The term "Critical Thinking" is a buzzword amongst teachers at all levels of education. The term is used as one of the primary objectives given by political initiatives and those who are on the frontlines of education for social change movements. The objective of Critical Thinking is also one of the main objectives among those who are youth ministry educators. The purpose of this study was to identify the descriptions of CT and educational practices according to students and professors within youth ministry programs found in four Midwest undergraduate educational institutions. Chapter two of this project explored the definitions of Critical Thinking amongst theorists and its dichotomous development which emphasized content-based versus process-based analysis. Adding to this the more recent development of the dispositions, attitudes and classroom culture in the research and literature, this project considered the characteristics of Critical Thinking in the field of youth ministry education. Through a qualitative approach to research, the following discussion examined the perceptions of graduating youth ministry students and their professors to offer a robust description of Critical Thinking. Using the portrait drawn from these perceptions observed in the research, the author proposed six educational objectives of Epistemic Understanding, Interpreting Experience, Perspective Taking as Empathy, Imagination, Emphasis on Character Development and Bringing God to the Surface. Among the findings in the research were three explicit practices (Enhancing Student Learning through Relationship, Making the Most of the Practicum, and Reflection) the author highlights for youth ministry educators to include in their curriculum nurturing a Critical Thinking culture in their classrooms.
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