American International Journal of Humanities and Social Science (AIJHSS)

Critical thinking and instructional effectiveness is a politically and culturally sanctioned theoretical and empirical scientific philosophy of higher learning in the academy. Politically, the external and internal organizational mechanisms for setting policy, providing resources for policy implementation, and the outcomes resulting from policy inputs, the processes of learning, practice and praxis regulated by supervisory administration are systematically and structurally political in substance. In addition, the political process is cultural because the culture of learning is cognitively scientifically, socially and technologically transmitted from one generation to the next, from the more mature, well educated, experienced and intellectually articulate group to the younger academic neophytes. These learners receive educational wisdom, moral empowerment, professionally related scientific training, culture and information that is essential for learner acquisition of knowledge, productivity and survival in collegiate and competitive workplace settings. These behaviorally, cognitively, humanistically oriented elements of universal academic pragmatism and developmentally constructivist values are influenced by the pentagonal realms of the nature and character of the individual learner, informed through the procedural quality and quantity of the integrative components of critical thinking, philosophies and methods of teaching, theories of learning and the evaluative standards for instructional effectiveness.