The Critique of Eurocentrism, The Dislocation of Kemalism and Opening up New Political Spaces After the 1980s

Issue Critical health promotion is required to reduce health inequities and is distinguished from selective health promotion by its focus on the unequal distribution of structural and systemic privilege and power. This approach is central to progressing global priorities of health equity and sustainable development. However, much practice remains selectively oriented to a biomedical-behavioural approach. The Quality Assessment Tool for Critical Health Promotion Practice (QATCHEPP) was designed to support practitioners to engage in critical reflection on health promotion initiatives to assess the extent to which they align with a critical approach. Project description This project was a case study conducted in 2023. The objective was to use QATCHEPP to critically reflect on a place-based health promotion project. The case study question was to what extent does the health promotion project align with a critical approach? QATCHEPP includes three reflection questions for 10 critical health promotion values and principles, scored as strongly critical (2), somewhat critical (1), minimally or not at all critical (0), or insufficient evidence to be rated (0). Total scores for each value and principle and an overall summary score were calculated. Results The QATCHEPP summary score was 55% indicating that the project was somewhat aligned with a critical approach, with highest scores for assuming that people are doing their best for their wellbeing, and maximum beneficence, and lowest scores for consideration of non-maleficence and a salutogenic approach. Lessons QATCHEPP is an innovative and useful tool for critically reflecting on the extent to which health promotion initiatives align with a critical approach. We recommend that findings from such critical reflection be used by practitioners to identify where initiatives may benefit from re/orientation towards a more critical health promotion approach in any setting or country. Key messages • Practitioners should engage in critical reflection to determine the extent to which health promotion initiatives align with a critical health promotion approach. • QATCHEPP is an innovative and useful quality assessment tool to support critical reflection. Findings can be used to re/orient health promotion practice towards a more critical approach.

Reviewed by: Marxism, Modernity, and Postcolonial Studies Stephen Groening (bio) Marxism, Modernity, and Postcolonial Studies Edited By Crystal Bartolovich and Neil LazarusCambridge University Press, 2002 Currently, it seems an article of faith that, as a modernist project, Marxism treats knowledge to be singular, cumulative, and neutral, while postcolonial studies demonstrates that knowledge is multiple, contradictory, and powerful. The contributors to Marxism, Modernity, and Postcolonial Studies, however, point out that Marx and Marxism have been attentive to the complex and varied conditions of capitalism and modernity, which create and organize the world we live in. As coeditor Crystal Bartolovich declares, the essays included in this volume conceive of "Marxism as a living project, neither simply a discourse nor a body of (academic) knowledge" (16). The thrust of this volume is that postcolonial studies must come to terms with the capitalism located within modernity. Postcolonial studies, for the most part, has been concerned with textual analysis of the postcolonial present, paying little attention to the colonial and anticolonial past. Neil Larsen writes: "One is sometimes inclined to believe that, in fact, postcolonialism as currently practiced has a great deal more to do with the reception of French 'theory' in places like the United States, Britain, Canada, and Australia than it does with the realities of cultural decolonization or the international division of labor" (204-5). While maintaining the importance of textual analysis, the contributors to this volume argue that the historical conditions and "actually existing" postcolonialism remain central. Many of the essays in this volume critique various aspects of postcolonial studies for going too far, not going far enough, or simply being misguided. Larsen's own article attempts to reanimate the [End Page 191] Marx that postcolonial studies has buried underneath Althusser, Deleuze, and Derrida (to name a few) and demonstrate how current postcolonial studies might benefit by returning to Marxism as "a necessary relation of theory and practice" (205). His rereading of The Eighteenth Brumaire and Gayatri Spivak's "Can the Subaltern Speak?" exemplifies some of this volume's best efforts to put Marxism and postcolonial studies in conversation with one another. Larsen's linking of the subaltern—the (possibly) ungovernable—and globalized labor—the (possibly) unexploitable—forms a provocative connection between Marxism and postcolonial studies. Neil Lazarus' essay shows how the fetish of "the West" has led postcolonial studies astray. He traces the use of the concept of "the West" through an array of postcolonial theorists. While affirming the significance of postcolonial studies' critique of Eurocentrism, Lazarus points out that the term "the West" elides a whole array of ideological categories—imperialism and positivism, for instance—and obscures a range of political allegiances (57). He argues that postcolonial theorists have failed to demonstrate how "the West" is a historical problematic. Using "the West" in the place of Eurocentrism, progress, reason, or the Enlightenment detaches the real processes of domination from concrete conditions and actually existing situations. In fact, it remains unclear how opposing "the West" to "the Third World" or attempting to "provincialize" Europe actually combats any number of master narratives that postcolonial studies rightly intends to counter. Fetishizing "the West" and dismissing Marxism as hopelessly Eurocentric and totalizing hinders a common project of Marxism and postcolonial studies: "to understand what imperialism is and how it works" (54). For Lazarus, the "insistence on the globality of capitalism as an historical formation" within the Marxist narrative of modernity becomes the crucial centerpiece of a dialogue between Marxism and postcolonial studies (63). Other essays implicate postcolonial studies as going too far in its accusations that Marxism is Eurocentric, taking Europe as the primary (in both senses of the word) site of modernity, and therefore inapplicable both to the postcolonial present and the anticolonial past. August Nimtz and Pranav Jani, in separate essays, reexamine some of the writings of Marx and Engels regarding the nineteenth-century struggles of non-European peoples in colonial situations, [End Page 192] including India and Algeria. Nimtz establishes that Marx and Engels looked toward Russia as the potential site of revolution after the failed uprisings of 1847-48. During that time Marx concluded that the revolutionary process is globally interdependent, a notable determination that has even more resonance...

