A third kind of subject-specificity is empirical subject-specificity, according to which as a matter of empirically observable fact a person with the abilities and dispositions of a critical thinker in one area of investigation will not necessarily have them in another area of investigation.
Sincean annual international conference in California on critical thinking and educational reform has attracted tens of thousands of educators from all levels of education and from many parts of the world. Sternberg eds. In general, they do not propose to eliminate or downplay critical thinking as an educational goal.
For such issues, a more dialectical process is advocated, in which competing relevant world views are identified, their implications explored, and some sort of creative synthesis attempted.
The proper functioning of a liberal democracy requires citizens who can think critically about social issues to inform their judgments about proper governance and to overcome biases and prejudice. One could sum up the core concept that involves these three features by saying that critical thinking is careful goal-directed thinking.
The derivation of each collection of abilities is accompanied by citation of sources that list such abilities and of standardized tests that claim to test them.
Other internal dispositions are motivators to continue or adjust the critical thinking process, such as willingness to persist in a complex task and willingness to abandon nonproductive strategies in an attempt to self-correct Halpern I must be right in my inference.
But was there a station near? For example, the principles of hypothetico-deductive reasoning hold for all the varied fields in which such reasoning occurs.