Critical Thinking Perspective Research Articles

Kritické myšlení v kontextu didaktiky filosofie a základů společenských věd

This theoretical study is based on the fact that critical thinking is part of the key competences and specifically civic competences, but it is not defined in detail in curriculum documents. Critical thinking is close to philosophical thinking. For the development of philosophical thinking, a competency-based approach is applied in foreign didactics of philosophy to define the objectives of the discipline. This study attempts to show that the competency-based approach is also suitable for the development of critical thinking in the context of teaching civics and social studies; it is thus necessary to know what critical thinking consists of. Therefore, the first aim of the study is to specify in more detail what critical thinking is, based on an analysis of two foreign conceptions of critical thinking, with an emphasis on its subcomponents. The second aim is to compare critical and philosophical thinking more closely and to show how a critical thinking perspective could enrich the existing elaboration of philosophical competencies. Given the similarity of these two ways of thinking, the author proposes that one of the goals of high school philosophy education should be the explicit development of critical thinking and that the skills, dispositions and knowledge needed for critical thinking should be taken into account in the specification of competency-based goals for philosophy education.

Investigating Critical Thinking in ELT Textbooks: A Systematic Literature Review of Textbook Evaluation Studies

The pivotal role of critical thinking and its integration in English language education are synthesised through systematic literature reviews and meta-analysis studies in the areas of pedagogical interventions, teaching methods, and assessment methods. However, there is little evidence of systematic literature review on the integration of critical thinking into English language teaching materials such as textbooks. In this study, 41 empirical textbook evaluation studies published between 2010 and 2021 were reviewed from critical thinking perspective. The purpose of this study is to provide an overview of English textbook evaluations on critical thinking integration, to identify critical thinking frameworks applied, and to look for possible research gaps among the studies. An extensive literature search was conducted by applying Xiao and Watson’s (2017) eight-step systematic literature review method. From a collection of 41 empirical studies, this review focuses on such four aspects as applied critical thinking frameworks, findings, recommendations, and the language levels and content areas of the textbooks studied. The results revealed that (1) Bloom’s Taxonomy and Bloom’s Revised Taxonomy were most frequently applied critical thinking frameworks, (2) integration of higher-order thinking skills in textbooks was less common than lower-order thinking skills, (3) textbook assessment occurred primarily at the middle and high school levels more than at other levels, and (4) methodological considerations regarding the reliability and validity of the coding process in textbook content analysis received little attention. This study contributes a synthesised literature background of English textbook evaluation with recommendations for methodological improvements in future studies.

An Exploration of High School English Reading Teaching from the Perspective of Critical Thinking

Critical thinking is an important symbol of intelligent talents, which is conducive to cognitive ability. It is also called the cornerstone and promoter of rational society. Basic education should be to cultivate critical thinking ability as the primary goal. Through the exploration of English reading teaching in high schools, this research explores how to strengthen students’ critical thinking in reading. That is, to propose effective practice strategies from the teacher level, curriculum level, etc.

Critical thinking in primary science through a guided inquiry pedagogy: A semiotic perspective

ABSTRACT Although education research in critical thinking is a rapidly emerging field, how teachers can facilitate, monitor, and support critical thinking in primary science remains a challenge. This paper builds on recent semiotics mediated scientific reasoning research to present a fresh perspective of critical thinking in primary science. Analysis of student and teacher interactions in an innovated semiotics grounded learning design and pedagogy demonstrates a recursive process of collaborative construction, reviewing and refinement of representational systems and models. The multimodal epistemic practices of the discipline, involving the generation, evaluation and refinement of the semiotic systems that frame scientific ideas and practices are presented to both stimulate and support generative critical thinking. How semiotic systems in primary science can provide a focus, stimulus, and tool, for not only students’ generative critical thinking but also teacher monitoring and support is presented.