Today, we are held to live in the Anthropocene, bringing to an end modern binary imaginaries, such as the separation between Human and Nature, and with them Western assumptions of progress, linear causality and human exceptionalism. Much Western critical theory, from new or vital materialism to post-and more-than-human thinking, unsurprisingly reflects this internal crisis of faith in Eurocentric or Enlightenment reasoning. At the same time, a radically different critique of modernity has gained prominence in recent years, emerging from critical Black studies, which places the Caribbean at the centre of the development of a new and distinct mode of critical thought. In attempting to grasp the ways in which Caribbean thought and practice have been seen to enable a distinctive alternative non-Eurocentric imaginary, this paper heuristically sets out a paradigmatic framing of 'abyssal geography'. We emphasize two key points. The first is that abyssal thought is not grounded in abstract and timeless philosophical assumptions but figuratively draws upon aspects of Caribbean practices of resistance and survival, for example, from the Middle Passage, Plantation, carnival, creolization, dance forms and speculative fiction. The second is that abyssal work engages the legacies of modernity and coloniality by explicitly seeking to question the lure of ontology: seeking to disrupt, suspend and to problematize the modern project of the human and the world.

Aim: Individuals need to have a philosophical critical thinking skill in order to have a reasonable approach to the situations and events they will encounter throughout their lives and to benefit themselves and the society Philosophical critical thinking is a process that enhances individuals' capacity to interrogate, analyse, and assess. In this regard, an inquisitive critical approach acquired at an early age makes important contributions to personality development. The current study aims to examine the text and activity contents in the 3rd grade Life Science textbook according to Matthew Lipman's critical thinking theory. Methodology: Methodologically, document analysis was used in the study. In the 3rd grade Life Science textbook, the main approach in the data on text contents, activity questions and statements are that the statements have both a philosophical and critical meaning. The relevant data were analyzed according to the categories in Lipman's critical thinking approach and presented in tables. Findings: The findings revealed that the questions and statements that meet Lipman's critical thinking categories were insufficient. While the expressions among the categories were predominantly judgment formation and being criterion/measure based, the least common categories were context sensitivity and self-correction. Highlights: In this context, it is essential to consider the developmental stages of primary education students and contemporary educational requirements, while integrating a philosophical critical thinking approach more thoroughly into the curriculum and practices to foster an active and inquisitive student personality.

