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Needless to say, there are people who hate Arabs, Somalis, and other immigrants from predominantly Muslim societies for racist reasons. But if you can__ distinguish that sort of blind bigotry from a hatred and concern for dangerous, divisive, and irrational ideas__ike a belief in martyrdom, or a notion of male __onor_ that entails the virtual enslavement of women and girls__ou are doing real harm to our public conversation. Everything I have ever said about Islam refers to the content and consequences of its doctrine. And, again, I have always emphasized that its primary victims are innocent Muslims__specially women and girls.

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Certainly we can say that the pace of modern life, increased and supported by our technology in general and our personal electronics in particular, has resulted in a short attention span and an addiction to the influx of information. A mind so conditioned has little opportunity to think critically, and even less chance to experience life deeply by being in the present moment. A complex life with complicated activities, relationships and commitments implies a reflexive busy-ness that supplants true thinking and feeling with knee-jerk reactions. It is a life high in stress and light on substance, at least in the spiritually meaningful dimensions of being.

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Has it ever struck you as odd, or unfortunate, that today, when the proportion of literacy is higher than it has ever been, people should have become susceptible to the influence of advertisement and mass propaganda to an extent hitherto unheard of and unimagined?...Have you ever, in listening to a debate among adult and presumably responsible people, been fretted by the extraordinary inability of the average debater to speak to the question, or to meet and refute the arguments of speakers on the other side?...And when you think of this, and think that most of our public affairs are settled by debates and committees, have you ever felt a certain sinking of the heart?...Is not the great defect of our education today---a defect traceable through all the disquieting symptoms of trouble that I have mentioned---that although we often succeed in teaching our pupils "subjects," we fail lamentably on the whole in teaching them how to think: they learn everything, except the art of learning.