Critical Thinking

The role and impact of critical thinking in democratic education: Challenges and possibilities.

by Laura Pinto

Co-authored with J.P. Portelli, In J. Sobocan, L. Groarke, R.H. Johnson & F. Ellett (Eds.) Critical thinking education and assessment: Can higher order thinking be tested? London: Althouse Press, 299-320.

Textbook publishing, textbooks, and democracy: A case study.

by Laura Pinto

Journal of Thought, 40 (3), 99-121

What would Socrates do? An exploratory study of methods, materials and pedagogies in high school philosophy

by Laura Pinto

With , G. & Boyd, D. in Journal of Teaching and Learning, 6 (1), 69-82.

High school philosophy teachers’ use of textbooks: Critical thinking or teaching to the text?

by Laura Pinto

With McDonough, G. & Boyd, D. in Journal of Curriculum and Instruction, 5 (2), 45-78

Critical thinking and the cultural myth of the entrepreneur

by Laura Pinto

Our Schools/Our Selves, 16(1) (85), 69-84.

Reflective Journal Writing as an Effective Technique in the Writing Process

by Mohmmed Farrah

Mohammed A A Farrah, an assistant Professor of English Language Studies, graduated with a BA from Hebron University, Palestine, in 1990 in English Language and Literature, MA in TESOL from International Islamic University in Malaysia in 1999, Ph.D. in English Language Studies in 2006 from International Islamic University in Malaysia. There are a number of publications in the field of online learning and online communication and collaborative learning and peer feedback in writing. He supervised two MA theses at Hebron University. Administrative positions included Chair of the English Department from 2009 until the present time, Editorial Secretary of Hebron University Research Journal, and presented a number of papers in local and international conferences. He is on the Advisory Board of Arab World English Journal and an active member in the APETAU Association.

This study assessed the benefits of keeping reflective journal writing on improving English writing skills, increasing... more This study assessed the benefits of keeping reflective journal writing on improving English writing skills, increasing motivation, enhancing creativity, and critical thinking among university students. It also explored differences in students’ performance and attitudes due to gender, and some writing practices. The sample consisted of 120 male and female students from four sections of an undergraduate writing course. A 19-item questionnaire was distributed and the items were structured according to three dimensions: improving learning, motivation and self confidence, and value and convenience. The results of the study indicated the positive effects of the use of reflective journal writing in enhancing motivation and self-confidence and improving learning in general and the writing skills in particular. The results also indicated that female students favored reflective journal writing more than male students. Furthermore, students who voluntarily wrote their own paragraphs were more motivated to write than others and had a much better perception. In sum, reflective journal writing makes the writing course enjoyable, motivating, relevant and exciting.


Arabic Abstract:



قيمت هذه الدراسة فوائد استعمال كتابة اليوميات التأملية في تحسين مهارات الكتابة باللغة الإنجليزية وزيادة الدافعية وتعزيز الإبداع والتفكير النقدي لدى طلبة الجامعة، وقد تقصّت هذه الدراسة الفروق في أداء وتوجهات الطلبة التي تعزى إلى الجنس وبعض الممارسات في الكتابة. وتكونت عينة الدراسة من (120) طالباً وطالبة من أربع شعب لمساق "الكتابة" لطلبة البكالوريوس. ووزعت استبانة مكونة من (19) بندا" بحيث تمحورت هذه البنود حول ثلاثة أبعاد: تحسين التعلم، والدافعية والثقة بالنفس، والقيمة والموائمة. وخلصت الدراسة الى بيان الآثار الايجابية لاستعمال كتابة اليوميات التأملية في تعزيز الدافعية والثقة بالنفس وتحسين التعلم بشكل عام ومهارات الكتابة على وجه الخصوص، وبيّنت النتائج أيضاً أن الطالبات فضلن استعمال كتابة اليوميات التأملية أكثر من الطلاب وبالإضافة إلى ذلك، فقد كان الطلبة الذين كتبوا فقراتهم بشكل طوعي، أكثر دافعية للكتابة من الطلبة الآخرين وكان لهم تقبل أفضل بكثير لفكرة كتابة اليوميات التأملية. وبإيجاز فإن كتابة اليوميات التأملية تجعل مساق الكتابة أكثر امتاعاً ودافعية وإثارة للاهتمام.

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

Promoting critical thinking in the classroom

by Stacy Walker

Encouraging the disposition to critically think

by Stacy Walker

The effects of two instructional methodologies on the critical thinking skills of undergraduate athletic training students

by Stacy Walker

Active learning strategies to promote critical thinking

by Stacy Walker

Five Ways in Which Language Teachers Can Develop Problem-Solving Skills for International Students

by George Schaaff

Les Enjeux de la critique dans le paysage anglo-saxon de l'éducation: petite course à travers champs

by Michel Alhadeff-Jones

Alhadeff, M. (2002). Les Enjeux de la critique dans le paysage anglo-saxon de l'éducation: petite course à travers champs. Pratiques de Formation / Analyses, n°43, pp.131-144. Paris: Université de Paris VIII.

