education autonomy and critical thinking

1st Edition

Education, Autonomy and Critical Thinking

Description.

The concepts of autonomy and of critical thinking are of key importance in many contemporary accounts of the aims of education. Education, Autonomy and Critical Thinking analyzes their relationship to each other and to education, explores their roles in mortality and politics, and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy. Assessing the significance of the concern with critical rationality as a key intellectual component for a worthwhile life involving autonomy, this book also examines important views about what critical thinking is and how it can be cultivated. Drawing from discussions on epistemology and the philosophy of language which concern the nature of rationality, Christopher Winch produces a powerful critique of concepts central to contemporary philosophy of education - autonomy and critical thinking.

Table of Contents

Christopher Winch is Senior Lecturer in Educational Policy and Management at King’s College, London and was previously a primary school teacher.

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Education, Autonomy and Critical Thinking (Routledge International Studies in the Philosophy of Education) 1st Edition

The concepts of autonomy and of critical thinking are of key importance in many contemporary accounts of the aims of education. Education, Autonomy and Critical Thinking analyzes their relationship to each other and to education, explores their roles in mortality and politics, and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy.

Assessing the significance of the concern with critical rationality as a key intellectual component for a worthwhile life involving autonomy, this book also examines important views about what critical thinking is and how it can be cultivated.

Drawing from discussions on epistemology and the philosophy of language which concern the nature of rationality, Christopher Winch produces a powerful critique of concepts central to contemporary philosophy of education - autonomy and critical thinking.

• ISBN-10 0415543924
• ISBN-13 978-0415543927
• Edition 1st
• Publication date March 6, 2009
• Language English
• Dimensions 8.5 x 0.49 x 11 inches
• Print length 216 pages
• See all details

Editorial Reviews

About the author.

Christopher Winch is Senior Lecturer in Educational Policy and Management at King’s College, London and was previously a primary school teacher.

Product details

• Publisher ‏ : ‎ Routledge; 1st edition (March 6, 2009)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 216 pages
• ISBN-10 ‏ : ‎ 0415543924
• ISBN-13 ‏ : ‎ 978-0415543927
• Item Weight ‏ : ‎ 11.2 ounces
• Dimensions ‏ : ‎ 8.5 x 0.49 x 11 inches
• #4,170 in Educational Philosophy
• #14,816 in Philosophy & Social Aspects of Education

About the author

Christopher winch.

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Education, Autonomy and Critical Thinking (Routledge International Studies in the Philosophy of Educati)

Description.

The concepts of autonomy and of critical thinking are of key importance in many contemporary accounts of the aims of education. Education, Autonomy and Critical Thinking analyzes their relationship to each other and to education, explores their roles in mortality and politics, and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy.

Assessing the significance of the concern with critical rationality as a key intellectual component for a worthwhile life involving autonomy, this book also examines important views about what critical thinking is and how it can be cultivated.

Drawing from discussions on epistemology and the philosophy of language which concern the nature of rationality, Christopher Winch produces a powerful critique of concepts central to contemporary philosophy of education - autonomy and critical thinking.

About the Author

Christopher Winch is Senior Lecturer in Educational Policy and Management at King's College, London and was previously a primary school teacher.

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• Corpus ID: 152416466

Education, autonomy, and critical thinking

• Published 15 December 2005
• Education, Philosophy, Political Science

Tables from this paper

82 Citations

Autonomy in language teaching and learning, exploring pedagogy for autonomy in language education at university: possibilities and impossibilities, science education and student autonomy, levinas, bureaucracy, and the ethics of school leadership, decentralization of higher education and its implications for educational autonomy in taiwan, enabling children and young people to flourish: the capabilities approach and its aristotelian roots, scotland’s curriculum for excellence: a defence of autonomy and personhood, recontextualizing critical thinking in the singapore classroom: political ideology and the formation of school subjects, technology and autonomy, the education-socialisation conundrum or 'who is afraid of education', 170 references, education and the struggle for democracy the politics of educational ideas, moral consciousness and communicative action, towards democratic foundations: a habermasian perspective on the politics of education, the politics of governance in higher education: the case of quality assurance, audit cultures: anthropological studies in accountability, ethics and the academy, developing critical social work in theory and in practice: child protection and communicative reason, knowledge and human interests, critical theory, marxism, and modernity, beyond description and prescription: towards conducive assessment in social work education, system and lifeworld, and the conditions of learning in late modernity, related papers.

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What is Critical Thinking?

