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I am a big reader.  It requires creativity and critical thinking
In addition, reading requires creativity and critical analysis.
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Reading (process)
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Critical thinking
Critical thinking is the objective analysis of facts to form a judgment. The subject is complex, and there are several different definitions which generally include the rational, skeptical, unbiased analysis or evaluation of factual evidence. Critical thinking was described by Richard W. Paul as a movement in two waves (1994). The "first wave" of critical thinking is often referred to as  a 'critical analysis' that is clear, rational thinking involving critique. Its details vary amongst those who define it. According to Barry K. Beyer (1995), critical thinking means making clear, reasoned judgments.
Vertical thinking
Vertical thinking is a type of approach to problems that usually involves one being selective, analytical, and sequential. It could be said that it is the opposite of lateral thinking. Unlike lateral thinking that involves using added intuition, risk taking, and imagination through unconscious and subconscious processes, vertical thinking consists of using more of a conscious approach via rational assessment in order to take in information or make decisions. This type of thinking encourages individuals to employ a sequential approach to solving problem where a creative and multidirectional response are seen as imprudent.
Creativity
Creativity is a phenomenon whereby something new and somehow valuable is formed. The created item may be intangible (such as an idea, a scientific theory, a musical composition, or a joke) or a physical object (such as an invention, a literary work, or a painting). Scholarly interest in creativity involves many definitions and concepts pertaining to a number of disciplines: engineering, psychology, cognitive science, education, philosophy (particularly philosophy of science), technology, theology, sociology, linguistics, business studies, songwriting, and economics, covering the relations between creativity and general intelligence, mental and neurological processes, personality type and creative ability, creativity and mental health; the potential for fostering creativity through education and training, especially as augmented by technology; the maximization of creativity for national economic benefit, and the application of creative resources to improve the effectiveness of teaching and learning.
Informal logic
Informal logic, intuitively, refers to the principles of logic and logical thought outside of a formal setting. However, perhaps because of the "informal" in the title, the precise definition of "informal logic" is a matter of some dispute. Ralph H. Johnson and J. Anthony Blair define informal logic as "a branch of logic whose task is to develop non-formal standards, criteria, procedures for the analysis, interpretation, evaluation, criticism and construction of argumentation." This definition reflects what had been implicit in their practice and what others were doing in their informal logic texts.
Destination Imagination
Destination Imagination (DI) is a volunteer-led, educational non-profit organization that teaches 21st century skills and STEM principles to kindergarten through university level students through creative and collaborative problem solving challenges. Team members work together to develop a solution to one of 7 open-ended challenges and present their solutions at tournaments. Through the Challenge program, students learn and experience the creative process from imagination to innovation and learn skills needed to succeed in school, career and life, including teamwork, communication, project management, perseverance, creative and critical thinking, and self-confidence.
Deeper learning
In U.S. education, deeper learning is a set of student educational outcomes including acquisition of robust core academic content, higher-order thinking skills, and learning dispositions. Deeper learning is based on the premise that the nature of work, civic, and everyday life is changing and therefore increasingly requires that formal education provides young people with mastery of skills like analytic reasoning, complex problem solving, and teamwork. Deeper learning is associated with a growing movement in U.S. education that places special emphasis on the ability to apply knowledge to real-world circumstances and to solve novel problems.
Linda Elder
Linda Elder is an American educational psychologist, author and president of the Foundation for Critical Thinking. She is currently an executive director of the Center for Critical Thinking. Elder is best known for her work on critical thinking development and thoughts including SEE-I. Elder started her career for a non-profit organization, Youth Services in 1983 to deal with Youth for juvenile detention. She completed her master's degree in Psychology in 1988 and her PhD in 1992 from the University of Memphis. Elder started her academic career at the college level, where she served as a Professor and got introduced to the critical thinking initially.