What is Needed to Develop Critical Thinking in Schools?

Starting with the fact that school education has failed to become education for critical thinking and that one of the reasons for that could be in how education for critical thinking is conceptualised, this paper presents: (1) an analysis of the predominant approach to education for critical thinkin...

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Autores principales:	Lidija Radulović, Milan Stančić
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2017
Materias:	critical pedagogy curriculum in context education for critical thinking programs for critical thinking Education (General) L7-991
Acceso en línea:	https://doaj.org/article/8c697526812943e2919c8713f1c0a60c
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id	oai:doaj.org-article:8c697526812943e2919c8713f1c0a60c
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spelling	oai:doaj.org-article:8c697526812943e2919c8713f1c0a60c2021-11-23T16:20:43ZWhat is Needed to Develop Critical Thinking in Schools?1855-97192232-2647https://doaj.org/article/8c697526812943e2919c8713f1c0a60c2017-09-01T00:00:00Zhttps://www.cepsj.si/index.php/cepsj/article/view/283 https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647Starting with the fact that school education has failed to become education for critical thinking and that one of the reasons for that could be in how education for critical thinking is conceptualised, this paper presents: (1) an analysis of the predominant approach to education for critical thinking through the implementation of special programs and methods, and (2) an attempt to establish different approaches to education for critical thinking. The overview and analysis of understanding education for developing critical thinking as the implementation of special programs reveal that it is perceived as a decontextualised activity, reduced to practicing individual intellectual skills. Foundations for a different approach, which could be characterised as the ‘education for critical competencies’, are found in ideas of critical pedagogy and open curriculum theory. This approach differs from the predominant approach in terms of how the nature and purpose of critical thinking and education for critical thinking are understood. In the approach of education for critical competencies, it is not sufficient to introduce special programs and methods for the development of critical thinking to the existing educational system. This approach emphasises the need to question and reconstruct the status, role, and power of pupils and teachers in the teaching process, but also in the process of curriculum development.Lidija RadulovićMilan StančićUniversity of Ljubljanaarticlecritical pedagogycurriculum in contexteducation for critical thinkingprograms for critical thinkingEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 7, Iss 3, Pp 9-25 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	critical pedagogy curriculum in context education for critical thinking programs for critical thinking Education (General) L7-991
spellingShingle	critical pedagogy curriculum in context education for critical thinking programs for critical thinking Education (General) L7-991 Lidija Radulović Milan Stančić What is Needed to Develop Critical Thinking in Schools?
description	Starting with the fact that school education has failed to become education for critical thinking and that one of the reasons for that could be in how education for critical thinking is conceptualised, this paper presents: (1) an analysis of the predominant approach to education for critical thinking through the implementation of special programs and methods, and (2) an attempt to establish different approaches to education for critical thinking. The overview and analysis of understanding education for developing critical thinking as the implementation of special programs reveal that it is perceived as a decontextualised activity, reduced to practicing individual intellectual skills. Foundations for a different approach, which could be characterised as the ‘education for critical competencies’, are found in ideas of critical pedagogy and open curriculum theory. This approach differs from the predominant approach in terms of how the nature and purpose of critical thinking and education for critical thinking are understood. In the approach of education for critical competencies, it is not sufficient to introduce special programs and methods for the development of critical thinking to the existing educational system. This approach emphasises the need to question and reconstruct the status, role, and power of pupils and teachers in the teaching process, but also in the process of curriculum development.
format	article
author	Lidija Radulović Milan Stančić
author_facet	Lidija Radulović Milan Stančić
author_sort	Lidija Radulović
title	What is Needed to Develop Critical Thinking in Schools?
title_short	What is Needed to Develop Critical Thinking in Schools?
title_full	What is Needed to Develop Critical Thinking in Schools?
title_fullStr	What is Needed to Develop Critical Thinking in Schools?
title_full_unstemmed	What is Needed to Develop Critical Thinking in Schools?
title_sort	what is needed to develop critical thinking in schools?
publisher	University of Ljubljana
publishDate	2017
url	https://doaj.org/article/8c697526812943e2919c8713f1c0a60c
work_keys_str_mv	AT lidijaradulovic whatisneededtodevelopcriticalthinkinginschools AT milanstancic whatisneededtodevelopcriticalthinkinginschools
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What is Needed to Develop Critical Thinking in Schools?

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