On ideology, pillage, language and risk: critical thinking and the tensions of critical practice
On ideology, pillage, language and risk: critical thinking and the tensions of critical practice
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关于意识形态、掠夺、语言和风险：批判性思维和批判性实践的张力
DOI：
10.1080/0158037910130101
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发表时间：
1991
期刊：
影响因子：
--
通讯作者：
S. Brookfield
中科院分区：
文献类型：
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作者：
S. Brookfield
近年来，一些作者提出批判性思维为成人教育的概念化和实践提供了基本原理。本文对这些分析引发的争论进行了批判性分析。通过研究批判性思维的一些解释，作者将重点放在这场辩论中的关键问题上。特别是，讨论了从事批判性实践的成人教育者的四个紧张领域；(1)教育者做出明确的政治承诺与鼓励学习者批判性思维之间的联系；(2)在多大程度上，批判性思维的概念化和教学模式应该建立在一种独特的知识传统之上；(3)如何发展一种批判性思维的语言，使其对那些被设计为该过程所帮助的成年人易于使用；需要在激发一种批判性思考所需要的可能性感与对……的现实评估之间取得平衡。
In recent years critical thinking has been proposed by a number of authors as providing a rationale for the conceptualization and practice of adult education. This paper undertakes a critical analysis of the debate sparked by these analyses. By examining a number of interpretations of critical thinking the author focuses on critical issues in this debate. In particular, four areas of tension for adult educators engaged in critical practice are discussed; (1) the connection between the educator's making explicit a political commitment and the encouragement of critical thinking in learners; (2) the extent to which conceptualizations of critical thinking and models by which it can be taught should be grounded within one exclusive intellectual tradition; (3) how to develop a language of critical thinking that is accessible to those adults for whom the process is designed to assist, and; (4) the need to balance inspiring a sense of possibility that thinking critically entails, with a realistic assessment of th...