S-23 making interdisciplinary connections S-24 practicing Socratic discussion: clarifying and questioning beliefs, theories, or perspectives S-25 reasoning dialogically comparing perspectives, interpretations, or theories S-26 reasoning dialectically: evaluating perspectives, interpretations, or theories C Cognitive Strategies--Micro-Skills S-27 comparing and contrasting ideals with actual practice S-28 thinking precisely about thinking: using critical vocabulary S-29 noting significant similarities and differences S-30 examining or evaluating assumptions S-31 distinguishing relevant from irrelevant facts S-32 making plausible inferences, predictions, or interpretations S-33 evaluating evidence and alleged facts S-34 recognizing contra S-35 exploring implications and consequences"(p. 56) Source: Paul, R (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Santa Rosa, USA: Foundation for Critical Thinking More recently the philosophy of critical thinking has moved away from the generic skill versus disciplinary context debate to promoting an understanding of critical thinking as encompassing various cognitive and affective processes and abilities, attitudes, dispositions and the learning environment (ALTC, 2009). This is partly a result of Ruggiero's(1988) holisticmodel, where there is a connection made between dispositions, skills and processes. Several authors for example emphasise the cognitive ability of self-regulation as an essential part of critical thinking(Facione, Facione& Giancarlo, 1997; Pithers Soden, 2000). According to van der Wal (1999, p. 4), when developing critical thinking skills in university students across a range of disciplines, teachers need to identify between two different types of critical thinking Situational critical thinking: critical thinking needed for decision-making used in practical situations in practice-based professions, such as social work, nursing law and other subjects with a practical situational knowledge component Epistemological critical thinking: used in disciplines where critical thinking is primarily applied to epistemological/theoretical positions and arguments, such as disciplines in the humanities, sciences, and other disciplines where the knowledge base is more theoretically oriented than situational Related to the dimensions of critical thinking are the activities that learners are expected to engage in Moon(2008, p 33)provides a useful categorisation of these 'activities, noting that the central activity of critical thinking, present in all activities, is the making of judgements on the basis of assessing differentS-23 making interdisciplinary connections S-24 practicing Socratic discussion: clarifying and questioning beliefs, theories, or perspectives S-25 reasoning dialogically: comparing perspectives, interpretations, or theories S-26 reasoning dialectically: evaluating perspectives, interpretations, or theories C. Cognitive Strategies--Micro-Skills S-27 comparing and contrasting ideals with actual practice S-28 thinking precisely about thinking: using critical vocabulary S-29 noting significant similarities and differences S-30 examining or evaluating assumptions S-31 distinguishing relevant from irrelevant facts S-32 making plausible inferences, predictions, or interpretations S-33 evaluating evidence and alleged facts S-34 recognizing contradictions S-35 exploring implications and consequences" (p. 56) Source: Paul, R. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Santa Rosa, USA: Foundation for Critical Thinking. More recently the philosophy of critical thinking has moved away from the generic skill versus disciplinary context debate to promoting an understanding of critical thinking as encompassing various cognitive and affective processes and abilities, attitudes, dispositions and the learning environment (ALTC, 2009). This is partly a result of Ruggiero's (1988) holistic model, where there is a connection made between dispositions, skills and processes. Several authors, for example emphasise the cognitive ability of self-regulation as an essential part of critical thinking (Facione, Facione & Giancarlo, 1997; Pithers & Soden, 2000). According to van der Wal (1999, p. 4), when developing critical thinking skills in university students across a range of disciplines, teachers need to identify between two diff erent types of critical thinking: ▪ Situational critical thinking: critical thinking needed for decision-making used in practical situations in 'practice-based professions', such as social work, nursing, law and other subjects with a practical, situational knowledge component. ▪ Epistemological critical thinking: used in disciplines where critical thinking is primarily applied to epistemological/theoretical positions and arguments, such as disciplines in the humanities, sciences, and other disciplines where the knowledge base is more theoretically oriented than situational oriented. Related to the dimensions of critical thinking are the activities that learners are expected to engage in. Moon (2008, p. 33) provides a useful categorisation of these 'activities', noting that the central activity of critical thinking, present in all activities, is 'the making of judgements on the basis of assessing different