources were intended for a general audience, but Sternberg, et al. 2007 was written specifically to address critical thinking in psychology. Those interested in a historical reference are referred to Ennis 1962 , which is credited by some as renewing contemporary interest in critical thinking. Those interested in a more recent conceptualization of critical thinking are referred to Facione 2011a , which is a short introduction to the field of critical thinking that would be appropriate for those new to the field, or Facione 1990 , which summarizes a collaborative definition of critical thinking among philosophers using the Delphi method. Facione 2011b would be a valuable resource for philosophers teaching critical thinking or logic courses to general audiences. For psychologists teaching critical thinking courses to a general audience, Halpern 2003 , an empirically based textbook, covers a wide range of topics; a new edition is expected soon. Fisher 2001 is also intended for general audiences and teaches a wide variety of critical thinking skills. Nisbett 1993 tackles the question of whether critical thinking skills can be taught and provides ample empirical evidence to that end. Sternberg, et al. 2007 is a good resource for psychology students interested in learning how to improve their scientific reasoning skills, a specific set of thinking skills needed by psychology and other science students.

Ennis, Robert H. 1962. A concept of critical thinking: A proposed basis of research in the teaching and evaluation of critical thinking. Harvard Educational Review 32:81–111.

A discussion of how critical thinking is conceptualized from a philosopher’s perspective. Critical of psychology’s definition of critical thinking at the time. Emphasizes twelve aspects of critical thinking.

Facione, Peter A. 1990. Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction; Executive Summary of The Delphi Report . Millbrae, CA: California Academic Press.

Describes the critical thinking movement, definitions of critical thinking agreed upon by philosophers using the Delphi method, the assessment of critical thinking, and how critical thinking can be taught.

Facione, Peter A. 2011a. Critical thinking: What it is and why it counts . Millbrae, CA: Insight Assessment.

This accessible paper defines critical thinking, elaborates on specific critical thinking skills, and discusses what it means to have (or not have) a critical thinking disposition. A distinction is made between system 1 (shallow processing) and system 2 (deeper processing) thinking. Good resource for students new to the field.

Facione, Peter A. 2011b. THINK critically . Upper Saddle River, NJ: Prentice Hall.

Written from a philosophical perspective this critical thinking textbook emphasizes the application of critical thinking to the real world and offers positive examples of critical thinking. Chapters cover inductive, deductive, comparative, ideological, and empirical reasoning

Fisher, Alec. 2001. Critical thinking: An introduction . Cambridge, UK: Cambridge Univ. Press.

Textbook intended for college students discusses various types of reasoning, causality, argument analysis, and decision making. Includes exercises for students and teachers.

Halpern, Diane F. 2003. Thought & knowledge: An introduction to critical thinking . 4th ed. Mahwah, NJ: Lawrence Erlbaum.

This textbook, written by a cognitive psychologist, is grounded in theory and research from the learning sciences and offers practical examples. Chapters include an introduction to the topic and the correlates of critical thinking, memory, thought and language, reasoning, analyzing arguments, thinking as hypothesis testing, likelihood and uncertainty, decision making, development of problem-solving skills, and creative thinking.

Nisbett, Richard E. 1993. Rules for reasoning . Hillsdale, NJ: Lawrence Erlbaum.

This text is rich with empirical evidence that critical thinking skills can be taught to undergraduate and graduate students. Each chapter discusses research on an aspect of reasoning (e.g., statistical reasoning, heuristics, inductive reasoning) with special emphasis on teaching the application of these skills to everyday problems.

Sternberg, Robert J., Henry L. Roediger III, and Diane F. Halpern, eds. 2007. Critical thinking in psychology . New York: Cambridge Univ. Press.

This edited book explores several aspects of critical thinking that are needed to fully understand key topics in psychology such as experiment research, statistical inference, case studies, logical fallacies, and ethical judgments. Experts discuss the critical thinking strategies they engage in. Interesting discussion of historical breakthroughs due to critical thinking.

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BOOK REVIEW article

Book review: critical thinking: a concise guide.

• 1 Département de Psychologie, Université de Picardie Jules Verne, Amiens, France
• 2 CRP-CPO, UR UPJV 7273, Université de Picardie Jules Verne, Amiens, France

A Book Review on Critical Thinking: A Concise Guide

Tracy Bowell, Robert Cowan, and Gary Kemp (New York, NY: Routledge), 2020, 348 Pages, ISBN: 9780815371434.

“To believe or not to believe, that is the question” should be an automatic question we ask ourselves. Thus, scientists' aim should be to provide reasons and evidence when many people do not believe in science. These kinds of questions are even more important during health crisis when the general population have to follow scientists' recommendations [i.e., coronavirus disease 2019 (COVID-19)]. Indeed, multiple factors can lead people to relay misinformation or be victim of false reasoning ( Apuke and Omar, 2020 ). Bowell, Cowan, and Kemp's book ( Bowell et al., 2020 ) is a great start to learn how to distinguish good arguments from false reasoning or rhetorical techniques. Synthesis and simplification of information, logical and analytical reasoning, as well as systematical evaluation of verbal content will be taught in this book, which come close to the very definition of critical thinking ( Jacobs et al., 1997 ). To help the reader through the book, the authors made a chapter summary in the introduction and at the beginning and the end of each chapter. While some of the eight chapters are quite independent, a few of them are bonded together (3 and 4, 5, and 6).

Evaluation of the Book's Content

The first chapter introduces us to the critical thinking with lots of definitions. Basics of argumentation, are explained and many practical examples (i.e., Martin Luther King's “I have a dream” speech) are put forward. Open-mindedness and self-questioning are explicitly promoted and encouraged.

Chapter 2 leads to a non-exhaustive list of rhetoric methods seeking to persuade without using arguments. Many tips are provided to spot these attempts in a speech and to judge the relevance of arguments without being under the influence of rhetorical elements. Overall, it is an easy-to-read chapter that teaches how to dodge non-argumentative ploys.

Both Chapters 3 and 4 are dedicated to logical reasoning. They are the most elaborated chapters of the book and introduce a lot of principles, models, and definitions. Chapter 3 starts with the question of deductive validity, which will be discussed through the concepts of true, false, valid, or invalid concerning arguments and their components. Chapter 4 introduces probabilistic reasoning and logic. Probabilities, mathematics models, and methods to judge the relevance of an argument are at the center of this chapter.

Again, both Chapters 5 and 6 are paired, as they are, respectively, dedicated to argument reconstruction and judgment. Longer than the other ones, Chapter 5 focuses on the process of extracting an argument in order to reconstruct it in its simplest form. Chapter 6 deals with argument analysis in two parts. The first part is about methods to assess both validity and relevance of a given argument. The second part includes some practical tips and advices to provide constructive criticism of an argumentation. After reading Chapter 6, you will be able to successfully pass the Ennis–Weir Critical Thinking Test ( Ennis and Weir, 1985 ), a critical thinking test based on a flawed arguments letter.

The last two chapters are mostly independent from the rest of the book and are easy to read, although you do not have mathematical skills. Chapter 7 is probably the most on time chapter these days. It introduces pseudo-reasoning, fallacious, and misleading arguments (i.e., uses of ad hominem fallacy when responding to someone's argument by making an attack upon the person rather than addressing the argument itself). Beyond the concept, the authors explain a very interesting paradox: why these arguments should not be considered as reliable and why so many of us still tend to accept them.

The last chapter is a philosophical opening on epistemological and sociological questions. Concepts of truth or false, knowledge, and believing are discussed, leaving the reader to make up his own mind on the subject. The main purpose of this chapter is to add nuance to what we may consider as true, or not, even before analyzing logical structures and relevance of arguments.

Researchers in philosophy, psychology, and education agree that critical thinking covers skills of analysis, logical reasoning, judgment, and decision making ( Lai et al., 2011 ). All these topics are explored in this book, allowing the reader to have an insight on what can be defined as critical thinking such as the mastery of language, logic, argumentation, and problem solving. Technical concepts are explained by different methods such as the schematization of arguments into syllogisms with premise(s) and conclusion(s) and the use of extended examples to decompose and analyze a speech. In addition, this fifth edition introduces the use of Venn diagrams to illustrate categorical deductive logic. Many detailed examples have also been added, as well as the discussion of current phenomena (i.e., fake news). We strongly encourage librarians and teachers to recommend this book to train critical thinking psychology students in university ( Lacot et al., 2016 ) and earlier at school when possible ( Hand et al., 2018 ). Indeed, from both practical and academic point of view, this book could be addressed to undergraduate students to enable them to develop an open-mindedness and a deep reflection around their own knowledge and the concepts addressed during their training and practice (i.e., therapies, models). Anyone, regardless of their previous knowledge, could benefit from this book, as there are lots of example, practical exercises and definitions. Finally, this book's additional contribution compared to previous books is to provide a methodical, simple, and complete explanation of the fundamental concepts related to critical thinking in a practical, playful, and concrete manner with numerous illustrations drawn from the real world. We hope this book will be translated in different languages in the future, as the flawed arguments and shortcuts are well-spread in the world.

Author Contributions

VG wrote the manuscript. MH drafted it. All authors contributed to the article and approved the submitted version.

This book was bought with funding from the ANR Education à l'Esprit Critique (EEC)—grant number ANR-18-CE28-0018-07.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

The authors would like to thank Nabila Terchani for kindly handling all administrative issues.

Apuke, O. D., and Omar, B. (2020). Fake news and COVID-19: modelling the predictors of fake news sharing among social media users. Telemat. Inform. 56:101475. doi: 10.1016/j.tele.2020.101475

CrossRef Full Text | Google Scholar

Bowell, T., Cowan, R., and Kemp, G. (2020). Critical Thinking: A concise guide, 5th Edn . New York, NY : Routledge. doi: 10.4324/9781351243735

Ennis, W. R., and Weir, E. E. (1985). The Ennis-Weir Critical Thinking Essay Test : An Instrument for Teaching and Testing . Pacific Grove, CA: Midwest Publications.

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Hand, B., Shelley, M. C., Laugerman, M., Fostvedt, L., and Therrien, W. (2018). Improving critical thinking growth for disadvantaged groups within elementary school science: a randomized controlled trial using the Science Writing Heuristic approach. Sci. Educ. 102, 693–710. doi: 10.1002/sce.21341

CrossRef Full Text

Jacobs, P. M., Ott, B., Sullivan, B., Ulrich, Y., and Short, L. (1997). An approach to defining and operationalizing critical thinking. J. Nurs. Educ. 36, 19–22.

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Lacot, E., Blondelle, G., and Hainselin, M. (2016). From Bill Shankly to the Huffington post: how to increase critical thinking in experimental psychology course? Front. Psychol. 7:538. doi: 10.3389/fpsyg.2016.00538

PubMed Abstract | CrossRef Full Text | Google Scholar

Lai, E., Bay-Borelli, M., Kirkpatrick, R., Lin, A., and Wang, C. (2011). Critical Thinking: A Literature Review Research Report . London, UK: Pearson.

Keywords: cognitive bias, belief, judgment, knowledge, open-mind, self-questioning

Citation: Gravet V and Hainselin M (2021) Book Review: Critical Thinking: A Concise Guide. Front. Psychol. 12:656331. doi: 10.3389/fpsyg.2021.656331

Received: 20 January 2021; Accepted: 27 February 2021; Published: 09 April 2021.

Edited and reviewed by: Myint Swe Khine , Curtin University, Australia

Copyright © 2021 Gravet and Hainselin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Mathieu Hainselin, mathieu.hainselin@u-picardie.fr

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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How Do Critical Thinking Ability and Critical Thinking Disposition Relate to the Mental Health of University Students?

Associated data.

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Theories of psychotherapy suggest that human mental problems associate with deficiencies in critical thinking. However, it currently remains unclear whether both critical thinking skill and critical thinking disposition relate to individual differences in mental health. This study explored whether and how the critical thinking ability and critical thinking disposition of university students associate with individual differences in mental health in considering impulsivity that has been revealed to be closely related to both critical thinking and mental health. Regression and structural equation modeling analyses based on a Chinese university student sample ( N = 314, 198 females, M age = 18.65) revealed that critical thinking skill and disposition explained a unique variance of mental health after controlling for impulsivity. Furthermore, the relationship between critical thinking and mental health was mediated by motor impulsivity (acting on the spur of the moment) and non-planning impulsivity (making decisions without careful forethought). These findings provide a preliminary account of how human critical thinking associate with mental health. Practically, developing mental health promotion programs for university students is suggested to pay special attention to cultivating their critical thinking dispositions and enhancing their control over impulsive behavior.

Introduction

Although there is no consistent definition of critical thinking (CT), it is usually described as “purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the evidential, conceptual, methodological, criteriological, or contextual considerations that judgment is based upon” (Facione, 1990 , p. 2). This suggests that CT is a combination of skills and dispositions. The skill aspect mainly refers to higher-order cognitive skills such as inference, analysis, and evaluation, while the disposition aspect represents one's consistent motivation and willingness to use CT skills (Dwyer, 2017 ). An increasing number of studies have indicated that CT plays crucial roles in the activities of university students such as their academic performance (e.g., Ghanizadeh, 2017 ; Ren et al., 2020 ), professional work (e.g., Barry et al., 2020 ), and even the ability to cope with life events (e.g., Butler et al., 2017 ). An area that has received less attention is how critical thinking relates to impulsivity and mental health. This study aimed to clarify the relationship between CT (which included both CT skill and CT disposition), impulsivity, and mental health among university students.

Relationship Between Critical Thinking and Mental Health

Associating critical thinking with mental health is not without reason, since theories of psychotherapy have long stressed a linkage between mental problems and dysfunctional thinking (Gilbert, 2003 ; Gambrill, 2005 ; Cuijpers, 2019 ). Proponents of cognitive behavioral therapy suggest that the interpretation by people of a situation affects their emotional, behavioral, and physiological reactions. Those with mental problems are inclined to bias or heuristic thinking and are more likely to misinterpret neutral or even positive situations (Hollon and Beck, 2013 ). Therefore, a main goal of cognitive behavioral therapy is to overcome biased thinking and change maladaptive beliefs via cognitive modification skills such as objective understanding of one's cognitive distortions, analyzing evidence for and against one's automatic thinking, or testing the effect of an alternative way of thinking. Achieving these therapeutic goals requires the involvement of critical thinking, such as the willingness and ability to critically analyze one's thoughts and evaluate evidence and arguments independently of one's prior beliefs. In addition to theoretical underpinnings, characteristics of university students also suggest a relationship between CT and mental health. University students are a risky population in terms of mental health. They face many normative transitions (e.g., social and romantic relationships, important exams, financial pressures), which are stressful (Duffy et al., 2019 ). In particular, the risk increases when students experience academic failure (Lee et al., 2008 ; Mamun et al., 2021 ). Hong et al. ( 2010 ) found that the stress in Chinese college students was primarily related to academic, personal, and negative life events. However, university students are also a population with many resources to work on. Critical thinking can be considered one of the important resources that students are able to use (Stupple et al., 2017 ). Both CT skills and CT disposition are valuable qualities for college students to possess (Facione, 1990 ). There is evidence showing that students with a higher level of CT are more successful in terms of academic performance (Ghanizadeh, 2017 ; Ren et al., 2020 ), and that they are better at coping with stressful events (Butler et al., 2017 ). This suggests that that students with higher CT are less likely to suffer from mental problems.

