Abstract         

The paper contains an attempt to cover one of the most popular topics recurrent in the realm of education sciences in theory and teaching/learning in practice. The adopted standpoint tries to uncover the highlights of critical thinking as a teaching/learning technique, elucidating the major principles that should be considered while planning the respective educational activities. From psychological, education management and specific methodological perspectives, the researchers have tried to offer a paradigm of the necessary concepts that might contribute to the educational output of critical thinking, contributing to the design and implementation of the methodology targeted, making the whole process much more measurable.

Keywords       Critical thinking, educational technique, engagement versus involvement, exposure of subjective perspectives, in-class and extracurricular activities, inter-intellectual, meta-intellectual, teaching methodology.