Abstract
The way that critical thinking has been framed as aneducational objective has led, on the one hand, to itssuccessful saturation of educational discourse and, onthe other, to an equation of critical thinking withdemonstrable rhetorical skills. This essay suggeststhat both critical thinking and obstacles tosuccessful critical thinking are most commonly foundin the activities of everyday life. Humans deploycritical thinking in expressions of socialimagination, illuminations of our selves andrelationship, and in ethical choices and publicengagements. By reframing critical thinking,educators may find ways to enrich its exercise both inand out of the classroom
Keywords critical thinking  teaching and dispositions  thinking and desire
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Reprint years 2004
DOI 10.1023/A:1005247128053
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Critical Thinking and Learning.Mark Mason (ed.) - 2008 - Wiley-Blackwell.
Critical Thinking and Learning.Mark Mason - 2007 - Educational Philosophy and Theory 39 (4):339–349.
Critical Thinking Beyond Skill.Marianna Papastephanou & Charoula Angeli - 2007 - Educational Philosophy and Theory 39 (6):604–621.

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