Critical thinking (CT) is a self-adjusting, deliberate judgment that leads to interpretation, analysis, evaluation, conclusions, and explanations of the reasons for the decision. The ideal critical thinker is naturally curious, well-informed, credible, open-minded, flexible, judgmental, and forthright about personal bias (Cottrell, 2017). To make decisions, one has to reflect, clarify their questions, and organize them, and be able to seek out relevant information honestly and select criteria wisely. Also, they should focus on research and look for accurate results regularly, depending on the subject and the research situation.
Students’ critical thinking skills are best developed through the method of instruction. This method is excellent because it is distinguished by efforts to engage students and cause them to think by presenting them with instructions about natural or meaningful problems. Jean-Jacques Rousseau, who chastised Emile’s factual memory-based teaching method, chastised Emile’s method (Ennis, 2018). Instead, Rousseau advocated for teaching children how to solve their favorite problems and navigate unfamiliar terrain using a compass.
The term “permanent/real education” encompasses a wide range of methods. Simulation is one of the most compelling examples, as it solves the problem in the most efficient way possible (Razzak, 2016). Role-playing games and various types of dilemmas presented to students are included in this category. When a student analyzes a well-defined real-world problem, this is an example of real/solid education. Educators must examine current educational practices honestly to improve and develop students’ critical thinking skills (Karahan, Bozan, & Akçay, 2021). A thorough examination of educational strategy can aid in the discovery of more effective methods. Teaching strategies that promote deeper learning and abilities in students and allow them to use their voices and choices while completing tasks are effective.
References
Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument and reflection. Macmillan International Higher Education.
Ennis, R. H. (2016). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165-184.
Karahan, E., Bozan, M. A., & Akçay, A. O. (2021). The analysis of prospective counselors’ instructional designs to develop critical thinking skills. Educational Studies, 1-19.
Razzak, N. A. (2016). Strategies for effective faculty involvement in online activities aimed at promoting critical thinking and deep learning. Education and Information Technologies, 21(4), 881-896.