Special Guest event with Prof. Régis Malet: "Fostering Democratic Citizenship through Critical Thinking: A European Comparative Perspective"

Welcome to join us for Resilience Oulu Academy Mobility (ROAM) visiting researcher Professor Régis Malet, University of Bordeaux, talk "Fostering Democratic Citizenship through Critical Thinking: A European Comparative Perspective" and participate in the discussion on April 2, 13.00-14.00, at Foodoo Garden Timjami, University of Oulu.

Register by 31st of March here.

Abstract of the talk

Our presentation explores critical thinking education in Europe, focusing on the French educational system while drawing comparisons with Northern European countries, particularly Finland and Sweeden. It explores how critical thinking contributes to the "educational common good" and analyzes its integration into curricula across different European contexts (Véran & Malet 2025; Malet & Pirone 2025). The study highlights the contrasting approaches to critical thinking in French school curricula and university teacher training programs. Through a comparative lens, it examines curricular conceptions, aims, objectives, and implementation methods across different European countries.

The analysis uncovers a range of approaches, from France's implicit and universalist conception of critical thinking to more pragmatic, immersive, and creative approaches observed in Nordic educational systems. Finally, we advocate for a reevaluation of curricula and pedagogical practices at a European level, emphasizing the need for a shared and dynamic approach.* To reconcile the universal and the particular in education, it is crucial to nourish the common with the diverse (Majhanovich & Malet 2017; Malet & Garnier 2021). This involves recognizing that while critical thinking is a shared value across European democracies, its expression and implementation can vary significantly depending on local contexts and cultural traditions.

We argue that developing critical thinking skills is crucial for sustaining European democracies, especially in the face of global transitions and growing challenges to democratic systems. Our presentation underscores the importance of placing critical thinking at the core of educating democratic European citizens, highlighting its role in addressing sustainable development issues and safeguarding democracies.

References

• Majhanovich, S., & Malet, R. (2015). Building Democracy through Education on Diversity. Springer.
• Malet, R., & Garnier, B. (Eds.). (2020). Education, Mondialisation et Citoyenneté. Enjeux démocratiques et pratiques culturelles. Peter Lang Verlag.
• Malet, R. & Liu, B. (2022). Politiques éducatives, diversité et justice sociale. Peter Lang Verlag.
• Malet, R., & Wang, L. (2024). "Développer l’éducation à une citoyenneté numérique et démocratique en Europe – Les exemples croisés de la Suède et de la Finlande." Revue Hermès.
• Malet, R., & Véran, J.-P. (dir.). (2025). Oser une école commune – Savoir et agir pour faire société. Paris : Berger-Levrault.
• Malet, R., Pirone, F. (2025). Lo spirito critico nel sistema scolastico francese. Una risorsa per il bene comune educativo?, in Scuola democratica, Learning for Democracy 3/2024, pp. 429-449

Régis Malet is an honorary member of the University Institute of France (IUF) and a professor of Comparative Education at the University of Bordeaux Institute of Education (INSPE) and Capital Normal University, PRC. He is also a consultant for prominent IGOs and NGOs (UNESCO, European Parlement, Confemen), president of the French-speaking Society of Comparative Education (AFEC), and the editor of the international research journal Éducation Comparée and of Comparative International Education – Francophonies Brill series. Régis Malet employs a comprehensive approach to explore political, social, historical & cultural contexts that shape school systems & related professions. His research stands out for multi-scale, interdisciplinary approach and focus on hybridization. By combining these elements, his work offers a unique and comprehensive approach to understanding the complexities of educational systems and policies in an increasingly interconnected world.