Critical Thinking Abilities

Critical Thinking Abilities-49
However, he makes clear distinctions between ordinary thinking and critical thinking.He explains that ordinary thinking is simplistic thinking because it does not rely upon the use of standards or criteria.For a number of years, dental educators thought teaching problem-solving skills was akin to teaching critical thinking skills.

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If students have not yet reached the formal operations stage, their ability to use critical thinking skills may be limited by an inability to handle abstract ideas.

It is important to remember that Piaget's stages of cognitive development are also linked to intellectual potential and environmental experiences.

He claims that CT involves students' total intellectual functioning, not a narrowly defined set of skills.

He postulates that there are three mental processes fostering critical thinking: meta-components, performance components, and knowledge-acquisition strategies.

Thus, it is particularly important that all aspects of dental educational curriculum stress real-world practice, the importance of oral health care, and the relationship of overall oral health care to systemic health by teaching students how to use critical thinking skills.

Critical Thinking Abilities

Lipman, like Sternberg, does not specify a "how to" approach.Researchers debate whether critical thinking can be learned or if it's a developmental process regulated by motivations, dispositions, and personality traits.Despite differences of opinion, many researchers agree that critical thinking is "Purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological or contextual considerations upon which judgment is based.If the learning environment is crucial to the development of critical thinking skills, what instructional strategies can be used to promote critical thinking?Sternberg asserts that critical thinking involves complex mental operations that cannot be broken into discrete styles of thinking.Sternberg, Ennis, and Lipman assert that critical thinking skills are not a fixed entity but a form of intelligence that can be taught.The ability to develop critical thinking skills may be likened to Piaget's concrete and formal operations.Sternberg does not specify a "how" approach to teaching and learning critical thinking skills.Instead, he provides general guidelines for developing or selecting a program or curriculum that will foster CTS.Brookfield asserts that identifying and challenging assumptions and analyzing assumptions for validity are essential to critical thinking skills.He also suggested that because critical thinkers possess curiosity and skepticism, they are more likely to be motivated to provide solutions that resolve contradictions.

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