Evaluating Critical Thinking

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Critical thinking employs not only logic but broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance, and fairness.

The habits of mind that characterize a person strongly disposed toward critical thinking include a desire to follow reason and evidence wherever they may lead, a systematic approach to problem solving, inquisitiveness, even-handedness, and confidence in reasoning.

rationality, rational thinking, reasoning, knowledge, intelligence and also a moral component such as reflective thinking.

Critical thinkers therefore need to have reached a level of maturity in their development, possess a certain attitude as well as a set of taught skills. Glaser proposed that the ability to think critically involves three elements: Educational programs aimed at developing critical thinking in children and adult learners, individually or in group problem solving and decision making contexts, continue to address these same three central elements.

He established the importance of asking deep questions that probe profoundly into thinking before we accept ideas as worthy of belief.

He established the importance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done as well.

This model of thinking has become so entrenched in conventional academic wisdom that many educators accept it as canon".

The adoption of these principals parallels themselves with the increasing reliance on a quantitative understanding of the world.

It presupposes assent to rigorous standards of excellence and mindful command of their use.

It entails effective communication and problem-solving abilities as well as a commitment to overcome native egocentrism The earliest documentation of critical thinking are the teachings of Socrates recorded by Plato.


Comments Evaluating Critical Thinking

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