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Cowden, Stephen 
ORCID: 0000-0002-2549-8760 and Singh, Gurnam
(2015)
Critical Pedagogy: Critical Thinking as Social Practice.
In:
The Palgrave Handbook in Critical Thinking in Higher Education.
Palgrave Macmillan, London, pp. 559-572.
ISBN 9781137378057
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Text (Chapter in the Palgrave Handbook in Critical Thinking in Higher Education)
9875-Cowden-(2015)- Critical-Pedagogy.pdf - Accepted Version Available under License All Rights Reserved. Download (135kB) | Preview |
Abstract
Much of the literature on critical thinking focuses on the ways in which human beings develop the capacity, through complex cognitive processes and skills, to evaluate or make sense of information. While these insights are very important, a narrow focus on what might be termed the “science of learning” can negate the question of the end and purpose of critical thinking. In this chapter we seek to explore this question from the perspective of Critical Pedagogy, looking particularly at the concept of the Brazilian educationalist, Paulo Freire, considering the relevance of his ideas to Higher Education today.
| Item Type: | Book Section |
|---|---|
| Uncontrolled Keywords: | Critical Pedaogogy, Philosophy of Education, Paulo Freire, Critical Thinking |
| Subjects: | H Social Sciences > HM Sociology L Education > LA History of education L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Schools and Research Institutes > School of Health and Social Care |
| Research Priority Areas: | Society and Learning |
| Depositing User: | Stephen Cowden |
| Date Deposited: | 29 Jun 2021 11:46 |
| Last Modified: | 27 Jul 2023 15:22 |
| URI: | https://eprints.glos.ac.uk/id/eprint/9875 |
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