Educating Reason

Siegel, Harvey

doi:10.4324/9781315001722

Cited by 40 publications

(42 citation statements)

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“…The adjudication of alternative interpretations is a very large part of what is understood as critical thinking (Norris and Ennis 1989;Siegel 1988), which establishes the point that reading beyond the literal must be critical. We can substantiate this claim by noting, first, that reading beyond the literal implies making inferences about meaning.…”

Section: Critical Scientific Literacymentioning

confidence: 99%

Adapted Primary Literature

Yarden¹,

Norris²,

Phillips³

2015

Innovations in Science Education and Technology

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As technology rapidly matures and impacts on our ability to understand science as well as on the process of science education, this series focuses on in-depth treatment of topics related to our common goal: global improvement in science education. Each research-based book is written by and for researchers, faculty, teachers, students, and educational technologists. Diverse in content and scope, they reflect the increasingly interdisciplinary and multidisciplinary approaches required to effect change and improvement in teaching, policy, and practice and provide an understanding of the use and role of the technologies in bringing benefit globally to all.More information about this series at

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Section: Critical Scientific Literacymentioning

confidence: 99%

Adapted Primary Literature

Yarden¹,

Norris²,

Phillips³

2015

Innovations in Science Education and Technology

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“…Yet, as Gutmann (1999), hooks (2010), Macedo (2000), Siegel (1988Siegel ( , 1997, and others have pointed out, it is also crucial for democracy that schools seek to go beyond the mere inculcation of such technical abilities. In order that critical thinking curricula serve its democratic ends, I suggest that the problems it engages individuals in need to both (i) adequately reflect the everyday problems and issues that democratic deliberation typically 786 consists of, and (ii) lend themselves to the forms of thinking and reasoning that characterize the nature of such deliberations.…”

Section: Critical Thinking Everyday Problems and Democratic Delibermentioning

confidence: 95%

“…While amongst these materials differences exist as to how critical thinking should be taught-whether through subject-specific content or as a set of generalizable skills 1 -there is little disagreement over the purpose of the subject. Amongst others, Brown (1998), McPeck (1990), Nussbaum (1997Nussbaum ( , 2004, Paul (1992Paul ( , 1993, and Siegel (1988and Siegel ( , 1997 have recognized that an education in critical thinking is the only education of which it can be truly said prepares the individual for democratic participation. Plato's (1968) Socrates, it will be remembered, defended himself against the charge of 'corrupting the young' on the grounds that democracy needs citizens who can think for themselves rather than simply deferring to authority, who can reason together about their choices rather than just trading claims and counter-claims.…”

Section: Critical Thinking Everyday Problems and Democratic Delibermentioning

confidence: 96%

Beyond logic and argument analysis: Critical thinking, everyday problems and democratic deliberation in Cambridge International Examinations’ Thinking Skills curriculum

Lim¹

2011

Journal of Curriculum Studies

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It is widely held that, by teaching individuals how to reason through and analyse everyday problems, the teaching of critical thinking develops the deliberative capacities essential to the healthy functioning of democracy. Implicit in this view is the assumption that a certain commensurability exists between the problems presented in such curricula and those that occupy democratic deliberation. In examining one influential critical thinking curriculum, University of Cambridge International Examination's Thinking Skills, however, this article reveals the contingency of the assumption. With its presentation of problems steeped in discourses of logic and argument analysis, and with little consideration of notions of rightness/wrongness, such a curriculum can only tend towards the development of an instrumental form of rationality that, being morally indifferent and emotionally apathetic, contributes instead to the depoliticization of democracy. Given that the nature of democratic deliberation does not only focus on what is correct, but, more crucially, on what is right, it is argued that the problems on critical thinking curricula need to both engage individuals in deliberations over issues of social good, and allow them to think of themselves in ways that fundamentally tie them to other members of society.

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“…There has been a lot of interest in the discourse on open-mindedness especially as an "epistemic" or "intellectual" virtue (see Bramall 2000;Hare 1979Hare , 1987bRussell 1973;Siegel 1985Siegel , 2009 Siegel (1988) has termed "critical spirit" that is, "…the inclination, or disposition, to think critically on a regular basis in a wide range of circumstances… a character trait made evident by a willingness to call things into question"(see Hemming 2000, 176). William Hare's classic account of open-mindedness commences with a very brief account.…”

Section: The Concept Of Open-mindednessmentioning

confidence: 98%

Quality education in Africa: Introducing philosophy for children to promote open-mindedness

Ndofirepi

2012

Africa Education Review

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This paper presents a theoretical argument for the introduction of Philosophy for Children (P4C) in schools for the realization of quality education in Africa. While I acknowledge that there is a multiple range of attributes of quality education, I isolate open-mindedness as a value that strives to prepare learners to engage in inquiry and equip them to reason and nurture them into critical, development-oriented citizens. To show the connections between open-mindedness and philosophy with children in the 21 st century Africa, I draw upon Bertrand Russell and William Hare (2004) on the one hand and Matthew Lipman (1988) on the other. I submit a case for a Philosophy for Children programme in schools as one fertile site for the dialogue between theory and practice in the enhancement of quality educational reform.

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Educating Reason

Cited by 40 publications

References 0 publications

Adapted Primary Literature

Adapted Primary Literature

Beyond logic and argument analysis: Critical thinking, everyday problems and democratic deliberation in Cambridge International Examinations’ Thinking Skills curriculum

Quality education in Africa: Introducing philosophy for children to promote open-mindedness

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