Critical Thinking in Higher Education: A Philosophical-Educational Approach to Its Functions and Objectives

Abstract

This article addresses critical thinking in higher education as a fundamental educational and cognitive challenge in the development of university students' personalities. It is based on the hypothesis that fostering critical thinking contributes to building sound knowledge, self-assessment, and the refinement of thought and human behavior. The article tackles a central issue: how can critical thinking, in its philosophical, educational, and social dimensions, define its functions and objectives within the university setting? Furthermore, it aims to clarify the concept of critical thinking, reveal its functions and objectives, and highlight its role in preparing university students to be critical, aware, and positively engaged in their environment.