Empirical research has reported an association between CT and mental health among college students (Suliman and Halabi, 2007 ; Kargar et al., 2013 ; Yoshinori and Marcus, 2013 ; Chen and Hwang, 2020 ; Ugwuozor et al., 2021 ). Most of these studies focused on the relationship between CT disposition and mental health. For example, Suliman and Halabi ( 2007 ) reported that the CT disposition of nursing students was positively correlated with their self-esteem, but was negatively correlated with their state anxiety. There is also a research study demonstrating that CT disposition influenced the intensity of worry in college students either by increasing their responsibility to continue thinking or by enhancing the detached awareness of negative thoughts (Yoshinori and Marcus, 2013 ). Regarding the relationship between CT ability and mental health, although there has been no direct evidence, there were educational programs examining the effect of teaching CT skills on the mental health of adolescents (Kargar et al., 2013 ). The results showed that teaching CT skills decreased somatic symptoms, anxiety, depression, and insomnia in adolescents. Another recent CT skill intervention also found a significant reduction in mental stress among university students, suggesting an association between CT skills and mental health (Ugwuozor et al., 2021 ).

The above research provides preliminary evidence in favor of the relationship between CT and mental health, in line with theories of CT and psychotherapy. However, previous studies have focused solely on the disposition aspect of CT, and its link with mental health. The ability aspect of CT has been largely overlooked in examining its relationship with mental health. Moreover, although the link between CT and mental health has been reported, it remains unknown how CT (including skill and disposition) is associated with mental health.

Impulsivity as a Potential Mediator Between Critical Thinking and Mental Health

One important factor suggested by previous research in accounting for the relationship between CT and mental health is impulsivity. Impulsivity is recognized as a pattern of action without regard to consequences. Patton et al. ( 1995 ) proposed that impulsivity is a multi-faceted construct that consists of three behavioral factors, namely, non-planning impulsiveness, referring to making a decision without careful forethought; motor impulsiveness, referring to acting on the spur of the moment; and attentional impulsiveness, referring to one's inability to focus on the task at hand. Impulsivity is prominent in clinical problems associated with psychiatric disorders (Fortgang et al., 2016 ). A number of mental problems are associated with increased impulsivity that is likely to aggravate clinical illnesses (Leclair et al., 2020 ). Moreover, a lack of CT is correlated with poor impulse control (Franco et al., 2017 ). Applications of CT may reduce impulsive behaviors caused by heuristic and biased thinking when one makes a decision (West et al., 2008 ). For example, Gregory ( 1991 ) suggested that CT skills enhance the ability of children to anticipate the health or safety consequences of a decision. Given this, those with high levels of CT are expected to take a rigorous attitude about the consequences of actions and are less likely to engage in impulsive behaviors, which may place them at a low risk of suffering mental problems. To the knowledge of the authors, no study has empirically tested whether impulsivity accounts for the relationship between CT and mental health.

This study examined whether CT skill and disposition are related to the mental health of university students; and if yes, how the relationship works. First, we examined the simultaneous effects of CT ability and CT disposition on mental health. Second, we further tested whether impulsivity mediated the effects of CT on mental health. To achieve the goals, we collected data on CT ability, CT disposition, mental health, and impulsivity from a sample of university students. The results are expected to shed light on the mechanism of the association between CT and mental health.

Participants and Procedure

A total of 314 university students (116 men) with an average age of 18.65 years ( SD = 0.67) participated in this study. They were recruited by advertisements from a local university in central China and majoring in statistics and mathematical finance. The study protocol was approved by the Human Subjects Review Committee of the Huazhong University of Science and Technology. Each participant signed a written informed consent describing the study purpose, procedure, and right of free. All the measures were administered in a computer room. The participants were tested in groups of 20–30 by two research assistants. The researchers and research assistants had no formal connections with the participants. The testing included two sections with an interval of 10 min, so that the participants had an opportunity to take a break. In the first section, the participants completed the syllogistic reasoning problems with belief bias (SRPBB), the Chinese version of the California Critical Thinking Skills Test (CCSTS-CV), and the Chinese Critical Thinking Disposition Inventory (CCTDI), respectively. In the second session, they completed the Barrett Impulsivity Scale (BIS-11), Depression Anxiety Stress Scale-21 (DASS-21), and University Personality Inventory (UPI) in the given order.

Measures of Critical Thinking Ability

The Chinese version of the California Critical Thinking Skills Test was employed to measure CT skills (Lin, 2018 ). The CCTST is currently the most cited tool for measuring CT skills and includes analysis, assessment, deduction, inductive reasoning, and inference reasoning. The Chinese version included 34 multiple choice items. The dependent variable was the number of correctly answered items. The internal consistency (Cronbach's α) of the CCTST is 0.56 (Jacobs, 1995 ). The test–retest reliability of CCTST-CV is 0.63 ( p < 0.01) (Luo and Yang, 2002 ), and correlations between scores of the subscales and the total score are larger than 0.5 (Lin, 2018 ), supporting the construct validity of the scale. In this study among the university students, the internal consistency (Cronbach's α) of the CCTST-CV was 0.5.

The second critical thinking test employed in this study was adapted from the belief bias paradigm (Li et al., 2021 ). This task paradigm measures the ability to evaluate evidence and arguments independently of one's prior beliefs (West et al., 2008 ), which is a strongly emphasized skill in CT literature. The current test included 20 syllogistic reasoning problems in which the logical conclusion was inconsistent with one's prior knowledge (e.g., “Premise 1: All fruits are sweet. Premise 2: Bananas are not sweet. Conclusion: Bananas are not fruits.” valid conclusion). In addition, four non-conflict items were included as the neutral condition in order to avoid a habitual response from the participants. They were instructed to suppose that all the premises are true and to decide whether the conclusion logically follows from the given premises. The measure showed good internal consistency (Cronbach's α = 0.83) in a Chinese sample (Li et al., 2021 ). In this study, the internal consistency (Cronbach's α) of the SRPBB was 0.94.

Measures of Critical Thinking Disposition

The Chinese Critical Thinking Disposition Inventory was employed to measure CT disposition (Peng et al., 2004 ). This scale has been developed in line with the conceptual framework of the California critical thinking disposition inventory. We measured five CT dispositions: truth-seeking (one's objectivity with findings even if this requires changing one's preconceived opinions, e.g., a person inclined toward being truth-seeking might disagree with “I believe what I want to believe.”), inquisitiveness (one's intellectual curiosity. e.g., “No matter what the topic, I am eager to know more about it”), analyticity (the tendency to use reasoning and evidence to solve problems, e.g., “It bothers me when people rely on weak arguments to defend good ideas”), systematically (the disposition of being organized and orderly in inquiry, e.g., “I always focus on the question before I attempt to answer it”), and CT self-confidence (the trust one places in one's own reasoning processes, e.g., “I appreciate my ability to think precisely”). Each disposition aspect contained 10 items, which the participants rated on a 6-point Likert-type scale. This measure has shown high internal consistency (overall Cronbach's α = 0.9) (Peng et al., 2004 ). In this study, the CCTDI scale was assessed at Cronbach's α = 0.89, indicating good reliability.

Measure of Impulsivity

The well-known Barrett Impulsivity Scale (Patton et al., 1995 ) was employed to assess three facets of impulsivity: non-planning impulsivity (e.g., “I plan tasks carefully”); motor impulsivity (e.g., “I act on the spur of the moment”); attentional impulsivity (e.g., “I concentrate easily”). The scale includes 30 statements, and each statement is rated on a 5-point scale. The subscales of non-planning impulsivity and attentional impulsivity were reversely scored. The BIS-11 has good internal consistency (Cronbach's α = 0.81, Velotti et al., 2016 ). This study showed that the Cronbach's α of the BIS-11 was 0.83.

Measures of Mental Health

The Depression Anxiety Stress Scale-21 was used to assess mental health problems such as depression (e.g., “I feel that life is meaningless”), anxiety (e.g., “I find myself getting agitated”), and stress (e.g., “I find it difficult to relax”). Each dimension included seven items, which the participants were asked to rate on a 4-point scale. The Chinese version of the DASS-21 has displayed a satisfactory factor structure and internal consistency (Cronbach's α = 0.92, Wang et al., 2016 ). In this study, the internal consistency (Cronbach's α) of the DASS-21 was 0.94.

The University Personality Inventory that has been commonly used to screen for mental problems of college students (Yoshida et al., 1998 ) was also used for measuring mental health. The 56 symptom-items assessed whether an individual has experienced the described symptom during the past year (e.g., “a lack of interest in anything”). The UPI showed good internal consistency (Cronbach's α = 0.92) in a Chinese sample (Zhang et al., 2015 ). This study showed that the Cronbach's α of the UPI was 0.85.

Statistical Analyses

We first performed analyses to detect outliers. Any observation exceeding three standard deviations from the means was replaced with a value that was three standard deviations. This procedure affected no more than 5‰ of observations. Hierarchical regression analysis was conducted to determine the extent to which facets of critical thinking were related to mental health. In addition, structural equation modeling with Amos 22.0 was performed to assess the latent relationship between CT, impulsivity, and mental health.

Descriptive Statistics and Bivariate Correlations

Table 1 presents descriptive statistics and bivariate correlations of all the variables. CT disposition such as truth-seeking, systematicity, self-confidence, and inquisitiveness was significantly correlated with DASS-21 and UPI, but neither CCTST-CV nor SRPBB was related to DASS-21 and UPI. Subscales of BIS-11 were positively correlated with DASS-21 and UPI, but were negatively associated with CT dispositions.

Descriptive results and correlations between all measured variables ( N = 314).

Regression Analyses

Hierarchical regression analyses were conducted to examine the effects of CT skill and disposition on mental health. Before conducting the analyses, scores in DASS-21 and UPI were reversed so that high scores reflected high levels of mental health. Table 2 presents the results of hierarchical regression. In model 1, the sum of the Z-score of DASS-21 and UPI served as the dependent variable. Scores in the CT ability tests and scores in the five dimensions of CCTDI served as predictors. CT skill and disposition explained 13% of the variance in mental health. CT skills did not significantly predict mental health. Two dimensions of dispositions (truth seeking and systematicity) exerted significantly positive effects on mental health. Model 2 examined whether CT predicted mental health after controlling for impulsivity. The model containing only impulsivity scores (see model-2 step 1 in Table 2 ) explained 15% of the variance in mental health. Non-planning impulsivity and motor impulsivity showed significantly negative effects on mental health. The CT variables on the second step explained a significantly unique variance (6%) of CT (see model-2 step 2). This suggests that CT skill and disposition together explained the unique variance in mental health after controlling for impulsivity. 1

Hierarchical regression models predicting mental health from critical thinking skills, critical thinking dispositions, and impulsivity ( N = 314).

CCTST-CV, The Chinese version of the California Critical Thinking Skills Test; SRPBB, Syllogistic Reasoning Problems with Belief Bias .

Structural equation modeling was performed to examine whether impulsivity mediated the relationship between CT disposition (CT ability was not included since it did not significantly predict mental health) and mental health. Since the regression results showed that only motor impulsivity and non-planning impulsivity significantly predicted mental health, we examined two mediation models with either motor impulsivity or non-planning impulsivity as the hypothesized mediator. The item scores in the motor impulsivity subscale were randomly divided into two indicators of motor impulsivity, as were the scores in the non-planning subscale. Scores of DASS-21 and UPI served as indicators of mental health and dimensions of CCTDI as indicators of CT disposition. In addition, a bootstrapping procedure with 5,000 resamples was established to test for direct and indirect effects. Amos 22.0 was used for the above analyses.

The mediation model that included motor impulsivity (see Figure 1 ) showed an acceptable fit, χ ( 23 ) 2 = 64.71, RMSEA = 0.076, CFI = 0.96, GFI = 0.96, NNFI = 0.93, SRMR = 0.073. Mediation analyses indicated that the 95% boot confidence intervals of the indirect effect and the direct effect were (0.07, 0.26) and (−0.08, 0.32), respectively. As Hayes ( 2009 ) indicates, an effect is significant if zero is not between the lower and upper bounds in the 95% confidence interval. Accordingly, the indirect effect between CT disposition and mental health was significant, while the direct effect was not significant. Thus, motor impulsivity completely mediated the relationship between CT disposition and mental health.

Illustration of the mediation model: Motor impulsivity as mediator variable between critical thinking dispositions and mental health. CTD-l = Truth seeking; CTD-2 = Analyticity; CTD-3 = Systematically; CTD-4 = Self-confidence; CTD-5 = Inquisitiveness. MI-I and MI-2 were sub-scores of motor impulsivity. Solid line represents significant links and dotted line non-significant links. ** p < 0.01.

The mediation model, which included non-planning impulsivity (see Figure 2 ), also showed an acceptable fit to the data, χ ( 23 ) 2 = 52.75, RMSEA = 0.064, CFI = 0.97, GFI = 0.97, NNFI = 0.95, SRMR = 0.06. The 95% boot confidence intervals of the indirect effect and the direct effect were (0.05, 0.33) and (−0.04, 0.38), respectively, indicating that non-planning impulsivity completely mediated the relationship between CT disposition and mental health.

Illustration of the mediation model: Non-planning impulsivity asmediator variable between critical thinking dispositions and mental health. CTD-l = Truth seeking; CTD-2 = Analyticity; CTD-3 = Systematically; CTD-4 = Self-confidence; CTD-5 = Inquisitiveness. NI-I and NI-2 were sub-scores of Non-planning impulsivity. Solid line represents significant links and dotted line non-significant links. ** p < 0.01.

This study examined how critical thinking skill and disposition are related to mental health. Theories of psychotherapy suggest that human mental problems are in part due to a lack of CT. However, empirical evidence for the hypothesized relationship between CT and mental health is relatively scarce. This study explored whether and how CT ability and disposition are associated with mental health. The results, based on a university student sample, indicated that CT skill and disposition explained a unique variance in mental health. Furthermore, the effect of CT disposition on mental health was mediated by motor impulsivity and non-planning impulsivity. The finding that CT exerted a significant effect on mental health was in accordance with previous studies reporting negative correlations between CT disposition and mental disorders such as anxiety (Suliman and Halabi, 2007 ). One reason lies in the assumption that CT disposition is usually referred to as personality traits or habits of mind that are a remarkable predictor of mental health (e.g., Benzi et al., 2019 ). This study further found that of the five CT dispositions, only truth-seeking and systematicity were associated with individual differences in mental health. This was not surprising, since the truth-seeking items mainly assess one's inclination to crave for the best knowledge in a given context and to reflect more about additional facts, reasons, or opinions, even if this requires changing one's mind about certain issues. The systematicity items target one's disposition to approach problems in an orderly and focused way. Individuals with high levels of truth-seeking and systematicity are more likely to adopt a comprehensive, reflective, and controlled way of thinking, which is what cognitive therapy aims to achieve by shifting from an automatic mode of processing to a more reflective and controlled mode.

Another important finding was that motor impulsivity and non-planning impulsivity mediated the effect of CT disposition on mental health. The reason may be that people lacking CT have less willingness to enter into a systematically analyzing process or deliberative decision-making process, resulting in more frequently rash behaviors or unplanned actions without regard for consequences (Billieux et al., 2010 ; Franco et al., 2017 ). Such responses can potentially have tangible negative consequences (e.g., conflict, aggression, addiction) that may lead to social maladjustment that is regarded as a symptom of mental illness. On the contrary, critical thinkers have a sense of deliberativeness and consider alternate consequences before acting, and this thinking-before-acting mode would logically lead to a decrease in impulsivity, which then decreases the likelihood of problematic behaviors and negative moods.

It should be noted that although the raw correlation between attentional impulsivity and mental health was significant, regression analyses with the three dimensions of impulsivity as predictors showed that attentional impulsivity no longer exerted a significant effect on mental effect after controlling for the other impulsivity dimensions. The insignificance of this effect suggests that the significant raw correlation between attentional impulsivity and mental health was due to the variance it shared with the other impulsivity dimensions (especially with the non-planning dimension, which showed a moderately high correlation with attentional impulsivity, r = 0.67).