Research on the Implementation Path of Ideological and Political Education in Civil Engineering and Architecture Major Courses from the Perspective of Critical Thinking

Research on the Implementation Path of Ideological and Political Education in Civil Engineering and Architecture Major Courses from the Perspective of Critical Thinking

Interdisciplinarity-Based Sustainability Framework for Management Education

Business education faces shortcomings that can be mitigated through the broad perspective of interdisciplinarity, fulfilling a call for a greater orientation toward Education for Sustainable Development (ESD). Despite the relevance and urgency, current frameworks cannot embed context-related problems into their design, increasing the detachment of wicked problems and management education, and falling short of the goal-oriented prerogative. Interdisciplinarity is up to this task as an educational attitude and behaviour rather than a toolkit of cross-disciplinary classification. This paper aims to propose a framework for interdisciplinarity-based sustainability management for business education. We established the framework via a literature review analysis, and then we validated it through discussions with specialists from the United Nations Principles for Responsible Management Education (UN-PRME) to introduce a model with 49 evidence-driven, interdisciplinarity practices. We grouped results in three main dimensions of analysis connecting the 16 categories. We gave special attention to spaces of discomfort that ought to be fostered in business schools under a critical thinking perspective and the student’s role in the relevance of sustainability education. The work harbours practical implications for developing better practices for management education by blending an interdisciplinary approach to sustainability in the management education literature.

Eleştirel Düşünme Becerisi Edindirme Bağlamında Çocuk ve Gençlik Kitaplarının İncelenmesi

With the technological advancements and declining connection of children and young adults with written works, getting their interest to qualified books has become a significant issue. Such children and young adult books should avoid an instructional tone and make them reflect on various events through the characters without compromising the literary value. This study is intended to focus on an in-depth investigation of 2016 best-seller children and young adult books in the context of critical thinking skills acquisition. Thirty children's and young adult books in the genre of short stories and novels selected based on the data from three internet websites constitute the data set to the content analysis performed in this study. “Theme” is used as a context unit. Frequency, percentage, and density values are utilized in the evaluation of subcategories. Among the children and young adult books examined in the course of this study, The Little Prience, One Peach and a Thousand Peaches, and Yaşasın Ç Harfi Kardeşliği are found to be the books having largest density values in this order while the books titled Heart, Bir Küçük Osmancık Vardı, and Diary of a Wimpy Kid: The Third Wheel (Book 7) are the books with the least density values. This study points out the importance of a detailed examination of the books intended to be read by children and young adults from critical thinking perspective.

Ascendant and Descendant Types of Thinking and the Impact on Tolerance as an Educational Value

This article will explore the pattern of conflicts between secular thinking and religious beliefs from the perspective of critical thinking and analyse the potential that this conflict holds for increasing tolerance inside mixed society such as in Romania. It is often said that the ability of thinking critically deeply erodes the propensity towards religious faith and there are numerous study results that back up this assertion. This article tries to explain that religious faith becomes fully understandable only in some larger pattern that shapes morality, cognitive strategies and social practices and this is true for secular thinking as well. We can name this patterns ascendant, respectively descendant. Ascendant thinking derives and explains higher level practices beginning from lower level entities through progress and emergence and for this kind of thinking, morality and cognition are an open fields that can be indefinitely improved. This kind of thinking embraces novelty and creativity and aims at human beings becoming capable of managing this novelty. The descending model derives from and explains the lower levels through complex and immutable entities and will tend to see novelty as change capable of breaking their models and therefore act towards neutralizing novelty through interpretation. Information and practices that cannot be neutralized will be counted as abnormous. The article comes forward with a comparative analysis between these two opposing patterns, showing that this interpretative frame is valid in retrodiction and that it can fundament concrete predictions. It will also show that critical thinking is permitted and can fundament a space for compromise and dialogue between religious and secular people.

From fallacies to semi-fake news: Improving the identification of misinformation triggers across digital media

This study tackles the fake news phenomenon during the pandemic from a critical thinking perspective. It addresses the lack of systematic criteria by which to fact-check the grey area of misinformation. As a preliminary step, drawing from fallacy theory, we define what type of fake news convey misinformation. Through a data data driven approach, we then identify 10 fallacious strategies which flag misinformation and we provide a deterministic analysis method by which to recognize them. An annotation study of over 220 news articles about COVID-19 fact-checked by Snopes shows that (i) the strategies work as indicators of misinformation (ii) they are related to digital media affordances (iii) and they can be used as the backbone of more informative fact-checkers’ ratings. The results of this study are meant to help citizens to become their own fact-checkers through critical thinking and digital activism.

Characteristics of statistical literacy skills from the perspective of critical thinking

AbstractStatistical literacy is generally defined as the ability to interpret and evaluate statistical information critically. It is regarded as a higher‐order literacy competence that includes critical thinking. While previous studies have illustrated the concept of statistical literacy, statistical literacy skills have not been sufficiently explored from the perspective of critical thinking research. To fill this gap, this study presents a framework for critical thinking skills in statistical literacy. The characteristics of general critical thinking skills were organized. Based on these characteristics, the researcher extracted sentences related to such skills from selected textbooks. As a result, eight aspects of critical thinking skills in statistical literacy were identified.

