This quote sits with me because this is something I've personally been guilty of when I don't agree with an article or it makes me uncomfortable, so I just view it as biased and don't bother reading it. This quotation I've highlighted confirms that we tend to trust sources that agree with our point of view and if it doesn't, then we disregard it. I think the outcome this article is looking for is to get students to evaluate sources more thoroughly rather than getting students to believe less. Healthy skepticism should not mean believing that no sources are trustworthy or that all sources are equal. In my classroom I want to have my students turn their minds on and ask "is this source well supported?" instead of does this support my point of view. This is the kind of unbiased and skepticism I want to bring to my classroom.

"Negative data is still data." This sentence is something I have a hard time agreeing with, in our education system we are conditioned that a wrong answer is something we don’t discuss. It's failure. No teacher ever continues to ask what you're taking away from this wrong answer. At first I thought she meant teachers should treat wrong answers as correct ones and I was very worried for the students because that means they would have to hide their mistakes. But now I see the big picture, that she is saying that a wrong result is information that can teach something. Why not encourage the mistake and ask students "what did the final result show you even though it didnt work?," then we are sharing more information. As a future educator, the shift I want to see in the classroom is asking our students what their wrong answers taught them, instead of just losing marks.

I find it interesting that Louis Newman doesn't have a concrete answer, she says "we assume", which to me means this hasn't been tested , by definition of assumption. To me this means that they don't want to admit that critical thinking is hard to teach and even harder to access if students are grasping the concept. The issue I see with assuming students are learning critical thinking skills through osmosis is the equity. It is much easier to absorb critical thinking when you grew up with debates and conversations at home, but those who didn't will struggle. If we don't teach our students what successful critical thinking is then how are we making it equal for all students to be successful?