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1.
W. Martin Davies 《高等教育研究与发展》2006,25(2):179-193
This paper argues that general skills and the varieties of subject‐specific discourse are both important for teaching, learning and practising critical thinking. The former is important because it outlines the principles of good reasoning simpliciter (what constitutes sound reasoning patterns, invalid inferences, and so on). The latter is important because it outlines how the general principles are used and deployed in the service of ‘academic tribes’. Because critical thinking skills are—in part, at least—general skills, they can be applied to all disciplines and subject‐matter indiscriminately. General skills can help us assess reasoning independently of the vagaries of the linguistic discourse we express arguments in. The paper looks at the debate between the ‘specifists’—those who stress the importance of critical thinking understood as a subject‐specific discourse—and the ‘generalists’—those that stress the importance of critical thinking understood independently of disciplinary context. The paper suggests that the ‘debate’ between the specifists and the generalists amounts to a fallacy of the false alternative, and presents a combinatory‐‘infusion’ approach to critical thinking. 相似文献
2.
Defining and seeking to identify critical Internet literacy: a discourse analysis of fifth‐graders' Internet search and evaluation activity 
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下载免费PDF全文 Colin Harrison 《Literacy》2018,52(3):153-160
Pedagogic focus is shifting increasingly from teaching students to search the Internet efficiently to encouraging critical Internet literacy, but this paper argues that these more complex and subtle skills are both challenging to teach and difficult to identify. The paper presents an analysis of the discourse of triads of fifth graders undertaking an Internet search task that emphasised decisions relating to the trustworthiness and relevance of websites. The analysis uses two lenses – the Vygotskian concept of obuchenie and Mercer's notion of ‘inter‐thinking’ – to help identify discourse markers that could support teachers in identifying and teaching critical Internet literacy. More work is needed, but it is argued that if our goal is to develop critical Internet literacy, the concept of obuchenie helps us to understand the socio‐cognitive prerequisites of group learning in Internet searching tasks, while the concept of ‘interthinking’ offers us a distribution mechanism that can be applied in helping students acquire the skills of independent and critical analysis as they carry out those tasks. 相似文献
3.
Mark D. Halx 《Teaching in Higher Education》2013,18(5):519-530
In this paper, I advocate for enhancing critical thinking skill development in undergraduate education by taking advantage of the increased experiential maturity of today's students. I argue that many undergraduates are in fact ‘adults’, by virtue of their age or experiential maturity, and they should be educated as such. Undergraduates who have not yet transitioned into ‘adulthood’ would also benefit greatly from exposure to the adult education teaching techniques that emphasize critical thinking development. The demographics of higher education today demand a reexamination of outdated pedagogical practices. Considering college and university students to be the adults that most of them are, or soon will be, would more effectively educate all of today's undergraduate students. 相似文献
4.
Emma Williams 《Journal of Philosophy of Education》2015,49(1):142-160
Harvey Siegel's epistemologically‐informed conception of critical thinking is one of the most influential accounts of critical thinking around today. In this article, I seek to open up an account of critical thinking that goes beyond the one defended by Siegel. I do this by re‐reading an opposing view, which Siegel himself rejects as leaving epistemology (and, by implication, his epistemological account of critical thinking) ‘pretty much as it is’. This is the view proposed by Charles Taylor in his paper ‘Overcoming Epistemology’. Crucially, my aim here is not to defend Taylor's challenge to epistemology per se, but rather to demonstrate how, through its appeal to certain key tropes within Heideggerian philosophy, Taylor's paper opens us towards a radically different conception of thinking and the human being who thinks. Indeed, as will be argued, it is through this that Taylor and Heidegger come to offer us the resources for re‐thinking the nature of critical thinking—in a way that exceeds the epistemological, and does more justice to receptive and responsible conditions of human thought. 相似文献
5.
