Using philosophy to enhance online students’ critical thinking skills

In traditional, physical classrooms, students benefit from real-time interaction and feedback which helps build essential thinking skills. Online courses, however, often lack that kind of spontaneity. 

Albert Einstein is often quoted as saying, “Education is not the learning of facts, but the training of the mind to think.” This attitude is especially relevant in a digital age that requires us to move beyond passive learning, the mere consumption of information. So how do we encourage critical thinking in a digital environment? 

One approach I’ve found effective is to use philosophical methods such as Socratic questioning, ethical dilemmas and logical analysis to help students engage more deeply with course material and think critically. 

Why use philosophy in online education?

The appeal of using philosophy in online education is clear. At its core, it is about asking questions, reasoning through problems and examining assumptions: skills that are crucial across academic disciplines. In an online environment where students must often manage large amounts of information, these skills become even more important. The asynchronous nature of most online courses can sometimes lead to passive learning. Applying philosophical methods can counteract this by promoting deeper, more reflective engagement. By focusing on logic, ethics and reasoned debate, you can help students build critical thinking skills that can be applied across subjects, as well as in real-world scenarios.

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Applying Socratic questioning in online discussions

One of the best ways to promote critical thinking in an online setting is through Socratic questioning. This technique involves asking open-ended, probing questions that encourage students to think critically about the assumptions, evidence and implications of their ideas. Rather than simply asking students to summarise what they’ve learned, Socratic questioning pushes them to explore the deeper layers of a topic.

To use this method in my online courses, I create weekly discussion threads based on challenging questions. Instead of asking students to summarise a reading, I might ask them, for example, “What are the potential weaknesses in the author’s argument? How do these weaknesses affect the overall conclusion?” Students must respond to the question and engage with their peers by critiquing and analysing each other’s reasoning. This approach leads to richer, more meaningful discussions where students actively construct and deconstruct arguments, strengthening their critical thinking skills.

Using ethical dilemmas to encourage debate

Ethical dilemmas are complex scenarios that require students to use moral reasoning and consider multiple viewpoints. They not only challenge students to think critically about difficult issues but encourage them to articulate and defend their positions thoughtfully.

I’ve used this approach in my online courses through the use of case studies that relate directly to course material. For example, in an academic English course for business students, I introduced a case study about a multinational company facing a public relations crisis owing to its environmental practices. I divided students into groups and assigned each a different role such as the company, consumers or environmental advocates. The asynchronous format of the course gave students time to think carefully about their positions before responding, leading to more thoughtful debates. This approach helps students develop a deeper understanding of ethical principles while sharpening their ability to critically evaluate complex issues from multiple perspectives.

Teaching logical analysis through case studies

Logical analysis is another critical component of philosophical thinking. It involves the ability to identify logical fallacies, construct sound arguments and evaluate the strength of different positions. Teaching logical analysis in an online setting can be challenging, but it is useful for helping students build strong analytical skills.

I’ve developed interactive case studies that require students to apply logical analysis to real-world situations. For example, in a computer science course, I presented a case study about a tech company grappling with the ethical use of artificial intelligence in its products. Students had to evaluate arguments from different points of view, identify any logical fallacies and justify their final recommendations based on sound reasoning. This method engages students by requiring them to think critically about real-world issues while practising their analytical skills in a structured, logical way.

As the landscape of education continues to evolve, we must adapt our teaching methods to meet the needs of online students. Philosophy provides a set of tools that can help achieve this, ensuring that students not only learn but also learn to think. After all, as Socrates said, “Education is the kindling of a flame, not the filling of a vessel.”

Garth Elzerman is a lecturer at Xi’an Jiaotong-Liverpool University, China.