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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.
Additionally, it goes beyond the mere acquisition of skills but focuseson the continual or consistent usage of acquired skills.
In plain words, critical thinking is the ability to logically reason beyond the surface of information, to make true and unbiased judgments that are otherwise not obvious to normal thinkers.
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.
There are times when problems with no obvious or proven solutions arise.
In such situations, we have to find our own ways of solving them, but this cannot be achieved without critically thinking through problem.