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Saying Twitter is ‘stupid’ is like saying all of TV is stupid. All newspapers, all magazines, all radio, all movies. EVERYTHING is stupid if that’s how we think.

The truth of the matter is that if all you’re tuning in to is the worst, most annoying things you can find on TV or on the radio, then EVERY kind of media will provide a horrible experience.

Tune in to the channels that have the best shows, and your Twitter experience be awesome. Tune in to people that post junk, and you’ll hate it. It’s not the channel that’s stupid; it’s the content we choose to see. Ultimately, if your Twitter experience sucks, it’s your fault, not Twitters.

But one area of American life that is consistently resistant to innovation is our education system.

children who are below grade level by age ten tend to stagnate and eventually give up and drop out in high school. Harvard educational psychologist Jeanne Chall famously called this phenomenon the "fourth grade reading slump,

In the classroom, digital media also have other major advantages. These media teach students to master the production of knowledge, not just the consumption of knowledge. Kids learn to create videos, write blogs, collaborate online; the also learn to play video games, do digital storytelling, fan fiction, music, graphic art, anime and even more. Their informal process of learning, collaboration, and transforming passion into knowledge is desperately needed in schools today.

Although we find ourselves as travelers in the age of over sharing, it turns out we remain quite adept at avoiding the really tough topics.

Google’s Eric Schmidt recently stated that every two days we create as much information as we did from the beginning of civilization through 2003. Perhaps the sheer bulk of data makes it easier to suppress that information which we find overly unpleasant. Who’s got time for a victim in Afghanistan or end-of-life issues with all these Tweets coming in?

Between reality TV, 24-hour news, and the constant hammering of the stream, I am less likely to tackle seriously uncomfortable topics. I can bury myself in a mountain of incoming information. And if my stream is any indication, I’m not alone. For me, repression used to be a one man show. Now I am part of a broader movement — mass avoidance through social media.

Scriven and Paul begin to define critical thinking as ‘‘the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action’’ (quoted in Foundation for Critical Thinking, 2009, para. 2).

Bloom (1956) offered one of the first comprehensive elaborations of these important skills. Since the conception of Bloom’s Taxonomy, his colleagues (Anderson & Krathwohl, 2001) have carried on his work and developed a two-dimensional taxonomy for learning, teaching, and assessing student learning outcomes. The Knowledge Dimension identifies four types of knowledge: factual, conceptual, procedural, and metacognitive. The second aspect of Bloom’s Taxonomy, the Cognitive Process Dimension, outlines six ways of thinking (remember, understand, apply, analyze, evaluate, and create) and their many subprocesses.

For the purposes of this article, critical thinking is defined as the practice and development of an active, conscious, purposeful awareness of what one encounters both in the classroom and in the outside world. It is a kind of thinking and learning that demands an investment in personal and communal learning on the part of the student and teacher. Critical thinking does not discount the emotional or gut responses that everyone has. Rather, it complements and enters into dialogue with them so that reasoned judgments are possible.