Development of critical thinking

Abstract

The present article constitutes an analytical reflection of the development of critical thinking (DCT); the text is structured from three fundamental axes: 1.- from a preliminary epistemological and praxiological analysis of the DCT, 2.- from educational proposals such as: strategies, programs, models, for the DCT, and 3.- from the education levels with the objective of contextualizing examples of how the DCT is implemented in various educational aspects. These and other results constitute essential foundations of the educational model of formative axiological management of DCT in formative contexts, currently under construction by the authors.