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Critical thinking

About: Critical thinking is a research topic. Over the lifetime, 27466 publications have been published within this topic receiving 430967 citations. The topic is also known as: critical reflection & reflection.


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Book
John Dewey1
01 Jan 1910
TL;DR: In this article, the importance of critical thinking and the vital role education should play in the development of the critical thinking skills of children has been highlighted, and an appreciation of this correlation and a recognition of its value in educational practice can promote individual happiness and reduce social waste.
Abstract: John Dewey, one of America's greatest popular philosophers and educators, emphasises the importance of critical thinking and the vital role education should play. In this progressive work, written more than 80 years ago, Dewey, recognising that we are born with the ability to think, argues that the educator's fundamental role is to train us to think well. At a time when America is lamenting the lack of solid training in the sciences at the elementary and secondary levels, Dewey's enthusiastic correlation between the scientific mind and the natural attitude of childhood marked by curiosity, imagination, and the love of experimental inquiry offers a refreshing and optimistic perspective. He demonstrates how an appreciation of this correlation and a recognition of its value in educational practice can promote individual happiness and reduce social waste.

8,126 citations

Journal ArticleDOI
TL;DR: In this paper, the authors argue that critical and autonomous thinking must take precedence over the uncritical assimilation of knowledge, and that transformative learning is a route to the development of critical thinking.
Abstract: Critical and autonomous thinking must take precedence over the uncritical assimilation of knowledge. Transformative learning is a route to the development of critical thinking.

3,354 citations

Book
01 Jan 1995
TL;DR: In this paper, the authors discuss the importance of critical reflection in teaching and discuss the risks of critical reflections in the context of a culture of reflective learning and reflective teaching in the classroom.
Abstract: What It Means to Be a Critically Reflective Teacher. Becoming Critically Reflective: A Process of Learning and Change. Learning to Know Ourselves: The Value of Autobiography. Surprised by the Familiar: What Autobiographies Reveal. Seeing Ourselves Through Our Students' Eyes. Understanding Classroom Dynamics: The Critical Incident Questionnaire. Holding Critical Conversations About Teaching. Solving Problems Collaboratively: The Good Practices Audit. Storming the Citadel: Reading Theory Critically. Using the Literature of Critical Reflection. Negotiating the Risks of Critical Reflection. Creating a Culture of Reflection.

3,013 citations

Book
01 Dec 1956
TL;DR: A Study of Thinking as discussed by the authors is a pioneering account of how human beings achieve a measure of rationality in spite of the constraints imposed by bias, limited attention and memory, and the risks of error imposed by pressures of time and ignorance.
Abstract: A Study of Thinking is a pioneering account of how human beings achieve a measure of rationality in spite of the constraints imposed by bias, limited attention and memory, and the risks of error imposed by pressures of time and ignorance. First published in 1956 and hailed at its appearance as a groundbreaking study, it is still read three decades later as a major contribution to our understanding of the mind. In their insightful new introduction, the authors relate the book to the cognitive revolution and its handmaiden, artificial intelligence. The central theme of the work is that the scientific study of human thinking must concentrate upon meaning and its achievement rather than upon the behaviorists' stimuli and responses and the presumed connections between them. The book's point of departure is how human beings group the world of particulars into ordered classes and categories-concepts-in order to impose a coherent and manageable order upon that world. But rather than relying principally on philosophical speculation to make its point, A Study of Thinking reports dozens of experiments to elucidate the strategies that people use in penetrating to the deep structure of the information they encounter. This seminal study was a major event in the cognitive revolution of the 1950s. Reviewing it at the time, J. Robert Oppenheimer said it "has in many ways the flavor of conviction which makes it point to the future."

2,788 citations

Journal ArticleDOI
TL;DR: In this article, a practical approach to assess the nature and quality of critical discourse and thinking in a computer conference is described, where a model of a critical community of inquiry frames the research.
Abstract: This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a community of inquiry is cognitive presence. In turn, the practical inquiry model operationalizes cognitive presence for the purpose of developing a tool to assess critical discourse and reflection. The authors present encouraging empirical findings related to an attempt to create an efficient and reliable instrument to assess the nature and quality of critical discourse and thinking in a text‐based educational context. Finally, the authors suggest that cognitive presence (i.e., critical, practical inquiry) can be created and supported in a computer‐conference environment with appropriate teaching and social presence.

2,413 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20241
20231,059
20222,136
20211,471
20202,044
20191,944