David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Studies in Philosophy and Education 20 (1):57-74 (2001)
This article provides somephilosophical ``groundwork'' for contemporary debatesabout the status of the idea(l) of critical thinking.The major part of the article consists of a discussionof three conceptions of ``criticality,'' viz., criticaldogmatism, transcendental critique (Karl-Otto Apel),and deconstruction (Jacques Derrida). It is shown thatthese conceptions not only differ in their answer tothe question what it is ``to be critical.'' They alsoprovide different justifications for critique andhence different answers to the question what giveseach of them the ``right'' to be critical. It is arguedthat while transcendental critique is able to solvesome of the problems of the dogmatic approach tocriticality, deconstruction provides the most coherentand self-reflexive conception of critique. A crucialcharacteristic of the deconstructive style of critiqueis that this style is not motivated by the truth ofthe criterion (as in critical dogmatism) or by acertain conception of rationality (as intranscendental critique), but rather by a concern forjustice. It is suggested that this concern should becentral to any redescription of the idea(l) ofcritical thinking
|Keywords||education critical thinking critical theory critical pedagogy Apel Derrida deconstruction|
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Citations of this work BETA
Gert Biesta (2011). Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education. Journal of Philosophy of Education 45 (2):305-319.
Gert Biesta (2009). Witnessing Deconstruction in Education: Why Quasi-Transcendentalism Matters. Journal of Philosophy of Education 43 (3):391-404.
Sverre Wide (2009). On the Art of Being Wrong: An Essay on the Dialectic of Errors. Journal of Philosophy of Education 43 (4):573-588.
Andrés Mejía D. (2009). In Just What Sense Should I Be Critical? An Exploration Into the Notion of 'Assumption' and Some Implications for Assessment. Studies in Philosophy and Education 28 (4):351-367.
Michel Alhadeff-Jones (2010). Challenging the Limits of Critique in Education Through Morin's Paradigm of Complexity. Studies in Philosophy and Education 29 (5):477-490.
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