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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]
Problematization is a critical thinking and pedagogical dialogue or process and may be considered demythicisation. Rather than taking the common knowledge ( myth ) of a situation for granted, problematization poses that knowledge as a problem, allowing new viewpoints, consciousness , reflection, hope, and action to emerge.
Critical philosophy (German: kritische Philosophie) is a movement inaugurated by Immanuel Kant (1724–1804). It is dedicated to the self-examination of reason with the aim of exposing its inherent limitations, that is, to defining the possibilities of knowledge as a prerequisite to advancing to knowledge itself.
Stanford Encyclopedia of Philosophy. "Concepts" - an article by Margolis & Laurence in the Stanford Encyclopedia of Philosophy (section 5 is a good, but short, presentation of the current issues surrounding conceptual analysis in philosophy). "Analytic Philosophy" - an article by Aaron Preston in the Internet Encyclopedia of Philosophy.
Critical Theory, Stanford Encyclopedia of Philosophy "Theory: Death is Not the End", n+1 magazine's short history of academic critical theory. Winter 2005. Critical Legal Thinking: A critical legal studies website which uses critical theory in an analysis of law and politics. L. Corchia, Jürgen Habermas.
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]
The central text of this approach is Midgley's 2000 book Systemic Intervention: Philosophy, Methodology, Practice. [34] This approach is now called critical systems thinking ("critical" in the sense of "reflective"), and is a major focus of the University of Hull's Centre for Systems Studies, of which Midgley is the Director. [35]
There is empirical evidence that the skills developed in argument-mapping-based critical thinking courses substantially transfer to critical thinking done without argument maps. Alvarez's meta-analysis found that such critical thinking courses produced gains of around 0.70 SD, about twice as much as standard critical-thinking courses. [55]