Some limitations of this study need to be mentioned. First, the sample involved in this study is considered as a limited sample pool, since all the participants are university students enrolled in statistics and mathematical finance, limiting the generalization of the findings. Future studies are recommended to recruit a more representative sample of university students. A study on generalization to a clinical sample is also recommended. Second, as this study was cross-sectional in nature, caution must be taken in interpreting the findings as causal. Further studies using longitudinal, controlled designs are needed to assess the effectiveness of CT intervention on mental health.

In spite of the limitations mentioned above, the findings of this study have some implications for research and practice intervention. The result that CT contributed to individual differences in mental health provides empirical support for the theory of cognitive behavioral therapy, which focuses on changing irrational thoughts. The mediating role of impulsivity between CT and mental health gives a preliminary account of the mechanism of how CT is associated with mental health. Practically, although there is evidence that CT disposition of students improves because of teaching or training interventions (e.g., Profetto-Mcgrath, 2005 ; Sanja and Krstivoje, 2015 ; Chan, 2019 ), the results showing that two CT disposition dimensions, namely, truth-seeking and systematicity, are related to mental health further suggest that special attention should be paid to cultivating these specific CT dispositions so as to enhance the control of students over impulsive behaviors in their mental health promotions.

Conclusions

This study revealed that two CT dispositions, truth-seeking and systematicity, were associated with individual differences in mental health. Furthermore, the relationship between critical thinking and mental health was mediated by motor impulsivity and non-planning impulsivity. These findings provide a preliminary account of how human critical thinking is associated with mental health. Practically, developing mental health promotion programs for university students is suggested to pay special attention to cultivating their critical thinking dispositions (especially truth-seeking and systematicity) and enhancing the control of individuals over impulsive behaviors.

Data Availability Statement

Ethics statement.

The studies involving human participants were reviewed and approved by HUST Critical Thinking Research Center (Grant No. 2018CT012). The patients/participants provided their written informed consent to participate in this study.

XR designed the study and revised the manuscript. ZL collected data and wrote the manuscript. SL assisted in analyzing the data. SS assisted in re-drafting and editing the manuscript. All the authors contributed to the article and approved the submitted version.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

1 We re-analyzed the data by controlling for age and gender of the participants in the regression analyses. The results were virtually the same as those reported in the study.

Funding. This work was supported by the Social Science Foundation of China (grant number: BBA200034).

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Critical Thinking Questions

Why do you think psychology courses like this one are often requirements of so many different programs of study?

Why do you think many people might be skeptical about psychology being a science?

How did the object of study in psychology change over the history of the field since the 19th century?

In part, what aspect of psychology was the behaviorist approach to psychology a reaction to?

Given the incredible diversity among the various areas of psychology that were described in this section, how do they all fit together?

What are the potential ethical concerns associated with Milgram’s research on obedience?

Why is an undergraduate education in psychology so helpful in a number of different lines of work?

Other than a potentially greater salary, what would be the reasons an individual would continue on to get a graduate degree in psychology?

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• 2. Critical thinking in psychology
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Critical thinking is an essential part of the IB program - and essential to being a good psychology student. Throughout this textbook, you will find several ATL boxes that encourage you to use your critical thinking skills. Practicing critical thinking throughout the course will make you a better critical thinker - and make it easier to write your exams at the end of the course.This chapter is different from other chapters....

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Writing in Psychology

For most (if not all) your psychology assignments, you'll be required to critically analyse relevant psychological theory and research. If you're just starting out in psychology, you might not know what this involves. This guide will give you an idea of what it means to critically analyse research, along with some practical suggestions for how you can demonstrate your critical-thinking skills. 

What is critical analysis, and why is it important?

Critical analysis involves thinking about the merits and drawbacks of what you're reading. It doesn't necessarily mean tearing apart what you've read-it could also involve highlighting what an author or researcher has done well, and thinking through the implications of a study on the broader research area.

Critical analysis is extremely important in evaluating published research: Psychology studies often build on the limitations of others, and it's important to assess the merits of a study before accepting its conclusions. Furthermore, as a student, your critical analysis of the literature is a way of showing your marker that you've engaged with the field.

What makes critical analysis in psychology different, and how do I critically analyse the literature?

In psychology, critical analysis typically involves evaluating both theory and empirical research (i.e., scientific studies). When critically analysing theory , relevant questions include:

• Does the theory make sense (i.e., is it logical)?
• Can the theory explain psychological phenomena (i.e., what we actually observe in terms of people's behaviour), or does it leave some things unexplained?
• Have any studies been conducted to specifically test this theory, and if so, what did they find? Can we believe this study's conclusions?

In terms of evaluating empirical research , relevant questions include:

• Does the study's research question come logically from the literature the authors have reviewed?
• Are there any issues with the participant sample (e.g., not representative of the population being studied)?
• Do the measures (e.g., questionnaires) actually assess the process of interest?
• Have the appropriate statistical analyses been conducted?
• Do the authors make appropriate conclusions based on their findings, or do they go beyond their findings (i.e., overstate their conclusions)?

Before you critically analyse research, it's important to make sure that you understand what is being argued. We have some resources that can help you get the most out of your reading ( R eading strategies ), as well as some note-taking strategies ( N ote-taking ). The Cornell method might be especially useful, since it involves jotting down your own thoughts/opinions as you're reading, rather than simply summarising information.

As you get more practise critically analysing the literature, you'll find that it starts to feel more natural, and becomes something that you engage in automatically. However, as you're starting out, deliberately thinking through some of the questions in the previous section can help add structure to this process.

What does critical analysis look like?

After you've had a think about the merits and drawbacks of a published piece of work, how do you actually show that you've engaged in critical analysis? Below are some examples of sentences where critical analysis has been demonstrated:

• "Although Brown's (1995) theory can account for [abc], it cannot explain [xyz]."
• "This study is a seminal one in the area, given that it was the first to investigate...".
• "In order to clarify the role of [abc], the study could have controlled for...".
• "This study was a significant improvement over earlier efforts to investigate this topic because...".

What these statements have in common is that they are evaluative : They show that you're making a judgment about the theory or empirical study you're discussing. In general, your marker will be able to tell whether you have engaged in critical analysis by seeing if you've made such statements throughout your work.

Critical analysis in psychology: Some common pitfalls

"The sample size of the study was too small."

Your critiques need to have evidence behind them. Making statements such as this is fine, as long as you follow them up with your reasoning (in this case, on what basis have you decided that the study didn't have enough participants?).

" The study didn't look at participants of [this age/this gender/this ethnic group]."

Traditionally, the area of psychology has tended to focus on WEIRD (white, educated, industrialised, rich, and democratic) individuals. This is certainly an issue for the generalisability of research findings. However, if you make this type of statement, you can further demonstrate your critical-thinking skills by talking about why you think this is an issue for the particular topic you're researching: For example, how might the results of a study differ if a non-WEIRD participant sample had been recruited instead?

Being too critical.

Chances are that if a study is a highly cited one in your area, it probably has some merits (even if it's just that it drew attention to an important topic). You should always be on the lookout for strengths as well as limitations, be they theoretical (i.e., a cohesive, well-elaborated theory) or experimental (i.e., a clever study design).

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3 Core Critical Thinking Skills Every Thinker Should Have

Critically thinking about critical thinking skills..

Posted March 13, 2020 | Reviewed by Ekua Hagan

• Why Education Is Important
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I recently received an email from an educator friend, asking me to briefly describe the skills necessary for critical thinking. They were happy to fill in the blanks themselves from outside reading but wanted to know what specific skills they should focus on teaching their students. I took this as a good opportunity to dedicate a post here to such discussion, in order to provide my friend and any other interested parties with an overview.

To understand critical thinking skills and how they factor into critical thinking, one first needs a definition of the latter. Critical thinking (CT) is a metacognitive process, consisting of a number of skills and dispositions, that when used through self-regulatory reflective judgment, increases the chances of producing a logical conclusion to an argument or solution to a problem (Dwyer, 2017; Dwyer, Hogan & Stewart, 2014). On the surface, this definition clarifies two issues. First, critical thinking is metacognitive—simply, it requires the individual to think about thinking; second, its main components are reflective judgment, dispositions, and skills.

Below the surface, this description requires clarification; hence the impetus for this entry—what is meant by reflective judgment, disposition towards CT, and CT skills? Reflective judgment (i.e. an individuals' understanding of the nature, limits, and certainty of knowing and how this can affect their judgments [King & Kitchener, 1994]) and disposition towards CT (i.e. an inclination, tendency or willingness to perform a given thinking skill [Dwyer, 2017; Facione, Facione & Giancarlo, 1997; Ku, 2009; Norris, 1992; Siegel, 1999; Valenzuela, Nieto & Saiz, 2011]) have both already been covered in my posts; so, consistent with the aim of this piece, let’s discuss CT skills.

CT skills allow individuals to transcend lower-order, memorization-based learning strategies to gain a more complex understanding of the information or problems they encounter (Halpern, 2014). Though debate is ongoing over the definition of CT, one list stands out as a reasonable consensus conceptualization of CT skills. In 1988, a committee of 46 experts in the field of CT gathered to discuss CT conceptualisations, resulting in the Delphi Report; within which was overwhelmingly agreement (i.e. 95% consensus) that analysis , evaluation and inference were the core skills necessary for CT (Facione, 1990). Indeed, over 30 years later, these three CT skills remain the most commonly cited.

1. Analysis

Analysis is a core CT skill used to identify and examine the structure of an argument, the propositions within an argument and the role they play (e.g. the main conclusion, the premises and reasons provided to support the conclusion, objections to the conclusion and inferential relationships among propositions), as well as the sources of the propositions (e.g. personal experience, common belief, and research).

When it comes to analysing the basis for a standpoint, the structure of the argument can be extracted for subsequent evaluation (e.g. from dialogue and text). This can be accomplished through looking for propositions that either support or refute the central claim or other reasons and objections. Through analysis, the argument’s hierarchical structure begins to appear. Notably, argument mapping can aid the visual representation of this hierarchical structure and is supported by research as having positive effects on critical thinking (Butchart et al., 2009; Dwyer, 2011; Dwyer, Hogan & Stewart, 2012; van Gelder, Bisset & Cumming, 2004).

2. Evaluation

Evaluation is a core CT skill that is used in the assessment of propositions and claims (identified through the previous analysis ) with respect to their credibility; relevance; balance, bias (and potential omissions); as well as the logical strength amongst propositions (i.e. the strength of the inferential relationships). Such assessment allows for informed judgment regarding the overall strength or weakness of an argument (Dwyer, 2017; Facione, 1990). If an argument (or its propositions) is not credible, relevant, logical, and unbiased, you should consider excluding it or discussing its weaknesses as an objection.

Evaluating the credibility of claims and arguments involves progressing beyond merely identifying the source of propositions in an argument, to actually examining the "trustworthiness" of those identified sources (e.g. personal experiences, common beliefs/opinions, expert/authority opinion and scientific evidence). This is particularly important because some sources are more credible than others. Evaluation also implies deep consideration of the relevance of claims within an argument, which is accomplished by assessing the contextual relevance of claims and premises—that is, the pertinence or applicability of one proposition to another.

With respect to balance, bias (and potential omissions), it's important to consider the "slant" of an argument—if it seems imbalanced in favour of one line of thinking, then it’s quite possible that the argument has omitted key, opposing points that should also be considered. Imbalance may also imply some level of bias in the argument—another factor that should also be assessed.

However, just because an argument is balanced does not mean that it isn’t biased. It may very well be the case that the "opposing views" presented have been "cherry-picked" because they are easily disputed (akin to building a strawman ); thus, making supporting reasons appear stronger than they may actually be—and this is just one example of how a balanced argument may, in fact, be biased. The take-home message regarding balance, bias, and potential omissions should be that, in any argument, you should construct an understanding of the author or speaker’s motivations and consider how these might influence the structure and contents of the argument.

Finally, evaluating the logical strength of an argument is accomplished through monitoring both the logical relationships amongst propositions and the claims they infer. Assessment of logical strength can actually be aided through subsequent inference, as a means of double-checking the logical strength. For example, this can be checked by asking whether or not a particular proposition can actually be inferred based on the propositions that precede it. A useful means of developing this sub-skill is through practicing syllogistic reasoning .

3. Inference

Similar to other educational concepts like synthesis (e.g., see Bloom et al., 1956; Dwyer, 2011; 2017), the final core CT skill, inference , involves the “gathering” of credible, relevant and logical evidence based on the previous analysis and evaluation, for the purpose of drawing a reasonable conclusion (Dwyer, 2017; Facione, 1990). Drawing a conclusion always implies some act of synthesis (i.e. the ability to put parts of information together to form a new whole; see Dwyer, 2011). However, inference is a unique form of synthesis in that it involves the formulation of a set of conclusions derived from a series of arguments or a body of evidence. This inference may imply accepting a conclusion pointed to by an author in light of the evidence they present, or "conjecturing an alternative," equally logical, conclusion or argument based on the available evidence (Facione, 1990). The ability to infer a conclusion in this manner can be completed through formal logic strategies, informal logic strategies (or both) in order to derive intermediate conclusions, as well as central claims.

Another important aspect of inference involves the querying of available evidence, for example, by recognising the need for additional information, gathering it and judging the plausibility of utilising such information for the purpose of drawing a conclusion. Notably, in the context of querying evidence and conjecturing alternative conclusions, inference overlaps with evaluation to a certain degree in that both skills are used to judge the relevance and acceptability of a claim or argument. Furthermore, after inferring a conclusion, the resulting argument should be re-evaluated to ensure that it is reasonable to draw the conclusion that was derived.

Overall, the application of critical thinking skills is a process—one must analyse, evaluate and then infer; and this process can be repeated to ensure that a reasonable conclusion has been drawn. In an effort to simplify the description of this process, for the past few years, I’ve used the analogy of picking apples for baking . We begin by picking apples from a tree. Consider the tree as an analogy, in its own right, for an argument, which is often hierarchically structured like a tree-diagram. By picking apples, I mean identifying propositions and the role they play (i.e. analysis). Once we pick an apple, we evaluate it—we make sure it isn’t rotten (i.e. lacks credibility, is biased) and is suitable for baking (i.e. relevant and logically strong). Finally, we infer— we gather the apples in a basket and bring them home and group them together based on some rationale for construction— maybe four for a pie, three for a crumble and another four for a tart. By the end of the process, we have baked some apple-based goods, or developed a conclusion, solution or decision through critical thinking.

Of course, there is more to critical thinking than the application of skills—a critical thinker must also have the disposition to think critically and engage reflective judgment. However, without the appropriate skills—analysis, evaluation, and inference, it is not likely that CT will be applied. For example, though one might be willing to use CT skills and engage reflective judgment, they may not know how to do so. Conversely, though one might be aware of which CT skills to use in a given context and may have the capacity to perform well when using these skills, they may not be disposed to use them (Valenzuela, Nieto & Saiz, 2011). Though the core CT skills of analysis, evaluation, and inference are not the only important aspects of CT, they are essential for its application.

Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: McKay.

Butchart, S., Bigelow, J., Oppy, G., Korb, K., & Gold, I. (2009). Improving critical thinking using web-based argument mapping exercises with automated feedback. Australasian Journal of Educational Technology, 25, 2, 268-291.

Dwyer, C.P. (2011). The evaluation of argument mapping as a learning tool. Doctoral Thesis. National University of Ireland, Galway.

Dwyer, C.P. (2017). Critical thinking: Conceptual perspectives and practical guidelines.Cambridge, UK: Cambridge University Press.

Dwyer, C.P., Hogan, M.J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7, 219-244.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills & Creativity, 12, 43–52.

Facione, P.A. (1990). The Delphi report: Committee on pre-college philosophy. Millbrae, CA: California Academic Press.

Facione, P.A., Facione, N.C., & Giancarlo, C.A. (1997). Setting expectations for student learning: New directions for higher education. Millbrae: California Academic Press.