Christiane Thompson 《Journal of Philosophy of Education》2004,38(3):485-492
Since Dilthey we have become used to thinking of reason as having a cultural and historical setting. If we take this insight seriously, then critical rationality or critical thinking can no longer be conceived of as context‐free skills. This paper takes up the line of thought that is elaborated by Christopher Winch in his ‘Developing Critical Rationality as a Pedagogical Aim’ and seeks to explicate it by drawing on Ludwig Wittgenstein's concept of ‘language games’ and on the re‐evaluation of ‘thinking’ by Theodor Ballauff (a German philosopher of education who was influenced by Martin Heidegger). The overcoming of a solipsistic and idealistic conception of thinking raises questions regarding the pedagogical settings and aims, as well as the problems over the limits of critique in education. A comparison of Ballauff's and Winch's positions reinforces the sense of the significance of critique: although the role of critical rationality within education is ambiguous and precarious, the investigation of autonomy (as an educational goal) shows that critique cannot be limited in any straightforward way. 相似文献
6.
《Journal of Further & Higher Education》2012,36(2):181-190
This paper considers the significance of the term ‘skills’ in recent policy documents concerning the future developments of post‐16 education. This paper argues that the skills debate, as outlined in Success For All and 21st Century Skills, comprises two dominant discourses: it is considered necessary for youngsters to gain skills for their personal employability and the nation's increased prosperity; and the acquisition of skills by students is judged vital for social inclusion and a coherent society. The documents present these dual objectives as being inextricably linked. Treating the signifier ‘skill’ as a metaphor helps expose the ideology behind the Labour Government's thinking on further education (FE). Skills are used to symbolize something of material worth, with a specific exchange value; a tangible product, like a natural resource; social capital; or education and learning. This paper deconstructs these four metaphorical uses of the term skills, within an analysis of Success For All and 21st Century Skills. 相似文献
7.
AMOS DREYFUS 《欧洲师范教育杂志》1993,16(3):257-270
Teaching how to teach in the laboratory is one of the main aims of science teachers’ in‐ and pre‐service training. But teacher‐trainers must make some essential decisions concerning the type of laboratory teaching they are training for. At the time of ‘learning by discovery’ and of learning of discovery ('syntax of discovery'), the enquiry oriented laboratory was expected to give the pupils opportunities to perform miniature‐‐but exemplary‐‐research programmes. Later, a new approach stressed the technological and social implications of knowledge, i.e. its relevance to the pupil. At about the same time, constructivist theories of ‘conceptual change’ provided teachers with explicit instructions concerning the teaching of scientific concepts and principles. Another issue was the position of general cognitive skills such as logical and critical thinking, in laboratory teaching. Recently, the computer has opened new possibilities and introduced new strategies. Teachers must be trained to appreciate the various approaches as complementary and educationally fruitful, so as to select rationally the most appropriate strategies. 相似文献
8.
Jacques Vonèche 《牛津教育评论》2013,39(3):263-265
ABSTRACT The need to develop reasoning skills in children through discussion is generally acknowledged by curriculum aims. There is, however, a lack of any definite teaching strategy to fulfil this need. Matthew Lipman's Philosophy for Children programme has had success in this area. As with other ‘collaborative enquiry‐based’ approaches to learning, it depends upon a teaching strategy which enhances children's self‐esteem. This seems a necessary ingredient for the development of rationality, critical awareness and autonomy in children. Inadequate teacher training is suggested as a major reason for the failure of ‘collaborative’ approaches greatly to influence educational practice. With a shift away from the ‘authority/knowledge‐based’ paradigm and the provision of effective teacher training, it is considered that our educational institutions could become more democratically organised, and we would move closer to realising the liberal ideal of developing human potential to the full. 相似文献
9.
Stuart Powell 《教育心理学》1987,7(3):169-185
Abstract This review paper sets out some of the questions that arise when considering critical thinking and its place in the process of education. Key issues are identified and discussed including the meaning of the term ‘critical thought’, the possibility of devising effective ways of facilitating critical thinking skills and the generalisability of those skills. This review is followed by an analysis of how children use thinking skills in problem‐solving situations and the kind of factors that teachers need to consider when designing problem‐solving activities. In conclusion, observations are made about the direction of research. 相似文献
10.
