telugu meaning of critical thinking

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Critical Discourse in Telugu

Dec 28, 2021

A book titled Critical Discourse in Telugu edited by Prof. K. Suneetha Rani, Professor at the Centre for Women’s Studies, University of Hyderabad has been published by Routledge. The global edition was released on 30 th November 2021 while the South Asian version will be released in early 2022.

Prof. K. Suneetha Rani

About the Book:

This volume forms a part of the Critical Discourses in South Asia series which deals with schools, movements and discursive practices in major South Asian languages. It offers crucial insights into the making of Telugu literature and its critical tradition across over a century. The book brings together English translation of major writings of influential figures dealing with literary criticism and theory, aesthetic and performative traditions, re-interpretations of primary concepts, categories and interactions in Telugu. It presents 32 key texts in literary and cultural studies representing thoughts, debates, signposts and interfaces on important trends in critical discourse in the Telugu region from the middle of the 19th to the end of the 20th century, with nearly all translated by experts for the first time into English. The volume covers a wide array of themes, ranging from a text by Kandukuri Veeresalingam on women’s education to Challapalli Swaroopa Rani on new readings of the oral literature of the marginalised communities. These radical essays explore the interconnectedness of the socio-cultural and historical developments in the colonial and post-independence period in the Telugu region. They discuss themes such as integrative aesthetic visions; poetic and literary forms; modernism; imagination; power structures and social struggles; ideological values; cultural renovations; and collaborations and subversions.

Comprehensive and authoritative, this volume offers an overview of the history of critical thought in Telugu literature in South Asia. It will be essential for scholars and researchers of Telugu language and literature, literary criticism, literary theory, comparative literature, Indian literature, cultural studies, art and aesthetics, performance studies, history, sociology, regional studies and South Asian studies. It will also interest the Telugu-speaking diaspora and those working on the intellectual history of Telugu and conservation of languages and culture.

About the Editor:

Prof. K. Suneetha Rani of Centre for Women’s Studies has extensively published research articles, books and translations in English and Telugu. Her full-length publications in English include Australian Aboriginal Women’s Autobiographies: A Critical Study  (2006) , Flowering from the Soil: Dalit Women’s Writing from Telugu  (Translation of Dalit women’s select writings from Telugu) (2012 ), English in the Dalit Context  (co-editor) (2014) , Vibhinna: Voices from Contemporary Telugu Writing  ((co-editor) (2015 ), A House on the Outskirts and Other Stories (Translation of Devarakonda Balagangadhara Tilak’s select short fiction from Telugu)(2016), Influence of English on Indian Women Writers: Voices from the Regional Languages  (2017),  Identities and Assertions: Dalit Women’s Narratives  (2017 ) and The Rock That Was Not (Translation of Githanjali’s select short fiction from Telugu) (2019).

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ముందు చూపు కావాలి

ఒక వ్యక్తి తన జీవితంలో మొదట పెళ్లి కాగానే సేవింగ్స్ మొదలు పెడతాడు, పిల్లలు అవ్వగానే వారి చదువు, ఖర్చులు గట్రా ఆర్థిక విషయాలలో మునిగిపోయి సేవింగ్స్ ను పిల్లల కోసం ఖర్చు చేస్తూ ఉంటారు. ఇంతా చేసాక పిల్లలు పెద్దవాళ్ళు అయ్యాక వాళ్ళ పెళ్లి కోసం మళ్ళీ ఖర్చులు అంటారు. ఇవన్నీ అయ్యాక ఓ సొంతింటి గూర్చి ఆలోచిస్తున్నారు. నిజానికి అప్పటికి ఆ వ్యక్తి వయసు అక్షరాలా అయిదు పదులు దాటిపోయి ఆరు పదులకు చేరువగా ఉంటుంది. మిగిలిన జీవితాన్ని ఓ సొంత ఇంట్లో సెటిల్ అయిపోయి మనుమళ్లను, మనుమరాళ్లను చూసుకుంటూ ఎంజాయ్ చేస్తుంటారు. ఇదంతా కాస్త కలిగిన కుటుంబాలలో మాత్రమే. మరి మధ్యతరగతి, దిగువ తరగతి కుటుంబాల్లో సీన్ ఇలాగేమి ఉండదు. 

