The Value of an Epistemologically-Based Concept of Critical Thinking (CT): A Critique of a Pure CT-Pedagogy and a Scientific Paradigm of CT
Year: 2001
Type: article
Abstract: T he widespread attention g iven to the idea of critical thinking as something desirable to teach students in all educational levels and areas is well known .As ev ide nced by the prolife ration of conferences and literature about critical thinking, its inte rest has e xte nded beyond the educati onal realm to include business, information techno logy, the arts, etc .M ost often, the advancement of teaching critical th inking in both educationa l a nd non-educational sectors is made on the account of its alleged usefu lness to strateg ically cope with the 21st century's predicted technological, competition-dri ven, and multi-complex situations and proble ms.It is not uncommon to fi nd justificatory state ments for
Source: Manusya Journal of Humanities
Author: Ma. Andrelita S. Cenzon
Institution: University of Asia and the Pacific
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W3003099570