The Social Core of Critical Thinking: Educating toward an Empowered Democracy

Autor/in	Barczak, Timothy J.
Titel	The Social Core of Critical Thinking: Educating toward an Empowered Democracy
Quelle	In: Philosophical Studies in Education, 53 (2022), S.91-100 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Critical Thinking; Empowerment; Democracy; Definitions; Role of Education; Educational Philosophy; Educational Theories; Social Cognition; Norms + Suchen Sie Ihr Suchwort? Kritisches Denken; Demokratie; Begriffsbestimmung; Bildungsauftrag; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Soziale Kognition; Normwert
Abstract	The ability to think critically is a defining characteristic of humanity, setting humans apart from the rest of the animal kingdom. To perceive future consequences of an action, idea, or decision and then adjust these actions, ideas, and decisions accordingly is an integral part of existing as conscious beings in the world. Moreover, critical thinking is an essential part of living together with others and sustaining liberal democratic practices which gradually move towards a more equitable and just world. While consensus abounds around the existence of critical thinking as a human capability, an exact definition is rather elusive and veritable. Nonetheless, some considerable agreement can be found in the understanding that critical thinking entails, among other things, respect for evidence, reflective skepticism, and open-mindedness among other attitudes and dispositions cultivated during education. In this article, Timothy Barczak discusses the role of critical thinking in education. As a point of departure, Barczak examines Harvey Siegel's robust conception and belief that critical thinking is central to the educational project and flourishing human individuals. Siegel's framework provides a foundational and nuanced understanding of critical thinking upon which Barczak discusses Anthony Laden's belief that reasoning is a social project. Ultimately, Barczak argues that a complete, robust understanding of critical thinking involves the recognition of these theories as compatible with one another other. Barczak concludes by noting some important ways that critical thinking as a social endeavor, and not one done in isolation, is important for education in democratic societies. (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01