Studies in Philosophy and Education 20 (1):27-40 (2001)
The way that critical thinking has been framed as aneducational objective has led, on the one hand, to itssuccessful saturation of educational discourse and, onthe other, to an equation of critical thinking withdemonstrable rhetorical skills. This essay suggeststhat both critical thinking and obstacles tosuccessful critical thinking are most commonly foundin the activities of everyday life. Humans deploycritical thinking in expressions of socialimagination, illuminations of our selves andrelationship, and in ethical choices and publicengagements. By reframing critical thinking,educators may find ways to enrich its exercise both inand out of the classroom
|Keywords||critical thinking teaching and dispositions thinking and desire|
|Categories||categorize this paper)|
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Citations of this work BETA
Critical Thinking Beyond Skill.Marianna Papastephanou & Charoula Angeli - 2007 - Educational Philosophy and Theory 39 (6):604–621.
Educational Critique, Critical Thinking and the Critical Philosophical Traditions.Marianna Papastephanou - 2004 - Journal of Philosophy of Education 38 (3):369–378.
Critical Thinking and Learning.Mark Mason - 2007 - Educational Philosophy and Theory 39 (4):339–349.
In Just What Sense Should I Be Critical? An Exploration Into the Notion of ‘Assumption’ and Some Implications for Assessment.Andrés Mejía D. - 2009 - Studies in Philosophy and Education 28 (4):351-367.
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