THE CHALLENGE OF TEACHING FOR CRITICAL THINKING

Authors

  • John P. Portelli Mount Saint Vincent University

Abstract

The aim of this paper is to clarify what is involved in the notion of teaching for critical thinking and identify some of the challenges that this notion faces. The paper is divided into two sections. Section one attempts to clarify the notion of teaching for critical thinking by focusing on and analyzing the assumptions and practical implications of two contrasting teaching situations. Section two identifies and briefly comments on some of the common challenges that face those who take the ideal of critical thinking seriously. RÉSUMÉ Cet article vise à préciser ce qui intervient dans la notion d'enseignement axé sur la pensée critique et à identifier certains des défis auxquels cette notion se heurte. L'article est divisé en deux parties. La première tente de préciser la notion d'enseignement axé sur la pensée critique en examinant de près et en analysant les hypothèses et implications pratiques de deux situations d'enseignement contrastantes. La seconde partie identifie et commente brièvement certains des défis courants auxquels font face ceux qui ont à coeur l'idéal de la pensée critique.

Author Biography

John P. Portelli, Mount Saint Vincent University

John P. Portelli is Associate Professor in the Department of Education at Mount Saint Vincent University, Halifax, Canada, where he has taught philosophy of education and curriculum theory since 1986. His research has focused primarily on philosophical issues in the curriculum and developing philosophical discussions in schools. He has published widely in these areas. He co-edited Philosophy of Education: Introductory Readings (1988) and Reason and Values: New Essays in Philosophy of Education (1993). He co-authored What to Do? Case Studies for Teachers (1993), and Whole Language and Philosophy with Children: A Dialogue of Hope(1994). John P. Portelli est professeur agrégé au département de sciences de l'éducation de l'Université Mount Saint Vincent, à Halifax (Canada), où il enseigne la philosophie de l'éducation et la théorie des programmes d'études depuis 1986. Ses recherches ont surtout porté sur des questions philosophiques relatives aux programmes d'études et à l'instauration de discussions philosophiques dans les écoles. Il a à son crédit de nombreuses publications dans ces domaines. Il a travaillé à la préparation des ouvrages Philosophy of Education: Introductory Readings (1988) et de Reason and Values: New Essays in Philosophy of Education (1993). Il est co-auteur de What to Do? Case Studies for Teachers (1993), et Whole Language and Philosophy with Children: A Dialogue of Hope (1994).

Downloads

Published

1994-04-01

How to Cite

Portelli, J. P. (1994). THE CHALLENGE OF TEACHING FOR CRITICAL THINKING. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 29(002). Retrieved from https://mje.mcgill.ca/article/view/8165

Issue

Section

Articles