PENSAMIENTO CRÍTICO COMO ESTADO REVISIONISTA Y SU SIMETRÍA CON EL PROCESO DE AUTORREGULACIÓN EN EL APRENDIZAJE.

How can we explain the asymmetry of learning among human reasoners even when we start from the same intellectual and brain conditions? Different answers of physical and intentional order can be formulated from unequal fields of research e.g. clinical, neuroscience, cognitive science, biology, computer science, information science, artificial intelligence, philosophy, logic, education, and pedagogy. Despite the theoretical and practical differences between the generality of these fields, as well as the internal and specific character of their approaches, a possible binding feature emerges when we focus research towards an explanation of the self-regulatory/revisionist behavior of human reasoners (HR) in classroom environments. The main purpose of this article is to offer a proposal for solving the initial question from a biolinguistic and pedagogical approach. This approach will allow us to explain the epistemic asymmetry between HR, whose brain constitution is analogous, highlighting a constructive component of proactive and selfregulated knowledge: cognitive criticality or critical thinking. [ABSTRACT FROM AUTHOR]