Garside, D (2014) Critical thinking as a hopeful transition. In: International Conference on Philosophy for Children (ICPC), 17 - 20 October 2014, Graz, Austria.
Critical thinking (CT) can be considered from a number of perspectives such as the philosophical, the psychological and the educational (Pearson, 2011). In this paper I focus on philosophical treatments of critical thinking that accen- tuate the normative aspects of this topic over the empirical1. Furthermore, these philosophical considerations will be from the perspective of what has been termed ‘third-wave’ pragmatism (Koopman, 2009). As such I reject accounts of CT that emphasise individualism and cognitivism in favour of an account that recognises the intersubjectivity of CT. This account is not new as I show that this reading can be found at the heart of P4C literature but what is novel is how Koopman’s account of pragmatism allows us to note CT as an outcome deriving from the educational end of meliorist transition, pursued via the means of philosophising with children.
|Item Type:||Conference or Workshop Item (Paper)|
|Subjects:||L Education > LB Theory and practice of education|
|Divisions:||Institute for Education|
|Date Deposited:||31 Mar 2015 21:22|
|Last Modified:||08 May 2015 15:25|
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