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|
|Categories||categorize this paper)|
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Citations of this work BETA
Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education.Gert Biesta - 2011 - Journal of Philosophy of Education 45 (2):305-319.
Witnessing Deconstruction in Education: Why Quasi-Transcendentalism Matters.Gert Biesta - 2009 - Journal of Philosophy of Education 43 (3):391-404.
Challenging the Limits of Critique in Education Through Morin’s Paradigm of Complexity.Michel Alhadeff-Jones - 2010 - Studies in Philosophy and Education 29 (5):477-490.
Pedagogy Without a Project: Arendt and Derrida on Teaching, Responsibility and Revolution.Anne O’Byrne - 2005 - Studies in Philosophy and Education 24 (5):389-409.
Critical Thinking Beyond Skill.Marianna Papastephanou & Charoula Angeli - 2007 - Educational Philosophy and Theory 39 (6):604–621.
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