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1629 sentences were found.
234 sentences
contained the "critical". |
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Displaying only the first 50 matching
sentences |
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Sentence 1 |
Critical Thinking and Critical Pedagogy
Critical Thinking and |
Critical |
Pedagogy: Relations, Differences, and Limits
Nicholas C |
|
Sentence 3 |
Burbules and Rupert Berk Department of
Educational Policy Studies Published in |
Critical |
Theories in Education, Thomas
S |
|
Sentence 11 |
Two literatures have shaped much of the writing
in the educational foundations over the past two decades: Critical
Thinking and |
Critical |
Pedagogy |
|
Sentence 15 |
Each invokes the term |
critical |
as a valued educational goal: urging teachers
to help students become more skeptical toward commonly accepted
truisms |
|
Sentence 21 |
They share a passion and sense of urgency about
the need for more |
critical |
ly oriented classrooms |
|
Sentence 25 |
Is this because they propose conflicting
visions of what |
critical |
thought entails |
|
Sentence 33 |
Are there other ways to think about becoming
|
critical |
that stand outside these traditions, but which
hold educational significance |
|
Sentence 39 |
We will begin by contrasting Critical Thinking
and Critical Pedagogy in terms of their conception of what it means
to be |
critical |
|
|
Sentence 47 |
These lines of reciprocal and external
criticism, in turn, lead us to suggest some different ways to think
about |
critical |
ity |
|
Sentence 51 |
At a broad level, Critical Thinking and
|
Critical |
Pedagogy share some common
concerns |
|
Sentence 55 |
They share a concern with how these
inaccuracies, distortions, and falsehoods limit freedom, though this
concern is more explicit in the |
Critical |
Pedagogy tradition, which sees society as
fundamentally divided by relations of unequal
power |
|
Sentence 57 |
|
Critical |
Pedagogues are specifically concerned with the
influences of educational knowledge, and of cultural formations
generally, that perpetuate or legitimate an unjust status
quo |
|
Sentence 59 |
fostering a |
critical |
capacity in citizens is a way of enabling them
to resist such power effects |
|
Sentence 61 |
|
Critical |
Pedagogues take sides, on behalf of those
groups who are disenfranchised from social, economic, and political
possibilities |
|
Sentence 63 |
Many |
Critical |
Thinking authors would cite similar concerns,
but regard them as subsidiary to the more inclusive problem of
people basing their life choices on unsubstantiated truth claims
— |
|
Sentence 67 |
For Critical Thinking advocates, all of us need
to be better critical thinkers, and there is often an implicit hope
that enhanced |
critical |
thinking could have a general humanizing
effect, across all social groups and classes |
|
Sentence 69 |
In this sense, both Critical Thinking and
Critical Pedagogy authors would argue that by helping to make people
more |
critical |
in thought and action, progressively minded
educators can help to free learners to see the world as it is and to
act accordingly |
|
Sentence 71 |
|
critical |
education can increase freedom and enlarge the
scope of human possibilities |
|
Sentence 77 |
The Critical Thinking tradition concerns itself
primarily with criteria of epistemic adequacy: to be
|
critical |
basically means to be more discerning in
recognizing faulty arguments, hasty generalizations, assertions
lacking evidence, truth claims based on unreliable authority,
ambiguous or obscure concepts, and so forth |
|
Sentence 79 |
For the |
Critical |
Thinker, people do not sufficiently analyze the
reasons by which they live, do not examine the assumptions,
commitments, and logic of daily life |
|
Sentence 93 |
The prime tools of |
Critical |
Thinking are the skills of formal and informal
logic, conceptual analysis, and epistemology |
|
Sentence 95 |
The primary preoccupation of
|
Critical |
Thinking is to supplant sloppy or distorted
thinking with thinking based upon reliable procedures of
inquiry |
|
Sentence 101 |
For the Critical Thinking tradition, as Harvey
Siegel states, |
critical |
thinking aims at self-sufficiency, and a
self-sufficient person is a liberated person |
|
Sentence 111 |
The |
Critical |
Pedagogy tradition begins from a very different
starting point |
|
Sentence 117 |
The primary preoccupation of
|
Critical |
Pedagogy is with social injustice and how to
transform inequitable, undemocratic, or oppressive institutions and
social relations |
|
Sentence 119 |
At some point, assessments of truth or
conceptual slipperiness might come into the discussion (different
