NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ775434
Record Type: Journal
Publication Date: 2007-Sep
Pages: 18
Abstractor: Author
Reference Count: 30
ISSN: ISSN-0305-764X
Are We Promoting Critical Autonomous Thinking? A Discussion on Conversational Genres and whether They Can Help Us Answer This Question
Mejia, Andres; Molina, Adriana
Cambridge Journal of Education, v37 n3 p409-426 Sep 2007
This work is based on the assumption that if the classroom is a space in which manifestations of critical autonomous thinking appear systematically, then it promotes that same kind of thinking by the students, in other contexts. But what count as manifestations of critical autonomous thinking, and how can we observe them? As Robert Young's Habermasian work on indoctrination and conversational genres seemed a promising conceptual framework for understanding classroom situations in this respect, we took it as a starting point for exploring answers to these questions. Our exploration, both through fieldwork and theoretical reflection, led us to some findings, among which are (1) the existence of new genres which refine the conceptual categories originally formulated by Young; (2) that analysis of function is not enough, requiring also a contents dimension with which one can study what critical autonomous thinking is promoted about, in particular classroom situations; and (3) that classroom situations can be more contradictory and fragmented than presupposed by the very idea of genre. (Contains 1 table and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A