Critical thinking and learning

In this article, we emphasized the differences between thinkers such as Siegel, Ennis, Paul, McPeck, Martin, introduced some discussions in the field of critical thinking and raised some problems posed by these discussions To do. Do rationality transcend a particular culture, or have different way of thinking, or think of different reasoning? What is the relationship between critical thinking and learning? How does the ethical field overlap these major cognitive and educational problems? In this article, we show how Peters, Evers, Chan and Yan, Ryan and Louie, Luntley, Lam, Doddington and Kwak answered these questions.

The key to the importance of critical thinking in academia is to understand the importance of critical thinking in learning. Learning these two things has two meanings. The first situation occurs when learners build (fundamentally) basic ideas, principles, and theories unique to their minds (first). This is the process of internalization. The second case occurs when you are effectively using these ideas, principles, and theories because the learner is closely related to the life of the learner. This is an application. Excellent teachers develop critical thinking (participation in intellectual thinking) at every learning stage including initial learning. In order for students to learn content, intellectual participation is essential. Every student needs to think his own and build his own knowledge.

Critical thinking is very important in academia because it has important learning meanings. Critical thinking is very important in the basic thinking, principles inherent in the content, principles, and internalization learning process in theory. Critical thinking is important in the application learning process. Because these ideas, principles, and theories are effectively implemented as they become relevant to the life of the learner. Each field adapts to the use of concepts and principles of critical thinking. Core concepts always exist, but they are embedded in the content of a particular topic. In order for students to learn content, intellectual participation is essential. Every student has to think by himself and acquire his own knowledge. Good teachers are aware of this, so they focus on questions, reading and activities These questions, reading, activities can stimulate ideas and master themes behind themes and themes .

Thinking is performance - something you need to do. Sometimes, the way to develop students' thinking is to think about themes and learn something. For example, in the course of critical thinking, students can understand the structure of discussion, general mistakes in discussion, and how the arguments are compared in different fields (such as science, mathematics, and law). All these are fun and important: it can improve the critical thinking of some students. Unfortunately, for most students, it does not affect actual critical thinking. Students learned critical thinking, but actually did not add rules. Teaching should avoid simple ways such as separating thinking from the content or teaching the students just to think without thinking of the students.