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The linear and non-sequential mind must both be engaged in the rational mind.The ability to critically analyze an argument – to dissect structure and components, thesis and reasons – is essential.It presupposes assent to rigorous standards of excellence and mindful command of their use.
Socrates established the fact that one cannot depend upon those in "authority" to have sound knowledge and insight.
He demonstrated that persons may have power and high position and yet be deeply confused and irrational.
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.
But so is the ability to be flexible and consider non-traditional alternatives and perspectives.
These complementary functions are what allow for critical thinking to be a practice encompassing imagination and intuition in cooperation with traditional modes of deductive inquiry.
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.
His method of questioning is now known as "Socratic questioning" and is the best known critical thinking teaching strategy.
In his mode of questioning, Socrates highlighted the need for thinking for clarity and logical consistency.