<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1794-4449</journal-id>
<journal-title><![CDATA[Revista Lasallista de Investigación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Lasallista Investig.]]></abbrev-journal-title>
<issn>1794-4449</issn>
<publisher>
<publisher-name><![CDATA[Corporación Universitaria Lasallista]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-44492019000200179</article-id>
<article-id pub-id-type="doi">10.22507/rli.v16n2a15</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Critical Thinking and its Importance in Doctoral Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Pensamiento crítico y su importancia en la educación doctoral]]></article-title>
<article-title xml:lang="pt"><![CDATA[O Pensamento Crítico e sua Importância na Educação de Doutorado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergara Garavito]]></surname>
<given-names><![CDATA[Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serna Rodríguez]]></surname>
<given-names><![CDATA[Maribel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad EAFIT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad EAFIT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>179</fpage>
<lpage>186</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-44492019000200179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-44492019000200179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-44492019000200179&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: For a doctoral student it is necessary and mandatory to conduct research that leads them to move the frontier of knowledge. In this context, how does critical thinking contribute to generating new knowledge? Many authors attempt to explain and define critical thinking.  Objective: The purpose of this paper is to discuss the most relevant critical thinking models and to develop a model for this personal attribute in doctoral education.  Materials and methods: Seminal works and the most significant models of critical thinking were reviewed in the current literature.  Results: A critical thinking model in doctoral education was developed as an integration of the most important contributions of all authors.  Conclusions: We argue that there is not a unique definition for this concept and that critical thinking may be understood as a process rather than as a tool, attribute or skill.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción. Para un estudiante doctoral es necesario y obligatorio llevar a cabo una investigación que lo conduce a mover la frontera del conocimiento. En este contexto, ¿cómo contribuye el pensamiento crítico a generar nuevo conocimiento? Muchos autores intentan explicar y definir el pensamiento crítico.  Objetivo. El propósito de este trabajo es discutir los modelos de pensamiento crítico más relevantes y desarrollar un modelo para este atributo personal en la educación doctoral.  Materiales y métodos. Los trabajos seminales y los modelos más significativos de pensamiento crítico fueron revisados en la literatura actual.  Resultados. Se desarrolló un modelo de pensamiento crítico en la educación doctoral, como una integración de las contribuciones más importantes de todos los autores.  Conclusión. Argumentamos que no existe una definición única para este concepto y que el pensamiento crítico puede ser entendido como un proceso más que como una herramienta, atributo o habilidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução. Para um aluno de doutorado é necessário e obrigatório realizar uma investigação que o leve a mover a fronteira do conhecimento. Neste contexto, como o pensamento crítico contribui para gerar novos conhecimentos? Muitos autores tentam explicar e definir o pensamento crítico.  Objetivo. O objetivo deste trabalho é discutir os modelos de pensamento crítico mais relevantes e desenvolver um modelo para este atributo pessoal na educação de doutorado.  Materiais e métodos. Trabalhos seminais e os modelos mais significativos de pensamento crítico foram revisados na literatura atual.  Resultados. Um modelo de pensamento crítico na formação de doutorado foi desenvolvido como uma integração das contribuições mais importantes de todos os autores.  Conclusões. Nós argumentamos que não existe uma definição única para esse conceito e que o pensamento crítico pode ser entendido como um processo e não como uma ferramenta, atributo ou habilidade.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[research institutions]]></kwd>
<kwd lng="es"><![CDATA[programa de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[enseñanza científica superior]]></kwd>
<kwd lng="es"><![CDATA[doctorado]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior ciência]]></kwd>
<kwd lng="pt"><![CDATA[Ph.D]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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