Critical thinking in history

                                           Critical thinking in history

One of things that I agree with is that not only does  the school have a good method to educate the future generation, it is very important that they have the tools, developed ethic materials, moral concepts creating more programs not only for the student ( teacher too) that they can participate in the new concept of critical thinking as an art.

Right now one of the most popular concept is to memorize everything you can, remember facts or dates not only as an amount of  information that happens in one moment in the history but to recognize how similar events happen again and again throughout life, learn that history is not only a piece of information that you have to put in your test is more than that is the reflection to the present, the history is the reflection of the present is  our own mirror, to learn that is one step to the knowledge and realize, that is important to interpreter the information, analysis what you are reading take the most important the main concept, create your own point of view, prepare your discussion developed and final make a conclusion

The reflective mind improves its thinking by reflectively thinking about it. Likewise, it improves its reading by reflectively thinking about how it is reading. It improves its writing by analyzing and assessing each draft it creates. It moves back and forth between thinking. It moves forward a bit, and then loops back upon itself to check its own operations. It checks its inferences. It makes good its ground. It rises above itself and exercises oversight on itself.

One of the most important abilities that a thinker can have is the ability of monitoring and assesses his or her own thinking while processing the thinking of others. In reading, the reflective mind monitors how it is reading while they are reading. The foundation for this ability is knowledge of how the mind functions when reading well. For example, if I know that what I am reading is difficult for me to understand, I intentionally slow down. I put the meaning of each passage that I read into my own words. Knowing that one can understand ideas best when they are exemplified, then, when writing, I give my readers examples of what I am saying. As a reader, I look for examples to better understand what a text is saying. Learning how to read closely and write substantively are complex critical thinking abilities. When I can read closely, I can take ownership of important ideas in a text. When I can write substantively, I am able to say something worth saying about. Many students today cannot.