Critical thinking refers to assessing and evaluating the available information, substantiation, explanations, arguments, and facts to develop a valid judgment. In learning, it is adopting the knowledge in the classroom without relying on the classwork alone (Hughes & Lavery, 2014). A person who thinks critically can formulate and implement ideas and use them in the most appropriate ways. Critical thinking subject is complex as there are many different definitions relating to it, such as skeptical, unbiased evaluation, rational, and evidence-based analysis on fact. Hughes and Lavery’s (2014) book on “Critical Thinking: An Introduction to the Basic Skills” demonstrates how critical thinking skills are adopted in various tasks and topics such as reasoning in scientific explorations, moral logic, legal interpretation, media scrutiny, and within essay writing. However, this treatise will delve into critical thinking within essay writing and reveal how it helps realize academic goals.
Development of Critical Intelligence
Critical intelligence is developed by developing new preparedness ideas grounded on the determination to make hypotheses and draw valid conclusions in essay writing. It is the model of being wholly equipped with different notions rooted in innovations to gain academic knowledge to support learning goals. In addition, it links with the aspect of understanding learning concepts and applying them in different roles (Hughes & Lavery, 2014). Critical intelligence is associated with academic knowledge that expands potential learning skills. It engages learners’ strengths and capability to adopt the most appropriate aspects of imagination and creativity to support education. Critical intelligence develops the willingness to vigilance and make the learners exercise sound reasoning, analyze academic issues, decide, and rise above problems. Such strengths expand the ability to support education.
Importance of this Class
This class will be pivotal in my student life because it has made me think critically and overcome the areas I identified needing development. For example, I will not rely on the educational materials entirely as I will be able to make my own ideas. The class has also helped me to see myself as joyful with the qualities of being a consistent, trustworthy, reliable, and experienced leaner due to my thinking capabilities (Hughes & Lavery, 2014). I am now in a position to do research and share the skills required to help others accomplish their goals. The most effective skill that I encountered in the class was having innovative skills that enabled insightful change in my life through new and inventive ways of thinking. In addition, the course has helped me to demonstrate mastery in a specific area of interest. I do not focus more on the letter grade; instead, I perceive myself as a successful person who can think critically, learn to succeed, and expect the use of personal experience as a resource (Hughes & Lavery, 2014). Therefore, I have gained different skills and talents.
Furthermore, the class has helped me to change my attitude regarding the definition of success in and out of the classroom. Previously, I though success was getting the higher grades in the classroom and finishing assignments on time to avoid penalties. Nevertheless, the class has prepared me to associate success with the capability to observing, identifying, and nurturing the areas of interest among the students. I am inspired by my quest to pursue and focus on specific ambitions and goals to impact my education and career progress positively (Hughes & Lavery, 2014). I further acknowledge the need to get constant mentoring and coaching on particular areas without paying much attention to a letter grade.
My overall strategy is to find the best practices, policies, and innovative support to formulate an ideal action plan regarding my success in specific areas. Critical thinking will play part as I will learn with ease and evaluate the relevant information from the scholarly materials. in cases of making judgements on specific resesrch, I will be able to argue by presenting the premises to establish valid conclusions (Hughes & Lavery, 2014). It will aid me to attain success.
The class has provided me with the essential models for doing research and academic work in the classroom. I am now wholly equipped with other notions rooted in innovations to ease my student life. I have already gotten hold of theoretical knowledge to support learning goals in the future (Hughes & Lavery, 2014). Through the aspects of developing critical intelligence, I can now comprehend learning concepts and apply them in different contexts in the classroom. I have gained academic knowledge that has enhanced my learning skills through creativity.
As has been noted, critical thinking is an imperative model that relates to evaluating and appraising data, substantiation, explanations, arguments, and facts to come up with a suitable judgment. Hughes and Lavery‘s 2014 book has exhibited that it is pivotal in learning because it helps students think beyond what they have learned. It prepares the students to formulate and implement ideas and make use of them in the most appropriate ways. We have also noted that critical thinking subject is complex as there are many different definitions, such as skeptical, unbiased evaluation, rational. At the same time, the aspects of critical intelligence have been revealed to be developed by establishing different ideas grounded on the determination to make hypotheses and draw valid conclusions in essay writing.
Hughes, W., & Lavery, J. (2014). Critical Thinking: An Introduction to the Basic Skills: Canadian Seventh Edition.