In this text, we provide elements of definition pertaining to human dignity, and present some articles from the Convention on the Rights of the Child that highlight the notion of dignity. Subsequently, we introduce components of “Dialogical” Critical Thinking (DCT). Using these components, we analysed discussions of pupils aged 10 to 19 years who had not benefited from any explicit training to develop critical thinking beforehand. Analyses results show that on the continuum of the developmental process of DCT, which ranges from simple to complex, adolescents’ epistemology undergoes a slight complexification between the 5th grade of elementary school and the end of college. In the last section of the text, we discuss these results in relation to skills and attitudes inherent to human dignity.