Critical thinking facilitates new learning and participation in society in a mature and helpful way.

Teaching critical thinking skills makes more productive and independent learners.

I have learned that critical thinking is an ancient process, not something at all new to 21st century education. We can learn much about our own thinking by reading Socrates, Aquinas, and others.

EI is not linear and intelligence is something that can be worked on and learned over time

using different ways to teach students allowing them to learn in the best environment that suits them.

motivation is important to keep students aware and invested in what they are learning

Emotional Intelligence can help instructors to be able to make sure all students are engaged and can process the information as they receive it.

Critical thinking is a process and it is thiking with a purpose. It contains components

I'm thinking that the upcoming presidential election will provide lots of opportunities for students to practice their critical thinking skills, including learning how to spot logical fallacies. Any thoughts on how to structure such activities?

For educators teaching adults, an essential task is facilitating learning by respecting the learners' autonomy, drawing upon their experiences, and connecting new knowledge to their existing knowledge base. This involves creating a collaborative learning environment, using practical, real-world applications to make learning relevant, and employing diverse teaching strategies that accommodate different learning styles and intelligences. Educators should also provide opportunities for self-directed learning and critical reflection, enabling adults to take ownership of their learning process and apply new skills and knowledge to their personal and professional lives.

Howard Gardner's Theory of Multiple Intelligences proposes that people have different kinds of bits of intelligence, not just a single general intelligence. Introduced in 1983, Gardner initially identified seven intelligences: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. Later, he added naturalistic and existential intelligence to the list. This theory suggests that traditional IQ tests primarily measure linguistic and logical-mathematical abilities and do not capture the full range of human intelligence. Gardner argues that understanding these different intelligences can help better tailor education and teaching methods to suit individual strengths and abilities.