Kerry Walters describes this ideology in his essay Beyond Logicism in Critical Thinking, "A logistic approach to critical thinking conveys the message to students that thinking is legitimate only when it conforms to the procedures of informal (and, to a lesser extent, formal) logic and that the good thinker necessarily aims for styles of examination and appraisal that are analytical, abstract, universal, and objective.
In the ‘second wave’ of critical thinking, as defined by Kerry S. 1), many authors moved away from the logocentric mode of critical thinking that the ‘first wave’ privileged, especially in institutions of higher learning.
Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. The Paul-Elder framework has three components: According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking.
They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking.
Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.
It presupposes assent to rigorous standards of excellence and mindful command of their use.