The basis of the romantic-critical model of thinking was laid by the philosopher Kant in the 19th century (Fabricius, 1983). This model of thinking gives room for subjectivity and display of personal views, in relation to reason and not necessarily to external reality. Kant introduced the romantic critical thought in philosophy as depended on social, cultural and historical conditions. According to Kant’s concept, the conscience shapes the world, and therefore, each person has his or her own truth that has been designed by the mind and not through observation and senses (Fabricius, 1983). The emotional complexity, creativity, nature, intuition and spontaneity received special emphasis by the romantic critical thinking.
The romantic – critical model of thinking stresses, as stated, subjectivity and the human ability to create personal opinions (Duhl, 1983). It seems that this concept, of subjective reality, contributed later to the development of the constructivist learning theory. This theory states that learning is an active process of creating meaning from different experiences. In other words, students will learn best by trying to make sense of something on their own with the teacher, or with colleagues as a learning group, or by self learning with the help of an internet learning program, or with the help of all the three components.