Abstract

In this article I draw on existing theory in a project of synthesis and integration to develop a terminological, conceptual, and graphic model for understanding the scope of critical thinking. I begin by showing why the idea of critical scope matters. I then develop a model that maps the scope of critical thinking across individual, sociocultural, and existential domains, in conjunction with the ontological, epistemological, emotional, and political dimensions. Building on this, I outline the relationships between contexts, critical frameworks, and metacritique as essential to understanding the scope of critical thinking. The model also includes a means for organising the attributes (character traits) of critical thinkers. This project provides resources to encourage and guide critical thinking at a more expansive scope in education, society, and daily life by helping people to understand the contours and potential confines of criticality. This has profound implications for education and society, helping to improve the rigour, reach, and diversity of critical thinking. This model is far from complete, and designed to invite ongoing engagement, including critique. It is intended as a rubric to prompt and inspire, not as a device to ‘measure’ or ‘assess’ critical thinking. Educationally, the intention is to provide resources for understanding, negotiating, and facilitating critical thinking at an expansive scope.