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External sources (not reviewed)

A group of Russian journalists was allowed to study the criminal case file and they allegedly used the information afterwards to prepare critical articles against the author.

Students need to develop competencies for critical thinking, and in order to develop these they need to have opportunities to think and interact with others.

[...] and constructive criticism on a fair and impartial [...] [...]

The following areas were identified in this regard: teacher training in the use of ICTs; media education, including critical analysis of information contents; and training of professionals, including journalists and media professionals, archivists, librarians and other information specialists.

I feel that as I had just said, if I, as a Member, just accept whatever provided by the Government without adopting a critical and questioning attitude in analysing the information, or even without making attempts to obtain the highest possible transparency in a reasonable manner, so as to ensure that the Government can become accountable to the people through this Council or any other channels, then why is there still a need for us to occupy the seats here?

Teachers need to be able to motivate students, develop their critical thinking, and nurture moral values.

On the other hand, it’s vital to critically evaluate, in technical terms, the security offered by any given cloud architecture.

The teaching environment and the practical approach with the theoretical knowledge encourage students to develop skills in critical thinking and problem-solving and to prepare themselves for the corporate world,” he says.

[...] Channels -- A Critique of the Tradition  [...] [...]

The Internet and technologies help learning and teaching in many different situations by: y providing audio-visual aids for the understanding of difficult concepts; y providing access to information from a wide variety of sources, handling large quantities of information, and facilitating the extraction of valid and useful information; y allowing students to work at their own pace, including the use of specially designed software packages; y promoting interaction among students, and between students and resources / teachers; y enhancing collaboration among students, and between students and teachers; y facilitating access to information for the development of critical thinking and the building of knowledge.

BA Fine Art, Studio Practice and Contemporary Critical Studies Goldsmiths College, University of London, UK, 2002-2005.

This initiative has brought about change in all education tracks, systems and structures, with a view to offering an outstanding education that is in step with the times, enables students to think critically and learn independently, teaches the life skills that individuals need in order to understand the demands of the times and contributes to the advancement of society.

Pathways also develop critical thinking, collaboration and technology information skills.

[...] tasks include: critical reading, analysis [...] [...]

The Branch uses those data to measure and critically analyse impacts, make changes to activities in order to increase effectiveness (if required), glean lessons for the purpose of informationsharing and organizational learning and inform the development of future projects.

From a pedagogical perspective, the presenter stated that climate change education needs to be child-centered and participatory, promote critical thinking and problem-solving skills, and develop adaptive capacities and resilience.

For this project, artist Anton Vidokle organized a yearlong program of monthly seminars and workshops that used the New Museum as a site to shape a critically engaged public through art discourse.

The primary rationale for SBA in Mathematics is to enhance the validity of the overall assessment and extend it to include testing candidates’ ability to think critically and creatively, conceptualise, investigate and reason mathematically, communicate with others and express their views clearly and logically in mathematical language.

[...] [...] part because they criticized the Government of [...]

The Framework Education Act (Legislation: Law no. 46/86, 14th October), is informed by a global active citizenship perspective which aims at preparing students for critical and independent thought on spiritual, aesthetic, moral and civic values; and at allowing for their balanced and harmonious development, both at physical, moral and civic levels, that is, aiming at educating students to be responsible citizens, capable of autonomous attitudes.

This is achieved by providing opportunities for law students and young lawyers to learn about other cultures and legal systems in a spirit of critical dialogue and scientific cooperation, assisting law students and young lawyers to be internationally minded and professionally skilled, and encouraging law students and young lawyers to act for the good of society.

[...] generate social criticism and repudiation [...] [...]

It’s not enough to know that your own house is in order, you have to look critically at your suppliers and vendors to make certain that their business practices are ethical, are sustainable and meet established international standards.

Under article 2 of the Law, “Education is public, social, free, of high quality, secular, integral, permanent, socially relevant, creative, artistic, innovative, critical, multicultural, multiethnic, intercultural, and multilingual.

According to Mr. Eltayeb, the definition of the scope of limitation of critical thinking of religious issues must take into consideration articles 18 to 20 of the International Covenant on Civil and Political Rights.

[...] [...] path, feminist critique questions the [...] [...]

It promotes a sense of both local and global responsibility, encourages future-oriented and critical thinking, integrates traditional knowledge, builds recognition of global interdependence and promotes reflection on new lifestyles that combine well-being, quality of life and respect for nature and other people.