Critical thinking is a primary skill emphasized in primary, secondary and higher education as a necessary life skill. However, this is not a process „to read and to remember “, but a skill that must be learned through practice in order to become a productive habit. The challenge for the teacher is that teaching requires more than a superficial explanation and the issuance of a directive for its use. It is a skill that is used daily without awareness. Prior to entering a formal classroom environment, children are taught to accept what is presented in the news, the media, or by parents without question, especially when persons of authority present information. Therefore, it is important to gradually implement and raise awareness of critical thinking in each lesson and teaching situation. The very way in which critical thinking is taught and the way students use it determines its effectiveness as a lifelong skill. They must be encouraged to use it purposefully, while providing guidance in the learning and implementation process. Students must be taught to ask questions and never accept or assume anything without evidence. However, asking questions is just the beginning because there must be a clearly defined purpose to use. As critical thinkers, students turn ordinary and superficial answers and papers into well-crafted and purposeful answers. It is an invaluable skill that can be learned through explanation, practice and direct application. And as students overcome the challenges of developing and using critical thinking, they will also see the breadth that this skill provides. Consequently, it is crucial to teach students from the first to the fourth grade of primary school how to think about what we think, and in this we are helped by philosophical methods of developing critical thinking.