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| Format: | Artículo científico |
| Language: | en |
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Universidad de los Andes
2015
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| Online Access: | https://www.redalyc.org/articulo.oa?id=81538634007 |
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Table of Contents:
- Four Tools for Critical Inquiry in History, Social Studies, and Civic Education Angela Bermudez Multidisciplinarias (Ciencias Sociales) civic education Critical inquiry critical thinking history education critical pedagogy The promotion of critical thinking is an important but elusive goal in history, social studies, and civic education. Teachers often struggle to translate general definitions of critical thinking into specific pedagogical tools to plan learning activities and to observe and interpret student work in these subjects. They also struggle to distinguish between “teaching critical content” and “teaching students to think critically.” In this paper, I draw upon scholarship on critical thinking, history education, moral education, and critical pedagogy to propose four tools for critical inquiry in the social domain: Problem-posing, Reflective skepticism, Multi-perspectivity and Systemic thinking. I describe how each tool works, discussing how they integrate the epistemic purpose of fostering good understanding with the social purpose of cultivating thoughtful, responsible, pluralist and non-violent citizens. 2015 artículo científico 0123-885X https://www.redalyc.org/articulo.oa?id=81538634007 en http://www.redalyc.org/revista.oa?id=815 Revista de Estudios Sociales application/pdf Universidad de los Andes Revista de Estudios Sociales (Colombia) Num.52