Epistemologi Jadali dalam Tradisi Islam dan Relevansinya bagi Rasionalisme Modern

The cultivation of critical thinking has been an important and difficult proposition in the current foreign language education.This paper intends to explore an effective approach to cultivate critical thinking in foreign language teaching.First of all, through investigation and interview, we can deeply understand the earners' views on the teaching practice of cultivation of critical thinking, and then a careful analysis is followed about the causes behind these views.It is found that learners generally have an inadequate understanding of the concept and the importance of critical thinking, and some learners resist or even oppose the teaching practice oriented by critical thinking.Based on the research findings, combing with learners' characteristics and their opinions, this paper finally puts forward relevant corresponding suggestions through long-term practice and continuous reflection.This paper aims to provide a basis and reference for choosing more targeted methods and strategies, offering some enlightenment for effective cultivation of the learners' critical thinking.

Technology has been widely employed to cultivate students' critical thinking (CT). Empirical research has been conducted to evaluate its effectiveness and address the current lack of a systematic literature review on the enhancement of critical thinking through technology in philosophy. Therefore, this review aims to uncover the impact of the philosophy course in fostering students' CT in the digital age and the challenges that teachers and students face in implementing technology. The study adheres to the PRISMA methodology (Preferred Reporting Items for Systematic Review). Relevant articles and materials were primarily sourced from three databases: Web of Science, Scopus, and ERIC. This article contended that a modern philosophy course should prioritize the cultivation of students' CT over the mere accumulation of knowledge. Through systematic analysis, this study has identified three main themes: (1) The philosophical origins of technology, (2) issues and challenges during the use of technology, and (3) critical use of technology. Future research implies the need to regulate the use of technology within ethical boundaries.

Critical thinking is a major discourse that often goes unnoticed, especially when society faces a contemporary phenomenon that insists on immediate understanding and absolute truth. The study analysis discusses the relevance and urgency of implementing critical thinking skills based on the epistemological approach necessary for all modern society. Diverse challenges and possibilities in the modern era require the skills of critical thinking. The aim is to prepare society to face these diverse challenges and approach new possibilities made in everyday life in the modern era. A descriptive qualitative approach, involving a comprehensive literature review of official documents, reference books, websites, government policies, and scholarly articles related to the research topic, was used in this study. From the results of the study on the topic above, it can be concluded that the cultivation of critical thinking, grounded in epistemological principles, is imperative. Critical thinking and epistemic cognition are no longer exclusive to Academics, but hostically become fundamental needs for everyone in modern society.

As an important variable in critical thinking instruction, teacher cognition has been emphasized in recent years, but there is relatively insufficient understanding of how Chinese pre-service teachers perceive the cultivation of critical thinking in teaching English as a foreign language (TEFL). From the perspective of Vygotsky’s sociocultural theory, especially the concept of mediation, this paper aims to investigate the cognition of Chinese pre-service teachers about the cultivation of critical thinking in TEFL and the mediating resources concerned. Twenty-four Chinese pre-service teachers were selected from five normal universities. A qualitative approach with semi-structured interview and classroom observation was adopted to seek insights on Chinese pre-service teachers’ cognitions about integrating critical thinking into TEFL, and sociocultural theory was used to argue for factors affecting their cognitions. Results revealed that Chinese pre-service teachers understand the connotation of critical thinking to some extent although there are misconceptions, and they are willing to integrate critical thinking into TEFL even though there are many difficulties. Moreover, they perceived that multiple sociocultural factors might be linked with their cognitions, such as previous learning experience, Chinese cultural values, evaluation system, etc. Implications for foreign language teacher education are discussed.

Critical thinking ability is an important element of thinking ability under the core competence of English discipline. Combined with “Reading Circles”, a kind of group-based and student-centered reading activity, this paper explores the relationship between “Reading Circles” and four critical thinking abilities: focus and definition, analysis and evaluation, reasoning and demonstration, review and correction. Taking the “Reading Circles” task design in The Million Pound Bank Note as an example, this paper expounds the high school teaching design aiming at the students’ cultivation of critical thinking which provides a specific and operable practical example for the development of English “Reading Circles" course in senior high school.

"It cannot be denied that there are always problems societies and individuals have to deal with. To confront these problems in living conditions that seem to be constantly and rapidly changing, specific competencies are needed. Critical thinking is indispensable in developing such competencies effectively. It can support identifying, constructing and evaluating arguments. It can also contribute in improving problem solving skills. Critical thinking is essential to develop decision making competencies and communication skills. Furthermore, people can use critical thinking in order to confront their biases, prejudices and stereotypes. It is clear that critical thinking is useful and necessary in multiple areas. For that reason, critical thinking is considered to be a key pedagogical goal in many levels of education. For this reason, modern education seeks to promote the cultivation of critical thinking. In particular, education of Informatics is strongly related to critical thinking. Students cannot develop skills related to Informatics if they cannot think critically. Therefore, critical thinking is essential for teaching Informatics subjects. Consequently, within the Informatics textbooks the cultivation of critical thinking skills should be promoted. The present research aims to determine whether there are critical thinking skills whose cultivation is equally promoted within the Informatics textbook of the second class of the Greek Lyceum. The method used in this paper is Qualitative Content Analysis, which is established in the social sciences for texts analysis. The findings of the present research revealed that within the examined textbook there are no critical thinking skills whose cultivation is equally promoted."

