Philosophy majors rank higher than all other majors on verbal and logical reasoning, according to our new study published in the Journal of the American Philosophical Association. They also tend to display more intellectual virtues such as curiosity and open-mindedness.

Philosophers have long claimed that studying philosophy sharpens one’s mind. What sets philosophy apart from other fields is that it is not so much a body of knowledge as an activity – a form of inquiry. Doing philosophy involves trying to answer fundamental questions about humanity and the world we live in and subjecting proposed answers to critical scrutiny: constructing logical arguments, drawing subtle distinctions and following ideas to their ultimate – often surprising – conclusions.

It makes sense, then, that studying philosophy might make people better thinkers. But as philosophers ourselves, we wondered whether there is strong evidence for that claim.

Students who major in philosophy perform very well on tests such as the Graduate Record Examination and Law School Admission Test. Studies, including our own, have found that people who have studied philosophy are, on average, more reflective and more open-minded than those who haven’t. Yet this doesn’t necessarily show that studying philosophy makes people better thinkers. Philosophy may just attract good thinkers.

Our latest study aimed to address that problem by comparing students who majored in philosophy and those who didn’t at the end of their senior year, while adjusting for differences present at the start of their freshman year. For example, we examined students’ performance on the GRE, which they take toward the end of college, while controlling for scores on the SAT, which they take before college.

We did the same when analyzing survey data collected by the Higher Education Research Institute at the start and end of college. These surveys asked students to, for example, rate their abilities to engage with new ideas or have their own ideas challenged, and how often they explored topics raised in class on their own or evaluated the reliability of information.