Cet article est le premier texte à introduire en langue française un aperçu général des courants critiques développés... more Cet article est le premier texte à introduire en langue française un aperçu général des courants critiques développés depuis une quarantaine d'années dans les Sciences de l'éducation de langue anglaise. Il s'articule en trois parties. La première introduit les fondements théoriques caractérisant trois courants dominants: Le Critical Thinking Movement, les Critical & Radical Pedagogies, et le courant du Transformative Learning. La seconde partie problématise ces développements en reprenant les tensions épistémologiques qui caractérisent les débats sur la critique en éducation apparus au cours des années 1990 aux USA. Finalement, la nature et la portée du champ évoqué sont revisitées à partir de cinq axes de questionnement transversaux: les enjeux inhérents à la définition d'une posture critique; les qualités inhérentes au penseur critique; les enjeux propres au développement et à la transmission d'une telle posture; les options méthodologiques privilégiées pour les étudier et, finalement, les présupposés mobilisés pour fonder les démarches de recherche et de formation développées. La conclusion de l'article interroge la pertinence de développer un cadre de compréhension permettant de penser la pluralité des conceptions de la critique en éducation. De même, la dimension implicite des théories de la critique en éducation et la légitimité inhérente à l'institutionnalisation d'un tel champ de recherche apparaissent finalement comme un enjeu de débat à encourager dans le champ francophone des Sciences de l'éducation.

Rethinking the concept of ‘Critically Reflective Practice’ through the Paradigm of Complexity

by Michel Alhadeff-Jones

Alhadeff, M. (2003). Rethinking the concept of ‘Critically Reflective Practice’ through the Paradigm of Complexity: Some Epistemological, Theoretical, and Practical Issues. In D. Flowers, M.-Y. Lee, A. Jalipa, E. Lopez, A. Schelstrate, V. Sheared (Ed.) Proceedings of the 44th Annual Adult Education Research Conference (pp. 7-12). San Francisco, CA: University of San Francisco.

Taking as a point of departure the diversity of writings developed around the concept of “Critically Reflective... more Taking as a point of departure the diversity of writings developed around the concept of “Critically Reflective Practice”, this paper outlines various ways to organize them beyond the traditional epistemological, theoretical and practical compartmentalizations.
Through the introduction of seven principles illustrating the Paradigm of complexity (Edgar Morin), a heuristic approach is proposed to revisit one’s own look on such a field.

Conjuguer l'hétérogénéité de la critique en sciences de l'éducation: de l'hypocrit(iqu)e à l'hypercritique

by Michel Alhadeff-Jones

Alhadeff, M. (2004). Conjuguer l’hétérogénéité de la critique en sciences de l’éducation: De l’hypocrit(iqu)e à l’hypercritique [Articulating Heterogeneity of Critique in Educational Sciences: From Hypocrit(icism) to Hypercriticism]. In R. Arce, Farina, F., Novo, M., Egido, A., Ardoino, J., Berger, G. (Ed.), La pensée critique en éducation [Critical Thinking in Education] (pp. 34-46). Santiago de Compostela (Spain): Universidade de Santiago de Compostela.

Inspirée par certains des principes fondant une Intelligence de la Complexité (Morin) et une approche... more Inspirée par certains des principes fondant une Intelligence de la Complexité (Morin) et une approche multiréférentielle (Ardoino), la démarche entreprise dans cet article esquisse plusieurs pistes de réflexion pour tenter d'envisager et d'explorer deux phénomènes: (1) une éducation "hypocritique" correspondant à une approche monoréférentielle du travail de remise en question fragmentant l'hétérogénéité (culturelle, sociale, historique, disciplinaire, etc.) des formes de critique; (2) une éducation "hypercritique" reconnaissant la pluralité des registres de remise en question et cherchant à interroger et à organiser leurs modalités d'articulation. A travers la mise en évidence de décalages dans le traitement accordé à l'idée de critique, au sein du paysage institutionnel universitaire, et par le recours à un vocabulaire privilégiant une approche complexe, cette réflexion tente finalement de mettre en évidence la pertinence de considérer une théorie de la critique en éducation qui autorise à penser la dialogique "ordre-désordre-organisation" qui caractérise tout processus de remise en question, en même temps qu'elle fait écho au développement contemporain des savoirs académiques.

Complexité de la critique et critique de la Complexité en formation

by Michel Alhadeff-Jones

Alhadeff, M. (2005). Complexité de la critique et critique de la Complexité en formation [Complexity of Critique and Critique of Complexity in Adult Education]. In J. Clenet & D. Poisson (Ed.) Complexité de la formation et formation à la complexité [Complexity of Adult Learning and Learning to Deal with Complexity] (pp. 227-241). Paris: L’Harmattan.