Critical thinking is one of the core abilities and skills needed in the 21st century. Critical thinking can stimulate students to explore and make them good at inventing. Junior high school is the golden period for the development of students' thinking ability, and their thinking habits have not yet been fixed, so they are in urgent need of correct guidance and development. Based on the analysis of the connotation and process of critical thinking, this paper puts forward a new teaching mode for the cultivation of critical thinking in junior middle school students. The junior high school teaching mode based on the cultivation of critical thinking can promote the development of junior high school students' critical thinking and the comprehensive quality ability of information technology disciplines. The model of critical thinking training for junior middle school students has great reference significance and practical guidance to subject teaching.

Critical thinking is the foundation of creative thingking,so it’s necessary to focus on the training of students’ critical thinking. The cultivation of critical thinking ability in the education of our country is generally inadequate. In order to change the serious situation,teachers must actively explore the effective training of thinking in the class.It helps students to be good at thinking,clearly distinguish,thus forming the ability to have insight into the problem.It makes students to be willing to inquiry into the nature of things,identify the problem critically,thus forming the creative thinking. This coincides with the current training objectives which focus on ability cultivation.The author explores the teaching methods of cultivating critical thinking in experiment teaching.Practice shows that:the teaching of critical thinking training consciously introduced does not only improve,learning effect,but also help improve the innovation ability.

The interdependence appertaining to critical thinking and active participation of students in classrooms is a hallmark of 21st-century modern pedagogies. This research, as a case study of public schools in Karachi, has explored teachers’ perceptions, engagement, and cultivation of critical thinking skills, as well as the possible challenges encountered by teachers in fostering critical thinking through active participation. The research utilized qualitative data gathered through interview guides administered to teachers of a public school in Karachi. To validate research, FGD was also conducted with 6 teachers of the same school. The findings of the research indicate the reasons for the lack of active participation and cultivation of critical thinking among students. Parental involvement, lack of resources, language barrier, lack of continuous professional development (CPD), Negligence of Government in providing resources and poor educational policies are the themes that emerged from interviews. This research is significant in exploring the hindrances in the implementation of modern pedagogies that can pave the way for global discourses. Moreover, by exploring teachers’ perceptions, this study triggers an investigation of students' and parents’ perceptions regarding active participation in classes and accepting modern pedagogies.

Theoretically, critical thinking has a close connection with logic science. It is only a matter of opinion whether critical thinking should be used to direct the science of logic or it should be based on logic science. Many scholars, including educators, psychologists, and philosophers have joined in the discussion on critical thinking. There are two main viewpoints on the Basis of Critical Thinking. As a foundation course based on science, the science of logic curriculum is well-developed and mature. The science of logic can be subdivided into formal logic and informal logic. One of them believes that critical thinking has nothing to do with logic science, while the other argues that critical thinking is interrelated with both branches of formal and informal logic, but it is different from both of them. What’s more, it holds that formal logic and informal logic together constitute the logical basis of critical thinking. In addition, as a form of thinking, critical thinking and innovative thinking are closely related to logical thinking and contain logical thinking. Therefore, innovative thinking is the purpose of critical thinking, and logic is the theoretical basis of critical thinking. The cultivation of critical thinking and innovative thinking is conducive to the cultivation of College Students' innovative quality and spirit, and to the improvement of the cultivation quality of innovative talents.

With the implementation of the National English Curriculum Standards of Senior High School (2017), the objective of English curriculum in senior high school has become to develop students’ key competences. From the perspective of key competence, critical thinking is an indispensable part of thinking quality, and reading is one of the important paths to develop students’ critical thinking. However, there are numerous problems in senior English reading teaching that are not conducive to the development of student’s critical thinking. For instance, the teaching contents are fragmental and limited to language knowledge, the teaching methods are outdated and the teaching assessment is relatively single. Therefore, through consulting relevant literature, the paper analyzes the causes of cultivating students’ critical thinking in senior English reading teaching and eventually concludes the strategies to cultivate students’ critical thinking in English reading teaching of high school from three aspects, namely, cultivating question awareness, using comparison chart and learning to evaluation. These strategies are supposed to help teachers improve the current problems of English reading teaching, enable students to form critical thinking, which lay a solid foundation for student’s lifelong learning.

In recent years, China has attached great importance to the cultivation of critical thinking. Under these circumstances, more and more researchers have focused on the exploration of college students' critical thinking ability. Although some analytical frameworks for assessing critical thinking ability are involved in English speaking, few of these frameworks are used to evaluate the thinking ability of college students majored in Art. In order to have a better understanding of the critical thinking ability, this paper adopts the qualitative method to evaluate critical thinking ability of them through English speech. The writer found these students' critical thinking skills need to be improved. For example, some students are lack of interpretation skills required by a good critical thinker, which led to the misunderstanding of speech topics.