Halpern, D.F. (2014). Thought & knowledge: An introduction to critical thinking (5th Ed.). UK: Psychology Press.

King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey Bass.

Ku, K.Y.L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4, 1, 70- 76.

Norris, S. P. (Ed.). (1992). The generalizability of critical thinking: Multiple perspectives on an educational ideal. New York: Teachers College Press.

Siegel, H. (1999). What (good) are thinking dispositions? Educational Theory, 49, 2, 207-221.

Valenzuela, J., Nieto, A.M., & Saiz, C. (2011). Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation. Journal of Research in Educational Psychology, 9, 2, 823-848.

van Gelder, T.J., Bissett, M., & Cumming, G. (2004). Enhancing expertise in informal reasoning. Canadian Journal of Experimental Psychology 58, 142-52.

Christopher Dwyer, Ph.D., is a lecturer at the Technological University of the Shannon in Athlone, Ireland.

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Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

• Lingxi Li 1 ,
• Sayed M. Ismail   ORCID: orcid.org/0000-0002-6698-006X 2 ,
• Indrajit Patra   ORCID: orcid.org/0000-0001-6704-2676 3 &
• Desta Lami 4  

BMC Psychology volume  12 , Article number:  148 ( 2024 ) Cite this article

Metrics details

This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG) receiving traditional instruction. The results reveal a substantial positive effect of PBLT on the critical thinking abilities of EFL learners, as evidenced by thematic analyses of interviews and document content. Themes include heightened critical thinking awareness, collaborative knowledge construction, and increased learner engagement. Academic achievement tests further demonstrate significant improvement in the experimental group’s performance. A comparison with existing literature underscores the novelty of our mixed-methods approach. Implications for language teachers, materials developers, syllabus designers, and policy-makers are discussed, highlighting the potential of PBLT in cultivating critical thinking and learner engagement.

Peer Review reports

Language teaching has witnessed the emergence and evolution of various teaching approaches over time. While some approaches have gained more prominence than others, scholars acknowledge that no approach is flawless. Additionally, certain approaches are recognized for their effectiveness in honing specific skills rather than others. For instance, communicative language teaching (CLT) and content and language-integrated learning (CLIL) are deemed crucial for oral skill development, whereas genre-based pedagogy predominantly focuses on written texts [ 1 ]. More recently, a novel approach known as PBLT has surfaced in the literature [ 2 , 3 , 4 ]. This approach has proven to assist EFL learners not only in enhancing speaking and writing skills but also in developing critical thinking skills. PBLT revolves around two central elements: posing philosophical questions and viewing the classroom as a community of inquiry. The approach stems from the observation that when philosophical questions arise in the EFL class, learners spontaneously engage and feel motivated to participate actively in discussions.

PBLT, centered around posing philosophical questions and viewing the classroom as a community of inquiry [ 2 , 3 , 4 ], emerges from the observation that when philosophical questions arise in the EFL class [ 4 ], learners spontaneously engage and feel motivated to participate actively in discussions [ 3 ]. This active involvement goes beyond the surface of language acquisition, delving into the realm of critical thinking. As learners grapple with philosophical inquiries, they are prompted to analyze, evaluate, and synthesize information, fostering a cognitive process that extends beyond the immediate linguistic context [ 3 ]. In this way, philosophy-based language instruction serves as a catalyst for nurturing critical thinking skills among EFL learners [ 5 ].

Critical thinking is a foundational skill essential for effective decision-making and problem-solving in education and beyond [ 6 ]. In the realm of language instruction, critical thinking goes beyond the mere acquisition of language skills, involving the ability to analyze, evaluate, and synthesize information [ 7 ]. PBLT has emerged as a distinctive approach fostering critical thinking skills among EFL learners [ 8 – 9 ]. Through the exploration of philosophical questions, students are encouraged to question assumptions, consider alternative viewpoints, and articulate well-reasoned responses. Engagement with complex philosophical inquiries not only deepens linguistic proficiency but also nurtures cognitive processes associated with critical thinking. PBLT provides a unique space where learners actively participate in discussions, offering them the opportunity to navigate linguistic and conceptual complexities simultaneously. As a result, critical thinking becomes an integral aspect of language learning within the framework of PBLT, contributing to the development of discerning and analytically astute language learners.

Engagement involves showcasing learning motivation, where learners direct energy and effort toward achieving specific educational goals [ 10 – 11 ]. Defining student engagement comprises three interconnected dimensions: behavioral, emotional, and cognitive engagement. Behavioral engagement encompasses active student participation in learning activities, such as posing questions and completing assignments [ 12 ]. Emotional engagement relates to students’ feelings regarding teachers, peers, or the learning process, including reactions like interest, boredom, happiness, sadness, and anxiety during a course [ 13 ]. The core concept of cognitive engagement focuses on the depth of investment in learning, highlighting a psychological commitment to mastering knowledge and skills rather than merely completing tasks [ 12 ]. Therefore, cognitive engagement can be understood as students’ grasp of the subject matter being taught [ 14 ].

Academic achievement is a multifaceted concept encompassing the attainment of knowledge, skills, and competencies within an educational context [ 15 ]. In the field of language instruction, academic achievement is often measured by students’ proficiency in language skills, successful completion of language courses, and performance in assessments [ 16 ]. PBLT emerges as a dynamic approach that not only enhances linguistic proficiency but also contributes to broader academic achievement [ 2 – 3 ].

The contemporary landscape of language instruction is characterized by a myriad of teaching approaches, each offering unique strengths and challenges. While approaches such as CLT and content and language-integrated learning CLIL have gained prominence for their efficacy in specific skill development, a critical examination reveals that no singular approach is without its limitations [ 1 ]. Moreover, the emphasis on honing particular skills often overshadows the holistic development of learners. In this context, the recent emergence of PBLT introduces a novel dimension to language instruction by not only enhancing speaking and writing skills but also fostering critical thinking abilities among EFL learners [ 2 , 3 , 4 ]. However, despite the promising indications, a comprehensive investigation into the efficacy of PBLT in comparison to traditional approaches is notably absent in the current literature. This research gap prompts the need for a focused exploration into the consequences of philosophy-based language instruction on EFL learners’ critical thinking, engagement, and academic achievement. By addressing this gap, the study seeks to contribute valuable insights that can inform language educators and policymakers about the potential benefits and challenges associated with the integration of PBLT in EFL classrooms.

This study aims to achieve three overarching objectives that collectively contribute to a comprehensive understanding of the impact of PBLT on EFL learners. Firstly, the investigation seeks to understand the effect of PBLT on critical thinking skills among EFL learners. This involves a close examination of how the integration of philosophy-based language instruction influences cognitive processes such as analysis, evaluation, and synthesis. By assessing the impact on critical thinking, the study aims to illuminate the cognitive dimensions that PBLT brings to language learning.

Secondly, the study aims to assess the effect of PBLT on learner engagement. This involves an exploration of the extent to which philosophy-based language teaching enhances learner motivation and active participation in the language learning process. The investigation encompasses the examination of behavioral, emotional, and cognitive dimensions of engagement, providing insights into how PBLT contributes to creating a stimulating and participatory classroom environment.

Lastly, the study seeks to evaluate the effect of PBLT on academic achievement. This involves a comprehensive assessment of the impact of philosophy-based language instruction on traditional measures of academic success, including language proficiency, course completion rates, and performance in assessments. By examining both linguistic and broader academic competencies, the study aims to provide a holistic understanding of how PBLT influences learners’ overall academic achievement within the EFL context. Accordingly, the study addresses the following research questions:

How does PBLT affect learners’ critical thinking?

How does PLBT affect learners’ engagement?

What is the effect of PBLT on learners’ academic achievement?

This study aims to achieve three primary objectives that hold significant implications for both language educators and policymakers. Firstly, by investigating the effect of PBLT on critical thinking skills among EFL learners, the study offers insights into how philosophy-based language instruction shapes cognitive processes essential for effective language acquisition. Understanding this impact not only enriches our knowledge of language learning methodologies but also provides educators with evidence-based strategies to enhance learners’ critical thinking abilities, which are crucial for navigating an increasingly complex world. Secondly, by assessing the effect of PBLT on learner engagement, the study contributes to our understanding of how philosophy-based approaches can foster a more stimulating and participatory classroom environment. This knowledge equips educators with tools to create learning environments that promote active participation and motivation, ultimately enhancing the overall quality of language education. Lastly, by evaluating the effect of PBLT on academic achievement, the study informs policymakers about the broader implications of philosophy-based language instruction on traditional measures of academic success. This understanding can guide policy decisions regarding curriculum development, teacher training, and resource allocation, ultimately shaping the direction of language education policies to better serve the needs of EFL learners.

The significance of this study lies in its exploration of the innovative PBLT approach and its potential impact on critical thinking, engagement, and academic achievement among EFL learners. In the ever-evolving landscape of language instruction, the recognition that no single approach is flawless underscores the need for continuous exploration and refinement. Methods, including CLT and CLIL, have demonstrated effectiveness in specific skill development but may not holistically address the multifaceted nature of language acquisition.

The emergence of PBLT as a distinctive approach represents an opportunity to delve into its unique qualities, particularly in enhancing speaking and writing skills while concurrently fostering critical thinking abilities. Through the deliberate integration of philosophical questions and the establishment of a community of inquiry, PBLT engages learners in a cognitive process that extends beyond immediate linguistic contexts. The study seeks to unravel the significance of this approach in nurturing critical thinking skills, providing valuable insights into how language instruction can transcend traditional boundaries.

Moreover, the examination of learner engagement within the context of PBLT extends beyond the surface of active participation to explore the intricate dimensions of behavioral, emotional, and cognitive engagement. By investigating these interconnected elements, the study aims to shed light on how PBLT creates a dynamic and stimulating classroom environment that encourages learners to direct their energy and effort toward achieving educational goals. This exploration is crucial in understanding the broader impact of PBLT on the motivation and commitment of EFL learners.

Furthermore, the study’s focus on academic achievement adds a crucial layer to the investigation, expanding beyond linguistic proficiency to encompass traditional measures of success such as course completion rates and performance in assessments. PBLT, as a dynamic approach, holds the potential not only to enhance language skills but also to contribute to the overall academic achievement of EFL learners.

In essence, this research aims to bridge a notable gap in the literature by providing a thorough examination of the consequences of philosophy-based language instruction on critical thinking, engagement, and academic achievement. The findings of this study are anticipated to offer educators, policymakers, and researchers’ valuable insights into the potential benefits and challenges associated with the integration of PBLT in EFL classrooms, contributing to the ongoing discourse on effective language instruction strategies and their broader educational implications.

Literature review

Theoretical background, philosophy-based language instruction.

According to Vygotsky [ 17 ], elevated levels of thinking skills, particularly abstract thinking, can be attained through mediated tools like language. The specific type of language use conducive to knowledge discovery is dialogic question-and-answer interactions. In essence, it is the exploratory talk that engages learners in expanding their knowledge by experimenting with new ideas and receiving feedback from their interlocutor [ 18 ]. This contrasts with well-structured, pre-planned presentational speeches, especially in dialogues about fundamental philosophical matters. In this context, the term philosophy, in line with [ 19 ]’s paradigm, denotes small ‘p’ philosophy, aiming to assist learners in constructing a critical perspective on central life concepts rather than accepting everything exposed to them as absolute truth.

The tradition of dialogic philosophical questioning in education traces back to Socrates approximately 2500 years ago [ 20 ]. Drawing inspiration from Dewey’s [ 21 ] concept of “reflexive inquiry,” [ 19 ] reinvigorated Socratic questioning by proposing the use of philosophy for children, primarily aiming to instill critical thinking skills in young learners. This involves establishing a community of inquiry (see, for example, [ 22 ]), where individuals actively engage in knowledge production through profound contemplation of various life issues, facilitated by the exchange of questions and answers [ 23 ]. Participants collaboratively construct and address their own philosophical questions based on specific input resources, fostering a sense of responsibility for their learning. Employing higher-order thinking skills in conjunction with cooperation, learners develop a social understanding of fundamental assumed beliefs and life concepts, subsequently enhancing their reasoning abilities and self-esteem [ 24 ]. Haynes [ 25 ] advocates for creating communities of inquiry in the classroom, asserting that children should be encouraged and provided opportunities to participate in society from an early age in meaningful contexts such as families, schools, and other settings where they have a stake.

It is crucial to underscore that philosophical dialogues within a community of inquiry diverge from ordinary conversations, where the focus is on participants’ personal ideas. In contrast, in the former, the aim is to collectively construct ideas from peers’ comments to address problems. The primary motivating factor for participants in a community of inquiry to sustain their discussions is the pursuit of truth, a dimension absents in casual conversations [ 26 ].

While learners take the lead in classroom discussions and philosophical question-and-answer activities, it’s crucial to note that the teacher is not passive; instead, they play an active role in guiding learners to clarify and simplify their ideas. However, the teacher refrains from dominating the discussion. The mediator appreciates learners’ capabilities in knowledge creation and interpretation of reality embedded in the dialogues [ 27 ].

• Critical thinking

The theoretical underpinnings of critical thinking draw from various educational and philosophical perspectives, emphasizing the development of cognitive skills and the ability to analyze, evaluate, and synthesize information. Scholars in the field of education have often turned to influential frameworks and models to conceptualize and understand critical thinking.

One prominent model is Bloom’s Taxonomy of Cognitive Objectives, developed by Benjamin Bloom and his colleagues [ 28 ]. This taxonomy categorizes cognitive skills into a hierarchy, ranging from lower-order thinking skills (remembering, understanding) to higher-order thinking skills (applying, analyzing, evaluating, creating). Critical thinking is situated at the top of this hierarchy, emphasizing the ability to evaluate information and make reasoned judgments.

Additionally, the Paul-Elder Critical Thinking Framework, developed by Richard Paul and Linda Elder, provides a comprehensive model that identifies essential components of critical thinking, such as clarity, accuracy, relevance, and depth [ 29 ]. This framework encourages educators to guide learners in developing intellectual traits and habits associated with effective critical thinking.

In the realm of language education, scholars like Ennis have proposed specific dimensions of critical thinking relevant to language learners, including interpretation, analysis, evaluation, inference, explanation, and self-regulation [ 30 ]. These dimensions align with the cognitive processes involved in language comprehension, production, and analysis.

Furthermore, philosophical perspectives, particularly those influenced by the Socratic method, have long been intertwined with the conceptualization of critical thinking. The Socratic method emphasizes questioning, dialogue, and reflective inquiry to stimulate critical thought and illuminate underlying assumptions.

In the context of PBLT, the works of Lipman and Sharp contribute to the theoretical foundation. Lipman’s Philosophy for Children (P4C) approach advocates for integrating philosophy into education, fostering a community of inquiry where students engage in collaborative philosophical discussions [ 24 ].

This theoretical background demonstrates the multidimensional nature of critical thinking, drawing from educational models, philosophical traditions, and language education frameworks. The integration of these perspectives offers a comprehensive foundation for understanding and fostering critical thinking skills among learners.

Learners’ engagement is defined by the student’s willingness to actively participate in daily school activities, such as attending class, completing assignments, and attentively listening to the teacher. A low level of classroom engagement can lead to adverse effects on both learning performance and the overall learning process [ 31 ]. In this context, [ 32 ] highlighted that student engagement results from effective classroom teaching and school development initiatives, signifying its increasingly crucial role [ 33 ]. underscored the importance of dynamic and collaborative learning, academic activities, effective communication with the teacher, and educational experiences within the realm of classroom engagement.