Research on Ideological and Political Construction of Comprehensive English Curriculum from the Perspective of Critical Thinking

Research on Ideological and Political Construction of Comprehensive English Curriculum from the Perspective of Critical Thinking

A telecollaborative approach to foster students' critical thinking skills

This study reports on a telecollaborative approach to foster students' critical thinking skills, more specifically to help them gain knowledge about a different educational culture and develop a critical perspective upon their own educational culture at the university. The study specifically examines the extent to which participation in telecollaboration enabled students to complete a critical thinking task, students' overall impressions of the telecollaboration, and the factors that affected the perceived success of their telecollaborative learning experiences. Undergraduate students taking a Critical Thinking course at a university in Turkey (n=53) telecollaborated with undergraduate students at a university in the USA for three weeks. They were given a critical thinking task, in which students were asked (a) to develop discussion questions that would elicit the information they needed for their arguments from their US partners, (b) to exchange information with their partners, (c) to compare their education with the US education and analyze their education from a critical-thinking perspective, (d) to develop three written arguments based on the telecollaboratively-exchanged information as their final product, and (e) to reflect upon the whole telecollaborative learning process. According to the analysis of their written argument grades and survey responses, telecollaboration provided students with an effective medium to complete the critical thinking task, although some students reported experiencing some problems. Suggestions are offered for better learning experiences in future telecollaborative implementations.

AI 依存社会における批判的思考にもとづく AI 倫理へのアプローチ

AI 依存社会における批判的思考にもとづく AI 倫理へのアプローチ

Corrientes epistemológicas y sus implicaciones en la educación

El presente artículo busca exponer los principios epistémicos del método científico a partir de Mario Bunge, dado que la epistemología sustenta los postulados de escuelas como la de Frankfurt —con sus principales exponentes: Adorno, Marcuse, Horkheimer, desde la visión del pensamiento crítico, y el pensamiento sobre el capitalismo— y la corriente epistemológica francesa —con sus exponentes: Michel Foucault, Gaston Bachelard y Louis Althusser—. Dichos postulados permiten dilucidar las implicaciones para la educación desde un saber crítico, por ser esta una actividad compleja en la que intervienen distintas variables: acciones, ideas, sentimientos, personas, objetos e instituciones.

Ravenna, its mosaics and the contribution of archaeometry. A systematic reassessment on literature data related to glass tesserae and new considerations

Written about thirty years after the very first archaeometric analyses carried out on the mosaics of Ravenna, the paper provides a methodical and comprehensive review of data published so far in the literature on this topic. Aimed at reflecting upon what can, according to archaeometry, be actually stated on the provenance and the manufacturing technology of the multi-coloured glass tesserae found in the mosaics adorning the Ravenna monuments, the rassessment delivers a re-examination of published data from a critical thinking perspective. Almost all of the available analyses on Ravenna mosaics have been performed many years ago, when scientific investigations applied to mosaic glass tesserae were at an early stage and the knowledge of manufacturing technology of tesserae was more patchy than today. Data obtained by former investigations carried out on assemblages of tesserae from different monuments in Ravenna and its surrounding area will be, thus, framed in the current research scenario related to mosaic glass production and supply in the late antique Mediterranean world, in order to define an inclusive background to be used as a re-starting point for further investigation and research.

Unburdening the Pedagogy of the Oppressed: A Case Study of ELT Classrooms at University Level in South Punjab

Recently, the concept of Critical thinking got much significance in the teaching and learning process. Thinking creatively and critically in the English language beckons our representation in different domains of development as well. The present study is aimed to investigate the on-going teaching-learning process of English Language Teaching at University Level in South Punjab from the perspective of critical thinking. The theoretical insights have been taken from Freire’s Banking concept of education in his seminal work, Pedagogy of the Oppressed (2018). The findings of the study reveal that our ELT classrooms are lacking the creativity and critical thinking at large. Further in our classrooms, the Banking Model of teaching is being practiced where a student remains passive and the teacher is considered as the ultimate source of knowledge. It points out that our teaching and learning process is moving on some faulty lines which need revisions and amendments. It is suggested that the Problem Posing Model of teaching and learning may be adopted in our ELT Classrooms so that our graduates at the university level may think critically and independently.

