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ERIC Number: EJ835402
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: 150
Critical Thinking vs. Critical Consciousness
Doughty, Howard A.
College Quarterly, v9 n2 Spr 2006
This article explores four kinds of critical thinking. The first is found in Socratic dialogues, which employ critical thinking mainly to reveal logical fallacies in common opinions, thus cleansing superior minds of error and leaving philosophers free to contemplate universal verities. The second is critical interpretation (hermeneutics) which began as the attempt to reveal the hidden meanings of pagan oracles and the sacred texts of the Abrahamic religions, and evolved through sociology into contemporary literary criticism and semiotics. Third are the analytical techniques that comprise a set of instructions about "how to think" in accordance with the scientific method and technological rationality. Finally, there is radical criticism that interrogates every kind of inquiry and knowledge (including science) to reveal the human interests that they serve. Of the distinctively modern kinds of critical thinking, analytical techniques serve as the unofficial ideology of contemporary education. In the alternative, radical criticism--commonly but not inevitably associated with the Marxist tradition--questions that ideology, and produces a critical consciousness that dissents from the dominant pedagogy and politics of college life. All four--Socratic dialogues, hermeneutics, critical analysis and critical consciousness--are important precursors to, or examples of, critical thinking.
Descriptors: Scientific Methodology, Hermeneutics, Ideology, Critical Thinking, Semiotics, Logical Thinking, Criticism, Political Attitudes, Politics of Education, Metacognition, Questioning Techniques, Higher Education, Teaching Methods
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A