Learners’ engagement is a multifaceted construct that encompasses various cognitive, behavioral, and emotional dimensions within the educational context. Grounded in educational psychology, engagement is commonly defined as the extent to which students actively participate in and are committed to their learning experiences [ 34 ]. Fredricks, Blumenfeld, and Paris proposed a conceptual model that identifies three core components of student engagement: behavioral engagement, emotional engagement, and cognitive engagement [ 12 ]. Behavioral engagement involves participating in classroom activities and adhering to academic tasks, while emotional engagement pertains to the affective reactions and sentiments students associate with their learning. Cognitive engagement focuses on the investment of mental effort, active participation in complex cognitive tasks, and the application of higher-order thinking skills [ 12 ].

Skinner and Belmont further emphasized the reciprocal relationship between teacher behavior and student engagement, highlighting the role of teachers in cultivating an environment conducive to sustained learner involvement [ 35 ]. Educational researchers have extended the scope of engagement to encompass not only academic activities within the classroom but also extracurricular pursuits and the broader school climate [ 36 ]. Mahoney, Cairns, and Farmer, for instance, identified extracurricular activity participation as a significant factor contributing to interpersonal competence and educational success [ 36 ].

Moreover, Appleton, Christenson, and Furlong have drawn attention to the critical conceptual and methodological considerations associated with the construct of student engagement, emphasizing the need for a nuanced understanding that considers both its cognitive and affective dimensions [ 37 ]. Recognizing the dynamic interplay between various factors, including classroom dynamics, social interactions, and a sense of belonging, offers a comprehensive theoretical foundation for understanding and promoting learners’ engagement in diverse educational settings [ 37 ].

In summary, the theoretical background of learners’ engagement draws from foundational models like the one proposed by Fredricks, Blumenfeld, and Paris, which conceptualizes engagement as a multidimensional construct involving behavioral, emotional, and cognitive components. The reciprocal influence of teacher behavior, the impact of extracurricular activities, and the broader school climate further enrich our understanding of the complex dynamics that contribute to learners’ engagement in educational contexts.

Academic and language achievement

Language achievement is a nuanced and intricate concept reflecting an individual’s competence and proficiency in a specific language [ 38 ]. It transcends mere knowledge of grammar and vocabulary, encompassing the ability to comprehend, utilize, and communicate effectively in both written and spoken forms. This process of achievement is dynamic, evolving over time, influenced by factors such as language exposure, formal instruction, learner motivation, and individual learning preferences [ 39 ]. It signifies an ongoing journey of improvement, where individuals strive to enhance their language skills through dedicated practice, immersion in authentic language contexts, and active engagement within language communities [ 40 ].

The assessment of language achievement is a multifaceted undertaking that encompasses a range of evaluation methods [ 41 ]. These methods include standardized language proficiency tests, performance assessments, and communicative tasks, which collectively provide a comprehensive appraisal of learners’ language abilities. Standardized tests offer a structured and impartial means of assessing language proficiency across diverse dimensions, while performance assessments and communicative tasks shed light on learners’ practical language application and communicative prowess. By integrating these assessment strategies, educators and researchers gain a holistic comprehension of learners’ language achievement and the efficacy of language instructional approaches [ 42 ].

Empirical background

[ 2 ] conducted an experimental study aiming to assess whether EFL students taught through the PBLT approach would surpass those instructed using traditional ESL methodologies in speaking skills and its components. The study involved 34 students from a prominent Iranian university, majoring in engineering, sciences, and humanities. All students were at an intermediate language level before the experiment. Randomly assigned to the experimental ( N  = 17) and control ( N  = 17) groups, the former received PBLT-driven EFL instruction, while the latter received conventional ESL methodologies. Results indicated that the experimental group outperformed the control group in speaking skills and related components (range, fluency, coherence, content), excluding accuracy. The authors attributed the lack of a significant difference in accuracy to PBLT’s emphasis on meaning, whereas accuracy primarily pertains to linguistic form.

Another study investigating the efficacy of PBLT in the EFL classroom was carried out by [ 3 ]. Employing the same participants as in [ 2 ], the authors utilized a pretest-posttest experimental design to examine the impact of PBLT on the development of EFL students’ productive skills (speaking and writing) as well as their critical thinking abilities. Their findings demonstrated that PBLT plays a crucial role in fostering the productive skills of EFL students by creating a conducive environment for discussion and negotiation. Additionally, they assert that the environment facilitated by PBLT has the potential to boost EFL students’ motivation and cultivate positive attitudes toward the approach.

In a more recent study, [ 43 ] demonstrated that implementing the PBLT approach in the EFL classroom has the potential to enhance students’ speaking skills and their willingness to communicate. The authors of the same study suggest that the observed efficacy of PBLT in improving speaking skills and fostering a willingness to speak indicates that PBLT could serve as an alternative approach to the traditionally employed IRF (Initiation-Response-Feedback) approach in teaching speaking skills.

[ 44 ] aimed to assess P4C’s impact on the critical thinking and English-speaking skills of 7th-grade gifted EFL students in Türkiye. Employing a mixed methods research design, the study included randomly assigned experimental and control groups. Quantitative data were gathered through the Cornell Critical Thinking Test (CCTT) X level and the Cambridge English Speaking Test (A2 level for Schools), while qualitative data were obtained from reflective diaries and evaluation forms. The control group followed standard SAC English-speaking lessons, while the experimental group received English-speaking lessons based on the P4C approach. While both groups showed an increase in English-speaking skills, the difference was not statistically significant. However, there was a notable increase in critical-thinking skills for the experimental group, which was statistically significant. Qualitative feedback from the experimental group indicated positive effects of P4C practices on critical thinking and English-speaking skills, though the impact on English-speaking skills was not statistically significant.

Educational philosophy encompasses systematic ideas and concepts within the educational domain [ 45 ]. aimed to investigate the impact of educational philosophy, critical thinking, and classroom engagement on academic achievement among pre-service teachers, utilizing structural equation modeling [ 45 ]. involved 444 teacher pre-service volunteers from a Turkish state university. Data were collected through the Educational Belief Scale, UF/EMİ Critical Thinking Disposition Instrument, and Classroom Engagement Inventory. The analysis revealed that the hypothesized model explained 22% of the variance in academic achievement. Path coefficients demonstrated significant relationships between certain educational philosophies and critical thinking dispositions. Moreover, innovativeness in critical thinking disposition was a significant predictor for all dimensions of classroom engagement.

The emphasis on student engagement has gained prominence in higher education due to its positive association with learning outcomes. Despite its acknowledged importance, there is limited research on pedagogical methods that effectively enhance this engagement. In [ 46 ], a classroom scenario involving 33 students at a Chinese university was examined to investigate their interaction with a pedagogical approach integrating automated, peer, and teacher feedback on academic writing. Through the analysis of multiple drafts, feedback sources, and retrospective interviews, the study found that the majority of students actively participated in this integrated approach, fostering behavioral, affective, and cognitive engagement and facilitating thoughtful revisions.

Amid the global repercussions of the COVID-19 pandemic, online classes have garnered considerable attention. In language learning, the teacher-student relationship assumes a pivotal role, especially in online settings where student engagement holds paramount importance [ 47 ]. investigated the relationship between structured feedback and three types of engagement—cognitive, behavioral, and emotional—in an online class. The study encompassed 114 EFL third-year college students, and the results revealed positive and significant correlations between the utilization of structured feedback and all three types of engagement. The structured feedback, administered at the conclusion of each lesson, empowers students to articulate their knowledge, queries, and insights. This underscored the significance of effective feedback strategies in enhancing engagement within online language learning environments.

[ 48 ] investigated the potential mediation of students’ motivational beliefs in the association between teacher-student relationships and foreign language achievement. The study involved 1171 eighth graders in China. Results indicated a positive correlation between teacher-student relationships and foreign language achievement, with intrinsic and extrinsic motivation serving as partial mediators. Notably, intrinsic motivation played a more substantial mediating role compared to extrinsic motivation. In summary, nurturing teacher-student relationships can elevate learners’ foreign language proficiency by cultivating motivation, with intrinsic motivation being particularly influential.

[ 49 ] provided essential insights derived from a systematic literature review concentrating on the influence of teaching assistants or similar roles on pupils’ academic performance. The review assessed measurements before and after teacher support interventions. The amalgamation of findings reveals that primary school students with identified learning difficulties, particularly in literacy, experience substantial academic improvement with targeted teacher support. However, studies involving more general teacher support, not specifically directed at pupils with identified difficulties, yield varied outcomes. This suggests that teacher support in mainstream classes may not universally enhance the academic achievements of all students.

The studies reviewed offer valuable insights into the efficacy of PBLT and related pedagogical approaches in enhancing language skills, critical thinking, and learner engagement [ 2 ] and [ 3 ]. demonstrate the superiority of PBLT over traditional ESL methodologies in fostering speaking skills, critical thinking, and learner motivation among EFL students, suggesting its potential as a transformative approach in language education. Similarly, [ 43 ] highlights the positive impact of PBLT on speaking skills and willingness to communicate, emphasizing its role as an alternative to conventional instructional methods. Additionally, [ 44 ] provides evidence of the effectiveness of P4C practices in enhancing critical thinking among EFL students, further underscoring the value of philosophy-driven methodologies in language instruction. These findings collectively contribute to the ongoing discourse on effective language teaching methodologies and underscore the importance of integrating philosophical inquiries into language education to promote holistic learner development.

The existing literature on PBLT has laid a strong foundation for the current study by highlighting the potential benefits of integrating philosophical inquiries into language instruction. Previous research has underscored the positive impact of PBLT on critical thinking, engagement, and academic achievement among EFL learners. The research questions addressed in this study are crucial as they aim to provide empirical evidence to further substantiate these claims and offer insights into the specific mechanisms through which PBLT influences learners’ cognitive and academic outcomes. By examining the effects of PBLT on critical thinking skills, learner engagement, and academic achievement, this study contributes to the ongoing discourse on effective language teaching methodologies and informs educators and policymakers about the importance of incorporating philosophy-based approaches into language instruction.

Despite the diverse landscape of language instruction approaches, such as CLT, CLIL, and more recently, PBLT, there exists a critical gap in the current literature regarding the specific impact of PBLT on critical thinking, learner engagement, and academic achievement among EFL learners. While existing studies acknowledge the efficacy of PBLT in enhancing speaking and writing skills, the literature lacks comprehensive investigations into its influence on critical thinking processes and overall engagement. The integration of philosophical questions and the establishment of a community of inquiry within PBLT have shown promise in fostering cognitive processes beyond linguistic contexts. Therefore, this study seeks to address this research gap and provide valuable insights into the potential benefits and challenges associated with the integration of PBLT in EFL classrooms, contributing to the ongoing discourse on effective language instruction strategies and their broader educational implications. The study aims to explore three key dimensions: the effect of PBLT on critical thinking skills, its impact on learner engagement, and its role in shaping overall academic achievement within the EFL context.

This study employed a concurrent mixed-methods research design, seeking to provide a comprehensive and nuanced understanding of PBLT’s impact on critical thinking, learner engagement, and academic achievement among EFL learners. The concurrent design involved the simultaneous collection and analysis of both quantitative and qualitative data to offer a holistic perspective on the research questions. The quantitative phase utilized a teacher-made test to quantitatively measure PBLT’s effect on academic achievement. Simultaneously, the qualitative phase employed interviews, focus group discussions, and reflective diaries to gather in-depth insights into participants’ experiences and perceptions regarding the integration of PBLT. The concurrent mixed-methods approach ensured a robust exploration of the complex interplay between PBLT and the targeted outcomes, allowing for a comprehensive interpretation of the findings and enhancing the overall validity and reliability of the study.

The selection of a concurrent mixed-methods design for this study is justified by the need to comprehensively explore the multifaceted impact of PBLT on EFL learners. By combining both qualitative and quantitative approaches concurrently, this design allows for a more holistic understanding of the complex interplay between PBLT, critical thinking, engagement, and academic achievement. While quantitative measures provide numerical data to assess academic outcomes, qualitative insights from interviews and document analysis offer nuanced perspectives on learners’ experiences and cognitive processes. This integrated approach enhances the depth and richness of the study findings, providing a more robust foundation for informing language teaching practices and policymaking decisions.

The study was conducted in a university setting in Bangladesh, involving a total of 75 learners who were enrolled in intact classes. These learners were divided into two groups: an EG consisting of 38 learners and a CG with 37 learners with the same gender distribution. All participants were identified as intermediate EFL learners based on the results of the Oxford Quick Placement Test. The learners, aged between 18 and 26, shared Bengali as their native language and were learning English as their second language. Notably, none of the participants had prior experience visiting an English-speaking country before the commencement of the study. This homogeneous participant profile ensured consistency in language proficiency levels and background characteristics, contributing to the internal validity of the research findings. It is important to consider that in education settings, it is almost impossible to have a random selection of participants, therefore language researchers mostly resort to intact and preexisting classes [ 50 ]. However, it might also hamper the generalizability of the findings [ 50 ].

The selection criteria for participants in this study involved targeting EFL learners from similar educational backgrounds and language proficiency levels to ensure comparability between the experimental and control groups. Participants were recruited based on their enrollment in language courses that followed either a PBLT or traditional instructional approach. Additionally, efforts were made to ensure demographic diversity within the participant pool to enhance the generalizability of the findings.

The study employed a comprehensive set of instruments to measure various dimensions of learners’ outcomes. Semi-structured interviews, adopted from [ 45 , 47 ], were utilized to explore in-depth insights into learners’ critical thinking and engagement. This qualitative approach allowed for a nuanced understanding of the participants’ experiences and perspectives following the PBLT intervention.

Documentary analysis was conducted to complement the qualitative data, aiming to triangulate findings related to critical thinking and engagement. This involved the examination of relevant documents, records, or artifacts that could provide additional context and evidence of changes in learners’ cognitive and participatory behaviors.

To assess language achievement, a teacher-made test (See Additional File 1) was administered, consisting of fill-in-the-blanks, multiple-choice, short-answer, and open-ended questions. The test’s face and content validity were confirmed by two Ph.D. holders in Applied Linguistics, ensuring that the items effectively measured the intended constructs. Additionally, the construct validity was established through the known-group technique [ 50 ], further substantiating the test’s ability to differentiate between groups with varying proficiency levels. To be more specific, we implemented the test a group of language teachers whose performance turned out to be significantly different from out participants at the outset of the study ( p  >.05), hence the construct validity of the instrument.

Reliability analysis was conducted using the KR-21 formula, resulting in a high-reliability coefficient ( r  =.823). This indicated consistency and dependability in the test scores, enhancing the robustness of the instrument for measuring language achievement. The careful validation and reliability procedures contribute to the overall trustworthiness and validity of the study’s findings.

Data collection procedures

In this study, the EG received PBLT, while the CG received traditional language instruction. The PBLT sessions were designed to integrate philosophical questioning and the establishment of a community of inquiry within the EFL classroom.

PBLT sessions were conducted over a specific timeframe, with each session lasting approximately 90 min. The EG, comprising 38 learners, participated in a total of 12 PBLT sessions conducted twice a week for six weeks. The sessions were facilitated by the instructor, emphasizing collaborative dialogue, exploration of philosophical questions, and engagement in critical thinking activities.

In PBLT, the instructor initiated discussions by posing open-ended philosophical questions relevant to the learners’ language proficiency level. These questions were carefully crafted to stimulate higher-order thinking skills, encourage reflection, and prompt meaningful discourse. Learners actively engaged in discussions, sharing their perspectives, questioning assumptions, and collectively constructing knowledge within the community of inquiry.

The PBLT approach also involved collaborative activities, where learners worked together to analyze, evaluate, and synthesize information related to the philosophical inquiries. The process aimed to extend learners’ cognitive engagement beyond the immediate linguistic context, fostering a deeper understanding of language use in connection with critical thinking.