సంపాదన మొదలైన నాటి నుండి ప్రతి రూపాయిని లెక్క గట్టి ఖర్చు చేస్తున్నా మిగులు మాత్రం శూన్యం అనే చెప్పాలి. ఎందుకంటే చదువుతోనే అన్ని సాధ్యం అని నమ్ముతారు కానీ చదువు కూడా జీవితంలో భాగం అని అనుకోరు మనవాళ్ళు. అక్కడే వచ్చింది సమస్య అంతా. చదువు తప్ప ఏమీ తెలియని వాళ్ళు ఎలాంటి ఇతర పనులలో చేరలేక తల్లిదండ్రులకు భారంగా మిగులుతున్న యువతకు మన దేశంలో కొరత లేదని చెప్పవచ్చు. 

బాల కార్మిక వ్యవస్థ నేరం కానీ, ఒక వయసు వచ్చాక పని చేయడం అనేది ఎప్పటికి నేరం కాదు. చాలామంది పనిచేస్తూ చదువుకోవడం అనేది ఒక వయసు పిల్లలకు ఆటంకం అని, వారు తమ లక్ష్యాలను చేరుకోలేరని అనుకుంటూ వుంటారు కానీ అలా పనిచేయడమే వారిని లక్ష్యం వైపుకు వెళ్లేలా చేయగలిగే ఉత్ప్రేరకాలు అని తెలుసుకోరు. విదేశాల్లో స్కూల్ విద్య పూర్తయ్యి కాలేజి విద్య మొదలవ్వగానే తమ పాకెట్ మని కోసం సొంతంగా పనిచేస్తూ చదువుకునేవాళ్ళు 90% మంది ఉంటారు. మనదేశంలో కూడా ఇలా పనిచేస్తూ చదువు సాగించినవారు గొప్ప స్థానంలో ఉన్నారంటే అర్థం చేసుకోవచ్చు.

పిల్లలు పుట్టగానే  జీవితమంతా వారికసమే కష్టపడి సంపాదిస్తూ, అంతా పిల్లల భవిష్యత్తు కోసం ఖర్చుపెడుతూ, పిల్లలు పెద్దయ్యి, తల్లిదండ్రులు ముసలివాళ్ళు అయ్యే సమయానికి వాళ్లకు మిగిలేది కేవలం నెరిసిన జుట్టు, జీవితానుభవం మాత్రమే. ప్రస్తుత కాలంలో తల్లిదండ్రులు వృద్ధులయ్యాక పిల్లల చేత గెంటివేయబడటానికి కారణం 90% ఆర్థిక భారం తగ్గుతుందనే అనే విషయం మరచిపోకూడదు. అలాగే పిల్లలు తల్లిదండ్రులను ఉద్దరిస్తారనే ఆలోచనతో సర్వస్వం వాళ్ళ మీద ఆధారపడకూడదు.  అందుకే పెద్దవాళ్లకు ఒక పద్దు కావాలి. అదేనండి సంపాదన, ఖర్చు, పొదుపు వంటి విషయాల్లో తమకు కాసింత ప్రాధాన్యత ఇచ్చుకోవాలి. అలాగే పిల్లలకు కూసా సంపాదించడం ఎలాగో నేర్పించాలి. చదువు అనేది సంపాదన కోసం అని భ్రమ పడటం మొదట మనేయాలి. ఎందుకంటే గొప్ప గొప్ప వ్యాపారవేత్తలు ఎలాంటి పెద్ద చదువులు లేకుండానే జీవితాన్ని మొదలుపెట్టిన విషయం ఎవరూ మరచిపోకూడదు. 

ఏ ప్రభుత్వ ఉద్యోగస్తులకో రిటైర్ అయ్యాక పెన్షన్ లు వస్తుంటాయి. మిగిలినవాళ్ళం ఎలా?? అనే సందేహం అసలు అక్కర్లేదు. ఎందుకంటే ఇప్పుడున్న ఎన్నో ఇన్సూరెన్స్ కంపెనీలు 60 ఏళ్ళు దాటిన వారికి పెన్షన్ వచ్చేలా ఎన్నో పాలసీలు అందుబాటులో ఉంచుతున్నాయి. సంపాదన ఉన్నపుడు వాటిలో తమకు కాసింత సేవింగ్స్ చేసుకుని, వృద్ధులయ్యాక నెలకు తగిన గౌరవ ప్రధమైన పెన్షన్  తీసుకుంటూ సంతోషంగా వృద్ధాప్యాన్ని కూడా గడిపేయచ్చు. 

