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It followed a philosophy where the thinker was removed from the train of thought and the connections and the analysis of the connect was devoid of any bias of the thinker.Kerry Walters describes this ideology in his essay Beyond Logicism in Critical Thinking, "A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective.He established the method of questioning beliefs, closely inspecting assumptions and relying on evidence and sound rationale.
This model of thinking has become so entrenched in conventional academic wisdom that many educators accept it as canon".
The adoption of these principals parallels themselves with the increasing reliance on a quantitative understanding of the world.
Socrates asked people questions to reveal their irrational thinking or lack of reliable knowledge.
Socrates demonstrated that having authority does not ensure accurate knowledge.
"A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective." As the ‘second wave’ took hold, scholars began to take a more inclusive view of what constituted as critical thinking.
Rationality and logic are still widely accepted in many circles as the primary examples of critical thinking. Walters (Re-thinking Reason, 1994) argues that rationality demands more than just logical or traditional methods of problem solving and analysis or what he calls the "calculus of justification" but also considers "cognitive acts such as imagination, conceptual creativity, intuition and insight" (p. These "functions" are focused on discovery, on more abstract processes instead of linear, rules-based approaches to problem-solving.
The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and metacognition.
According to Reynolds (2011), an individual or group engaged in a strong way of critical thinking gives due consideration to establish for instance: In addition to possessing strong critical-thinking skills, one must be disposed to engage problems and decisions using those skills.
It presupposes assent to rigorous standards of excellence and mindful command of their use.
It entails effective communication and problem-solving abilities as well as a commitment to overcome native egocentrism The earliest documentation of critical thinking are the teachings of Socrates recorded by Plato.