Innovative education is intended to develop students’ critical thinking in bothpedagogical and psychological terms, to guide learners towards creative ways of solving real-lifeproblems, and to foster self-development and self-education. There is no single, guaranteed routeto critical thinking; there is, however, a definable set of teaching conditions through which criticalthinkers can be nurtured. This article examines the theoretical and pedagogical-psychologicalfoundations of developing students’ critical thinking in higher education. It clarifies the conceptby distinguishing critical thinking from related but distinct mental processes such as memorisationand comprehension; it sets out the pedagogical conditions and learner commitments on which thedevelopment of critical thinking depends; and it analyses five defining features of critical thinking— its independence, its reliance on information as a starting point, its origin in problems, itspursuit of well-grounded argument, and its fundamentally social character. The article concludesthat critical thinking is best understood not as a technique to be delivered but as a dispositioncultivated through sustained pedagogical and psychological conditions, and that writing is amongits most powerful instruments
| Mualliflar | Nasimova, Zarina |
|---|---|
| Jurnal | Педагогик акмеология |
| Nashr sanasi | 2026-08-12 |
| Jild | 7 |
| Son | 36 |
| Til | Ingliz |
критическое мышление, высшее образование, педагогикопсихологическое развитие, critical thinking, higher education, pedagogical-psychological development, tanqidiy fikrlash, oliy ta'lim, pedagogik-psixologik rivojlanish
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