జీవితంలో చివరికి వచ్చాక బాధపడటం కంటే ముందు జాగ్రత్త ఎంతో అవసరం కదా! దీన్ని జాగ్రత్త అనడం కంటే తమ జీవితానికి తాము భరోసా ఇచ్చుకోవడం అంటే ఇంకా బాగుంటుంది. నిజమేగా మరి!

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• English - Telugu

Telugu Meaning of 'critical'

Meaning of 'critical'.

• ప్రమాదకరమైన

Related Phrases

• Critical situation సంకట పరిస్థితి
• Critical condition సంకట పరిస్థితి
• critical diarrhoea వ్యాధి తీవ్రత వలన కలుగు బోదులు
• Critical appraisal 1. విమర్శనాత్మక మదింపు    2. విమర్శనాత్మక సమీక్ష
• Critical point 1. ప్రమాద సూచి    2. విమర్శనీయాంశం

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critical thinking

Definition of critical thinking

Examples of critical thinking in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'critical thinking.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1815, in the meaning defined at sense 1

Dictionary Entries Near critical thinking

critical temperature

critical value

Cite this Entry

“Critical thinking.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/critical%20thinking. Accessed 25 Oct. 2024.

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Critical Thinking: What It Is and Why It Matters

Defining critical thinking dispositions and why they’re crucial..

Posted September 23, 2024 | Reviewed by Devon Frye

• Another way to think about and measure critical thinking is to include aspects of motivational dispositions.
• Dispositions include open-mindedness and a willingness to be reflective when evaluating information.
• People scoring low in critical thinking dispositions tend to “keep it simple” when something is complex.
• Critical thinking dispositions help individuals avoid oversimplification and can facilitate awareness of bias.

Critical thinking springs from the notion of reflective thought proposed by Dewey (1933), who borrowed from the work of philosophers such as William James and Charles Peirce. Reflective thought was defined as the process of suspending judgment, remaining open-minded, maintaining a healthy skepticism, and taking responsibility for one’s own development (Gerber et al., 2005; Stoyanov & Kirshner, 2007).

Kurland (1995) suggested, “Critical thinking is concerned with reason, intellectual honesty, and open-mindedness, as opposed to emotionalism, intellectual laziness, and closed-mindedness. Thus, critical thinking involves… considering all possibilities… being precise; considering a variety of possible viewpoints and explanations; weighing the effects of motives and biases; being concerned more with finding the truth than with being right…being aware of one’s own prejudices and biases” (p. 3). Thus, being able to perspective-take and becoming conscious of one’s own biases are potential benefits of critical thinking capacities.

Reviews of the critical thinking literature (e.g., Bensley, 2023) suggest that the assessment of this construct ought to include aspects of motivational dispositions. Numerous frameworks of critical thinking dispositions have been proposed (e.g., Bensley, 2018; Butler & Halpern, 2019; Dwyer, 2017); some commonly identified dispositions are open-mindedness, intellectual engagement, and a proclivity to take a reflective stance or approach to evaluating information and the views and beliefs of both oneself and others. Demir (2022) posited that critical thinking dispositions reflect persons’ attitudes toward and routine ways of responding to new information and diverging ideas, willingness to engage in nuanced and complex rather than either/or reductionistic thinking, and perseverance in attempts to understand and resolve complex problems.

Other examples of dispositions are inquisitiveness, open-mindedness, tolerance for ambiguity, thinking about thinking, honesty in assessing or evaluating biases, and willingness to reconsider one’s own views and ways of doing things (Facione et al., 2001). Individual personality attributes associated with these proclivities include a need for cognition (a desire for intellectual stimulation), which is positively associated with critical thinking, and the need for closure (a motivated cognitive style in which individuals prefer predictability, firm answers, and rapid decision making ) and anti-intellectualism (a resentment of “the life of the mind” and those who represent it), both negatively associated with critical thinking.

