5 Critical Thinking Activities for Teens

These critical thinking activities for teens can be done at home or in the classroom with little to no preparation or materials.

The Explanations Game
Question Makeover
Scrutinizing Beliefs
Personal Identity Short Story
Philosophical Conversation Starters

Bonus: Critikid's Resources for Teens

Activity 1: The Explanations Game

This activity helps teens get in the habit of generating alternative explanations instead of jumping to the first story that pops into their heads.

Step 1

Ask teens to think of a simple, everyday “mystery” or pick from examples like:

Your friend walked past you at school and didn’t say hi.
A classmate suddenly starts getting much higher grades.
Your phone message was marked “read” but you didn’t get a reply.

Step 2

For each “mystery,” they must write down at least three different explanations for what might be going on.

Example (friend didn’t say hi):

They’re annoyed with me.
They didn’t see me.
They were late for something and were focused on getting there.

Step 3

For each explanation, ask:

What evidence would make this explanation more likely?
What evidence would make it less likely?
How could I find out which one is correct?

Wrap up by highlighting that thinking of multiple explanations makes us less likely to jump to incorrect conclusions.

Activity 2: Question Makeover

Focus: turning loaded and/or vague questions into clearer, fairer ones

A loaded question sneaks in an assumption that might not be true. For example, the question “Why are you always so lazy?” assumes you are lazy.

Step 1: Come up with Loaded Questions

Ask teens to come up with some realistic loaded questions people their age might ask, or use the ones below:

Why are teachers so strict all the time?
Why is everyone my age addicted to their phone?
Why is school so pointless?
Why do group projects always end up being unfair?
Why is social media so toxic?
Why does nobody listen to teenagers?
Why is my generation so lazy?

Step 2: Spot the Problems

For each question, ask:

What does this question assume?
(e.g., “teachers are strict all the time,” “everyone is addicted.”)
Is anything what’s unclear or too broad?
(Who exactly? In what situations? What counts as “strict,” “toxic,” “lazy”?)

Step 3: Rewrite the Questions

Now have them rewrite each question to be:

More specific (clear who/what/when)
More neutral (not already blaming or exaggerating)
Actually answerable

Examples:

From: “Why are teachers so strict all the time?”
To: “In which situations do teachers enforce rules most strictly, and what reasons do they give?”
From: “Why is everyone my age addicted to their phone?”
To: “How much time do people my age typically spend on their phones each day, and when does that start to cause problems?”

Activity 3: Scrutinizing Beliefs

Step 1

Have your teen(s) list at least 3 of their beliefs. Optionally, choose one of each: a fact, a value, and a prediction.

Fact: “Homework improves test scores.”
Value: “Curfews are fair.”
Prediction: “Banning phones in class will raise grades.”

Step 2

Explore these questions about each belief (in writing or discussion):

Why do I believe this?
What evidence* do I have for this belief?
Might this belief be wrong? How would I find out?
What would it take to change my mind?

*Values do not necessarily require evidence, but they should be supported by reasons. This could have been answered by question 1.

Step 3

State an opposing view to one of these beliefs clearly. Make an argument in favour of it.

Then ask: “Would a real supporter say I represented their view well?”

Activity 4: Personal Identity Short Story

Use this short story to get teens thinking about the philosophical concept of personal identity (what makes you “you”). This story is a simplified version of Derek Parfit’s thought experiment. Older teens (ages 17-19) may prefer to read the original text, which can be found in Chapter 10 of Reasons and Persons.

The Story: Field Trip to Mars

Today, your class is taking a field trip to Mars! To get there and back by dinner, students will be transported with a teleportation machine called the Space-Hopper. Your class gathers at the machine.

"How does the Space-Hopper work?" you ask.

Your teacher, Ms. Kline, explains, "The Space-Hopper scans every atom in your body and sends that information to Mars. At the same time, the atoms that make up your body here on Earth are carefully disassembled. On Mars, your body is rebuilt in the exact same way using new atoms. Since your brain is rebuilt in the same way, you will have all the same memories."

Then Ms. Kline reveals a small robot named Pepper for a demo.

"For the sake of the demonstration," says Ms. Kline, "I won't disassemble the original Pepper. A machine in the next room will make a copy."

Pepper rolls into the Space-Hopper and there is a flash of blue light. A minute later, a new Pepper rolls into the room. Now there are two seemingly identical Peppers side-by-side.

"What’s your favourite song? Ms. Kline asks.

"Glass Gardens," both Peppers say.

"Tell us your favourite memory."

"A kitten sneezed on my wheel," both reply.

You wonder, "If both remember being Pepper, which one is Pepper?"

You looks at the pad, then ask, "If the Space-Hopper usually disassembles you here, then isn’t that… death followed by a perfect copy on Mars?"

Ms. Kline says gently, "Most travellers think they survive because their memories, personality traits, and everything that makes them them is preserved in the copy. But if you'd prefer to stay on Earth, you can skip the field trip."

You wonder what to do.

Discussion Questions

If Earth-you is disassembled while Mars-you is rebuilt with new atoms in the same arrangement, is that survival—or death plus a perfect replacement?
What if Earth-you weren’t disassembled? If Earth-you and Mars-you both exist with the same memories, which one is you?
What makes you you: the particular atoms that make up your body, their arrangement, your memories, or something else?
Would you take the Space-Hopper? Why or why not?

Activity 5: Philosophical Conversation Starters

Use these prompts to get teens thinking about big questions that don’t have easy answers. You can use them at the dinner table, in classroom discussions, or as journaling prompts.

Encourage teens to support their ideas with reasons and ask follow-up questions like “What do you mean by that?” and “Why do you think so?” If you’re using these in a classroom discussion, encourage students to listen charitably to views they disagree with and engage respectfully. The goal isn’t to “win” the conversation, but to explore ideas.

If a prediction we make comes true, does it make sense to say, “I knew it”? Was it really knowledge?
When, if ever, should you question an expert? Does trusting expertise conflict with healthy skepticism?
How would you describe the experience of colour to someone who had only ever seen in black and white?
If you knew you wouldn’t be judged or get in trouble, would you live differently? If so, how?
Is it ever okay to believe something without evidence? If so, when?
Can you be morally responsible for something you did by accident?
If our choices are fully shaped by our genes and environment, can we still say that we have free will?
Is allowing harm you could have prevented just as bad as directly causing harm?
Can two people look at the same evidence, think carefully, and still both be reasonable while disagreeing?
If you found out the world was a convincing simulation, would it matter?