In fact, any well-conceived program in critical thinking requires the integration of all of the skills and abilities you mentioned above.
Furthermore, critical thinking, because it involves our working out afresh our own thinking on a subject, and because our own thinking is always a unique product of our self-structured experience, ideas, and reasoning, is intrinsically a new "creation", a new "making", a new set of cognitive and affective structures of some kind.
All thinking, in short, is a creation of the mind's work, and when it is disciplined so as to be well-integrated into our experience, it is a new creation precisely because of the inevitable novelty of that integration.
I am hopeful that eventually, through efforts such as these, we can move from the superficial to the substantial in fostering quality student thinking.
The present level of instruction for thinking is very low indeed.
How are they to do all of these rather than simply one, no matter how important that one may be? Everything essential to education supports everything else essential to education.
It is only when good things in education are viewed superficially and wrongly that they seem disconnected, a bunch of separate goals, a conglomeration of separate problems, like so many bee-bees in a bag.They are often unclear about the constituents of good reasoning.Hence, even though a student may just be asserting things, not reasoning things out at all, if she is doing so with vivacity and flamboyance, teachers are apt to take this to be equivalent to good reasoning.The following quiz is designed to give an idea of Critical Thinking abilities.The reader is encouraged to spend as much time as possible on each problem to find the solution.The dimension of critical thinking least understood is that of "intellectual standards." Most teachers were not taught how to assess thinking through standards; indeed, often the thinking of teachers themselves is very "undisciplined" and reflects a lack of internalized intellectual standards.If we are trying to foster quality thinking, we don't want students simply to assert things; we want them to try to reason things out on the basis of evidence and good reasons.One is not doing good critical thinking, therefore, if one is not solving any problems. There is no way to solve problems effectively unless one thinks critically about the nature of the problems and of how to go about solving them.If there is no problem there is no point in thinking critically. Thinking our way through a problem to a solution, then, is critical thinking, not something else.Instead the student: The assessing teachers were apparently not clear enough about the nature of evaluative reasoning or the basic notions of criteria, evidence, reasons, and well-supported judgment to notice the discrepancy.The result was, by the way, that a flagrantly mis-graded student essay was showcased nationally (in ASCD's Paul: I don't think so.