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Switch to: References
Citations of:
Critical Thinking and Education
British Journal of Educational Studies 30 (3):352-353 (1982)
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The landscape of contemporary epistemology has significantly diversified in the past 30 years, shaped in large part by two complementary movements: virtue and social epistemology. This diversification provides an apt theoretical context for the epistemology of education. No longer concerned exclusively with the formal analysis of knowledge, epistemologists have turned their attention towards individuals as knowers, and the social contexts in which epistemic goods such as knowledge and understanding are acquired and exchanged. As such, the concerns of epistemology have once (...) |
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Critical thinking is considered an essential educational goal. As a result, many philosophers dreamed their departments would offer multiple sections of CT, hence justifying hiring additional staff. Unfortunately, this dream did not materialize. So, similar to a current theory about teaching writing, “critical thinking across the curriculum” has become a popular idea. While the idea has appeal and unquestionable merit, I will argue that the likelihood the skills necessary for effective CT will actually be taught is minimal. |
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The nature of critical thinking remains controversial. Some recent accounts have lost sight of its roots in the history of philosophy. This article discusses critical thinking in its historical and social contexts, and in particular, for its educational and political significance. The writings of Plato and Aristotle are still vital in considering what makes certain kinds of thinking and certain kinds of knowledge distinctive. But neither Plato nor Aristotle theorised critical thinking in its specificity, that is, by differentiating it from (...) |
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This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich site (...) |
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Critical thinking continues to be viewed as a prerequisite skill for lifelong learning. It is not surprising therefore, that academic programmes delineate CT as a goal and a learning outcome. However, there are concerns regarding the extent to which the aims and objectives of the programmes are aligned with pedagogies for CT. Both the International Baccalaureate Diploma Programme and the Lebanese Baccalaureate Programme clearly delineate CT as a goal and a learning outcome. The study examines the facilitation of teaching CT (...) |
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We note the development of the widely employed but loosely defined construct of critical thinking from its earliest instantiations as a measure of individual ability to its current status, marked by efforts to better connect the construct to the socially-situated thinking demands of real life. Inquiry and argument are identified as key dimensions in a process-based account of critical thinking. Argument is identified as a social practice, rather than a strictly individual competency. Yet, new empirical evidence is presented documenting a (...) |
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George MacDonald Ross; Philosophy in Schools, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 207–219, https://doi.org/10.1111/j.1467. |
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This article describes a qualitative content analysis of 37 elementary examples of social studies Inquiry Design Models (C3 Teachers, 2023a), conducted with the purpose of identifying the core student skills necessary to successfully engage in these inquiries. Prior research identifies core inquiry teaching skills for teachers across content areas and grade bands, but there has been little research on the demands placed on elementary students in social studies inquiry. In this study, we identify 33 broad skills, each of which are (...) |
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The flipped learning approach with the use of social media as an emerging technology has changed the quality of learning in English as a Foreign Language educational contexts. This review probed the effect of the web-based flipped learning approach on learners’ engagement and critical thinking. The earlier studies revealed the significance of social media in developing learner engagement and critical thinking. Studies indicated that the provision of opportunities for more cooperative and collaborative learning activities, and high-quality interaction through the use (...) |
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The critique of the dominant image of thought bears important consequences for pedagogical theory and practice. I discuss how Deleuze can help us think about the role of the teacher, the teaching of thinking and the relationship between knowledge and learning. Reading Deleuze's Difference and Repetition as a treatise on thinking and its education, I argue that Deleuze's philosophy challenges and deepens our understanding of what teachers do, how pupils learn and how they learn to think. I show that Deleuze's (...) |
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The temptation to look for the “purely normative essence” of argument stems from the understandable ambition to distinguish rational persuasion from mere persuasion. But in seeking a purely normative notion of argument it is easy to overlook—or actually deny—that rational persuasion is a kind of persuasion. The burden of this essay is to show that the concept of reason from which our interest in argument derives can only exist and have normative force as a kind of persuasion, that is, as (...) |
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This article proposes a Confucian conception of critical thinking by focussing on the notion of judgement. It is argued that the attainment of the Confucian ideal of li necessitates and promotes critical thinking in at least two ways. First, the observance of li requires the individual to exercise judgement by applying the generalised knowledge, norms and procedures in dao to particular action-situations insightfully and flexibly. Secondly, the individual's judgement, to qualify as an instance of li, should be underpinned and motivated (...) |
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There are renewed claims that thinking, or important aspects of it, should be conceived in terms of certain general powers, skills or competencies which should be taught as such. Some possibilities for confusion within this view are identified and it is argued that its undoubted attractions must be weighed against certain severe dangers, particularly with regard to how it may predispose us to conceive of content and its role in thinking. Some implications for teaching of a view of thinking that (...) |
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Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and ‘situated cognition’. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attempts to conceptualise the identity over time of mental powers qua individual assets (...) |
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This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how (...) |
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There are renewed claims that thinking, or important aspects of it, should be conceived in terms of certain general powers, skills or competencies which should be taught as such. Some possibilities for confusion within this view are identified and it is argued that its undoubted attractions must be weighed against certain severe dangers, particularly with regard to how it may predispose us to conceive of content and its role in thinking. Some implications for teaching of a view of thinking that (...) |
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This article draws on the conclusion of the Commission on the Humanities in The Humanities in American Life that the aim of a liberal arts education is to foster critical reasoning through the use of language or discourse. This paper maintains that the critical method is in itself insufficient to achieve its purpose. Its failure is in its exclusion of feeling and of silence from the thinking process. Hence, the ultimate object of my analysis is to correct and to complement (...) |
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ABSTRACTMany rich countries are witnessing the rise of xenophobic political parties. The opposition to immigration and global redistributive policies is high. How can we pursue global justice in such non-ideal circumstances? Whatever the way we want to pursue global justice, it seems that a change in the political ethos of citizens from rich countries will be necessary. They must come to internalize some genuine concern for foreigners and relativize national identities. Can education contribute to the promotion of such cosmopolitan ethos? (...) |
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John N Andrews; General Thinking Skills: are there such things?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 71–79, https://doi.o. |
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This article draws on the conclusion of the Commission on the Humanities in The Humanities in American Life that the aim of a liberal arts education is to foster critical reasoning through the use of language or discourse. This paper maintains that the critical method is in itself insufficient to achieve its purpose. Its failure is in its exclusion of feeling and of silence from the thinking process. Hence, the ultimate object of my analysis is to correct and to complement (...) |
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George MacDonald Ross; Philosophy in Schools, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 207–219, https://doi.org/10.1111/j.1467. |
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John N Andrews; General Thinking Skills: are there such things?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 71–79, https://doi.o. |
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