Further, an ideological component that can impede critical thinking is dogmatism . In addition, rigid, dichotomous thinking impedes critical thinking in that it oversimplifies the complexity of social life in a pluralistic society (Bensley, 2023; Cheung et al., 2002; Halpern & Dunn, 2021) and tries to reduce complicated phenomena and resolve complex problems via “either/or” formulations and simplistic solutions.

In other words, folks with low critical thinking dispositions would tend to “keep it simple” when something is really quite complicated, and think it absolute terms and categories rather than seeing “the gray” in between the black and white extremes.

In sum, critical thinking dispositions are vitally important because they may help individuals avoid oversimplifying reality; they also permit perspective-taking and can facilitate their awareness of diversity and systematic biases, such as racial or gender bias . Some research has indicated that critical thinking dispositions uniquely contribute to academic performance beyond general cognition (Ren et al., 2020), and may help to reduce unsubstantiated claims and conspiracy beliefs (Bensley, 2023; Lantian et al., 2021).

But before we can study the potential impact of critical thinking dispositions, it is necessary to have a reliable, valid, and hopefully brief measure for this construct. I will discuss the development and validation of a measure of critical thinking dispositions in another post.

Bensley, D.A. ( 2023.) Critical thinking, intelligence, and unsubstantiated beliefs: An integrative review. Journal of Intelligence, 1 , 207. https://doi.org/10.3390/jintelligence11110207

Bensley, D.A. (2018). Critical thinking in psychology and everyday life: A guide to effective thinking . New York: Worth Publishers.

Butler, H.A., & Halpern, D.F. (2019). Is critical thinking a better model of intelligence? In Robert J. Sternberg (Ed.) The Nature of Intelligence (pp. 183–96). Cambridge: Cambridge University Press.

Cheung, C.-K, Rudowicz. E., Kwan, A., & Yue, X.. (2002). Assessing university students’ general and specific criticalthinking. College Student Journal, 36 , 504 – 25.

Demir, E. (2022). An examination of high school students’ critical thinking dispositions and analytical thinking skills. Journal of Pedagogical Research, 6 , 190–200. https://doi.org/10.33902/JPR.202217357

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process . Lexington: Heath and Company.

Dwyer, C. P. (2017). Critical thinking: Conceptual perspectives and practical guidelines . Cambridge: CambridgeUniversity Press.

Facione, P., Facione, N,C,, & Giancarlo, C.A.F. (2001(. California Critical Disposition Inventory . Millbrae: California Academic Press.

Gerber, S., Scott, L., Clements, D.H., & Sarama, J. (2005). Instructor influence on reasoned argument in discussion boards. Educational Technology, Research & Development, 53 , 25–39. https://doi.org/10.1007/BF02504864

Halpern, D. F., & Dunn, D.S. (2021). Critical thinking: A model of intelligence for solving real-world problems. Journal of Intelligence, 9 , 22. https://doi.org/10.3390/jintelligence9020022

Kurland, D. (1995). I know what it says… What does it mean? Critical skills for critical reading . Belmont: Wadsworth.

Lantian, A., Bagneux, V., Delouvee, S., & Gauvrit, N. (2021). Maybe a free thinker but not a critical one: High conspiracybelief is associated with low critical thinking ability. Applied Cognitive Psychology, 35 , 674 – 84. https://doi.org/10.1002/acp.3790

Ren, X., Tong, Y., Peng, P. & Wang, T. (2020). Critical thinking predicts academic performance beyond general cognitiveability: Evidence from adults and children. Intelligence, 82 , 101487. https://doi.org/10.1016/j.intell.2020.101487

Stoyanov, S., & Kirschner, P. ( 2007). Effect of problem solving support and cognitive styles on idea generation:Implications for technology-enhanced learning. Journal of Research on Technology in Education, 40 , 49–63. https://doi.org/10.1080/15391523.2007.10782496

Kyle D. Killian, Ph.D., LMFT is the author of Interracial Couples, Intimacy and Therapy: Crossing Racial Borders.

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Meaning of critical thinking in English

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• adjudication
• interpretable
• interpretive
• interpretively
• reinterpretation
• reinvestigate
• reinvestigation
• risk assessment

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soft, loose clothing that is worn in bed and consists of trousers and a type of shirt

Cooking or hitting the books? (Idioms with ‘book’)

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