Editing John Dewey (section)

==== Critical thinking ====
[[File:Ideas and reflective thought.jpg|thumb|Based on the text of John Dewey in "How We Think", this diagram depicts different types of thinking<ref name=":1">{{Citation |last=Nychka |first=John A. |title=What is and idea, and how do we think? |date=2019 |url=https://era.library.ualberta.ca/items/155811b5-4e99-4b14-aada-1e0d955ce0e3 |access-date=2025-03-30 |publisher=University of Alberta Libraries |doi=10.7939/R3-GAEA-KZ46}}</ref>.]]
Dewey was pivotal in advancing the philosophy of education by emphasizing the role of experience and active problem-solving in cultivating critical thinking. In "How We Think",<ref name=":2">Dewey, J. ''How we think'' (1910). D.C. Heath and Company.</ref> Dewey describes reflective thinking as an "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends." (Processes of Thought diagram). Thinking is not merely the passive absorption of facts but an active, dynamic process that involves questioning, analyzing, and transforming experiences into meaningful conclusions. Dewey's approach transformed traditional education by advocating for an interactive classroom environment. His contributions laid the groundwork for modern pedagogical methods that not only focus on the acquisition of factual knowledge but also foster the development of independent thought, creativity, and a deeper understanding of how to apply learning in everyday life.
[[File:Reflective thought.jpg|thumb|Based on the text of John Dewey in "How We Think", this diagram details the elements and strategies for critical reflective thinking<ref name=":1" />]]
Many authors thus regard Dewey as a key figure in affirming the importance of critical thinking in education. Dewey used the term "critical thinking" in the first edition of his book ''How We Think'', but the term did not originate with Dewey.<ref>{{Cite journal |last=Lau |first=Joe Y.F. |date=2024-02-26 |title=Revisiting the origin of critical thinking |url=https://www.tandfonline.com/doi/full/10.1080/00131857.2024.2320199 |journal=Educational Philosophy and Theory |volume=56 |issue=7 |language=en |pages=724–733 |doi=10.1080/00131857.2024.2320199 |issn=0013-1857}}</ref>

In "How We Think", <ref name=":2" /> Dewey also delved further into the design of learning experiences to encourage reflective thinking. Moreover, Dewey described his vision for the design of poorly executed thinking and well executed thinking processes –the difference being the exclusion or inclusion of reflective thought, respectively.<ref name=":2" />  He also detailed the design of sub-processes within reflective thought, which consist of skepticism and investigation to either find facts and evidence to support or nullify suggested beliefs.
[[File:Reflective thinking.jpg|thumb|Based on the text of John Dewey in "How We Think", this diagram summarizes the design of, or suggested, thinking processes of which poorly executed and well executed thinking.<ref name=":1" />  ]]