They learn that such products are human creations, not natural or inevitable embodiments of absolute truths. 1 Critical thinking is a process of inquiry that involves the interplay of knowledge, skills, beliefs, attitudes, and conditions directed toward forming an understanding of a complex problem, question, or issue. This element refers to the basic ideas and relationships pertinent to a field of inquiry, e.g., terms, concepts, definitions, principles, rules, causal relationships, theories, people, ideas, products, models, chronologies, causal relationships. Some of this knowledge may be acquired or strengthened in the inquiry process itself. Refers to the ways knowledge is obtained, used, and evaluated to formulate and solve problems, gather information, evaluate evidence and arguments, present ideas persuasively, design or create objects, etc.
Many students equate learning with acquiring factual information.
They perceive expertise as the possession of great quantities of knowledge rather than the ability to obtain, use, and make sense of information and ideas. Or, they may believe that when specific factual knowledge is not available, all opinions have equal validity. Replacing these theories of knowledge with respect for reason, evidence, and personal responsibility for knowledge is a significant challenge in teaching critical thinking. Individuals may pursue knowledge for a variety of reasons. A major task in teaching critical thinking is to identify problems that will be engaging for students, or to help students discover why a particular problem is worthy of their attention, or to help students select problems to study that link course material to their interests and concerns.