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ERIC Number: ED357011
Record Type: RIE
Publication Date: 1992
Pages: 31
Abstractor: N/A
Educating for Development: Critical Thinking across the Disciplines.
Weinstein, Mark
At the center of the critical thinking movement is a far-reaching attempt at educational reform which sees critical thinking as a compelling educational ideal supported by moral concerns and practical considerations. This paper examines the theoretical basis for critical thinking and explores its component parts. The context of the discussion is a program of postsecondary educational reform that includes the renewal of teacher education as a central objective. Postmodernism and liberal education are discussed and related to critical thinking. This paper also attempts to persuade educators in developing countries to look closely at educational reform through critical thinking to determine its appropriateness to their own cultural and social context. It advances the argument that critical thinking offers an overarching framework for education that supports social, political, and ethical development, without requiring limiting concepts that inhibit tailoring education in appropriate context-specific ways. Critical thinking requires that students comprehend the rational basis upon which warranted authority rests, including the authority of expert points of view, and that they be helped to apply their understanding to the wide range of judgments that they may be called to make as fully participating members of society. Replacing authority of source with critical judgment may be a particular problem in education that seeks to support development by utilizing practices imported from developed countries to developing countries. (IAH)
Institute for Critical Thinking, 224 Life Hall, Montclair State, Upper Montclair, NJ 07043.
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Montclair State Coll., Upper Montclair, NJ. Inst. for Critical Thinking.
Grant or Contract Numbers: N/A