THE CHALLENGE OF TEACHING FOR CRITICAL THINKING
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.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
License
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca