The article discusses the complexities of defining critical thinking (CT), emphasizing its nature as a metacognitive process involving self-monitoring and structured judgment in decision-making. The author recounts experiences conducting workshops for aspiring third-level students, aiming to make the content accessible while providing foundational understanding. Despite limitations in concise descriptions, the author found a successful articulation of CT that serves as an introduction, foreshadowing deeper discussions in the workshop. This iterative teaching process highlights the ongoing challenge of adequately conveying the concept in a simplistic manner.
Critical thinking is a process of thinking about thinking through purposeful, self-regulated judgment.
Each iteration of my workshop aims to ensure accessibility, avoiding abstractions that students outside third-level education may not understand.
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