Reviewed by: Postcolonial Theory and the Specter of Capital by Vivek Chibber Nicola Robinson (bio) Vivek Chibber. Postcolonial Theory and the Specter of Capital. London: Verso, 2013. Pp. xii, 306. US $29.95. The call of the Subaltern Studies Project, formed by Ranajit Guha in 1982 and influenced by Marxist historical practice, to recover a “bottom up” historiography or “history from below” has had an important influence on postcolonial studies. In his Postcolonial Theory and the Specter of Capital, Vivek Chibber recognises that “[t]he truly innovative dimension of Subaltern Studies, then, was to marry popular history to the analysis of colonial and postcolonial capitalism” (6). Indeed, the focus on how individuals and groups “on the ground” rather than their political and social elites have experienced capitalism has moved beyond India and other parts of South Asia to the postcolonial world more broadly. Chibber opens with the assertion that “my central concern in this book is to examine the framework that postcolonial studies has generated for historical analysis and, in particular, the analysis of what was once called the Third World” (5; emphasis in original). Taken as a whole, the study argues that “Subalternist theorists do not answer the very question they raise—namely, how the entry of capitalism into the colonial world affected the evolution of its cultural and political institutions” (25). The first chapter sets out the main argument of Postcolonial, which is that the non-West should be conceptualised and understood through an application of the same analysis and evaluation that is used to understand the [End Page 258] West. (I use the terms “the West” and “the non-West” throughout this review because they are the ones Chibber himself uses.) Chibber asserts: [i]nstead of being entirely different forms of society, the West and the non-West … turn out to be variants of the same species. Further, if they are indeed variations of the same basic form, the theories generated by the European experience would not have to be overhauled or jettisoned, but simply modified. (23) Chibber draws on and disputes the works of Subaltern Studies theorists, primarily Ranajit Guha’s Dominance without Hegemony (1997), Dipesh Chakrabarty’s Provincializing Europe (2000), and Partha Chaterjee’s Nationalist Thought and the Colonial World (1986). Although Subaltern Studies has been criticised since its establishment over thirty years ago, Postcolonial “departs from existing treatments” (20) of Subaltern Studies because “the claims for a fundamental difference with reference to capital, power, and agency are all irredeemably flawed. … The main thrust of the book, then, is to elucidate the failure of the arguments from difference, so central to postcolonial theory” (22). As such, Chibber challenges what he perceives to be the two principal claims of Subaltern Studies, claims widely accepted and deployed throughout postcolonial theory. First is the claim of difference, the idea that there are very profound disparities in the culture, politics, and sociology of the West and the non-West during the colonial and the postcolonial periods. Second is the critique of Eurocentrism, the claim that theories originating from the West complicate and confuse instead of illuminate the non-West by conveying onto it models that are inaccurate and misleading. Calling into question this “critique of Eurocentrism, nationalism, colonial ideology, and economic determinism” (4), Chibber argues that such a critique has led to the view that an unbridgeable difference separates the West from the non-West. Theorists of Subaltern Studies “take one form of consciousness to be peculiar to the West—the capacity to separate one’s own identity and interests from those of the social group to which one belongs” (176) and consequently insist on difference. Chibber concludes that this distrust of universalism means that “there is nothing to justify Subalternist historians’ seemingly endless fascination with religion, ritual, spirits, indigeneity, and so on. We are free to criticize it for what it seems to be—a revival and celebration of Orientalist discourse” (238). Chibber studies the social and economic characteristics of capitalist development from a theoretical framework that is widely applicable yet responsive to the diverse cultural and political practices of the non-West and the West. [End Page 259] But one of his book’s major drawbacks is...

This paper proposes synergising a critical dialogic approach with competencies-trained dialoguing with GenAI tools like ChatGPT as multidisciplinary more knowledgeable others to enhance students’ critical thinking and professional communication competencies. It emphasises the importance of engaging all students, regardless of their learning profiles, in authentic dialogic interactions requiring higher-order thinking skills to develop and enhance their critical thinking and communication competencies. It suggests that students develop at least a fundamental level of the target competencies through the critical dialogic approach and apply them in dialoguing with GenAI tools to further enhance their developing competencies. This paper also discusses the potential issues with the accuracy and reliability of ChatGPT’s responses and the importance of critical thinking and communication competencies in dialoguing with GenAI tools. Moreover, this paper proposes a professional proposal competencies framework, along with an associated rubric and key guiding questions, for use in the dialogic teaching and learning of critical thinking and communication competencies, dialoguing with GenAI tools to enhance these competencies, and assessing them. Overall, this paper conceptualises GenAI tools as additional more knowledgeable multidisciplinary dialoguing partners for students to enhance their developing competencies through critical dialoguing and proposes that the future of education may depend on our ability to synergise human and artificial intelligence to create more engaging and effective learning approaches.

