De-idealising the educational ideal of critical thinking
1University of Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.2 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe202103197884
|Publish Date:|| 2021-03-19
It is widely recognised among educational theorists, educators and policy makers alike, that critical thinking should claim a superordinate place in our system of educational objectives. In the philosophical literature on this topic, critical thinking is often conceptualised as the educational cognate of rationality, which in turn is analysed as being comprised of the relevant skills and abilities to assess reasons and evidence, together with the intellectual dispositions to actively use these proficiencies in practice. The resulting picture is in many respects normative and idealised, following the style of philosophical theorising commonplace in the tradition of analytic philosophy of education. In contrast, certain recent empirical findings related to the rational performance of actual human beings seem to cast doubts on the extent to which we can expect people to fulfil these idealised normative standards of rationality. After introducing the relevant philosophical theories and psychological results, I ruminate on the implications these ideas have on our pedagogical views pertaining to critical thinking education.
Theory and research in education
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
The author is grateful to the Eudaimonia Institute at the University of Oulu for their funding of the research in our research project Citizenship in Change: Constructing a Novel Theoretic Framework for Education.
© The Author(s) 2020.