衔接批判性思维和变革性学习:视角转换的作用

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
James Southworth
{"title":"衔接批判性思维和变革性学习:视角转换的作用","authors":"James Southworth","doi":"10.1177/14778785221090853","DOIUrl":null,"url":null,"abstract":"Although the literature on critical thinking and transformative learning has remained relatively distinct, they have both emphasized the importance of working through and resolving states of doubt. There has been less focus, however, on how we can bring ourselves from a confirmed belief to a position of doubt. This is a foundational skill. Without it, the possibility for intellectual and personal growth is limited. In part one, I focus on critical thinking to investigate what ability and/or disposition can help thinkers arouse a state of doubt. I first consider traditional dispositions of critical thinking, specifically reflection and open-mindedness, and argue that they are largely ineffective as they do not confront the problem of cognitive bias. I then propose perspective-taking as an essential tool to bring about a position of doubt. In part two, I examine leading theorists in transformative experience, transformative education, and transformative learning, who have also largely neglected perspective-taking. I illustrate that perspective-taking can initiate some instances of transformative learning and thereby provides a connecting point to critical thinking. Nevertheless, when engaging with perspective-taking exercises, I argue that instructors ought to prioritize the development of students’ critical thinking skills. In part three, I focus my discussion on incorporating nonfiction perspective-taking readings into university course syllabi as a way to develop students’ critical thinking while creating the conditions for transformative learning.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Bridging critical thinking and transformative learning: The role of perspective-taking\",\"authors\":\"James Southworth\",\"doi\":\"10.1177/14778785221090853\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Although the literature on critical thinking and transformative learning has remained relatively distinct, they have both emphasized the importance of working through and resolving states of doubt. There has been less focus, however, on how we can bring ourselves from a confirmed belief to a position of doubt. This is a foundational skill. Without it, the possibility for intellectual and personal growth is limited. In part one, I focus on critical thinking to investigate what ability and/or disposition can help thinkers arouse a state of doubt. I first consider traditional dispositions of critical thinking, specifically reflection and open-mindedness, and argue that they are largely ineffective as they do not confront the problem of cognitive bias. I then propose perspective-taking as an essential tool to bring about a position of doubt. In part two, I examine leading theorists in transformative experience, transformative education, and transformative learning, who have also largely neglected perspective-taking. I illustrate that perspective-taking can initiate some instances of transformative learning and thereby provides a connecting point to critical thinking. Nevertheless, when engaging with perspective-taking exercises, I argue that instructors ought to prioritize the development of students’ critical thinking skills. In part three, I focus my discussion on incorporating nonfiction perspective-taking readings into university course syllabi as a way to develop students’ critical thinking while creating the conditions for transformative learning.\",\"PeriodicalId\":46679,\"journal\":{\"name\":\"Theory and Research in Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2022-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Theory and Research in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/14778785221090853\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Theory and Research in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14778785221090853","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4

摘要

尽管关于批判性思维和变革性学习的文献仍然相对不同,但它们都强调了通过和解决怀疑状态的重要性。然而,很少有人关注我们如何将自己从一个确定的信念带到一个怀疑的位置。这是一项基本技能。没有它,智力和个人成长的可能性是有限的。在第一部分中,我将重点关注批判性思维,以调查什么样的能力和/或性格可以帮助思考者唤起怀疑的状态。我首先考虑了批判性思维的传统倾向,特别是反思和开放思想,并认为它们在很大程度上是无效的,因为它们没有面对认知偏见的问题。然后,我建议换位思考作为一种重要的工具,以产生怀疑的立场。在第二部分中,我考察了变革经验、变革教育和变革学习方面的主要理论家,他们也在很大程度上忽视了换位思考。我举例说明,换位思考可以启动一些变革性学习的实例,从而为批判性思维提供一个连接点。然而,在进行换位思考练习时,我认为教师应该优先考虑培养学生的批判性思维技能。在第三部分中,我将重点讨论将非小说类视角阅读纳入大学课程大纲,作为培养学生批判性思维的一种方式,同时为转型学习创造条件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bridging critical thinking and transformative learning: The role of perspective-taking
Although the literature on critical thinking and transformative learning has remained relatively distinct, they have both emphasized the importance of working through and resolving states of doubt. There has been less focus, however, on how we can bring ourselves from a confirmed belief to a position of doubt. This is a foundational skill. Without it, the possibility for intellectual and personal growth is limited. In part one, I focus on critical thinking to investigate what ability and/or disposition can help thinkers arouse a state of doubt. I first consider traditional dispositions of critical thinking, specifically reflection and open-mindedness, and argue that they are largely ineffective as they do not confront the problem of cognitive bias. I then propose perspective-taking as an essential tool to bring about a position of doubt. In part two, I examine leading theorists in transformative experience, transformative education, and transformative learning, who have also largely neglected perspective-taking. I illustrate that perspective-taking can initiate some instances of transformative learning and thereby provides a connecting point to critical thinking. Nevertheless, when engaging with perspective-taking exercises, I argue that instructors ought to prioritize the development of students’ critical thinking skills. In part three, I focus my discussion on incorporating nonfiction perspective-taking readings into university course syllabi as a way to develop students’ critical thinking while creating the conditions for transformative learning.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信