论文代写-批判性思维的课程分析

论文代写-批判性思维的课程分析，关于倾听和应用批判性思维的艺术的学习经验是另一个事件，它展示了批判性思维理论的浩瀚，这可能传递了一个来自无知(Hatcher, 2013)。倾听的能力，理解所说的内容和为什么说，以及针对谁说，这些都是批判性思维方法的各个方面。当这些应用于政治和伦理的交流事件时，发生了一个传奇的逆转，并将对话转变为一场极端立场的辩论，变成了一场知识信息和观点交流的软交流。而且与老师的互动是有启发性的，因为它更多的是强调自己在正确的方向上进行正确的思考，而不是对这个主题的问题保持空白。向一个自我提问是批判性思维最基本的品质和方面之一，然后一个答案会引出另一个答案，然后再引出另一个，直到或更接近所寻求的解决方案。与老师的这段经历促使我去寻求教学，尤其是关于批判性思维的课程，这对生活很有帮助，能让人更快地下定决心。接下来有关论文代写-批判性思维的课程分析如下：

The interaction with the teacher was enlightening in the sense that it is more about stressing oneself to think properly in the right direction, and not in remaining blank with unanswered questions about the subject. Asking a question to one self is one of the most fundamental quality and aspect of critical thinking, and then one answer leads to another and another right up to or closer to the resolution being sought. This experience with the teacher motivated me to seek teaching, especially about the subject of critical thinking which is so helpful in life and leads one to faster resolutions. The urge for teaching such a subject came, because it displayed the invaluable worth of the acceptance of critical thinking and the infinite ways in which it can be utilised for all kinds of resolutions. The education of such a subject is inherently requisite for all levels of education, as its value is intangible and immeasurable. The benefits that comes with the application critical thinking is more about saving exceptional amount of time, resources, and money and along with personal relationships.
The learning experience about the listening and the art of applying critical thinking are another incident which showcases the immensity of critical thinking theory, which probably delivers one from ignorance (Hatcher, 2013). The capability to listen attentively, understanding what is being said and why it is said, to whom it is pointed, are all aspects of the critical thinking approach. These when applied to the incident of intercourse about politics and ethics gave a legendary revert and converted the conversation which was turning into an extreme-positioned debate into a soft communication with the exchange of intellectual information and opinions. This incident led me to an eager investigation about the ways in which the subject of listening attentively and responding after critical thinking. It must be made large in its reach and be taught to all students of all age, irrespective of their academic records. One starts to think critically only when there is a spark about an unanswered doubt, and it remains unresolved nagging the development of associated interpretations about the same subject. And thus the force of critical thinking sometimes is enforced, where it seeks comfortable answers. The incident of learning about listening made me learn about how this concept or theory can be taught to several other students, due to the invaluable support that it gives in a student’s life, and to anyone’s life for that matter.

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