Summary of article-1 Foundation for Critical Thinking
This article gives you a brief history of the ideas of critical thinking. The intellectual roots of critical thinking are as ancient as its etymology. Aristotle established the importance of asking deep questions which are now known as " Socratic Questioning ". Socrates' practice was followed by the critical thinking of Plato. Development in the critical thinking was gradually done through many ages by scholars. In the middle ages, Aquinas heightened our awareness not only of the potential power of reasoning but also of the need for reasoning to be systematically cultivated and "cross- examined". In 15th and 16th centuries Francis Bacon, in England recognized explicitly that the mind cannot safely be left to its natural tendencies. Some fifty years later in France, Descartes developed a method of critical thought based on the principle of systematic doubt. In the same time period, sir Thomas Moore developed a mode of a new social order. Hobbes adopted and reasoning in 16th and 17th century England. Eighteenth Century thinkers developed our senses of the power of critical thought and of its tools. The domain of human social life was extended further by Comte and Spencer in the 19th century. In 1906, William Graham Summer published a land-breaking study of the foundations of sociology and anthropology. According to Summer, "The critical faculty is a product of education and training. Education is good just so far as it produces well-developed critical faculty. Education in the critical faculty is the only education of which it can be said that it makes good citizens"(pp. 632,633). The students should be taught at least minimal critical thinking moves within any subject field so that students can learn to think historically and develop skills and abilities essential to historical thought.
Article-2 What is thinking
This article mainly focuses on the concept of thinking and its various perspectives. Dewey in 1933 gave the classic introduction to "How We Think" which offers an overview of some of the different senses in which the term thinking is used. In educational context the word "thinking" is usually used to mean goal-directed process. Contemporary work in psychology of education has identified the role of meta cognition and self-regulation as of crucial importance. Thinking contains three perspectives namely Psychological perspectives, Sociological perspectives and Philosophical perspectives. Psychological perspective is related with the cognition of mind whereas in sociological perspectives social context becomes more important and philosophical perspective deals with the philosophy of mind, the philosophy of language and related theories of meaning.
This article gives you a brief history of the ideas of critical thinking. The intellectual roots of critical thinking are as ancient as its etymology. Aristotle established the importance of asking deep questions which are now known as " Socratic Questioning ". Socrates' practice was followed by the critical thinking of Plato. Development in the critical thinking was gradually done through many ages by scholars. In the middle ages, Aquinas heightened our awareness not only of the potential power of reasoning but also of the need for reasoning to be systematically cultivated and "cross- examined". In 15th and 16th centuries Francis Bacon, in England recognized explicitly that the mind cannot safely be left to its natural tendencies. Some fifty years later in France, Descartes developed a method of critical thought based on the principle of systematic doubt. In the same time period, sir Thomas Moore developed a mode of a new social order. Hobbes adopted and reasoning in 16th and 17th century England. Eighteenth Century thinkers developed our senses of the power of critical thought and of its tools. The domain of human social life was extended further by Comte and Spencer in the 19th century. In 1906, William Graham Summer published a land-breaking study of the foundations of sociology and anthropology. According to Summer, "The critical faculty is a product of education and training. Education is good just so far as it produces well-developed critical faculty. Education in the critical faculty is the only education of which it can be said that it makes good citizens"(pp. 632,633). The students should be taught at least minimal critical thinking moves within any subject field so that students can learn to think historically and develop skills and abilities essential to historical thought.
Article-2 What is thinking
This article mainly focuses on the concept of thinking and its various perspectives. Dewey in 1933 gave the classic introduction to "How We Think" which offers an overview of some of the different senses in which the term thinking is used. In educational context the word "thinking" is usually used to mean goal-directed process. Contemporary work in psychology of education has identified the role of meta cognition and self-regulation as of crucial importance. Thinking contains three perspectives namely Psychological perspectives, Sociological perspectives and Philosophical perspectives. Psychological perspective is related with the cognition of mind whereas in sociological perspectives social context becomes more important and philosophical perspective deals with the philosophy of mind, the philosophy of language and related theories of meaning.
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