Critical Thinking Depth Standard Applied to Childhood Obesity
This paper examines the "depth" standard of critical thinking as described by Paul and Elder (2008), applying it to a real academic writing experience involving childhood obesity. The author reflects on how an initial research question — "What are the causes of childhood obesity?" — appeared straightforward but proved far more complex upon closer examination of CDC data. The paper demonstrates how failing to question the depth of a topic leads to an oversimplified analysis, and how deeper inquiry uncovers environmental, dietary, and geographic factors — including food deserts — that a surface-level question overlooks. The reflection illustrates why depth is an essential standard in rigorous critical thinking.
- Critical Thinking Standards and the Role of Depth: Overview of Paul and Elder's critical thinking depth standard
- Applying the Depth Standard to a Research Question: Choosing childhood obesity as an essay topic
- Uncovering Complexity in Childhood Obesity: Environmental and dietary factors revealed through deeper inquiry
- Consequences of Neglecting Depth in Inquiry: Lessons learned from insufficient initial questioning
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What makes this paper effective
- It grounds an abstract critical thinking concept — the depth standard — in a concrete, relatable personal academic experience, making the argument easy to follow.
- It uses a progression from assumption to discovery, showing the reader exactly how the depth standard works in practice rather than simply defining it.
- It integrates authoritative sources (Paul & Elder, CDC) naturally to support both the theoretical framework and the factual claims about childhood obesity.
Key academic technique demonstrated
The paper demonstrates reflective application — taking a theoretical framework (Paul and Elder's critical thinking standards) and applying it retrospectively to a real academic task. This technique shows mastery of a concept by testing it against lived experience, rather than merely summarizing it. The student reveals what was missed, why it was missed, and how the standard would have improved the process.
Structure breakdown
The paper opens with a definition and explanation of Paul and Elder's critical thinking standards, focusing on depth. It then transitions to a personal case study involving an essay on childhood obesity, first presenting the initial (superficial) assumption, then exposing the true complexity uncovered through deeper reading. It closes by connecting the consequences of insufficient depth back to the theoretical standard introduced at the outset — creating a tight circular structure.
Critical Thinking Standards and the Role of Depth
Paul and Elder (2008) describe what they believe to be the essential standards of the critical thinking process. These standards, in order of importance, are the following: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. When the authors recommend questioning the depth of one's question, they are implying that the question under consideration may be more superficial than it should be. A critical thinker who wishes to render a question less superficial will acknowledge the complexities inherent to the question, judge the relative value of different factors to enable prioritizing the thought process, and set aside any urges to ignore problems with the question. Once the depth of a question has been considered, along with the other standards, the information thus gleaned can be used to inform the elements of reasoning, which in turn promote intellectual traits inherent to critical thinkers.
Applying the Depth Standard to a Research Question
In another class, I was required to complete an essay on a topic in health, and I chose childhood obesity. My rationale for choosing this topic was based on a National Public Radio (NPR) news piece discussing the contribution of too many calories and too little exercise to this health problem. The question the essay addressed was "What are the causes of childhood obesity?" At first glance, there only seemed to be two contributing factors, so I assumed it would be a straightforward essay to write. The first paragraph on a webpage published by the U.S. Centers for Disease Control and Prevention (CDC, 2013) validated my assumption; however, a more careful reading of the webpage revealed that the contributing factors were much more complex than the NPR news story had discussed.
Uncovering Complexity in Childhood Obesity
Not only are too many calories and too little physical activity contributing factors, but the entire environment a child inhabits can influence whether being overweight or obese is in that child's future. For example, the nutritional quality of the foods consumed has an impact, because sugary drinks and high-calorie foods will increase calorie consumption even when the total amount of food eaten is within normal limits. Some children, especially those living in inner-city neighborhoods, may have ready access to high-calorie, unhealthy foods but not to low-calorie, healthy alternatives. This "food desert" phenomenon forces children and parents to frequent fast food restaurants and convenience stores because grocery stores are too far away to be practical. Research into the broader global context of childhood obesity further confirms that environmental and socioeconomic factors play a significant role alongside individual dietary choices.
References
CDC. (2013). Overweight and obesity: A growing problem. Retrieved from http://www.cdc.gov/obesity/childhood/problem.html.
Paul, R., & Elder, L. (2008). The miniature guide to critical thinking: Concepts and tools. Special edition, 28th International Conference on Critical Thinking, Berkeley, California. Retrieved from
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