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Critical thinking has been an important learning outcome of academe since the time of Socrates, yet it remains an elusive objective. The purpose of this study was to demonstrate the academic significance of critical thinking and help business faculty appreciate its potential for student learning. The study indicates how teachers are often the major obstacle in a critical thinking initiative and provides a question-based approach using Bloom’s revised taxonomy to help them to be a part of the solution rather than a part of the problem. Recommendations were made for both teachers and the academic administration to help foster a program of continuous improvement in critical thinking for higher education.
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