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Its definition is contested, but the competing definitions can be understood as differing conceptions of the same basic concept: careful thinking directed to a goal.Conceptions differ with respect to the scope of such thinking, the type of goal, the criteria and norms for thinking carefully, and the thinking components on which they focus.It’s a tone that is simultaneously intellectual, collaborative, and defiant.
In critical thinking, the thinking is only a strategy to arrive at informed criticism, which is itself is a starting pointing for understanding one’s self and/or the world around you.
While in function it can run parallel to the scientific method, science intends to arrive an unbiased, neutral, and zero-human conclusion.
Over the long term, such abuse empties it of meaning until we all either throw it around casually in the middle of an overly complex sentence to bolster our own credibility, or avoid the term altogether.
Critical thinking is among the first causes for change (personal and social), but is a pariah in schools –for no other reason than it conditions the mind to suspect the form and function of everything it sees, including your classroom and everything being taught in it.
Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.
It presupposes assent to rigorous standards of excellence and mindful command of their use.
Another good one is that critical thinking is a certain skepticism about what to think, do and believe.
Critical thinking is a widely accepted educational goal.
By analyzing and critiquing the work of others—especially experts—students have to temporarily merge minds with them (or else they’re just producing conjecture that sounds smart).
By thinking critically, they learn here by imitation—for a moment, running alongside others who, among other functions, act as pacesetters.