View in EDS HTML Full Text PDF Full Text

Curriculum and the cultivation of critical thinking: A critical realist conception.

Saved in:
Bibliographic Details
Title: Curriculum and the cultivation of critical thinking: A critical realist conception.
Authors: Pu, Shi1, Xu, Hao1 xuhaokent@bfsu.edu.cn
Source: Educational Philosophy & Theory. Jul2024, Vol. 56 Issue 8, p750-760. 11p.
Subject Terms: *Critical thinking, *School integration, *Higher education, Critical realism, Undergraduate education
Abstract: In this article, we offer a critical realist conception of curriculum that aims to cultivate critical thinking (CT) and liberate students from egocentric rationality. We first examine egocentric rationality as a problem emerging from the technicist paradigm of cultivating CT in higher education, exemplified by issues arising from the pedagogical activity of debate. We then examine existing approaches to cultivating CT, focusing on the extent to which their goals and conceptions of CT could liberate students from egocentric rationality. Drawing on Roy Bhaskar's stratified conception of being and principle of immanent critique, we offer a critical realist conception of curriculum, explaining its definition of CT as the capacity for self-critique. We shall illustrate, in the context of an undergraduate debate course, how such capacity can be developed in order to liberate students from egocentric rationality. Curriculum is thus a critical praxis, a created space where student's CT develops in a way that is intrinsically entwined with their being and becoming. This article extends the philosophical basis for integrating CT with curriculum and offers pedagogical implications. [ABSTRACT FROM AUTHOR]
Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 177963744
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Curriculum and the cultivation of critical thinking: A critical realist conception.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pu%2C+Shi%22">Pu, Shi</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Xu%2C+Hao%22">Xu, Hao</searchLink><relatesTo>1</relatesTo><i> xuhaokent@bfsu.edu.cn</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Philosophy+%26+Theory%22">Educational Philosophy & Theory</searchLink>. Jul2024, Vol. 56 Issue 8, p750-760. 11p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22School+integration%22">School integration</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+realism%22">Critical realism</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this article, we offer a critical realist conception of curriculum that aims to cultivate critical thinking (CT) and liberate students from egocentric rationality. We first examine egocentric rationality as a problem emerging from the technicist paradigm of cultivating CT in higher education, exemplified by issues arising from the pedagogical activity of debate. We then examine existing approaches to cultivating CT, focusing on the extent to which their goals and conceptions of CT could liberate students from egocentric rationality. Drawing on Roy Bhaskar's stratified conception of being and principle of immanent critique, we offer a critical realist conception of curriculum, explaining its definition of CT as the capacity for self-critique. We shall illustrate, in the context of an undergraduate debate course, how such capacity can be developed in order to liberate students from egocentric rationality. Curriculum is thus a critical praxis, a created space where student's CT develops in a way that is intrinsically entwined with their being and becoming. This article extends the philosophical basis for integrating CT with curriculum and offers pedagogical implications. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177963744
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00131857.2023.2227380
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 750
    Subjects:
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: School integration
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Critical realism
        Type: general
      – SubjectFull: Undergraduate education
        Type: general
    Titles:
      – TitleFull: Curriculum and the cultivation of critical thinking: A critical realist conception.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pu, Shi
      – PersonEntity:
          Name:
            NameFull: Xu, Hao
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 15
              M: 07
              Text: Jul2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00131857
          Numbering:
            – Type: volume
              Value: 56
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Educational Philosophy & Theory
              Type: main
ResultId 1