writers in the |
Critical |
Pedagogy tradition differ in this respect), but
they are in the service of demonstrating how certain power effects
occur, not in the service of pursuing Truth in some dispassioned
sense (Burbules 1992/1995) |
|
Sentence 135 |
Such questions, from the |
Critical |
Pedagogy perspective, are not external to, or
separable from, the import of also weighing the evidentiary base for
such claims |
|
Sentence 139 |
Now, the |
Critical |
Thinking response to this approach will be that
these are simply two different, perhaps both valuable,
endeavors |
|
Sentence 147 |
That sort of critique might also be worthwhile
(we suspect that most |
Critical |
Thinking authors would say that it is
worthwhile), but it depends on a different sort of analysis, with a
different burden of argument — |
|
Sentence 153 |
The response, in turn, from the
|
Critical |
Pedagogy point of view is that the two levels
cannot be kept separate because the standards of epistemic adequacy
themselves (valid argument, supporting evidence, conceptual clarity,
and so on) and the particular ways in which these standards are
invoked and interpreted in particular settings inevitably involve
the very same considerations of who, where, when, and why that any
other social belief claims raise |
|
Sentence 159 |
But neither the Critical Thinking nor the
|
Critical |
Pedagogy tradition is monolithic or
homogeneous, and a closer examination of each reveals further
dimensions of these similarities and
differences |
|
Sentence 161 |
|
Critical |
Thinking |
|
Sentence 163 |
A concern with |
critical |
thinking in education, in the broad sense of
teaching students the rules of logic or how to assess evidence, is
hardly new: it is woven throughout the Western tradition of
education, from the Greeks to the Scholastics to the present
day |
|
Sentence 167 |
What the |
Critical |
Thinking movement has emphasized is the idea
that specific reasoning skills undergird the curriculum as a
whole |
|
Sentence 169 |
that the purpose of education generally is to
foster |
critical |
thinking |
|
Sentence 171 |
and that the skills and dispositions of
|
critical |
thinking can and should infuse teaching and
learning at all levels of schooling |
|
Sentence 173 |
|
Critical |
thinking is linked to the idea of rationality
itself, and developing rationality is seen as a prime, if not the
prime, aim of education (see, for example, Siegel
1988) |
|
Sentence 183 |
To Critical Thinking, the critical person is
something like a |
critical |
consumer of information |
|
Sentence 189 |
Much of the literature in this area, especially
early on, seemed to be devoted to lists and taxonomies of what a
|
critical |
thinker should know and be able to do (Ennis
1962, 1980) |
|
Sentence 191 |
More recently, however, various authors in this
tradition have come to recognize that teaching content and skills is
of minor import if learners do not also develop the dispositions or
inclination to look at the world through a |
critical |
lens |
|
Sentence 193 |
By this, Critical Thinking means that the
|
critical |
person has not only the capacity (the skills)
to seek reasons, truth, and evidence, but also that he or she has
the drive (disposition) to seek them |
|
Sentence 195 |
For instance, Ennis claims that a
|
critical |
person not only should seek reasons and try to
be well informed, but that he or she should have a tendency to do
such things (Ennis 1987, 1996) |
|
Sentence 197 |
Siegel criticizes Ennis somewhat for seeing
dispositions simply as what animates the skills of critical
thinking, because this fails to distinguish sufficiently the
critical thinker from |
critical |
thinking |
|
Sentence 199 |
For Siegel, a cluster of dispositions (the
|
critical |
spirit) is more like a deep-seated character
trait, something like Scheffler’ |
|
Sentence 205 |
It is part of |
critical |
thinking itself |
|
Sentence 207 |
Paul also stresses this distinction between
skills and dispositions in his distinction between weak-sense and
strong-sense |
critical |
thinking |
|
Sentence 215 |
According to Paul, a |
critical |
thinker in the strong sense has a passionate
drive for clarity, accuracy, and fairmindedness (Paul 1983,
23 |
|
Sentence 221 |
This dispositional view of
|
critical |
thinking has real advantages over the
skills-only view |
|
Sentence 225 |
First, it is not clear exactly what is entailed
by making such dispositions part of |
critical |
thinking |
|
Sentence 227 |
In our view it not only broadens the notion of
criticality beyond mere logicality, but it necessarily requires a
greater attention to institutional contexts and social relations
than |
Critical |
Thinking authors have
provided |