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Defining critical inquiry across fields and disciplines Full-text for articles and books available through links below.
When we make a commitment to become critical thinkers, we are already making a choice that places us in opposition to any system of education or culture that would have us be passive recipients of ways of knowing.
The critical thinking movement, by seeking to establish a site where truth is in some sense unproblematic—a village of truth, as it were—does little to advance the potential for dialogue…the maintenance of this dialogue in our places of learning seems especially important.
At least seven definitional strands were identified…namely critical thinking: (i) as judgment; (ii) as skepticism; (iii) as a simple originality; (iv) as sensitive readings; (v) as rationality; (vi) as an activist engagement with knowledge; and (vii) as self-reflexivity.
This educational work means, finally, inventing what Richard Ohmann (1987) referred to as a "literacy from-below" that questions the way things are and imagines alternatives, so that the word and the world may meet in history for a dream of social justice.