Critical Thinking as an Educational Objective in a Global Information Society (original) (raw)
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The third constitutional article in Mexico establishes the need to develop critical thinking in students; on the other hand, the new basic education curricular policy includes a training field on critical thinking. For this reason, the theoretical discussion on higher education postulates that university students must be critical, and to do so, from the formal curriculum and its development, critical thinking must be encouraged not only to fulfill the purposes of education at the level, but for the influence of its graduates in social transformation. Based on the review of the literature and a previous exploratory study in which teachers and students participated in the reflection on teaching in the Bachelor's Degree in Educational Intervention (LIE) of the National Pedagogical University of the State of Chihuahua (UPNECH) and the difficulties of the students in the process of implementation, development and evaluation of the intervention project, this research was carried out with a quantitative approach under a descriptive transectional design with the purpose of evaluating the critical thinking of the students and with it, making changes in teaching. A mixed questionnaire was designed with a reliability index of 80 and was applied to 55 fifth semester students. The skills that still need to be developed to intervene are inductive reasoning and argumentation, important for developing diagnoses and identifying areas of opportunity to transform them, so teachers must take them into account during their teaching.
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The advance of the new technologies and the unprecedented explosion of information and its varied sources have made the need for teaching critical thinking abilities and skills more imperative than ever before. These skills are not elements to be acquired automatically but a mode of thinking and being which transcends discipline divisions. It is based on intellectual traits (ethical behavior, autonomy, integrity, fair-mindedness, courage, perseverance, etc.), on universal intellectual standards (accuracy, clarity, relevance, precision, and depth) and on elements of reasoning (purpose, inquiry, information, concepts, analysis, inference, interpretation, synthesis and evaluation). Despite the pedagogical challenges engendered by the slippery nature of the concept, there is some agreement over the benefits of explicit teaching, collaborative and practical learning. Along the same vein, integration of critical thinking in the Moroccan educational system is inevitable. This system, however, presents serious drawbacks in terms of clarity and coherence of policies, information, accountability, access, equity, quality and efficiency. The urgency of a thorough reform cannot be overstated.
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The teacher plays an important role in the world of education, including the process of learning activities. Teaching pupils and students how to think is one of the main goals of educational institutions. School and university programs are organized in such a way that pupils and students acquire the ability of critical thinking. It is already known that critical thinking is important, we can even say that it is the component of success in school, and beyond. Critical thinking helps individuals cope with various challenges in life. This paper will present how critical thinking is developed through different teaching methods as well as a detailed explanation of critical thinking. Innovations and rapid developments in social, economic, technological life, etc., present a challenge for teachers, who are among the first to face these changes of the century we live. Of course, in the face of these major changes, the development of new teaching methods and tools used can be a guarantee for the provision of educational services based on the interests of the labor market, enabling the development of students' critical thinking.
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The need for developing critical thinking (CT) has been broadly discussed and its importance acknowledged in a myriad of disciplines. This quantitative study attempts to investigate the level of critical thinking skills as well as the impact of grade level, gender, and nationality on the development of these skills among 279 Bosnian-Herzegovinian and Turkish high school students. The instrument used for this research is a survey questionnaire which consists of 17 items made up of four subscales: Convictions that inhibit critical thinking development (CICTD), Application of critical thinking (ACT), Class activities that prevent critical thinking (CAPCT), and Teacher support for critical thinking development (TSCTD). The findings reveal that students' nationality and grade level significantly impact critical thinking development, whereas students' gender does not have a significant effect on the development of CT skills. These findings are widely applicable as they can be used by language teachers and teachers of general courses to contribute to their students' critical thinking development by structuring their syllabi accordingly. The findings also point to an urgent need to revise the existing curricula and design more adequate ones which would include a greater number of activities fostering critical thinking skills.
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The aim of the present text is to analyse the place held by critical thinking in the current education system, showing at the same time the changes of perspective that have taken place during the last decades in the manner this discipline is being approached. Critical thinking has been focusing for decades on logical and informal argumentation, but nowadays it also approaches subjects as psychocognitive biases, skills in evaluating numbers and having the sense of proportions, the use of language, understanding of the world, having interdisciplinary knowledge, moral, legal and aesthetic reasoning. We may notice lately that the authors who theoreticize critical thinking go back to antique logic and to the Greek philosophy of education, with the purpose to draw connections between them.
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What is intended in today's renovated and updated sense of education is not to bring up individuals who merely memorize the information units without questioning, but to bring up enterprising asking, questioning, wondering, problem-solving, and researching individuals, who are equipped with decision-making skills, who may make use of information technologies, and who may think scientifically, creatively, and multi-dimensionally. It is thus intended in this study to determine the levels of critical thinking skill levels of the primary education students, and to examine whether they vary as per the grade levels thereof. Screening design, which intends to describe an existing situation as it is, is therefore used herein. This is a study having been conducted with a total of 173 students from a primary education school in Ankara, which is registered to the Ministry of National Education, 84 of whom are from 6 th Grade, 43 of whom are from 7 th Grade, and the remaining 46 of whom are...