These d isp ositions have in common the virtue of

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principled commitment to their execution is justifiable. These d isp ositions have in common the virtue  of  truthfulness , which entails the wish to find out, and trying to be right in matters of belief.   SUBTOPIC 3: D isp ositions for Education in the Critical Faculty Traits of Education in the Critical Faculty  Beyond the skills and d isp ositions outlined above, a certain set of  attitudes  characterize the outlook  of a critical person. By critical attitude we mean a temper of mind central to which a certain stance  with respect to knowledge and opinion; it involves:
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(i)  a realization of human fallibility , a sense of the uncertainty of many things commonly regarded as  indubitable, bringing with it humility; (ii)  an open-minded outlook  with respect to our beliefs, an "inward readiness" to give weight to the  other side, where every question is regarded as open and where it is recognized that what passes  for knowledge is sure to require correction; (iii)  a refusal to think that our own desires and wishes provide a key to understanding the world recognizing that what we should like has no bearing whatever on what is; (iv)  being tentative without falling into a lazy scepticism  (or dogmatic doubt), but holding one's  beliefs with the degree of conviction warranted by the evidence. This entails having a strong desire  to know combined with great caution in believing that one knows must meet the test of certainty and  proof. It entails assurance that open-mindedness does not become regenerate into being mindless. To this background there are a number of other phrases that capture the ideal of Critical thinking as  a component of a well educated and nurtured individual, including the philosophic spirit and a  philosophical habit of mind, the liberal outlook (or even the liberal creed), and the rational temper. All of these ideas are closely intertwined. The critical outlook therefore reflects an epistemological and  ethical perspective which emphasizes: (i)  how  beliefs are held i.e. not dogmatically, (ii)  the doubtfulness  of all beliefs, (iii)  the belief  that knowledge is difficult but not impossible, (iv)  freedom  of opinion, (v)  truthfulness , and ( vi) tolerance.     SUBTOPIC 4: Traits of Education in the Critical Faculty   1.5 SUMMARY T he value of education in the critical faculty and how it impacts on both human development  and the process of self-examination cannot be underestimated. Quiet often humans lapse  into believing that the wisdom of ancient and that which is perpetuated by the majority  passes for what is right and just. The lacunae created by unreasonable believe that majority  is right has often caused untold suffering and suffocated the contribution of the creative  minority that are meant to propel change, progress and posterity. Genuine true education 
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