Socrates, Problem‐based Learning and Critical Thinking—A Philosophic Point of View

Wang, Shin-Yun; Tsai, Jer‐Chia; Chiang, Heng-Chieh; Lai, Chung-Sheng; Lin, Hui-Ju

doi:10.1016/s1607-551x(08)70088-3

Cited by 26 publications

(20 citation statements)

References 10 publications

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“…In education, we highlight pioneering authors who have emphasized critical thinking (although with other terminologies), from the Greek philosopher Socrates and the concepts of "knowledge" and "maièutica," to the American philosopher, psychologist, and educator John Dewey, and reflection on "thinking" and "reflecting" [23,24].…”

Section: The Importance Of Critical Thinking In Educationmentioning

confidence: 99%

Critical Thinking in Social Work Training

Mauritti¹,

Casquilho-Martins²

2020

Empathy Study

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It is the look at the that leads us to questioning and the answers guide us to updating and the production of knowledge. There is always, in the debates of social work professionals, the question of the search for an intervention project that gives a new meaning to the profession in order to respond, not only theoretically coherent but also efficiently, to the demands placed upon them. The purpose of this chapter is to highlight the importance of critical thinking in the training of social workers. The research is based on an exploratory study carried out with recently graduated university students, whose results point to the benefits of this soft skill in the ability to analyze, understand interactions, detect inconsistencies, systematic problemsolving, reflect on beliefs and values, and reintegrate information as a whole.2 social worker is a kind of a good Samaritan, and this is only one of the challenges students are going to face.Over time, reality is altered and new conceptions are incorporated into the way of living, learning, acting, interacting, and thinking. The new resources that are constantly added to the already existing ones have or should have the purpose of better serving the individual and society in general. Dealing with the new and complex situations of the contemporary world requires more and more expertise in ways of thinking and acting and relating. Faced with this reality of constant transformations, how can we find autonomy to decide on what is relevant, important, pertinent, and ethical? Critical thinking fits into this question, when it serves as a filter to select what should be harnessed or discarded in this actual avalanche of instantaneous information.Reflective analysis on the theoretical foundations and intervention models allows social workers to re-equate the directionality of professional action in the context of critical thinking that frames objectivity and questions the reality where it is intervened, as well as the meaning of this intervention in its micro, meso, and macro levels from local to global and from global to local, an exercise that social works constantly need.As Granja says: Knowing in Social Work means understanding the social problems as total social phenomena that arise from the operation of the structures and social relations, without denying the particularity of the individual processes and act with a mission to prevent and repair the structural inefficiencies that prevent the poorest from accessing indispensable resources for building themselves as full citizens [1].Knowledge about the transformation of social reality requires an investment that results from a reflexive activity involving professionals, in a link between theoretical knowledge and practice, through an interdisciplinary approach that requires a theoretical synthesis built with other areas of social sciences, namely psychology, sociology, anthropology and economics, law, public and social policies, among others, which aims to "change the systems of opportunities, promote social relations dynami...

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Section: The Importance Of Critical Thinking In Educationmentioning

confidence: 99%

Critical Thinking in Social Work Training

Mauritti¹,

Casquilho-Martins²

2020

Empathy Study

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“…In a problem based learning process, students work together and structure their own knowledge by inquiring, searching and problem solving. Thus, it is possible to say that the foundations of problem based learning depend upon cooperative learning principles (Wang et al, 2008). Problem based learning emphasizes self learning, because it requires students to direct their own learning (Finch, 1999).…”

Section: Problem Based Learningmentioning

confidence: 99%

“…Students who work in groups try to define the problem's situation, understand the problem, communicate each other, and define the knowledge needed to solve the problem (Yuan, Williams, & Fan, 2008). After students define their issues, they focus on solving the problem (Wang et al, 2008). In problem based learning students direct their own learning by exchanging views, instead of teacher centred learning (Delisle, 1997).…”

Section: Problem Based Learningmentioning

confidence: 99%

Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

Balım¹,

Inel-Ekici²,

Özcan³

2016

JEL

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Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use effectively for secondary students, concept cartoons can be integrated to problem based learning environment. Concept cartoons provide alternative views and help students at problem solving stage. So, in this study the effects of concept cartoons and problem based learning on students' inquiry learning skill perceptions and levels of relating knowledge with daily life were examined. Two experiment groups and one control group were formed and pre test-post test control group quasi experimental design was used in this research. During four weeks experimental practice, courses were continued with concept cartoon integrated problem based learning in experiment group 1 while only problem based learning was used in experiment group 2 and science program activities was used in control group. 553 sixth grade students (13-14 age group) from 9 different middle schools in Turkey participated in this study. Inquiry learning skills perception scale and knowledge-daily life relating open ended questions were used as data collection tools. In the result of the data anaylsis, it was found that students' inquiry learning skill perceptions scores differ significantly in favor of experiment groups. However, no significant difference found between groups in terms of knowledge-daily life relation scores.

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“…Five thousand years ago the philosophical writings 'The Upanishads' recommended learning through discussion of everyday problems (Mascaro 1965). Socrates taught so powerfully through questions that arose from everyday living, that he was executed for being too influential (de Botton 2001, Wang et al 2008. In the 20th Century, Dewey argued that children learn more in a kitchen than a classroom (Dewey 1938), while Piage, Montesori and Steiner developed progressive and practical educational methods through real-life engagement rather than theoretical, teacher-led desk-based lessons (Sadlo 2011).…”

Section: Introductionmentioning

confidence: 99%

“…A study of nursing students found that PBL in a practice setting built the skill of seeing the theory within everyday practice (Chikotas 2009), which is the first stage of being able to perceive gaps in one's own knowledge (Firestein 2012). An excitement towards gaining new understanding is a prerequisite to meaningful learning (Wang et al 2008). The supportive culture of PBL enables students to acknowledge what they do not know, to activate further learning (Dangerfield et al 2007).…”

Section: Introductionmentioning

confidence: 99%

Using problem-based learning during student placements to embed theory in practice

Sadlo

2014

International Journal of Practice-based Learning in Health and

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Practice placements, a prominent part of the education of health and social care professionals, are strongly validated by theories of adult learning. Being situated in authentic workplaces in contact with people in need, motivation to learn is strong. However, it is not always easy for students to realise the knowledge that practitioners are using in the setting, as it becomes tacit. Problem-based learning (PBL) is a form of student-centred university teaching deliberately structured to support development of students' theoretical understanding, critical thinking, professional reasoning and team skills. PBL is recognised world-wide for its applicability to health and social science curricula, but to date its potential as a method to activate theoretical learning during placements has not been realised.The aim of this masterclass is to inspire and encourage placement educators and students to use PBL as an effective, enjoyable way to structure knowledge development during placement. The outcomes of this paper include appreciation of the rationale and stages of the PBL cycle in a practice environment, and sufficient understanding about how PBL can be used to embed theory in practice to give it a try. Case studies and supervision sessions need to be adjusted a little to explicitly include a self-directed learning stage to develop students' knowledge, illustrated here through a case example. Students identify their own learning needs to guide their independent learning, maximising use of placement time. PBL in practice settings is a flexible approach, applicable to one-to-one situations, with pairs, groups (including inter-professional), and within work-based learning for staff development.

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Socrates, Problem‐based Learning and Critical Thinking—A Philosophic Point of View

Cited by 26 publications

References 10 publications

Critical Thinking in Social Work Training

Critical Thinking in Social Work Training

Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

Using problem-based learning during student placements to embed theory in practice

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