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ERIC Number: EJ1075052
Record Type: Journal
Publication Date: 2015-Oct
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1474-0222
Against Critical Thinking Pedagogy
Hayes, David
Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v14 n4 p318-328 Oct 2015
Critical thinking pedagogy is misguided. Ostensibly a cure for narrowness of thought, by using the emotions appropriate to conflict, it names only one mode of relation to material among many others. Ostensibly a cure for fallacies, critical thinking tends to dishonesty in practice because it habitually leaps to premature ideas of what the object or student is asserting. Most importantly, critical thinking pedagogy assumes that students start out with thick beliefs and should become thinner. But in an age of default skepticism such as ours, it reinforces the vague belief that no beliefs are true and presses students toward an even thinner condition. What is needed instead is a pedagogy that thinks toward belief. This pedagogy would be marked by: (1) interpretive charity; (2) tolerance for a specific kind of exploratory bullshit; (3) the exercise of the imagination.
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A