批判的 思考의 本質과 批判的 思考敎育에 관한 探究 = Study on the Nature and the Education of Critical Thinking

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the history of the terms 'a critical thinking' and to survey the nature and the education of one. The critical thinking movement seems to have begun with the work of John Dewey from 1910 to 1939 and his use of the terms 'reflective thinking' and 'inquiry' which he based on the scientific method. From 1940 to 1961, the meaning of the term 'critical thinking' broadened to include the examination of statements. From 1962 to 1979, The meaning of the term 'critical thinking' narrowed to exclude problem solving and the scientific method and include only the assessment of statements. With the contributions of Robert H. Ennis, John E. Mcpeck. Harvey Siegel, and Richard W. Paul from 1980 to the present, the meaning of the term 'critical thinking' has broaden to include aspects of problem solving. The meaning of the terms 'critical thinking' and 'problem solving' overlapped and intersected each other.
The core meaning of the critical thinking is the propensity and the skills for participate in the thinking activities with the reflective skepticism about the objects of thinking within one's cognizance.
The aims for the teaching of critical thinking and reasoning is to be well used the logical skills to judge about the decision-making and problem solving situation. Formal and informal logical education is essencial to success for the education of critical thinking. The education of critical thinking have to be learned through the debate and the discussion.