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This is not an indication of a security issue such as a virus or attack.It could be something as simple as a run away script or learning how to better use E-utilities, for more efficient work such that your work does not impact the ability of other researchers to also use our site.The third pillar in our Liberal Education Model is Critical Thinking.
In fact, according to all the educators we speak with in our travels, critical thinking skills rank among what they believe to be the most necessary skills for our learners to have for life beyond school.
Learning how to think in this manner it isn’t easy—otherwise, everyone would do it.
It’s about improving thinking by analyzing, assessing, and reconstructing how we think.
It’s also thinking in a self-regulated and self-corrective manner—essentially, thinking on purpose.
Every question leads to ten more, and often the hard part of critical thinking is figuring out what is a good question, the “right” question that will lead you somewhere interesting.
Critical thinking also means questioning our assumptions, our underlying biases and world-views; it means collecting data and evidence to try to answer our questions, using logic to put together arguments, making informed conclusions, and then communicating and defending those conclusions.
These are the skills students learn in university: the ability to dig deep into a complex problem; to focus on hard ideas and make something of them; the ability to read tons of complex stuff and analyze it and synthesize it; the time management skills; the self-discipline, the determination, and the independence to work without constant supervision; the ability to unpack assumptions and carefully question accepted knowledge; the openness to new ideas, new ways of looking at things and new ways of solving old problems.
These skills are what employers want, and what our society needs in its leaders.
This approach to generating new knowledge is common to all disciplines across the university.
Whatever we are studying, we observe, we ask questions, we collect some data and evidence; we articulate some tentative or possible answers and verify those possible explanations against logic and counterexamples; we eliminate some of them, we see what explanations are left and make them as strong as possible.