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Analysis Of Neuro-Linguistic Programming

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Critical Thinking Critical thinking is not a new idea. Maybe our early ancestors used their critical faculties to locate food sources or find a good place to live. According to the Center for Critical Thinking (1996), the intellectual roots of critical thinking are as old as its etymology which goes back to the teaching practice and vision of Socrates, 2500 years ago. In the 1980’s there was an outburst of interest in critical thinking. According to Dam and Volman (2004), in various research and policy reports in USA it was stated that students lacked a higher order thinking ability and that society required students to think critically. Since then, much attention has been devoted to practical and theoretical issues involved in critical thinking. …show more content…

It was defined by Bandler (1985) as "an attitude that has to do with curiosity, with wanting to know about things, wanting to be able to influence things, and wanting to be able to influence them in a way that 's worthwhile” (p. 155). Moreover, Bandler (1985) defined NLP as the study of subjective involvement that relates to the association between the ways in which we reflect (neuro), how we talk (linguistics), and our emotion and performance (programming). Additionally, Bandler (1985) argues that: Most studies of the learning process have been objective. What neuro-linguistic programming does is to explore the subjective experience of the processes by which people learn things. Objective studies usually study people who have the problem. Neuro- linguistic programming studies the subjective experience of people who have the solution (p. …show more content…

As stated by Bandler and Grinder (1976), individuals experience the world subjectively; that is to say that as we generate subjective exemplifications of our experiences that are contributed in concepts of language and five different senses (auditory, visual, olfactory, tactile and gustatory). The second component of neuro-linguistic programming is Consciousness (Dilts, 1980), which is alienated into conscious and unconscious modules. Finally, the third component of neuro-linguistic programming is learning; that is to say that in NLP modeling learning is regarded as method of learning that is said is capable of codifying and replicating the individual’s experience in any field of

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