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Critical thinking is a term that has become the latest buzzword. Looking at the definition of “think, think” in the American Heritage Dictionary – one finds a broad and in-depth definition – which includes the definition of “critical thinking”. Why then have we coined the term ‘critical thinking’ as if it has a new meaning and those who don’t ‘know’ what critical thinking is – well, they just aren’t so intelligent or clever than those who use the term “critical thinking”.

In my “thinking” and understanding of the word “thinking” – to think means to use discipline to focus on a particular subject; to deal effectively and actively; conceptualize, skillfully apply, understand, analyze, synthesize and / or evaluate all the information collected; consider the source; observe, experiment, reflect, reason, communicate. In its most exemplary construction, “ thought ” is based on intellectual values ​​that transcend the divisions of the subject: clarity, accuracy, precision, consistency, relevance, solid evidence, good reasons, depth, breadth and fairness are incorporated into the process of “ thinking ”.

To fully complete the process of “thinking” about any subject, one must examine all the precepts, notions and the very structures or elements of thought implicit in any reasoning: goal, problem or issue in dispute; assumptions, concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from other points of view; and terms of reference. By using thinking to the fullest – that is, “ critical thinking ” – one is sensitive to varying topics, problems and goals – by incorporating everything in a nested fashion, including: scientific thinking , mathematical thought, historical thought, anthropological thought, economic thought, moral thought, ethical thought and philosophical thought.

Human thinking begins as soon as the brain is formed – in utero. The link between sound / music and prenatal memory / learning has been revealed in parental observations, formal experiences, clinical records, and first-person reports. Chamberlain (1998), using Howard Gardner’s concept of multiple intelligences, presented evidence for pre-birth musical intelligence. Peter Hepper (1991) found that prenates exposed to soap opera music during pregnancy responded with focused and sustained attention to that music after birth – evidence of long-term memory. Upon hearing music after birth, these newborns had a significant decrease in heart rate and movement, and went into a more alert state. Shetler (1989) reported that 33% of fetal subjects in his study exhibited contrasting reactions to changes in tempo between faster and slower music selections.

Thinking has two components: 1) a framework of skills for generating and processing information and beliefs, and 2) the habit, based on intellectual engagement, of using these skills to guide behavior. It is opposed to: 1) the simple acquisition and retention of information, because it implies a particular way in which information is sought and processed; 2) the mere possession of skills, as it implies their continued use; and 3) the mere use of these skills (“as an exercise”) without acceptance of their results.

Thinking varies according to the motivation behind it and the habits or indoctrination since childhood. When based on selfish motives, it often manifests itself in the skillful manipulation of ideas in the service of one’s own interests or those of one’s groups. As such, he’s generally intellectually flawed, no matter how pragmatic. When based on fairness of mind and intellectual integrity, it is typically of a higher intellectual order, although subject to the accusation of “idealism” by those accustomed to its selfish use.

Thought is unique to every individual; everyone is subjected to episodes of unruly or irrational thinking. The quality of reflection is therefore generally a matter of degree and depends, among other things, on the quality and depth of experience in a given area of ​​reflection or in relation to a particular class of questions. No one is a completely deep thinker, but only to a certain extent, with various ideas and blind spots, subject to various tendencies towards self-delusion. For this reason, developing thinking skills and dispositions is a lifelong endeavor.

Although primitive thinking begins in utero – it is only when the child begins to speak that a person is generally believed to have cognition – this tragically limits the child’s experience of confirming their ability to think. and to reason. Unfortunately, as soon as the child begins to verbalize his deep thinking ability, he is told things like: “ Children are to be seen and not heard ” – although this phase has to some extent become obsolete, but the message is always conveyed in several ways – “Because I said it”. “Don’t answer. This subsequent ban on “deep thinking” is frequently followed by a slap / slap for being sassy or disrespectful. My mom’s favorite phrase to “shut me up” when she didn’t want to hear what I knew or wanted her to watch was, “Now, Dorothy, don’t get carried away.” Thus, a superficial thought is established.

We then come of age by formulating our thinking so as not to offend or be reprimanded for saying something unacceptable to the person (s) involved. It is not surprising, then, that the biggest deterrent to exercising the full spectrum of “ thinking ” or “ critical thinking ” is the fear of appearing stupid when asking questions in order to complete fully the

in-depth “thinking” process.

Those who haven’t experienced or been discouraged by these parental bans create various and varied ways to compensate for the conditioned superficial communication style of others – such as: creative phases and buzzwords – brain storm , critical thinking, think tank, etc. While these made-up phases / buzzwords serve the purpose – it’s just a new name for a birthright, which has been unwittingly spoofed.

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Source by Dorothy M. Neddermeyer, PhD