The Value of an Epistemologically-Based Concept of Critical Thinking (CT)
A Critique of a Pure CT-Pedagogy and a Scientific Paradigm of CT
Bibliographic Data
| ID | 14823459 |
|---|---|
| Authors | Ma Andrelita S Cenzon (Asia University, corresponding author) |
| Year | 2001 |
| Volume | 4 |
| Issue | 3 |
| Pages | 44-58 |
| Publication date | 2001-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Manusya Journal of Humanities (JOURNAL) |
| Journal identifiers | ISSN: 0859-9920 • E-ISSN: 2665-9077 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1163/26659077-00403004 |
| OpenAlex | W3003099570 |
| Language | EN |
| References cited | 2 |
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
Creative thinking · Critical thinking · Epistemology · Pedagogy · Political science · Realm · Sociology · The arts · Computer Science · Education and Critical Thinking Development · Law · Philosophy · Psychology · Social Psychology
| Highly cited | No |
|---|