چکیده (انگلیسی):

A review of the literature reveals that although the teaching of critical thinking skills is a
significant aim of post-secondary pedagogy, much ambiguity exists regarding the topic. In fact,
due to the lack of faculty familiarity with the concept compounded by student resistance to put
forth the intellectual labor to take charge of their own thinking, matriculates are mainly ex posed
to didactic instruction that does not prepare them with real -world problem solving skills. This
manuscript addresses these problems in the following way. First, it outlines a foundational
conception of critical thinking as articulated by the Foundation for Critical Thinking. In doing so,
it comments on the importance of student-centered instruction as key to fostering critical thinking
skills and dispositions in the classroom. Second, it canvasses an example of what critical thinking
instruction and learning can look like.