This dissertation offers a conceptual reengineering of the expression ‘critical thinking’ through the lens of experimental philosophy. Through an analysis of the various meanings of the concept in both philosophical and psychological literature, this research confronts academic definitions with popular conceptions of the notion (in both French and English). This approach highlights several conceptual issues: conflation with related notions, reductionism limiting the concept to certain elements, idealization, and a lack of psychological realism, among others. Conceptual solutions are then proposed to address these pitfalls, while also acknowledging their limitations. Ultimately, this analysis raises the crucial question of whether it is still relevant to use this concept. This analysis ultimately raises the question of whether it remains relevant to maintain this concept.