Abstract This paper reviews the situation with regard to the teaching of thinking skills as part of the taught curriculum. The case is made for direct teaching of cognitive skills both to meet the particular learning difficulties of children with special educational needs and also to enhance the learning and thinking of all children. The dangers of ‘recipe’ approaches to teaching this aspect of the curriculum are discussed and a ‘principles’ approach is advocated. Some principles are then described which may be used to underpin the designing of problem‐solving activities, through which thinking skills can be taught across the curriculum. 相似文献
11.
Robert Fisher 《Literacy》2001,35(2):67-73
We read for many reasons and this paper focuses on one of those – reading for thinking. It reports on the Philosophy in Primary Schools project and argues that one of the best ways teachers can add value to their work in literacy is by incorporating philosophical discussion with children through an approach called Stories for Thinking. It outlines what ‘philosophy for children’ is and how it can be used for developing the thinking skills that underpin literacy and higher order reading skills. It argues that a Stories for Thinking approach can enrich thinking and learning in the literacy hour, and uses evidence from teachers and children to illustrate the effects of the programme on classroom practice and on raising levels of pupil achievement 相似文献
12.
Helen Colley 《British Educational Research Journal》2014,40(4):660-681
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it. 相似文献
13.
Maria Rönnlund Kristina Ledman Mattias Nylund Per-Åke Rosvall 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):302-318
Background: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of ‘horizontal and vertical knowledge discourses’ and ‘discursive gaps’.Findings and conclusions: Overall, teaching that was observed focused primarily on ‘doing’. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to ‘Personal experiences’, ‘The other(s)’ and ‘Wider perspectives’. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes. 相似文献
14.
Lori Breslow 《European Journal of Education》2015,50(4):420-439
Since at least the 1990s, voices both inside and outside the academy have vigorously debated whether the university has the responsibility to educate students in ‘transferable skills’ in addition to disciplinary content. Lists of these skills often include critical thinking, problem solving, collaboration, and innovation, and, almost always, communication, this article's focus. I briefly review the debate on whether such skills should be a prominent part of the university curriculum, and specifically address one argument advanced by the critics—that these skills cannot be taught. I describe my experience teaching communication relying on research-based practices and reflect on what it means to teach transferable skills in the digital age, as pedagogy changes and the university extends its reach. The article concludes with a recommendation to expand the teaching and learning of transferable skills and suggests how this can be accomplished. 相似文献
15.
M. Akshir Ab Kadir 《教育政策杂志》2019,34(4):547-576
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN. 相似文献
16.
John Geake∗ 《International Journal of Research & Method in Education》2013,36(1):87-98
We present here a reflexive and critical commentary and exemplification of the teaching and learning of research methodology. The paper focuses on the teaching/learning of qualitative data analysis. It is our belief that it is essential to do data analysis when learning about the process and that there are serious limitations to methodological ‘manuals’ which set out to model the process. In doctoral workshops, Frankham and Stronach have used a passage by Jules Henry to provoke students into generating data which is then analysed as a group. This paper, written with a group of doctoral students, describes the reflexive and iterative processes of data analysis which took place in one such group. We hope that describing our discussions will be of practical use to others in our attempt to iterate a process. Our other purposes include a desire to underline the inappropriacy of the notion of ‘skills’ in the context of research ‘training’ or of following formulaic procedures in interpretive inquiry. Instead the process we set out to illustrate here is embodied and serendipitous and centres on individuals' capacity to think. 相似文献
17.
