Critical thinking is often defined as a skill; this is utilized to evaluate evidence in order to arrive at a conclusion. What is exercised is called skill, but appropriately it should be called reason. Human reason is a faculty possessed that has the ability to breakdown an issue into its several components manipulating the said towards a determine objective.
The following are the focus of human reason:
What something is?
How that thing acts
How that thing is different from other things?
What is its purpose?
How is that thing viewed by others?
What has that thing come to represent?
In addition one can asked some broad questions to engage reason from the onset of dealing with an issue:
What
Why
How
What Then
The “what” question deals with the essential nature of the thing, reality and issue. It can answer to a description of the physical appearance; an abstract concept; a metaphorical application. The ‘why’ answers to purpose of the thing, reality, and issue under review. The how answers to the function of the thing, issue and reality; “how” also co-appears with the purpose. Finally, ‘what then “deals with the consequences of that thing, reality and issue as it relates to conclusions or inferences that can be made about that thing, reality and issue.
In view of the above one can conclude that human reason must be exercise if one is to be deemed educated. Thus success in any education endeavor can not be had without the adequate development of human reason.
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