Transcription of Critical Thinking: Frameworks and Models for Teaching
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Critical Thinking: Frameworks and Models for Teaching
English Language Teaching ; Vol. 7, No. 7; 2014 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education 141 Critical thinking : Frameworks and Models for Teaching Mansoor Fahim1 & Samaneh Eslamdoost1 1 Allameh Tabataba i University, Tehran, Iran Correspondence: Samaneh Eslamdoost, Allalmeh Tabataba i University, Tehran, Iran. E-mail: Received: March 17, 2014 Accepted: May 23, 2014 Online Published: June 13, 2014 URL: Abstract Developing Critical thinking since the educational revolution gave rise to flourishing movements toward embedding Critical thinking (CT henceforth) stimulating classroom activities in educational settings. Nevertheless the process faced with complications such as teachability potentiality, lack of practical Frameworks concerning actualization of CT tasks, and transferability obstacles, as well as lack of a homogeneous model of conceptualization of CT among educators.
about one’s own thinking is supplementaryto cognitive operations that do not exist in lower order cognition. Needless to say that CT involves the logical reasoning, an ability to separate facts from opinions, examining and questioning things before accepting them (Wood, 2002, in Fahim & Pezeshki, 2012). In this regard the process of
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