Aim. To consider an utterance in the structure of critical thinking as a way of searching for the meaning of an evidential judgment in the context of the relationship between language and cognition.

Methodology. The main content of the study is to comprehend the continuum of critical thinking in its discursive manifestation. Philosophical methods of cognition were used: a systematic approach, which made it possible to update the question of the organization of human thinking, as well as a functionalstructural method for analyzing the model of critical thinking and a hermeneutic procedure as a way of searching for the meaning of an evidential judgment.

Results. The importance of speech utterance in the structure of critical thinking has been updated. Critical thinking in any field requires the ability to respond to a problem by asking exploratory questions and interpreting new knowledge. Critical thinking creates the feeling that knowledge is controversial and one must question third-party claims and constantly provide evidence to support arguments. The structure of critical thinking consists of information-logical, communicative-ethical, reflexive-hermeneutic elements. Speech expression (written or oral) in the structure of critical thinking contributes to the development of the ability to use the correct language means, be flexible in the formulation of questions and answers, helps to get out of the information “bubble” and reconfigure irrelevant views.

Research implications. The reflective technology of teaching critical thinking is conceptualized in the context of a speech utterance, as a way of searching for the meaning of an evidence-based judgment. In the process of mastering new knowledge, it is necessary to overcome three intellectual stages of growth each time - challenge, response, reflection. The theoretical principles presented in the article are illustrated with examples from educational practices.