This paper seeks to define the phenomenon of critical thinking in architects. Architectural thinking in the sphere of architectural theory is critically analysed. Critical components in the structure of architectural thinking are identified. Problem statement. The architectural process is undergoing dynamic changes in Russia. The architectural science appeals to the ontological questions of the profession in an attempt to reconsider professional architectural thinking. The current relevance of the critical approach to architectural professional thinking has been called to life by both practical and theoretical problems in architecture. To be resolved, these problems need effective thinking and activity management. This, in turn, makes it essential to incorporate critical thinking principles into the professional architectural thought, which should open up a way forward to the understanding of critical thinking in architectural theory and practice. Research methods. The paper critically reviews the principal ideas put forward by theorists. Analysis and synthesis is applied to the results of the comparative analysis. Critical analysis of theoretical constructs will be necessary to identify new perspectives on the definition of the critical architectural thinking phenomenon. Main conclusions. The structure and specifics of architectural thinking have been presented, and the distinctive features of critical architectural thinking have been outlined.

This study aim s to determine the effect of Inquiry Training learning model based real experiment and Critical Thinking Approach toward student’s learning outcomes in the subject matter of Static Fluid of class X MAN 1 Stabat T.P. 201 5 /201 6 . This study was quasi experiment . Sampling was done by cluster random sampling, with a sample of two classes, class X-3 as an experimental class and class X-1 as an convensional class . The instrument used to determine student learning outcomes are result test in the form of 15 multiple-choice questions with 5 options , and the instrument used to critical thinking approach is 10 essay tests that ha ve been validated by the validator . The data obtained are the result of pretest , posttest , and critical thingking approach test . Furthermore, the data is analyzed statistically consisting of normality test, homogeneity, hypothesis testing and ANAVA two ways . The results showed that : 1) there was an effect of Inquiry Training learning model based real experiment toward student’s learning outcomes, 2) there was an effect of high crtitcal thinking and low critical thinking toward student’s learning outcomes, 3) the effect of Inquiry Training learning model based real experiment and Critical Thinking Approach toward student’s learning outcomes of class X MAN 1 Stabat T.P. 201 5 /201 6.

Many researches has been conducted for the need to increase critical thinking of students (in (different fields, (also many researches has been done on the importance and the role of critical thinking for students achievements. In this context this requires a critical approach. To achieve this should be used effective teaching methods that develop critical thinking and also facilitate and enhance the learning of students and their performance in general, making them able to solving problems in their fields. A visualization approach increase communication, increase critical thinking and provides analytical approach to various problems. Therefore, this research is aimed to investigate visualization for the purpose of examining its role in developing critical thinking. In order to achieve this it was made an experiment for the use of visualization and from this experimentation are extracted the results of the effect of using the visualization for the aspect of developing and increasing critical thinking. The results which are taken from this research highlight the positive effect that the use of visualization in teaching and learning process has in developing the critical thinking of students and their overall performance. The results also shows that the visualization motivates students to learn, making them more cooperative and developing their skills for critical approach. Keywords: visualization, critical thinking, teaching, learning, student performance

The article investigates the functions of image and figurative thinking in an academic text. The research material was the classic work by V.O. Klyuchevsky “A History of Russia”. The empirical material has shown that the relationship between logical and figurative thinking in an academic text is not definitively hierarchical. In V.O. Klyuchevsky’s discussing of the most significant events in the Russian history, logical and figurative thinking are either in the relationship of complementarity, or figurative thinking compensates for the restrictions of logical thinking. While retaining the essential ability of expressing a complex thought, the image in an academic text performs a cognitive function, including the cases when an image or a series of images is used to explain or reconstruct the historical outlook of an era. In this latter case, the image also remains a way of knowing the abstract through the concrete. In this way the intratextual function is superimposed on the immanent function of the image. The analysis of explanatory analogies has revealed different principles of their presentation, the objective and the subjective ones,, which in turn has made it possible to reveal a varying degree of reflexivity of consciousness in creating an image in an academic text. An organic synthesis of the conscious and the unconscious underlies the historical image constructed in accordance with the principle of chronotopic homonomy. At the same time, the article establishes a criterion for distinguishing between an image as a method of cognition and an image as an element of rhetoric. The study of figurative academic thinking allows, on the one hand, to reach the supercategory of the author’s persona, and, on the other hand, to get a more complete picture of the object of cognition, which means that this research is significant not only for philology, but also for the field of knowledge to which the studied academic text belongs.

