The Power Of Critical Thinking 7th Edition

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The Power Of Critical Thinking 7th Edition

The Power Of Critical Thinking 7th Edition

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Silvia F. Rivas Silvia F. Rivas Scilit Preprints.org Google Scholar View Publication 1, * , Carlos Saiz Carlos Saiz Scilit Preprints.org Google Scholar View Publication 1 and Leandro S. Almeida Leandro S. Almeida Scilit Preprints.org Google Scholar View Publication 2

Submission Received: November 7, 2022 / Revised: January 10, 2023 / Accepted: January 10, 2023 / Published: January 12, 2023

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Today’s world needs new ways to face problems and different ways to prepare for them. Some research shows that these new demands also require new skills. Critical thinking (CT) encompasses a set of skills that are highly relevant to today’s change needs. In this study, we examine the extent to which CT works and improves academic performance. To do this, we measured the CT skills of several undergraduate students, along with their college admission rates and course grade point averages. We have confirmed the robustness of the general structure of CT, with strong correlations between CT measures at two different time points (at the beginning and end of the study of the subject of critical thinking) and on the entry level and average. level variables. Installed successfully. These data lead us to think about using the CT grade as an appropriate assessment of academic success. We also discuss the limitations of our findings and their implications.

The world has probably changed more in recent decades than at any time since the Industrial Revolution. These changes require major changes in society in general, and especially in our educational institutions. This change is characterized, first of all, by increasingly complex problems caused mainly by changes caused by information and communication technology (ICT) and economic competition in a globalized world. . All this means that today’s problems are a combination of social, professional and personal. There used to be a clear line separating these types of questions and situations, but today it is very blurred.

These changes mean that people today need to develop more and more their abilities to make good decisions and solve problems effectively. At the same time, the complex problems of today’s world are not mostly solved by following a model of intelligence based on classical IQ or rational reasoning [1, 2, 3, 4 ]. The social-emotional dimensions of intelligence, together with the abilities of creative and critical thinking, are today fundamental for cognitive practices in terms of solving and finding problems [5, 6, 7, 8, 9].

The Power Of Critical Thinking 7th Edition

Dealing with the problems of today’s world requires us to use critical thinking (CT) skills more, as they seem to be specially designed for these problems, as they provide a -incorporate skills and strategies that others do not have. they are more common or transferable than [10]. The fact that CT skills are mostly horizontal and contextual abilities means that we can use them just as effectively in many situations. CT’s flexibility and adaptability to different situations and contexts make it a good candidate to deal with today’s changes and new demands. In this sense, education and training at all levels should adapt to these changes very quickly. In particular, university education needs to be changed more to prepare young people for the transition to adulthood [11]. Universities must transform themselves more than other institutions in society if they want to progress, lead the necessary changes and produce professionally trained, mature, socially responsible adults.

Module 07: Critical Thinking Power Dynamics And

However, there appears to be a worrying disconnect between academia and the real world. Companies are increasingly looking for cross or horizontal capabilities. For example, they need not only qualified biologists or engineers, but also experts who solve problems in different work contexts, from their specialist area (direct competences), making decisions alone and together, and communicate their results in a logically correct way [12] . These general skills of solving unnecessary problems, making good decisions and persuasive arguments are not central to today’s higher education. As we said above, the development of these abilities requires a different concept of our cognitive tools and skills which are indeed fundamental. In addition, especially, he needs to be aware of the limitations and limitations of that device.

Higher education today suffers from three important diseases [12]. As mentioned before, the first of these comes from the fact that the real world has changed faster than the university. The second one refers to the fact that it is still the main model of managing accumulated knowledge, rather than directing learning, in terms of the process of acquiring knowledge and developing abilities. The third is that training is still mostly vertical or disciplinary, and much less horizontal or interdisciplinary. We have already noticed that in the real world – the world of work – companies and some organizations need qualified people who can work in very different contexts and solve problems that equally good in each of them. . Our students do not have the necessary preparation to work with real problems in different contexts – in other words, the broad application of knowledge and its cross-sectional application is very limited, at least in comparison to what is needed. . With these three main characteristics, graduates are unlikely to be able to work and solve problems in complex, new, changing contexts.

New times and new problems require new tools and new strategies. Today’s world has become so complex that the need for lifelong learning is now over. Such a real and challenging change is the constant preparation of experts and citizens. As a result of this there is a question about institutions offering courses throughout people’s lives. This leads us to a reflection that has not yet been properly considered: an awareness of the differences between teaching, learning and training helps us to better address this question. If it is not possible to provide education for all ages, and lifelong learning is needed, how can it be achieved? In our view, the answer is mainly training, not just apprenticeships. Learning means student autonomy and almost complete independence. This means they know where to go to get documents; how to apply reliable criteria in evaluating their findings; and able to come to their own conclusions and explanations about problems or issues that interest them. So this thought is linked to the question of where training can or should take place today.

However, it is important to remember that some strategies are particularly effective in lifelong or lifelong learning. People need to learn how to learn and learn to develop behavioral, cognitive and motivational strategies that govern how they acquire knowledge and skills. At the same time, with more emphasis on training than learning, people need to engage in processes that promote their independence, initiative and responsibility at personal, professional and social levels. Three UNESCO reports, about two decades apart [13, 14, 15], show efforts to adapt to the changes that occurred at each time.

Thinking, Fast And Slow

UNESCO’s latest report “retracts from the Delras report and reframes a new horizon for education” [16]. According to Sobhi Tawil, a key member of the commission that compiled the report: “There are two parallel currents in the current global debate about the future of education. The first refers to the role of education in the international development agenda after 2015. The second relates to the way in which the transformation of society affects the way we work on teaching and learning at a global level…” [17]. The second stream is the one that requires training to learn to understand, do, be and live with others today.

If changes are made in educational methods by giving more weight to learning processes and focusing on more practice and cross-field use, higher education can adopt the development of critical thinking as a main goal [12]. Indeed, today’s changes and demands are greater than in previous decades and how we respond to them

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