Critical Thinking Abilities

Critical Thinking Abilities-15
He recommends instructors teach students how to define and clarify information, ask appropriate questions to clarify or challenge statements or beliefs, judge the credibility of sources, and solve problems by predicting probable outcomes through logic or deduction.Ennis also suggests that critical thinkers demonstrate particular attributes.

He recommends instructors teach students how to define and clarify information, ask appropriate questions to clarify or challenge statements or beliefs, judge the credibility of sources, and solve problems by predicting probable outcomes through logic or deduction.Ennis also suggests that critical thinkers demonstrate particular attributes.

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Examples of ordinary thinking are guessing, believing, and supposing.

Lipman describes critical thinking as a complex process based on standards of objectivity, utility, or consistency in which students can reflect upon the certainty of their thinking because critical thinking is self-correcting.

In order words, students can defend their thinking with evidence.

Ennis asserts that to help students develop critical thinking skills, teachers must understand the cognitive processes that constitute critical thinking and use instructional activities that will develop these processes.

He claims that CT involves students' total intellectual functioning, not a narrowly defined set of skills.

He postulates that there are three mental processes fostering critical thinking: meta-components, performance components, and knowledge-acquisition strategies.Meta-components refer to higher-order mental processes that individuals use to plan, monitor, and evaluate what they do.Performance components refer to the actual steps taken or strategies used, while knowledge-acquisition strategies refer to the ways in which individuals relate old to new material and apply new material.For a number of years, dental educators thought teaching problem-solving skills was akin to teaching critical thinking skills.While teaching problem-solving skills is important to the process of learning how to use critical thinking skills, in the absence of other learning activities it may not be enough.Interestingly, although not surprisingly, Sternberg states that students are not adequately prepared for the problems and critical thinking tasks they will face in everyday life because they are not taught these skills in their formative years.Tasks that stress right answers or truth telling or use objectively scored tests are generally removed from real-world relevance.Thus, it is particularly important that all aspects of dental educational curriculum stress real-world practice, the importance of oral health care, and the relationship of overall oral health care to systemic health by teaching students how to use critical thinking skills.Lipman, like Sternberg, does not specify a "how to" approach.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.

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