Training, management and development of professional resources is important for the development of critical thinking among students. It is no coincidence that the manifestations of critical thinking are more common in students' research activities, as it allows students to assess the study criteria and determine directions of behavior. Moreover, it can be in any key level of study, making new psychological and legal requirements to the whole pedagogical process. To achieve success in some professions, such as a lawyer, psychologist, political scientist, sociologist, a high level of critical thinking is important. Therefore, in the context of teaching critical thinking, various special methods are used, which are presented in this article, and which are aimed not only to improve the quality of learning, increase participation of students, but also develop student-centered learning. The term of critical thinking was observed from socio-psychological and personal-creative points of view. The interconnections between the terms of critical thinking, marginality, deviance and anomie were presented. Taking into account the above, the aim of this article is to present methodological models for the development of the student's research capabilities and critical thinking. As the result of the article it is emphasized the publicly significant, positive impact of teaching critical thinking on the students’ integrating into public process.

Critical thinking, research capabilities, student, teaching models..