Reason to believe. The prospects and limitations of critical thinking as an educational ideal
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Oulun Puhelin auditorium (L5)
Topic of the dissertation
Reason to believe. The prospects and limitations of critical thinking as an educational ideal
Doctoral candidate
Doctor of Philosophy Henri Pettersson
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, Values, Ideologies and Social Contexts of Education
Subject of study
Education
Opponent
Professor Harvey Siegel, University of Miami
Custos
Professor Katariina Holma, University of Oulu
The prospects and limitations of critical thinking as an educational goal
Critical thinking refers to the cluster of abilities and attitudes that lead an individual to engage in reasoned belief formation and decision making. For decades, critical thinking has been one of the most debated educational objectives in theoretical research, educational policy and pedagogical literature.
Critical thinking seems to be inextricably embedded in the most fundamental values of our educational system: on the one hand, critical thinking is seen to support the development of the individual's capacity for rational self-determination, and on the other, it prepares future citizens to become participatory members of a democratic society. More broadly, it is even conceivable that without the presence of critical thinking in all aspects of education, our action risks regressing into dictatorial indoctrination, unless those being educated have the principled possibility of always asking for and receiving the justification of the educational actions that concern them.
My research in the philosophy of education suggests that while these strengths of critical thinking can still be defended at the level of principle, we must be realistic about the practical possibilities of this educational goal. On the one hand, we can ask to what extent psychologically limited human individuals are really capable of achieving the level of thinking described in philosophical theories of critical thinking. On the other hand, it is also not beyond dispute to what extent critical thinking really supports democracy in society.
In essence, however, my thesis is a strong defence of critical thinking. Its purpose is to help us take steps forward in achieving critical thinking in education, not to try to undermine this goal.
Critical thinking seems to be inextricably embedded in the most fundamental values of our educational system: on the one hand, critical thinking is seen to support the development of the individual's capacity for rational self-determination, and on the other, it prepares future citizens to become participatory members of a democratic society. More broadly, it is even conceivable that without the presence of critical thinking in all aspects of education, our action risks regressing into dictatorial indoctrination, unless those being educated have the principled possibility of always asking for and receiving the justification of the educational actions that concern them.
My research in the philosophy of education suggests that while these strengths of critical thinking can still be defended at the level of principle, we must be realistic about the practical possibilities of this educational goal. On the one hand, we can ask to what extent psychologically limited human individuals are really capable of achieving the level of thinking described in philosophical theories of critical thinking. On the other hand, it is also not beyond dispute to what extent critical thinking really supports democracy in society.
In essence, however, my thesis is a strong defence of critical thinking. Its purpose is to help us take steps forward in achieving critical thinking in education, not to try to undermine this goal.
Last updated: 23.1.2024