In the current context, critical thinking is taking shape as a basic competence necessary in school activity, but also in all fields of activity. The reality of current education shows us that the emphasis is on the reproduction of information, on their memorization, insisting, in unjustified way, on their mechanical transfer to the detriment of the formation of independent thinking skills necessary to solve the problematic situations that students face. A resizing of the concept of critical thinking is required by adjusting to social norms and requirements and a promotion of this phenomenon from an early age through the beginning in primary education. The benefits of practicing logical skills create the premises for the expansion of knowledge through reason by interfering new information with previous knowledge in the sense of eliminating or combating stereotypes in thinking. The reality of contemporary education creates the prerequisites for achieving formal education and the need to develop intellectual skills within a process that begins with the acquisition of knowledge and, based on it, cognitive stimulation at a level to produce autonomy in thinking. Under these conditions, a responsible training of students is carried out in accordance with the requirements of an open society capable of adapting to new situations, and the development of critical thinking is an objective of major importance with repercussions on the plan of further development and with benefits for the entire duration of existence. We start from the premise that anyone is capable of critical thinking, but correct thinking requires a long period of training - in our case, it starts with entering school and is perpetuated throughout life. The ability to think critically is acquired like many other skills, with three important elements being necessary: knowledge, skills and attitudes.