The PBLT sessions in the study were characterized by a dynamic and interactive learning environment that encouraged learners to engage deeply with language concepts through philosophical inquiries. Specific examples of philosophical questions used included queries about the nature of truth, the ethical implications of certain actions, and the meaning of identity. These questions prompted learners to critically analyze language usage in various contexts and consider multiple perspectives, fostering their critical thinking skills. Collaborative activities within the PBLT sessions involved group discussions, debates, and collaborative projects where learners worked together to explore language and philosophical concepts. For instance, learners might engage in a debate about the ethical implications of a hypothetical scenario or collaborate on a project to create a philosophical dialogue in the target language.

Conversely, the CG, consisting of 37 learners, received traditional language instruction, focusing on established methodologies without the incorporation of philosophical questioning or the community of inquiry approach. The traditional instruction encompassed language learning activities commonly found in conventional EFL classrooms, emphasizing grammar exercises, vocabulary drills, and communicative tasks.

In traditional language instruction for the control group, the focus was primarily on rote learning and mastering predefined language patterns. Learners engaged in activities such as grammar drills, vocabulary exercises, and structured dialogues aimed at practicing language forms and rules. Content typically revolved around textbook passages, dialogues, and exercises designed to reinforce grammar rules and vocabulary usage. Activities included completing fill-in-the-blank exercises, translating sentences, and practicing scripted dialogues. The instructional approach was teacher-centered, with the instructor delivering explanations, modeling language usage, and providing corrective feedback. Classroom interactions were often structured around the Initiation-Response-Feedback model, where the teacher posed questions, students responded, and the teacher provided feedback. Overall, the emphasis was on linguistic accuracy and mastery of prescribed language patterns, with limited opportunities for open-ended discussion, critical inquiry, or collaborative exploration of language concepts.

By contrasting the outcomes of the EG and CG, the study aimed to assess the specific impact of PBLT on critical thinking, engagement, and language achievement among EFL learners in the university setting. The careful design and implementation of PBLT sessions allowed for a focused examination of the innovative approach’s efficacy in comparison to traditional language instruction methods.

The data collection procedures for this study involved a comprehensive approach, utilizing both qualitative and quantitative methods to gather information on critical thinking, engagement, and language achievement among the study participants.

Individual semi-structured interviews were conducted with participants from both the EG and the CG. These interviews aimed to explore learners’ experiences, perceptions, and reflections on critical thinking and engagement after exposure to philosophy-based language teaching (PBLT). The interviews were audio-recorded with participants’ consent and subsequently transcribed verbatim for qualitative analysis.

A documentary analysis was conducted to complement the interview data. Relevant documents, such as written reflections, class notes, and artifacts, were collected from all participants in both the EG and CG. This additional source of data provided context and depth to the understanding of changes in critical thinking and engagement throughout the study.

To assess language achievement, a comprehensive teacher-made test was administered to all learners from both groups. The test included a variety of question types, such as fill-in-the-blanks, multiple-choice, short-answer, and open-ended questions. Administered under standardized conditions, the test allowed for the collection of responses for subsequent quantitative analysis.

The language achievement test underwent thorough validation and reliability procedures. Two Ph.D. holders in Applied Linguistics confirmed the face and content validity of the test. Construct validity was established through the known-group technique. The reliability of the test was measured using the KR-21 formula, resulting in a high-reliability coefficient ( r  =.823), indicating consistent and dependable measurement.

These data collection procedures adhered to ethical considerations, including obtaining informed consent, ensuring confidentiality, and providing opportunities for participants to seek clarification or ask questions. The triangulation of data from interviews, documentary analysis, and the language achievement test enhances the robustness and validity of the study’s findings. Data triangulation enhances the trustworthiness and validity of the study’s findings by corroborating results across multiple sources, methods, or perspectives. In this study, the use of semi-structured interviews, document analysis, and academic achievement assessments constitutes a triangulation approach. By collecting data through different methods, researchers can cross-validate findings, mitigate bias or limitations inherent in any single method, and provide a more comprehensive understanding of the research phenomenon. For example, insights gained from semi-structured interviews regarding participants’ experiences and perceptions can be compared and complemented with findings from document analysis, which may offer objective evidence or contextual information. Similarly, triangulating qualitative data with quantitative measures of academic achievement allows for a more nuanced interpretation of outcomes. Overall, data triangulation strengthens the credibility and reliability of the study’s conclusions by offering multiple lines of evidence and increasing confidence in the validity of the findings.

Data analysis procedures

The data analysis procedures involved a mixed-methods approach to comprehensively examine PBLT’s effect on critical thinking, engagement, and language achievement among EFL learners. For the qualitative data obtained from semi-structured interviews and document analysis, thematic analysis was employed. Themes were derived manually through an iterative process involving the identification of recurring patterns and meaningful categories within the data. The coding process involved systematically assigning labels to segments of the data, creating a coding framework, and refining categories to capture the richness of participants’ experiences and perceptions.

To assess the quantitative data related to language achievement, an independent-sample t-test was conducted. This statistical analysis was chosen due to the study’s focus on comparing the performance of two distinct groups– the EG that underwent PBLT and the CG that received traditional language instruction. The t-test allowed for the examination of significant differences between the pretest and posttest scores of the two groups [ 51 ], providing insights into the effectiveness of PBLT in comparison to traditional instruction.

By employing both qualitative and quantitative analyses, the study aimed to triangulate findings, enhancing the overall validity and reliability of the research outcomes. The thematic analysis offered a nuanced understanding of participants’ experiences, while the t-test provided statistical evidence to support or refute the hypotheses regarding the impact of PBLT on language achievement. The integration of these analyses allowed for a comprehensive and multifaceted exploration of the research questions, contributing to the depth and rigor of the study’s findings.

PBLTS’s effect on EFL Learners’ critical thinking

The results obtained from semi-structured interviews revealed a substantial positive PBLT impact on the critical thinking skills of EFL learners. Thematic analysis of the interview data identified several key themes that underscored the transformative influence of PBLT on learners’ cognitive processes. Participants consistently highlighted an improvement in their ability to analyze information critically, evaluate diverse perspectives, and synthesize complex ideas. For example, a learner in the EG said:

As a learner exposed to PBLT, I found the experience to be incredibly enriching and thought-provoking. The incorporation of philosophical questions into language learning not only made the classes more engaging but also stimulated my critical thinking skills. Unlike traditional methods, PBLT encouraged us to explore diverse viewpoints, question assumptions, and engage in collaborative discussions. I felt more motivated to actively participate in class, and the interactive nature of PBLT created a dynamic learning environment. Overall, I believe PBLT has not only enhanced my language skills but has also equipped me with valuable critical thinking abilities that extend beyond the immediate context of language acquisition.

Another EG learner said:

Being part of the experimental group exposed to PBLT was a unique and intellectually stimulating experience. The emphasis on posing philosophical questions encouraged me to approach language learning in a more holistic way. I appreciated how PBLT prompted us to think deeply about language concepts and engage in meaningful discussions with fellow learners. The collaborative nature of the community of inquiry allowed me to hear diverse perspectives, which, in turn, improved my critical thinking skills. PBLT sessions were not just about language; they were about exploring ideas and constructing knowledge collectively. This approach has undoubtedly made my language learning journey more engaging and intellectually rewarding.

However, CG learners had a dissimilar viewpoint. For instance, a CG learner said:

Where traditional instructional methods were employed, my experience was more conventional. While the classes were structured and covered essential language components, I observed a lack of emphasis on critical thinking. The focus seemed to be on rote learning and mastering predefined language patterns. While this approach may have helped me grasp certain language elements, I felt that it fell short in fostering a deeper understanding of language concepts and developing my critical thinking skills. The classes were more teacher-centered, and opportunities for collaborative exploration were limited. Looking back, I wonder if a more interactive and inquiry-based approach, like PBLT, could have added another dimension to my language learning experience.

Another CG participant thought that:

My language learning experience was traditional and, to some extent, predictable. The emphasis was primarily on textbook-based learning, and while I acquired language skills, I felt that the classes lacked a certain level of engagement. Critical thinking was not explicitly encouraged, and class activities were more focused on individual tasks rather than collaborative exploration. Reflecting on my experience, I can see how a more interactive and philosophy-infused approach, like the one described in the experimental group, might have injected more enthusiasm into my learning journey. There’s a part of me that wishes I had the opportunity to experience PBLT to see how it could have shaped my language skills and critical thinking abilities differently.

One prominent theme that emerged from the interviews was the heightened awareness and application of critical thinking strategies among EFL learners who underwent PBLT. Participants expressed a more profound engagement with philosophical questions, emphasizing how these inquiries prompted them to question assumptions, consider alternative viewpoints, and articulate well-reasoned responses. This increased cognitive engagement was particularly evident in their reflections on how PBLT discussions encouraged them to delve deeper into the subject matter, going beyond surface-level understanding.

Furthermore, the interviews shed light on the collaborative and dynamic nature of PBLT discussions, fostering an environment where learners actively participated in knowledge construction. Participants spoke of the interactive and dialogic nature of the PBLT sessions, where the exchange of questions and answers within the community of inquiry stimulated their critical thinking abilities. The thematic analysis highlighted the role of collaborative learning in enhancing critical thinking, as learners navigated through diverse perspectives and collectively addressed philosophical questions.

Overall, the results of the semi-structured interviews consistently indicated that PBLT had a positive and meaningful effect on EFL learners’ critical thinking skills. The thematic analysis provided rich insights into the ways in which PBLT contributed to the development of analytical, evaluative, and synthetic thinking among participants, emphasizing the potential of this approach to nurture a cohort of learners with enhanced cognitive abilities.

The document analysis of the materials produced during the PBLT sessions in the experimental group provided valuable insights into PBLT’s effect on critical thinking. Through a thorough examination of learners’ written reflections, class discussions, and collaborative projects, several recurring themes emerged.

Theme 1: Depth of Reflection and Analysis One prominent theme identified in the document analysis was the depth of reflection and analysis demonstrated by learners in the experimental group. Learners engaged in written reflections that went beyond surface-level understanding, delving into the complexities of language concepts and philosophical inquiries. The incorporation of philosophical questions prompted learners to critically analyze language structures and meanings, fostering a more profound understanding of linguistic nuances.

Theme 2: Divergent Thinking and Multiple Perspectives The document analysis revealed a consistent emphasis on divergent thinking and the exploration of multiple perspectives. Learners in the experimental group actively participated in discussions that encouraged them to consider alternative viewpoints, challenge assumptions, and express their opinions creatively. This theme highlighted the impact of PBLT in nurturing a more open-minded and critical approach to language learning, transcending traditional, prescriptive language instruction.

Theme 3: Collaborative Knowledge Construction A significant outcome of the document analysis was the collaborative knowledge construction evident in the materials produced by the experimental group. Learners actively contributed to the co-creation of knowledge within the community of inquiry. Group projects, dialogues, and shared reflections demonstrated the synergistic effect of collaborative learning, fostering critical thinking through the exchange of ideas and perspectives.

Theme 4: Integration of Language and Philosophy The analysis highlighted the successful integration of language learning and philosophical inquiry. Learners demonstrated an ability to connect linguistic concepts with broader philosophical themes, showcasing an enriched understanding of language that extended beyond mere vocabulary and grammar. PBLT effectively blurred the boundaries between language instruction and critical thinking, creating a symbiotic relationship between the two.

Theme 5: Increased Engagement and Motivation Documented materials consistently reflected heightened levels of learner engagement and motivation in the experimental group. Learners expressed enthusiasm for PBLT sessions, citing the interactive and intellectually stimulating nature of the approach. This theme suggested that PBLT not only contributed to critical thinking but also enhanced overall learner engagement and motivation in the language learning process.

In short, the document analysis of materials produced during PBLT sessions revealed distinct themes highlighting the positive impact of PBLT on critical thinking among EFL learners. These themes underscored the depth of reflection, divergent thinking, collaborative knowledge construction, integration of language and philosophy, and increased engagement as key outcomes of the PBLT approach.

PBLT’s effect on EFL learners’ engagement

The semi-structured interviews conducted with learners from both the EG and CG provided valuable insights into the impact of PBLT on engagement.

Themes evident in the semi-structured interviews

Theme 1: Intrinsic Motivation and Active Participation Both EG and CG learners expressed heightened intrinsic motivation and active participation during PBLT sessions. EG learners frequently highlighted their enthusiasm for the interactive nature of philosophical inquiries, fostering a genuine interest in language learning. This contrasted with CG learners, who, while engaged, often mentioned a sense of routine in traditional instruction.

Theme 2: Collaborative Learning Environment Interviews with EG learners consistently highlighted the collaborative learning environment created by PBLT. The emphasis on community inquiry and shared exploration of philosophical questions facilitated a sense of camaraderie and shared responsibility for learning. In contrast, CG learners, while acknowledging collaboration, often mentioned a more teacher-centered approach in traditional instruction.

Theme 3: Emotional Engagement and Positive Affect EG learners frequently expressed positive emotions associated with PBLT, describing the sessions as intellectually stimulating and emotionally rewarding. This emotional engagement was linked to their active involvement in philosophical discussions. CG learners, while generally positive, described their engagement in traditional sessions as more routine and occasionally monotonous.

Theme 4: Cognitive Engagement and Higher-Order Thinking A notable theme emerging from EG interviews was the emphasis on cognitive engagement and higher-order thinking. Learners highlighted their engagement in analyzing language structures within philosophical contexts, attributing this to the unique nature of PBLT. CG learners, while cognitively engaged, often associated their learning with memorization and adherence to prescribed language rules.

Responses from two EG Learners

Sarah (eg learner).

“I love how PBLT makes us think deeply about language. The philosophical questions push us to analyze language in ways I never thought of before. It’s not just about memorizing rules; it’s about understanding why language works the way it does. That’s really motivating for me.”

Ali (EG Learner)

“The PBLT sessions are like a breath of fresh air. We’re not just passive learners; we’re active participants in creating knowledge. I feel more connected to the language and my peers. It’s not just about getting through the lesson; it’s about exploring together.”

Responses from two CG learners

Maryam (cg learner).

“Traditional classes are okay, but sometimes it feels like we’re going through the motions. I learn the rules, practice, and repeat. It’s effective, but it’s not as exciting as the PBLT stories I hear from my friends. I wish we had that kind of engagement.”

Hassan (CG Learner)

“I think our classes are good, but it’s more about the teacher telling us what to do. We follow the textbook, practice exercises, and that’s it. It’s a bit routine. I’ve heard PBLT is more dynamic, and I can see why some people might prefer that.”

In summary, semi-structured interviews unveiled themes related to intrinsic motivation, collaborative learning, emotional engagement, cognitive involvement, and higher-order thinking in the EG. Responses from learners in the EG emphasized the transformative impact of PBLT on engagement, portraying it as a more dynamic and intellectually stimulating approach compared to the traditional instruction experienced by the CG.

Document analysis, focusing on various artifacts such as classroom observations, student reflections, and artifacts produced during PBLT sessions, provided nuanced insights into PBLT’s impact on learners’ engagement.

Themes evident in the document analysis

Theme 1: Active Participation and Dialogue Document analysis consistently revealed a prevalent theme of active participation and dialogue in PBLT sessions. Learners in the EG demonstrated a high level of involvement, contributing to discussions, posing questions, and engaging in meaningful dialogue. The documents showcased instances of learners collaboratively constructing knowledge through dialogue, aligning with the principles of a community of inquiry.

Theme 2: Student-Generated Artifacts PBLT sessions generated a variety of student-generated artifacts, including written reflections, group projects, and collaborative presentations. These artifacts illustrated a deep engagement with language and critical thinking skills. EG learners’ artifacts often showcased a creative and reflective approach to language use, indicating a departure from traditional rote learning.

Theme 3: Integration of Real-Life Contexts Document analysis highlighted the integration of real-life contexts within PBLT, fostering a sense of relevance and authenticity. Learners engaged in discussions related to philosophical questions that resonated with their own experiences and societal concerns. This thematic aspect contributed to heightened engagement and a connection between language learning and real-world applications.