The cultivation of critical thinking in undergraduates is crucial for teaching in higher education. Although scholars have defined critical thinking in various ways, limited study about critical thinking from the learner’s perspective. In this phenomenographic research, we collect essays written by 80 Chinese undergraduates with multiple disciplinary backgrounds to reveal their understandings of critical thinking. Four conceptions of critical thinking were found, namely critical thinking as query and reflection on the irrationality of things (Conception 1); an objective and comprehensive understanding of things (Conception 2); independent thinking with innovation (Conception 3), as well as a willingness and attitude (Conception 4). Further analysis in the light of the referential-structural framework helps to construct a hierarchical relationship between different conceptions, with Conception 1 the least complex and Conception 3 the most complex. While Conceptions 1–3 are skill-oriented, Conception 4 is deposition-oriented, and there is no hierarchical relationship between the two groups of conceptions. They deal with different dimensions of critical thinking. University lecturers can use these findings to help equip undergraduates with deepened conceptions of critical thinking in their daily routine teaching.

<p>Critical thinking has drawn great concern from researchers in America and western world since 1980s. Chinese researchers have come to realize the fundamental function of critical thinking for innovation. However, it does not take effect to cultivate students’ critical thinking in English classroom. English classroom activities are generally designed for students to memorize, imitate, recite. The cultivation of students’ critical thinking has been ignored. Chinese college students generally can speak out some sentences but lack in-depth ideas and practical ability to solve problems. They suffer from emotional literacy. This research aims to foster college students’ critical thinking skills by designing some classroom activities regarding college intensive reading course in English classroom. But there are some deficiencies in this research such as lack of empirical studies to testify its positive effect.</p>

Fornbókmenntir gefa tilefni til margvíslegra rökræðna um flókin álitamál af ýmsu tagi og henta því ágætlega til að þjálfa nemendur í gagnrýninni hugsun. Ritverk eins og Laxdæla saga er raunar sérstaklega ákjósanlegt sem tæki til að þjálfa gagnrýna hugsun grunnskólanema. Fjallað er um tvær hliðar þessa máls; sú fyrri er heimspekileg og varðar sjálfa hugmyndina um gagnrýna hugsun, sú síðari er verkleg og lýtur að veruleika ofhlaðins skóla sem þarf að sinna ótal viðfangsefnum á sama tíma, hefur takmörkuð námsgögn, býr við mjög stýrt skipulag, og hefur yfir að ráða kennurum sem hafa ekki endilega pælt mikið í gagnrýninni hugsun.Gagnrýnin hugsun er færni sem gerir ráð fyrir tilteknum vitsmunadygðum, siðferðisdygðum og verknaðardygðum. Þjálfun í gagnrýninni hugsun fellur þannig innan þess sem kallað hefur verið skapgerðarmenntun eða mannkostamenntun (e. character education). En hefur Laxdæla einhverja kosti fram yfir aðrar bókmenntir sem kennsluefni í gagnrýninni hugsun? Svar við þessari spurningu lýtur að verklegri hlið viðfangsefnisins. Laxdæla hefur verið lesin í skólum í fjölmörg ár og er líkleg til að halda þeirri stöðu í náinni framtíð. Gera má söguna að námsefni skóla án þess að leggja eitthvað nýtt inn í skólastarfið, raunhæft er að búa til stuðningsefni án þess að það úreldist á skömmum tíma, skólar eru líklegir til að eiga bekkjarsett af bókinni, kennarar kannast við söguna og vitað er hvaða aldurshópur ræður við hana. Þessa kosti hefur Laxdæla umfram margar aðrar bækur. Auk þess er sagan margræð og fjallar um málefni sem brenna á ungmennum; hún fjallar um vináttu, trúmennsku, heiðarleika, sáttfýsi og samskipti, og líka um hatur, sviksemi, lygar og blekkingar, óheiðarleika, heift og hefnigirni.Ef saga eins og Laxdæla er lesin sem opið tilboð um samræður um dygðir og lesti hefur það áhrif á stöðu kennarans. Annars vegar er kennarinn sérfræðingur sem þekkir söguna, velur orð og hugtök sem notuð eru til að opna söguna, stýrir yfirferð og skilgreinir þau verkefni sem eru unnin. Á hinn bóginn býr kennarinn ekki yfir „hinni réttu túlkun“ eða „veit hvert rétta svarið er“ heldur er hann jafningi nemenda í þeim pælingum sem sagan gefur tilefni til. Ein leið til að komast út úr einhliða miðlun í kennslu yfir í gagnrýnar samræður er að taka skáldverk, sem kalla á róttæka túlkun og þar sem enginn endir er á þeim spurningum sem kunna að vakna, og nálgast það sem opið tilboð um samræðu.