The ability to think clearly and rationally is important whatever we choose to do.Tags: How To Assign Ipv6 AddressRules Book ReportThesis Vs AntithesisSample Of Conceptual Framework In Research ProposalEssay China OverpopulationList Of Ap World History Essay QuestionsEssay Why I Should Not Talk In ClassIntro Of EssayFrancis Bacon Essay Of Goodness And Goodness Of NatureEssays About Friends Tv Show
It says: The Fourth Industrial Revolution, which includes developments in previously disjointed fields such as artificial intelligence and machine-learning, robotics, nanotechnology, 3-D printing, and genetics and biotechnology, will cause widespread disruption not only to business models but also to labour markets over the next five years, with enormous change predicted in the skill sets needed to thrive in the new landscape.
The top three skills that supposed to be most relevant are thinking skills related to critical thinking, creativity, and their practical application.
Critical thinking is the ability to think clearly and rationally about what to do or what to believe.
It includes the ability to engage in reflective and independent thinking.
It must also be the case that the new ideas being generated are useful and relevant to the task at hand.
Critical thinking plays a crucial role in evaluating new ideas, selecting the best ones and modifying them if necessary Critical thinking is crucial for self-reflection.
Thinking clearly and systematically can improve the way we express our ideas.
In learning how to analyse the logical structure of texts, critical thinking also improves comprehension abilities. To come up with a creative solution to a problem involves not just having new ideas.
When faculty have a vague notion of critical thinking, or reduce it to a single-discipline model (as in teaching critical thinking through a “logic” or a “study skills” paradigm), it impedes their ability to identify ineffective, or develop more effective, teaching practices.
It prevents them from making the essential connections (both within subjects and across them), connections that give order and substance to teaching and learning.