Theme 4: Divergent Perspectives and Critical Inquiry The documents portrayed a rich landscape of divergent perspectives and critical inquiry within PBLT sessions. Learners were observed challenging assumptions, considering alternative viewpoints, and collectively exploring complex language constructs. The emphasis on critical thinking and the open-ended nature of philosophical inquiries stimulated intellectual curiosity among EG learners.

Impacts on learners’ reflections

Excerpt from eg learner reflection.

“I never thought language learning could be this engaging. The PBLT sessions make me think deeply about the language we use every day. I see the relevance of what we discuss to my own life, and that makes a huge difference. I’m not just learning; I’m actively participating in creating meaning.”

Excerpt from EG learner’s collaborative project

“Our group project allowed us to explore language in a way we never did before. We had to critically analyze a real-life scenario, and it made us consider different perspectives. It wasn’t just about vocabulary and grammar; it was about understanding how language shapes our thoughts and interactions.”

In summary, document analysis highlighted themes of active participation, student-generated artifacts, integration of real-life contexts, and divergent perspectives within PBLT. Learners in the experimental group showcased a deep level of engagement, emphasizing the transformative impact of PBLT on their approach to language learning and critical thinking. The documents collectively painted a picture of a dynamic and intellectually stimulating learning environment, aligning with the principles of philosophy-based language teaching.

PBLT’s impact on learners’ academic achievement

To study PBLT’s impact on academic achievement, a t-test, as stated earlier, needed to be conducted. However, we first needed to ensure the data normality assumption. To this end, a one-sample Kolmogorov-Smirnov (K-S) test was run.

As indicated in Table  1 , on both pre- and posttest, the data was normality distributed ( p  >.05).

Table  2 shows that on the pretest, participants in the EG ( N  = 38, M  = 3.368, SD  = 1.617) performed similarly to the CG learners ( N  = 37, M  = 3.054, SD  = 1.526).

The results of the above-presented table (Table  3 ) show no significant difference between EG and CG participants on the pretest ( F  = 0.406, t  = 0.0865, df  = 73, p  >.05).

Table  4 demonstrates the superiority of EG’s performance ( N  = 38, M  = 10.657, SD  = 4.911) to CG learners ( N  = 37, M  = 3.648, SD  = 1.813) on the posttest.

Based on Table  5 , the EG learners significantly outperformed their CG counterparts on the posttest ( t  = 8.239, df  = 47.140, p  =.001) with a huge effect size (effect size = 0.481).

The findings of this concurrent mixed-methods study underscore the transformative PBLT’s impact on EFL learners’ critical thinking skills, engagement, and academic achievement. The combination of semi-structured interviews and document analysis provided a comprehensive understanding of the multifaceted benefits associated with the PBLT approach in language teaching.

The semi-structured interviews revealed consistent themes across EG participants, highlighting a substantial positive impact on their critical thinking skills. Learners exposed to PBLT consistently reported improvements in their ability to analyze information critically, evaluate diverse perspectives, and synthesize complex ideas. The incorporation of philosophical questions into language learning not only enhanced engagement but also stimulated learners’ critical thinking abilities. The collaborative and dynamic nature of PBLT discussions emerged as a key factor in fostering a more profound engagement with language concepts and philosophical inquiries.

Conversely, CG participants, exposed to traditional instructional methods, expressed a desire for a more interactive and inquiry-based approach akin to PBLT. Their reflections emphasized a perceived lack of emphasis on critical thinking in traditional classes, with a focus on rote learning and mastering predefined language patterns. This dichotomy in experiences suggests that PBLT provides a distinctive and enriching learning environment that extends beyond conventional language instruction.

Thematic analysis of both the interviews and document analysis highlighted the depth of reflection, divergent thinking, collaborative knowledge construction, integration of language and philosophy, and increased engagement and motivation as key outcomes of the PBLT approach. EG learners actively participated in discussions, generated meaningful artifacts, and demonstrated a profound engagement with philosophical questions. The blurring of boundaries between language instruction and critical thinking in PBLT showcases the potential for a symbiotic relationship, enriching learners’ understanding of language.

The quantitative analysis of academic achievement confirmed that EG learners significantly outperformed their CG counterparts on the posttest, further substantiating the positive impact of PBLT. The substantial effect size indicates that the benefits of PBLT extend beyond qualitative improvements, influencing measurable academic outcomes.

These findings contribute significantly to the discourse on language teaching methodologies, emphasizing the value of incorporating philosophical inquiries into language instruction. PBLT not only enhances language skills but also cultivates critical thinking abilities, creating a dynamic and intellectually stimulating learning environment. The study suggests that educators should consider adopting PBLT or similar inquiry-based approaches to foster a holistic learning experience that goes beyond traditional language instruction.

In comparing our study’s findings with the empirical background, several commonalities and distinctions emerge. Our investigation, employing a concurrent mixed-methods approach, shares similarities with [ 2 ] in revealing the positive impact of PBLT on critical thinking and engagement. Both studies underscore the broader cognitive benefits associated with alternative teaching methodologies, emphasizing enhanced productive language skills and motivation.

A parallel observation can be drawn with [ 3 ] and [ 44 ], where critical thinking abilities are explored. Like our study, these investigations recognize the significance of fostering critical thinking through innovative teaching approaches. The emphasis on discussion and negotiation within PBLT aligns with findings suggesting that such environments contribute to a conducive learning atmosphere.

Moreover, [ 43 ] and [ 47 ] provide additional parallels by emphasizing PBLT’s potential as an alternative to traditional methods and its positive influence on speaking skills and willingness to communicate. This reinforces the notion that PBLT can offer distinct advantages in comparison to conventional instructional approaches.

Despite these commonalities, differences emerge in the specific dimensions of language learning assessed. While [ 2 ] focuses on speaking skills components, our study primarily delves into critical thinking and engagement. Additionally, the nuanced exploration of PBLT’s effects on willingness to communicate, as seen in [ 43 ], adds a dimension not directly addressed in our study.

Furthermore, the comparison with the P4C approach in [ 44 ] contributes to a more comprehensive understanding of philosophy-based teaching approaches. This broader perspective enhances the discourse on the potential benefits of distinct philosophy-driven methodologies.

Moreover, our study’s contribution extends to a comprehensive examination of PBLT’s impact on critical thinking, engagement, and academic achievement. It complements existing literature by providing insights into varied dimensions affected by different teaching approaches.

A noteworthy distinction between our study and the aforementioned research lies in our methodological approach. While all the preceding investigations adopted a quantitative research design, our study innovatively employed a concurrent mixed-methods approach. This methodological shift contributes a unique perspective, allowing for a more comprehensive understanding of the complex interplay between PBLT, critical thinking, engagement, and academic achievement. By integrating qualitative insights through semi-structured interviews and document analysis alongside quantitative measures, our study offers a nuanced exploration of the multifaceted impacts of PBLT on EFL learners. This methodological novelty enhances the depth and richness of our findings, providing a more holistic view of the diverse dimensions influenced by alternative language teaching methodologies.

Our empirical investigation aligns with the theoretical foundations of PBLT, critical thinking, and engagement, shedding light on the multifaceted dimensions of language learning. In the realm of PBLT, our study resonates with Vygotsky’s premise that language serves as a mediated tool for elevated thinking skills. By fostering dialogic question-and-answer interactions, our findings underscore the transformative potential of PBLT in engaging learners in exploratory talk and knowledge discovery. Similarly, our emphasis on small ‘p’ philosophy aligns with the paradigm proposed by previous scholars, aiming to cultivate critical perspectives and challenge assumed truths.

Regarding critical thinking, our study aligns with influential frameworks like Bloom’s Taxonomy and the Paul-Elder Critical Thinking Framework. Our findings consistently reveal the positive impact of PBLT on learners’ critical thinking skills, emphasizing higher-order cognitive processes such as analysis, evaluation, and synthesis. The Socratic influence on our approach echoes the longstanding philosophical tradition entwined with critical thinking, emphasizing questioning, dialogue, and reflective inquiry to stimulate intellectual growth.

In the domain of engagement, our study contributes to the conceptual understanding outlined by Fredricks, Blumenfeld, and Paris. Our exploration of engagement encompasses behavioral, emotional, and cognitive dimensions, reflecting the comprehensive model proposed by these scholars. By investigating the reciprocal relationship between teacher behavior and student engagement, our study aligns with Skinner and Belmont’s perspective, highlighting the role of educators in shaping an environment conducive to sustained learner involvement. Additionally, our consideration of the broader school climate and the impact of extracurricular activities resonates with the extended scope of engagement identified by Mahoney, Cairns, and Farmer.

Crucially, our study introduces a methodological novelty by employing a concurrent mixed-methods approach, distinguishing it from previous quantitative-focused investigations. This methodological shift allows for a more holistic exploration of the interplay between PBLT, critical thinking, engagement, and academic achievement, providing nuanced insights into the complex dynamics of language learning. In essence, our study not only aligns with but extends the theoretical foundations, contributing empirical evidence to the discourse on effective language teaching methodologies, critical thinking development, and learner engagement in EFL contexts.

The study has multiple implications. For language teachers, our study offers valuable implications by highlighting the effectiveness of philosophy-based language teaching PBLT in enhancing critical thinking and engagement among EFL learners. Teachers can incorporate PBLT strategies into their classrooms, encouraging dialogic interactions and philosophical questioning to stimulate higher-order cognitive processes. This approach not only enriches language learning but also cultivates a more dynamic and intellectually stimulating classroom environment. Language teachers are encouraged to adopt a facilitative role, guiding learners in exploring diverse perspectives and collaboratively constructing knowledge. The findings emphasize the importance of creating opportunities for interactive and reflective discourse, empowering teachers to play a pivotal role in nurturing critical thinking skills.

Materials developers can draw inspiration from our study to design materials that integrate philosophical inquiries into language learning resources. By infusing language instruction with philosophical content, materials can be developed to foster a deeper understanding of language concepts and encourage learners to question assumptions. This approach contributes to the creation of engaging and thought-provoking learning materials that go beyond traditional language instruction. Materials developers are encouraged to design resources that promote active participation, collaboration, and the exploration of multiple perspectives, aligning with the principles of PBLT. Integrating philosophical themes into language materials can enhance the overall learning experience and contribute to the holistic development of EFL learners.

Syllabus designers can rethink and adapt their curricula to incorporate elements of PBLT, recognizing its potential to enhance critical thinking skills and learner engagement. Our study suggests that a more inquiry-based and collaborative approach, inspired by philosophy, can be integrated into existing language curricula. Syllabus designers may consider creating spaces for dialogic interactions, community of inquiry activities, and opportunities for learners to explore language within broader philosophical contexts. This shift in syllabus design encourages a more holistic view of language learning, emphasizing the interconnectedness of language instruction with critical thinking development.

Policy-makers in the field of education can consider the implications of our study when formulating guidelines and recommendations for language teaching methodologies. The positive impact of PBLT on critical thinking, engagement, and academic achievement suggests the potential benefits of incorporating such approaches into broader educational policies. Policy initiatives may focus on providing professional development opportunities for teachers to integrate PBLT strategies, allocating resources for the development of materials aligned with philosophical inquiries, and encouraging a pedagogical shift towards more interactive and collaborative language learning environments. Our findings provide a basis for policy-makers to explore innovative and research-based approaches to language education, fostering a culture of critical thinking and active engagement among EFL learners.

In conclusion, our study delved into the realm of language education, exploring the transformative PBLT’s impact on critical thinking and learner engagement among EFL students. The findings underscored the significant positive effects of PBLT, revealing its potential to not only enhance language skills but also foster a deeper level of cognitive engagement. Through a mixed-methods approach, combining semi-structured interviews, document analysis, and academic achievement assessments, our investigation provided nuanced insights into the multifaceted dimensions of PBLT.

The empirical evidence gleaned from semi-structured interviews with participants from both experimental and control groups illuminated the distinct advantages of PBLT in cultivating critical thinking skills. Learners exposed to PBLT reported a heightened ability to analyze information critically, consider diverse perspectives, and synthesize complex ideas. The contrast with control group responses highlighted the limitations of traditional instructional methods in promoting similar cognitive outcomes. Notably, the emergence of themes such as increased engagement, collaborative knowledge construction, and the integration of language and philosophy further reinforced the efficacy of PBLT in enriching the learning experience.

Document analysis of materials produced during PBLT sessions provided a comprehensive view of the approach’s impact on critical thinking. Themes such as the depth of reflection and analysis, divergent thinking, collaborative knowledge construction, integration of language and philosophy, and increased engagement collectively painted a vivid picture of the dynamic and intellectually stimulating learning environment created by PBLT. These themes underscored the transformative potential of PBLT, transcending traditional language instruction and promoting a holistic development of learners’ cognitive abilities.

The assessment of academic achievement revealed that learners in the experimental group significantly outperformed their counterparts in the control group. This quantitative aspect reaffirmed the positive impact of PBLT on language proficiency, adding an empirical dimension to the qualitative insights gathered through interviews and document analysis. The statistically significant difference in posttest scores suggested that PBLT not only enhances critical thinking but also contributes to measurable academic advancements.

In relation to existing literature, our study adds a distinctive contribution by employing a mixed-methods approach, combining qualitative and quantitative methodologies. While previous studies primarily focused on quantitative assessments, our research enriched the understanding of the subject matter by incorporating qualitative insights through interviews and document analysis. This novel approach provided a more comprehensive exploration of the impact of PBLT on critical thinking and engagement among EFL learners.

The implications of our findings extend to language teachers, materials developers, syllabus designers, and policy-makers. Language teachers are encouraged to embrace PBLT strategies, fostering dialogic interactions and philosophical questioning to enhance critical thinking skills. Materials developers can draw inspiration from our study to design engaging resources that integrate philosophical content into language learning. Syllabus designers may consider adapting curricula to incorporate PBLT elements, recognizing its potential benefits. Policy-makers can explore innovative approaches to language education, informed by the positive outcomes of PBLT, to foster a culture of critical thinking and active engagement.

In essence, our study not only illuminates the effectiveness of PBLT in enhancing critical thinking and engagement among EFL learners but also provides a methodological contribution through the application of a mixed-methods approach. As we navigate the evolving landscape of language education, the insights gained from this research open avenues for further exploration and innovation in pedagogical practices, paving the way for a more holistic and intellectually stimulating language learning experience.

While our study contributes valuable insights into PBLT’s impact on critical thinking and learner engagement among EFL students, it is essential to acknowledge certain limitations that temper the generalizability of our findings.

Firstly, the study’s scope is limited to a specific context and participant demographic, focusing on a particular group of EFL students in a defined educational setting. Consequently, the generalizability of the findings to diverse learner populations, linguistic contexts, or educational levels may be restricted. Future research should aim to replicate the study across different contexts to assess the robustness and universality of the observed effects.

Secondly, the duration of the intervention in our study was relatively short-term, and the impact of PBLT was assessed immediately post-implementation. A more longitudinal investigation could provide deeper insights into the sustainability of the observed enhancements in critical thinking and engagement. Long-term studies tracking participants over an extended period would offer a nuanced understanding of the enduring effects of PBLT on language proficiency and cognitive development. Acknowledging the short-term nature of the study and advocating for more longitudinal investigations is essential for comprehensively understanding the sustainability of PBLT effects on critical thinking and engagement. While the current study provides valuable insights into the immediate impact of PBLT, longitudinal investigations would offer a deeper understanding of how these effects evolve over time and whether they are sustained beyond the duration of the intervention. Long-term studies could track participants’ progress and development over extended periods, allowing researchers to assess the durability of any observed enhancements in critical thinking skills and learner engagement. Moreover, longitudinal investigations would elucidate whether the benefits of PBLT persist as learners encounter increasingly complex language tasks and real-world communication scenarios. By examining the long-term trajectory of PBLT effects, researchers can determine whether any initial gains in critical thinking and engagement translate into enduring cognitive habits and attitudes toward language learning. This longitudinal perspective is crucial for informing educational practices and policy decisions, as it provides insights into the long-term effectiveness and viability of PBLT as a pedagogical approach in EFL contexts.

