CRITICAL THINKING IN HIGHER EDUCATION TECNM - TLÁHUAC, STUDIES PRECEPTOR

• DOI: https://doi.org/10.22533/at.ed.55851125240611

• Palavras-chave: critical thinking, didactics, argumentation, metacognition, problem solving.

• Keywords: critical thinking, didactics, argumentation, metacognition, problem solving.

• Abstract:

  Critical Thinking Model for Technology Education (MPCET) has as its fundamental principle the construction and permanent reconstruction of knowledge, not only scientific and technological thinking, but also everyday thinking, considering that human thinking as well as all objects, phenomena and processes of nature and society are in constant change, transformation and movement. Critical thinking is that way of thinking - about any subject, content or problem - in which the thinker improves the quality of his thinking by taking hold of the inherent structures of the act of thinking and subjecting them to intellectual standards. Critical thinking is self-directed, self-disciplined, self-regulating, and self-correcting. It involves submitting to rigorous standards of excellence and conscious mastery of its use. It involves effective communication and problem-solving skills and a commitment to overcoming natural human self-centeredness and socio-centeredness. One of the central purposes of education is oriented to the formation of critical thinking in students and teachers in the classroom, for that purpose, it is necessary to understand and analyze the different constructions that are woven when actions that lead to form critical thinkers that enhance changes in today's society are oriented. For these reasons, a theoretical reflection is presented that seeks to analyze the different perspectives on critical thinking and its main constituent categories.