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His method of questioning is now known as "Socratic Questioning" and is the best known critical thinking teaching strategy.In his mode of questioning, Socrates highlighted the need in thinking for clarity and logical consistency.From this ancient Greek tradition emerged the need, for anyone who aspired to understand the deeper realities, to think systematically, to trace implications broadly and deeply, for only thinking that is comprehensive, well-reasoned, and responsive to objections can take us beyond the surface.) who to ensure his thinking met the test of critical thought, always systematically stated, considered, and answered all criticisms of his ideas as a necessary stage in developing them.
He extended the critical thought of such minds as Copernicus, Galileo, and Kepler.
After Boyle and Newton, it was recognized by those who reflected seriously on the natural world that egocentric views of world must be abandoned in favor of views based entirely on carefully gathered evidence and sound reasoning.
In the Renaissance (15th and 16th Centuries), a flood of scholars in Europe began to think critically about religion, art, society, human nature, law, and freedom.
They proceeded with the assumption that most of the domains of human life were in need of searching analysis and critique.
He laid the theoretical foundation for critical thinking about basic human rights and the responsibilities of all governments to submit to the reasoned criticism of thoughtful citizens., Boyle severely criticized the chemical theory that had preceded him.
Newton, in turn, developed a far-reaching framework of thought which roundly criticized the traditionally accepted world view.
His book could be considered one of the earliest texts in critical thinking, for his agenda was very much the traditional agenda of critical thinking..
In it, Descartes argued for the need for a special systematic disciplining of the mind to guide it in thinking.
Among these scholars were Colet, Erasmus, and Moore in England. Francis Bacon, in England, was explicitly concerned with the way we misuse our minds in seeking knowledge.
He recognized explicitly that the mind cannot safely be left to its natural tendencies.