Concrete: Politics in the Development of Modern Architecture in Indonesia

The more we get into the modern era, concrete existence precisely becomes a doubt for architects and critics. They have arrived at concrete is something that doesn’t have reciprocal principles and forms if we are willing to bring ourselves further by accepting the thought that concrete is the formation of various parameters. This paper aims to see concrete not only technical terms but in how concrete influences the growth of modern architecture in Indonesia, adjusting deep-rooted culture and the political order. I will see the architectural development at the beginning of independence and the New Order era; that use concrete and are significant to criticize architecture, culture, and politics. Analysis of theoretical construction is needed to identify a new perspective of critical thinking of architectural, as well as the analysis and synthesis is applied to the comparative analysis. The use of concrete technology become the countenance and considered monumental, and as a result, the notions from the actors build a modern representation. In material discourse, concrete has been widely studied, interpreted, and innovated. Thus, this research expected to be the content of empty niches in all the diversity of its applications, beyond the sphere of engineering and architectural realm.

Critical Thinking Perspective in ESL New English Textbooks: A Case Study of Pakistan

This study examines ESL textbooks of English language of grade 9th and 10th of Punjab model schools in Pakistan. In order to achieve the goals of research, the qualitative method was used and applied Paul Elder’s Critical Thinking Model (2008) on the text books of grades 9 and 10. The collected data was analyzed qualitatively. Activities mentioned in the textbooks of grades 9 and 10 of Punjab textbook board were extracted and analyzed in the light of Paul and Elder’s CT model. ESL teachers’ interviews regarding the said textbooks serve as an insight into the role of critical thinking among learners. Mention the period of analysis. There relevance exists between the exercises given in English textbooks with the model of critical thinking prosed by Paul and Elder. However, the teachers of Government schools are unaware of the critical thinking perspective and some sessions of critical thinking training need to be offered to the English school teachers of Government schools. The results of the study have significant implications for material developers. The study recommends that the Government of Punjab may provide a training program to the teachers who may get some sort of training and implement on the students the best of teaching practices in Pakistan. In the same context, the analysis of interviews shows that teachers have been playing a passive role in the promotion of CT in the teaching process. Hence, there is a need to organize some training sessions to make them aware of the basic concept and importance of CT in Pakistan.

The Role of Education and Knowledge Science of Digital Era in The Perspective of Critical Thinking Teaching Method Norman Fairclough

The research entitled " The Role Of Education And Knowledge Science of Digital Era In The Perspective of Critical Thinking Teaching Method Norman Fairclough" is motivated by challenges that bring together the increasingly complicated world of education and science in the digital age, only that there is something in accordance with the questionable model offered, which also attracts human interest in pseudo truth and information. The critical discussion method offered by Fairclough has opened new horizons for education and science so that it is not difficult to offer free sophistication and sophistication, because developments in the digital age are also recognized as having a negative impact on humans. This research is qualitative research using the literature method. Norman Fairclough, meanwhile the material objects used in this study are the basic concepts of research and research methods. After conducting a search in this study, the results obtained are (1) the formulation of critical thinking on the concepts of education and science (2) Finding education in the digital age by using five basic concepts that were initiated historical, power and ideology

CRITICAL THINKING AND TEACHING STYLISTIC ANALYSIS OF THE LITERARY TEXT

The development of students’ critical thinking skills is a paramount issue of modern education globally. Notwithstanding there is no accord among the philosophers, psychologists and educators as to transferability and teachability of critical thinking skills. Our approach to this issue is twofold. In order to become independent thinkers, students should be equipped with critical thinking inventory as well as have advanced practical skills of its application. This article is an attempt to look at the problem of teaching the stylistic analysis of the literary text from the perspective of critical thinking. We discuss how by the critical reading of a literary work and applying a polycritical methodology to its analysis students enhance the high-order thinking skills – analysis, synthesis and evaluation. The present paper illustrates some before, during and after reading classroom strategies that can be utilized to encourage students to dig deeper and “read between the lines” in order to decode the message of the author, effectively interpret it and use it as a vantage point for constructing intermedial connections, self-reflection and interpretation of the real world. Progressive educators create the learning environment where freedom of thought and the dissent are equally accepted and fostered. The anchoring potential of critical thinking as a mediator between the fictional and real world and as a booster of the students’ abilities to evaluate, make an independent judgment and solve problems is viewed by us as a leverage on rote learning and copy-paste mentality as well as an instrument of establishing democratic values in education.