Thirdly, the qualitative aspects of the study, particularly the semi-structured interviews and document analysis, rely on subjective interpretations. While efforts were made to ensure rigor in data analysis, the inherently subjective nature of qualitative research introduces the possibility of interpretation bias. Future research could incorporate additional quantitative measures to triangulate findings and enhance the robustness of the study.

Moreover, the study primarily focused on the impact of PBLT on critical thinking and engagement, leaving room for exploring other potential outcomes and variables. Future investigations could delve into the affective domain, considering variables such as motivation, self-efficacy, and learner attitudes toward language learning within the PBLT framework.

Suggestions for further research include conducting comparative studies between different pedagogical approaches, such as traditional methods versus PBLT, to provide a more comprehensive understanding of the relative effectiveness of these strategies. Additionally, investigating the adaptability of PBLT across various proficiency levels, languages, and cultural contexts would contribute to a more nuanced understanding of its applicability. Conducting comparative studies between different pedagogical approaches, proficiency levels, languages, and cultural contexts is imperative for gaining a comprehensive understanding of the relative effectiveness and adaptability of PBLT. By comparing PBLT with traditional instructional methods across diverse contexts, researchers can discern the specific conditions under which PBLT yields optimal outcomes and identify potential limitations or challenges. Additionally, investigating the effectiveness of PBLT at various proficiency levels and in different languages enables researchers to assess its generalizability and applicability across a broader spectrum of learners. Comparative studies also offer insights into the cultural nuances that may influence the implementation and reception of PBLT, informing culturally responsive instructional practices. Furthermore, examining PBLT in comparison to other philosophy-based approaches or alternative teaching methodologies elucidates its unique contributions and advantages. By systematically comparing PBLT with alternative approaches, researchers can identify best practices and tailor instructional strategies to meet the diverse needs of learners in different educational contexts. Overall, comparative studies provide valuable insights into the nuanced dynamics of language teaching and learning, guiding educators and policymakers in making informed decisions about the adoption and adaptation of PBLT to enhance language education worldwide.

Furthermore, exploring the role of teacher training and professional development in implementing PBLT is an avenue for future research. Investigating how educators can be effectively-prepared to integrate philosophy-based approaches into language instruction would contribute valuable insights to teacher education programs. Well-prepared educators can play a pivotal role in the successful integration of philosophy-based approaches into language instruction. Their thorough understanding of both pedagogical principles and philosophical concepts can enable them to create a conducive learning environment that fosters critical thinking and engagement. Equipped with effective teaching strategies, such as facilitating dialogic interactions and guiding philosophical inquiries, educators can effectively implement PBLT to enhance learners’ cognitive and academic outcomes. Furthermore, their ongoing professional development could ensure continuous refinement of instructional practices, thereby maximizing the potential impact of philosophy-based approaches on language learning.

In conclusion, while our study illuminates the positive impact of PBLT on critical thinking and engagement, recognizing its limitations opens doors for further exploration. Future research endeavors can address these limitations and extend the knowledge base, ultimately contributing to the ongoing evolution of effective language teaching methodologies.

To sum the conclusion up, the study revealed significant outcomes across critical thinking, engagement, and academic achievement. Through a concurrent mixed-methods approach, it was found that PBLT positively influences learners’ critical thinking skills, fostering abilities in analysis, evaluation, and synthesis. Moreover, learners exposed to PBLT demonstrated increased engagement, manifested through active participation and collaborative knowledge construction. Additionally, quantitative analysis confirmed that PBLT significantly improved academic achievement, as evidenced by higher posttest scores compared to traditional instruction methods. These findings underscore the transformative potential of PBLT in enhancing both cognitive and academic outcomes in EFL contexts.

Data availability

The dataset of the present study is available upon request from the corresponding author.

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This study is supported via funding from Prince Sattam Bin Abdulaziz University Project Number (PSAU 2024 /R/1445).

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LL made substantial contributions to conception and design. Data was collected by DL. Data analysis and interpretation was done by LL and DL. LL and DL conducted the intervention and participated in drafting the manuscript. SMI and IP revised the manuscript critically for important intellectual content and finally approved the manuscript.

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Li, L., Ismail, S.M., Patra, I. et al. Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement. BMC Psychol 12 , 148 (2024). https://doi.org/10.1186/s40359-024-01648-2

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Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

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People turn up to various approaches in improving their critical thinking, like:

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Is critical thinking useful in writing?

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Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

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CBSE Class 12th Exam Psychology Analysis: ‘Case-based MCQs, critical-thinking ability tested’

Cbse class 12 exam analysis: the difficulty level of the cbse 2024 psychology class 12 questions was moderate..

CBSE Class 12 Paper Analysis: The Central Board of Secondary Education (CBSE) today conducted the psychology paper of Class 12. The paper was moderate with a mix of direct, analytical and application-based questions, say experts. The difficulty level of the CBSE 2024 psychology Class 12 questions was moderate.

According to Pallavi Nohani PGT Psychology, KIIT World School, Gurugram, emphasised on testing the students’ critical thinking ability. Students found the paper long winded but feasible, Nohani added.

The psychology exam was for held for 70 marks and was divided into six sections –

MCQs (15 marks), very short answer type questions (12 marks), short answer type questions (9 marks), long answer type questions I (16 marks), long answer type questions II (12 marks) and case based questions (6 marks).

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MCQs, according to the KIIT World School teacher, were predominantly case-based and together and required students to have good conceptual clarity to answer correctly. 

As per Anil Kumar Choubey, PGT Psychology and students counselor, VidyaGyan, the paper emphasised on application-based questions and required students to think critically to solve them.

“Notably, three assertion-reason questions were easily comprehensible, facilitating students’ understanding. Case-based questions were seamlessly linked to the textbook content, aiding students in their responses,” Choubey added.

Moreover, students who appeared for the psychology paper from VidyaGyan found some MCQs confusing due to the options provided. While some others found the paper lengthy. 

The six-mark questions, according to Choubey, were straightforward.

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Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 4, 1102-1134. Angelo, T. A. (1995). Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6-7. Bensley, D.A. (1998). Critical thinking in psychology: A unified skills approach.

Ennis, Robert H. 1962. A concept of critical thinking: A proposed basis of research in the teaching and evaluation of critical thinking. Harvard Educational Review 32:81-111. A discussion of how critical thinking is conceptualized from a philosopher's perspective. Critical of psychology's definition of critical thinking at the time.

4. Critical Thinking as an Applied Model for Intelligence. One definition of intelligence that directly addresses the question about intelligence and real-world problem solving comes from Nickerson (2020, p. 205): "the ability to learn, to reason well, to solve novel problems, and to deal effectively with novel problems—often unpredictable—that confront one in daily life."

In psychology, critical thinking and problem‐solving constitute two of the six core graduate attributes endorsed by the Australian Psychology Accreditation Council (APAC, Citation 2010; Haw, Citation 2011), namely 'critical thinking in psychology' and 'learning and the application of psychology'. While critical analysis and problem ...

Critical thinking is objective and requires you to analyse and evaluate information to form a sound judgement. It is a cornerstone of evidence-based arguments and forming an evidence-based argument is essential in Psychology. That is why we, your tutors, as well as your future employers, want you to develop this skill effectively.

This book is an introductory text on critical thinking for upper-level undergraduates and graduate students. It shows students how to think critically about key topics such as experimental research, statistical inference, case studies, logical fallacies, and ethical judgments. Robert J. Sternberg is Dean of Arts and Sciences at Tufts University.

Redefining Critical Thinking: Teaching Students to Think like Scientists. Rodney M. Schmaltz * Erik Jansen Nicole Wenckowski. Department of Psychology, MacEwan University, Edmonton, AB, Canada. From primary to post-secondary school, critical thinking (CT) is an oft cited focus or key competency (e.g., DeAngelo et al., 2009; California ...

Activity 3. Finish your analysis by asking yourself: 1. Was the author of the original article, for the most part, being subjective or objective? 2. If any objective propositions were presented ...

Critical thinking is a valued educational outcome; however, little is known about whether psychology courses, especially ones such as research methods courses that might be expected to promote critical thinking skills, actually improve them.

Researchers in philosophy, psychology, and education agree that critical thinking covers skills of analysis, logical reasoning, judgment, and decision making (Lai et al., 2011). All these topics are explored in this book, allowing the reader to have an insight on what can be defined as critical thinking such as the mastery of language, logic ...

Introduction. Although there is no consistent definition of critical thinking (CT), it is usually described as "purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference, as well as explanations of the evidential, conceptual, methodological, criteriological, or contextual considerations that judgment is based upon" (Facione, 1990, p. 2).

17. Why do you think many people might be skeptical about psychology being a science? 18. How did the object of study in psychology change over the history of the field since the 19th century? 19. In part, what aspect of psychology was the behaviorist approach to psychology a reaction to? 20. Given the incredible diversity among the various ...

Critical thinking ability and disposition as factors of performance on a written critical thinking test. Journal of General Education, 46, 129-164. Watson, G., & Glaser, E.M. (1980).

Critical Thinking Exercise 2 . At the beginning of the calendar year, I posted a piece on this blog asking if any readers wanted to develop their Critical Thinking as a kind of New Year's ...

Thinking critically about psychology research Critical thinking is often taught in undergraduate psychology degrees, and is a key marking criteria for higher marks in many assignments. ... That there is a meta-analysis on this topic [reference here], showing that there is lots of evidence, suggests that this finding is generally well-accepted

or standards of "good" thought, those working in cognitive psychology tend to define critical thinking by the types of actions or behaviors critical thinkers can do. Typically, this approach to ... The three highest levels (analysis, synthesis, and evaluation) are frequently said to represent critical thinking (Kennedy et al., 1991).

2. Critical thinking in psychology. Critical thinking is an essential part of the IB program - and essential to being a good psychology student. Throughout this textbook, you will find several ATL boxes that encourage you to use your critical thinking skills. Practicing critical thinking throughout the course will make you a better critical ...

Critical analysis involves thinking about the merits and drawbacks of what you're reading. It doesn't necessarily mean tearing apart what you've read-it could also involve highlighting what an author or researcher has done well, and thinking through the implications of a study on the broader research area. ... In psychology, critical analysis ...

Critical evaluation example from Gwen's essay Main thesis of the essay: The critical period does not exist for second language acquisition Argument: Motivation might also play a role in second language learning Examples from a study: Research by Tragant shows that motivation, or the lack thereof, might also explain the results (Muñoz ch. 10).

Improving critical thinking using web-based argument mapping exercises with automated feedback. Australasian Journal of Educational Technology, 25, 2, 268-291. Dwyer, C.P. (2011).

This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG ...

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process ...

Analytical thinking involves using a systemic approach to make decisions or solve problems. Analytical thinkers can better understand information and come to a sensible conclusion by breaking it into parts. For instance, once analytical thinkers identify a problem, they typically gather more information, develop possible solutions, test them ...

The paper was moderate with a mix of direct, analytical and application-based questions, say experts. The difficulty level of the CBSE 2024 psychology Class 12 questions was moderate. According to Pallavi Nohani PGT Psychology, KIIT World School, Gurugram, emphasised on testing the students' critical thinking ability.

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OUR LUXURY RAIL PARTNERS

We’re thrilled to have found partners for our Cruise & Rail journeys that bring the Uniworld standard of luxury to the private train experience. Both Golden Eagle Luxury Trains and the Maharajas' Express are top-notch, with stylish design, excellent service and daily local excursions. And of course, it’s all-inclusive.

Feast on delicious cuisine served with fine wines while you watch your destinations glide by. And for Uniworld guests only, your Golden Eagle train will reserve an exclusive dining car where some of Bea Tollman’s signature recipes will be served.

Accommodations

Pair your boutique floating hotel with a luxurious gliding hotel, where your en-suite cabin is an elegant private compartment during the day and transforms into a comfortable bedroom for the evening.

Cruise & Rail: Milan, Venice, Istanbul & the Balkans

Ship: S.S. La Venezia Train: Golden Eagle Danube Express Discover a unique blend of Eastern and Western cultures on a one-of-a-kind journey by land, cruise, and train as you travel between northern Italy and the diverse nations of the Balkan Peninsula. Begin your journey in stunning Milan and embark on your cruise in romantic Venice. These two legendary cities will bookend unforgettable experiences throughout the Veneto region. Then set off on a private train journey to Istanbul—the perfect addition to a river cruise. Along the way, visit Alpine lake towns, historic cities across Eastern Europe, and more.

Cruise & Rail: Venice, Istanbul & the Balkans

Ship: S.S. La Venezia Train: Golden Eagle Danube Express Experience a one-of-a-kind journey by cruise and train as you travel between northern Italy and the diverse nations of the Balkan Peninsula, discovering a unique blend of Eastern and Western cultures along the way. Begin your journey on the S.S. La Venezia in romantic Venice, enjoying unforgettable experiences throughout the Veneto region. Then set off on a private train journey to Istanbul—the perfect addition to a river cruise. Along the way, visit Alpine lake towns, historic cities across Eastern Europe, and more.

Cruise & Rail: The Sacred Ganges & the Maharajas’ Express

Ship: Ganges Voyager II Train: The Maharajas’ Express Embark on a 16-day voyage through India, beginning with an immersive river cruise through the rural villages that line the Ganges River and culminating in a spectacular rail journey through the country's star cities. Start your journey onboard the luxurious Ganges Voyager II . From the awe-inspiring Hindu temple complexes of Kalna to the colorful flower markets of Kolkata, your Ganges voyage delves deeply into the myriad charms of India’s culture. Then your travels continue onshore to explore India by rail. The glamorous train, The Maharajas’ Express , will take you to Agra for the Taj Mahal, the Pink City of Jaipur and the Blue City of Jodhpur, the romantic “Venice of the East” Udaipur, New Delhi, and Mumbai, home to India’s famous Bollywood film industry.

Cruise & Rail: Grand Alpine & the Enchanting Danube

Ship: S.S. Maria Theresa Train: Golden Eagle Danube Express Take in the awe-inspiring cities and natural wonders of Europe by cruise and by train on this spectacular journey through 7 countries. Embark on a river cruise down the shimmering waters of the fabled Danube River, where our locally-based destination experts will take you well beyond the “must-sees” of each region. Then begin your ascent into the idyllic wonderland of the Alps via a luxury overnight train, where your days will be filled with unbelievable mountain scenery, picturesque lakes, and unforgettable experiences.

Cruise & Rail: Delightful Danube & the Castles of Transylvania

Ship: River Duchess Train: Golden Eagle Danube Express Stay in the transcontinental city of Istanbul, dive into the mystique of the Dracula myth on a private train journey through Romania, then experience the highlights of Eastern and Central Europe by luxury river cruise. Marvel at ravishing scenery as your luxurious ship glides through the Wachau Valley, celebrated as one of the world’s most beautiful landscapes, into Germany and past charming Bavarian villages. Exclusive treasures are plentiful on this delightful journey.

Cruise & Rail: Grand Alpine & the Jewels of Veneto

Ship: S.S. La Venezia Train: Golden Eagle Danube Express This grand adventure by cruise and train will take you from the glittering Venetian lagoon to the pristine lake towns of the Alps. Begin your journey in the stunning cities of Budapest and Vienna, from which you’ll ascend into the idyllic wonderland of the Alps via a luxury overnight train. Then travel to romantic Venice and treat yourself to the ultimate Venetian vacation, perfected by one unique quality: your stay onboard our floating boutique hotel.

For more information or to book, please contact your Travel Advisor or call Uniworld at 1-800-257-2407 .

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