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Critical Thinking and Philosophy

Critical Thinking and Philosophy

A Dialogue with New Tunes

Descripción›

"In this work, the authors successfully establish a polyphonic dialogue with theoretical approaches from various disciplines, as well as with different traditions of modern and contemporary philosophy. It is worth highlighting the skill with which they weave together the bridges and differences between the various voices, thus achieving the goal suggested by the book’s subtitle, 'new tunes' on an old concern—the indissoluble link between philosophy and critical thinking. I believe that a very significant motivation for reading the book I have been asked to present—beyond the richness and novelty of its content, from which we can all learn and benefit in our practice as teachers—is that, upon finishing it, one is left with the sense that it offers an open invitation to conversation, in which each and every one of us, from our own context and perspective, is encouraged to make our voice heard. The greatest tribute we can pay to the text and its authors is to read it thoughtfully and critically and to express ourselves publicly about its scope and limitations, so that the curricular proposal it inspires for developing critical thinking in our children and young people truly becomes a contribution of philosophy to the progress of humanity." Ángela Calvo de Saavedra

Tipo de Contenido›

Contents

Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Ángela Calvo de Saavedra

Prologue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii

The Research Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi

Critical Thinking in the Classroom for Ethical Action in a Public World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii

  1. Transdisciplinary Discussions on Critical Thinking . . . . 1
    1.1 Critical Thinking from a Cognitive Perspective . . . . . . . . . . . . 2
    1.2 “Hermeneutic” and Latin American Critical Thinking . . . . . . . . 9
    1.3 Critical Thinking as Constructive Thinking . . . . . . . . . . . . . 12
    1.4 An Integrative Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

  2. Philosophical Approaches to Critical Thinking . . . . . . . . 18
    2.1 A Critique of Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . 19
    2.2 Reflective Judgment and the Political-Public Inclination of Reason . . . 20
    2.3 Reflective Thinking as a Synonym for Critical Thinking . . . . . . . 24
    2.4 Thinking and Social Reflexivity . . . . . . . . . . . . . . . . . . . . . . . 25
    2.5 Critical Thinking Has Practical Implications . . . . . . . . . . . . . . . 27

  3. Practical Aspects of Critical Thinking: Education and Ethics . . 29
    3.1 A Critical Education Oriented Towards the Public Sphere . . . . . . . . . 29
    3.2 Education as Critical Self-Reflection . . . . . . . . . . . . . . . . . . . . 32
    3.3 Education and Experience [Erfahrung] . . . . . . . . . . . . . . . . . . . . 34
    3.4 A Critical Education for Global Citizenship . . . . . . . . . . . . . . . . . 37
    3.5 Critical Thinking and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

  4. “Thinking Critically to Be”: Categories of Sensibility as a New Conceptual Proposal . . . . . . . . . . . . . . . . . . . . . . . 44
    4.1 The Importance of “Relationality” and Dialogue . . . . . . . . . . . . . 45
    4.2 The Importance of Embodied and Affective Thinking . . . . . . . . . . 47
    4.3 The Importance of Reflective Thinking . . . . . . . . . . . . . . . . . . . . 49
    4.4 Categories of Sensibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
    4.5 Critical Thinking as a Way of Life . . . . . . . . . . . . . . . . . . . . . . . 53

  5. Critical Thinking in the Classroom: An Experience in Dialogue with Public Policies on Philosophy Teaching . . . . . . . . 55
    5.1 Methodological Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
    5.2 Empirical Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
    5.3 A Workshop with Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
    5.4 Institutional Policies and Public Guidelines on Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
    5.5 Contributions of Empirical Data to Critical Thinking Notions: A Diagnosis of the Current Reality . . . . . . . . . . . . . . . . . . . . . . . . 69

  6. Thinking Critically for Ethical Action in a Public World . . 73

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Appendix. Meeting Spaces: A Workshop Series on a Critical Thinking Laboratory . . . . . . . . . . . . . . . . . . . . . 83

The Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Clasificación temática›
Palabras clave›
  • Critical thinking
  • Philosophy of education
  • Moral education

Especificaciones por formato:

Libro electrónico

  • ISBN-13: 9789587891331

  • Idioma del texto: Inglés

  • Número de edición: 1

  • País de publicación: Colombia

  • Año de publicación: 2020

  • Número absoluto de páginas: 128 páginas

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