Situation critical: critical theory and critical thinking in engineering education
Situation critical: critical theory and critical thinking in engineering education
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情境关键：工程教育中的批判理论和批判思维
DOI：
10.1080/19378629.2011.649920
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发表时间：
2012
影响因子：
1.7
通讯作者：
D. Riley
中科院分区：
文献类型：
--
作者：
L. Claris;D. Riley
在过去的十年中，人们越来越注重在工程课程中培养批判性思维（CT）技能。通常，CT 实践是在单一、有限的背景下、在几个 ABET 学习成果之一中零散地进行的。我们借鉴批判理论、道德发展理论和解放教育学，检验并挑战目前工程教育中使用的 CT 概念。我们对 CT 提出了一种反思性的观点，导致 CT 不仅在工程内部，而且还与工程有关。在这个框架中，CT不能再被简化为技能的应用，而是被重新理解为反思性参与认知假设而产生的创造性行动。我们在工程领域的多个课程背景和教育成果中实施了这种综合的 CT 方法，发现批判性地思考工程可以挑战权力/知识关系、批判工程认识论、参与反思和自反实践，并为社会正义而相关工作。
Over the last decade, there has been an increased focus on developing critical thinking (CT) skills within the engineering curriculum. Typically, the practice of CT occurs fragmentarily in a singular, limited context, within one of several ABET learning outcomes. Drawing on critical theory, theories of moral development, and pedagogies of liberation, we examine and challenge conceptions of CT presently used in engineering education. We develop a reflexive view of CT, leading to CT not only within but also about engineering. In this framework, CT can no longer be reduced to the application of skills, but is reconceived as creative action resulting from reflective engagement with epistemic assumptions. We implemented this integrative approach to CT across multiple course contexts and educational outcomes in engineering, finding that thinking critically about engineering can challenge power/knowledge relationships, critique engineering epistemologies, engage in reflective and reflexive practice, and work relationally for social justice.