L'approche proposée dans cette communication se situe au centre d'une boucle qui cherche à relier les enjeux inhérents... more L'approche proposée dans cette communication se situe au centre d'une boucle qui cherche à relier les enjeux inhérents à ce que peut susciter en formation les notions de "critique" et de "complexité". La réflexion développée interroge ainsi la façon de concevoir dans le champ de l'éducation le développement d'une posture de remise en question à visée émancipatrice inspirée par ce paradigme. Pour se faire, la démarche adoptée s'inspire des sept principes formulés par Morin autour d'une pensée complexe. La notion de "critique" en tant qu'analyseur est ainsi revisitée de façon complexe à travers le traitement qu'elle a reçu dans les Sciences de l'Education de langue anglaise et française au cours de ces dernières décennies. Dans une perspective récursive et critique, l'approche adoptée amène finalement à
questionner les présupposés à partir desquels le paradigme de la complexité lui-même est appréhendé du point de vue de la formation.

Scientific Mind, Critical Mind and Complexity: Learning from a Scientist’s Life History

by Michel Alhadeff-Jones

Alhadeff-Jones, M. (2007, May). Scientific Mind, Critical Mind and Complexity: Learning from a Scientist’s Life History. Learning Development Institute & UNESCO 2nd International Conference. Vancouver, Canada.

The main intent of this paper is to locate a theoretical and practical framework to conceive and promote the... more The main intent of this paper is to locate a theoretical and practical framework to conceive and promote the development of a scientific mind able to question and explore its own relationship with critique and complexity.

To do so, it appears relevant to locate first the heterogeneity of meanings associated to the idea of "critique". It is suggested to conceive a critical mind as characterized – among others – by an ability to discriminate, to evaluate, to examine, to judge and to put in crisis a work, a phenomenon, or an experience, observed or experienced. Considering a short overview of some major conceptions of critique, these considerations open the need to question how one conceives the complexity inherent to the idea of "critique", including the order, disorder and organization shaping its understanding.

Considering the meanings associated with the idea of "complexity", and the diversity of theories produced around it, brings then the questioning of assumptions through which one understands this notion. Following a brief overview of three main interpretations – reductionist, pseudo-scientific, and constructivist – the choice has been made to develop the last one, mainly through the work of Edgar Morin on a "complex way of thinking".

The following section of the paper proposes to explore the experience of critique and complexity in the practice of science, through the reference to three new notions. Because it cannot be simplified (either to organization or to disintegration), the idea of "antagonism" is first considered as a strong basis to ground a study of the complexity inherent to scientific activity. An overview of the heterogeneity of antagonisms relevant to scientific development is proposed, considering both an epistemic and experiential angle.

In order to highlight the critical dimension of scientific activity, the notion of "limit" is then introduced. Based on the author’s own experience of research, several examples are given to illustrate how the experience of working at the edge of one’s own limits constitutes a dimension characterizing scientific practice. Experiencing the limits encountered on conceptual, epistemological, practical, institutional, political, interpersonal and personal levels allows researchers to confront the antagonisms shaping their own lives and their own knowledge.

In order to understand the stakes involved with the scientific double bind (the critical need to experience tensions and crisis, as well as the complex need to control the play of antagonistic forces), the idea of "strategies of mastery" is introduced to name the faculty to dominate, control, rule or be skilled enough in order to be able to cope with them. It appears then relevant to identify various strategies developed by scientists, depending on the way they learned to relate to the experience of mastery and limits.

Because the experience of antagonisms constitutes a first step towards a complex way of thinking, and because the recognition of the potential crisis they carry constitutes a first step towards the elaboration of a critical position, it appears particularly relevant to question the learning developed by scientists to work at the edge of their own limits.

Observing the lack of literature related to the relationship between knowledge production and scientists' self-development, it is finally suggested to explore scientific activity as a lifelong learning process. This last proposition locates the use of biographical approaches in Adult education – and Educational Biography in particular – to conceive both a methodology of research and training exploring the development of a critical mind and a complex way of thinking as two crucial dimensions of scientific minds.

La sociologie d'Alain Touraine

by Geoffrey Pleyers

La sociologie d'Alain Touraine, Pleyers G., In: “Épistémologie de la sociologie”, Jacquemain M. & Frère B., de Boeck, Bruxelles, 2008, pp. 69-86.

Literature circles for critical thinking in global issues classes

by Howard Brown

Literature circles for critical thinking in global issues classes

by Howard Brown

Brown, H. (2009). Literature circles for critical thinking in global issues classes. In A. M. Stoke (Ed.), JALT2008 Conference Proceedings. Tokyo: JALT.

In EFL classes around the world, critical thinking is becoming more of a central theme and it is a goal of many... more In EFL classes around the world, critical thinking is becoming more of a central theme and it is a goal of many language programs. This is especially true in the popular field of global issues. A quick survey of any major publisher’s catalogue will show a number of titles dedicated to developing English skills while learning about global issues. These books promote the idea of becoming a critical thinker, which is seen as both a goal and a necessary element of global issues courses. This paper examines the use of literature circles to help students develop
critical thinking abilities by bringing literature into the global issues curriculum. Using literature in content based instruction classes can personalize remote issues and help make students more aware of their own attitudes. The process of analysis used in literature circles helps develop the analytical skills and self-evaluative stance needed to develop critical thinking.