The development of critical thinking in education: A feasible goal?

Authors

  • Guilherme Brambatti Guzzo Universidade de Caxias do Sul
  • Valderez Marina do Rosário Lima Pontifícia Universidade Católica do Rio Grande do Sul

DOI:

https://doi.org/10.4013/edu.2018.224.13196

Abstract

Critical thinking, that is, the capacity and disposition to evaluate propositions and be moved by good reasons, has been traditionally regarded as an aim of education. Contemporary studies in psychology, however, have raised doubt about the idea that people are able to think critically by suggesting that, instead of being guided by reasons, individuals use reasons mainly to justify their preexisting beliefs. The present paper aims at presenting and discussing the implications of these objections to critical thinking. In spite of the fact that there are good reasons to reject the naïve account that regards critical thinking as a purely rational component of human cognition, we assume that it is still possible, and necessary, to defend the idea of critical thinking and invest in its development at schools and universities.

Keywords: critical thinking, rationality, types of thinking.

Author Biographies

Guilherme Brambatti Guzzo, Universidade de Caxias do Sul

Mestre em Zoologia e doutorando em Ensino de Ciências e Matemática pela Pontifícia Universidade Católica do Rio Grande do SUl

Professor na Universidade de Caxias do Sul

Valderez Marina do Rosário Lima, Pontifícia Universidade Católica do Rio Grande do Sul

Doutora em Educação pela Pontifícia Universidade Católica do Rio Grande do SUl

Professora adjunta da Pontifícia Universidade Católica do Rio Grande do SUl

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Published

2018-03-04

Issue

Vol. 22 No. 4 (2018): October/December

Section

Articles

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