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Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications through comparisons with varying perspectives, and assessing their rationality and potential consequences. [1]
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
In this approach, the individual is consciously engaged in the construction of a product (Li, Cheng, & Liu, 2013). The utilization of constructionism in educational settings has been shown to promote higher-order thinking skills such as problem-solving and critical thinking (Li et al., 2013).
Scholars such as Peter Boghossian suggest that although the method improves creative and critical thinking, there is a flip side to the method. He states that the teachers who use this method wait for the students to make mistakes, thus creating negative feelings in the class, exposing the student to possible ridicule and humiliation.
A didactic method (Greek: διδάσκειν didáskein, "to teach") is a teaching method that follows a consistent scientific approach or educational style to present information to students. The didactic method of instruction is often contrasted with dialectics and the Socratic method ; the term can also be used to refer to a specific ...
When achieved, critical consciousness encourages individuals to effect change in their world through social critique and political action in order to self-actualize. Critical pedagogy was founded by the Brazilian philosopher and educator Paulo Freire, who promoted it through his 1968 book, Pedagogy of the Oppressed.
Argument maps are commonly used in the context of teaching and applying critical thinking. [2] The purpose of mapping is to uncover the logical structure of arguments, identify unstated assumptions, evaluate the support an argument offers for a conclusion, and aid understanding of debates.
The notion of critical understanding is closely related to the concept of Critical Thinking, described as, ‘reasonable reflective thinking focused on deciding what to believe or do.’ [7] Critical thinking has also been described as, ‘thinking about thinking’, [8] specifically in relation to John Dewey’s work on ‘the problem of training thought’. [9]
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