E-critical/thematic doing history project: Integrating the critical thinking approach with computer-mediated history learning

Critical thinking is one of the 21st Century skills involved in education and is required of students nowadays. The study investigated the critical thinking skills of Junior high school students from three selected public schools in Region 3, Luzon, Philippines. Infusion of the critical thinking in Chemistry through selected teaching strategies of inquiry-based, problem solving, collaborative, and lecture methods. CEU-Lopez Critical Thinking Skills Test (2012) with a reliability test value of 0.87 was used to measure the students' critical thinking skill levels. Triangulation of inquiry-based teaching, problem solving, and collaborative teaching methods was used as an intervention to determine the enhancement of the respondents' critical thinking skills and academic performance. Gathered data were processed statistically through descriptive and inferential tests. Results revealed that there is a significant difference in the critical thinking skill levels of Junior high school students in Chemistry. The critical thinking skill levels of the student respondents were highly comparable with respect on their academic performance in Chemistry. The students demonstrated good knowledge, attitude and performance in Chemistry after the infusion of the critical thinking approach in the intervention. The different teaching strategies utilized in the research were applicable in the enhancement of the critical thinking skills of the Junior high school students in Chemistry.

Intakes of dark green leafy, yellow/orange, cruciferous vegetables, and tomatoes (target vegetables), and involvement in physical activity have been shown to be protective actions against chronic diseases. Low-income individuals generally consume lower amounts of these target vegetables, engage in less physical activities, and experience higher incidences of chronic diseases. The study evaluated the effectiveness of a critical thinking approach in increasing (a) knowledge, (b) positive attitudes, (c) critical thinking skills of low-income parents related to vegetable offerings and physical activity, (d) the number of target vegetables low-income parents offer their children, and (e) the amount of time spent on physical activities in low-income children. A two group randomized pretest posttest design was used. Participants were recruited from Drake University Head Start in Polk County, Iowa. The experimental group was exposed to two 45-minute sessions on vegetables and physical activity, one session per week, for two consecutive weeks. Sessions consisted of presentation of research findings on vegetables and physical activities, collaborative problem solving, goal setting, and recipe preparation. Participants in the control group did not receive any treatment. A researcher developed questionnaire measured demographic information and the dependent variables knowledge, attitude, and critical thinking related to vegetables and physical activity, vegetable offering recall, and physical activity recall. Critical thinking scenarios and open-ended questions were used to measure participants’ critical thinking abilities. The instrument was tested for face and content validity and interrater reliability. Cronbach’s alpha for attitude and critical thinking ranged from .63 to .96.

Thinking is a distinctive action that distinguishes human beings from other living things with the faculty of reason and enables them to understand and make sense of what exists. In this respect, the act of thinking has been a regulator of behavior in the development of the individual and the formation of social structure in ancient societies. The act of thinking has been developed over time by philosophers such as Socrates, Plato and Aristotle within the framework of a certain discipline and accompanied by practices. In the Islamic tradition of thought, these practices were given a different meaning through madrasa education. In Ottoman educational institutions, it was aimed to improve the standard of thinking of individuals through courses such as philosophy and logic based on rational knowledge offered within the curricula with the act of critical thinking. In this study, an answer will be sought to the problematic of how the concept of critical thinking was handled in Ottoman educational institutions and how critical thinking competence was acquired by individuals. Critical thinking in the perspective of the act of thinking, critical thinking on the historical plane, the processes of imparting critical thinking to the individual in Ottoman educational institutions will be discussed, and it will be tried to understand how thinking practices were imparted to with a methodology in curricula and books. In the study, the data were evaluated by using historical analysis and document analysis method together.

The critical thinking approach to teaching marketing classes emphasizes teaching students how to think about marketing content. It is based on teaching students to apply the elements of reasoning and universal intellectual standards to their thought and writing about marketing topics. The current paper describes initial student reactions to such a teaching approach when used in a consumer behavior class. Reactions to the syllabus, comments and complaints of students at various intervals in the course, and comparisons of the course to courses taught with more traditional methods are all methods used to understand how well the critical thinking approach performs. The results are discussed and imply that a professor who is dedicated to teaching with the critical thinking approach can achieve results superior to more traditional methods.