Ehud Jungwirth 《Research in Science & Technological Education》2013,31(2):103-115
In today's science curricula, especially the Science‐Technology‐Society (STS) approach, ‘process skills’, including aspects of critical thinking and logical analysis, are heavily stressed. Many studies—globally‐‐have shown serious deficiencies in secondary schools, and also in (student‐) teacher populations. The question arose whether, and to what extent, science teachers critically and spontaneously attend to the logical structure of situations, do so only after prompting, or completely fail to do so. The ‘Analysis of Scientific Passages Test’ (ASPT) was constructed to ascertain whether respondents would spontaneously identify invalid conclusions as the common denominator of logically isomorphous situations, would do so only after being informed that the conclusions were invalid and be able to give reasons for this fact, or would be unable to do so at all. The test was administered to 76 practising science teachers attending an STS summer course at a major university in the mid‐western USA. Zero scores were obtained by 13% in the test, 17% obtained full scores, the rest occupied transitional positions; but no less than 51% did not attend to the logical structure and conclusions of the situations without being told to do so. The findings‐‐in line with previous ones on similar aspects of ‘process skills’ by this and other authors‐‐were interpreted to represent serious shortcomings in science teachers' pre‐ and inservice education, leading to their failure to allocate the same emphases and priorities to their teaching activities as one might expect them to do considering curricular demands and expectations. 相似文献
18.
Hasan Şeker 《欧洲师范教育杂志》2008,31(4):389-402
It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. This study aimed at investigating the relationship between critical thinking skills and in‐class questioning behaviours of English Language Teaching (ELT) students at the Faculty of Education at Mugla University. The authors attempted to find out answers to the following questions: ‘What kinds of questions do students in lower and higher critical thinking groups ask?’ and ‘Is there a difference between the questions of students with higher and lower critical thinking scores?’ Three data collection instruments were used: Ennis‐Weir Critical Thinking Essay Test; a reading passage; and a structured interview. The findings obtained suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly. Moreover, these students ask questions to find alternatives, to think the reverse and to head for new ideas. The students in the higher score group experienced thinking processes more intensively than the lower score group. 相似文献
19.
《Educational Philosophy and Theory》2013,45(4):460-470
This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism while at the same time to develop a coherent way of responding to cultural pluralism. The paper takes Bernard Williams's concept of ‘ethical reflection’ as a possible candidate and explores this concept as a means of accommodating these concerns. 相似文献
20.
The relationship lying between critical thinking and creative thinking is opposite or complementary, results of previous relevant researches have not yet concluded. However, most of researches put the effort to compare the respective effect of the thinking methods, either the teaching of creative thinking or that of critical thinking. Less of them showed the interest to investigate the combined effect of these two thinking skills teaching, especially its synergy. Therefore, present study aimed to discuss the synergy of critical thinking and creative thinking, and investigated the joined effect of these two methods of thinking in the courses of ‘Integrated Activity courses’. Not only the separate influence but also the synergy would be our interests. Moreover, the outcome would also be compared with the learning result of single creative thinking skill teaching. Participants were 147 male students and 118 female students of ninth grade from 8 intact classes in a public middle school in Taiwan, the number of total participants were 265. Experimental design was ‘nonequivalent control group pretest/post-test quasi-experimental design’. Participants were assigned into three groups, three intact classes for creative thinking teaching group (EG1), three intact classes for ‘critical thinking and creative thinking combined teaching group (EG2)’ and two intact classes for regular teaching method group (watching video, control group). All participants took the assessment ‘The New Creative-Thinking Testing’ and ‘The Critical-Thinking Testing, Level 1’ after receiving the courses as post-test. Data were analysed statistically by one-way ANCOVA. The results showed that:
Regards to the performance in Integrated Activity courses, no significant difference was found among students in EG1 and those in EG2. However, the students in both experimental groups got higher scores than those in control group did.
As for the ability of critical thinking, students in EG2 got higher score than those in EG1 and CG did, but no difference was found among the students in EG1 and those in CG.
In respect of originality, students in EG2 got higher score than those in EG1 did, the influence of critical thinking was significant.
Theoretical and possible applications of the results were also discussed. Present study not only manifests the correlation between creative thinking and critical thinking, but also provides the empirical data for synergy in actual pedagogical situations. 相似文献