The aim of Critical Thinking is to promote independent thinking, personal autonomy and reasoned judgment in thought and action. This involves two related dimensions:

the ability to reason well and 

the disposition to do so.  

Critical thinking involves logic as well as creativity. It may involve inductive and deductive reasoning, analysis and problem-solving as well as creative, innovative and complex approaches to the resolution of issues and challenges.

One of the significant aims of education is to produce learners who are well informed, that is to say, learners should understand ideas that are important, useful, beautiful and powerful. Another is to create learners who have the appetite the appetite to think analytically and critically, to use what they know to enhance their own lives and also to contribute to their society, culture and civilization.

These two aims for education as a vehicle to promote critical thinking are based on certain assumptions.

Brains are biological. Minds are created. Curriculum is thus a mind-altering device. This raises the moral requirement to treat learners as independent centres of consciousness with the fundamental ability to determine the contours of their own minds and lives.

Education should seek to prepare learners for self-direction and not pre-conceived roles. It is, therefore, essential that learners be prepared for thinking their way through the maze of challenges that life will present independently.

Education systems usually induct the neophyte into the forms-of-representation and realms of meaning which humans have created thus far.

Careful analysis, clear thinking, and reasoned deliberation are fundamental to democracy and democratic life.

On the basis of these considerations the capacity for critical assessment and analysis emerges as fundamental for enjoying a good quality of life.

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Critical Thinking, Autonomy and Practical Reason

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Stefaan E Cuypers, Critical Thinking, Autonomy and Practical Reason, Journal of Philosophy of Education , Volume 38, Issue 1, February 2004, Pages 75–90, https://doi.org/10.1111/j.0309-8249.2004.00364.x

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This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical reason as normatively and motivationally robust. Yet this Kantian conception openly conflicts with Siegel’s own two-component theory of critical thinking, which on close inspection turns out to be a version of the Humean conception of instrumental practical reason as normatively and motivationally powerless. It is concluded that Siegel cannot have it both ways: he cannot appeal both to means-end and to robust rationality. Siegel’s Kantian justification of the critical thinking educational ideal is, therefore, found wanting in terms of his own Humean premises.

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The Role of Autonomy in Critical Thinking

2016, The Role of Autonomy in Critical Thinking

Abstract This paper explores the link between learner autonomy and critical thinking and aims to propose a practical approach to promote both skills in English classes at Japanese univer- sities. Based upon the relevant literature review and examination of two survey question- naires, the conclusion indicates that autonomous learning skills play an essential role in developing critical thinking skills among university students. In addition, more emphasis needs to be placed on the role of the teacher as a facilitator in order to enhance the quali- ty of English education at Japanese universities. Key words: critical thinking, English, facilitator, learner autonomy, promote

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Education, Autonomy and Critical Thinking

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The concepts of autonomy and of critical thinking are of key importance in many contemporary accounts of the aims of education. Education, Autonomy and Critical Thinking analyzes their relationship to each other and to education, explores their roles in mortality and politics, and examines the part critical thinking has to play in fulfilling the educational aim of preparing you...

The concepts of autonomy and of critical thinking are of key importance in many contemporary accounts of the aims of education. Education, Autonomy and Critical Thinking analyzes their relationship to each other and to education, explores their roles in mortality and politics, and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy. Assessing the significance of the concern with critical rationality as a key intellectual component for a worthwhile life involving autonomy, this book also examines important views about what critical thinking is and how it can be cultivated. Drawing from discussions on epistemology and the philosophy of language which concern the nature of rationality, Christopher Winch produces a powerful critique of concepts central to contemporary philosophy of education - autonomy and critical thinking.

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The relationship of educational preparation, autonomy, and critical thinking to nursing job satisfaction

Affiliation.

• 1 Wright State University, Dayton, Ohio 45435, USA.
• PMID: 18990891
• DOI: 10.3928/00220124-20081001-10

Background: This descriptive correlational study explored factors influencing job satisfaction in nursing. Relationships between educational preparation, autonomy, and critical thinking and job satisfaction were examined.

Method: A convenience sample of 140 registered nurses was drawn from medical-surgical, management, and home health nursing specialties. The nurses were asked to complete the Watson-Glaser Critical Thinking Appraisal and Minnesota Satisfaction Questionnaire. Relationships between variables were analyzed to determine which explained the most variance in job satisfaction.

Results: Results indicated significant positive correlations between total job satisfaction and perceived autonomy, critical thinking, educational preparation, and job satisfiers. Significant negative correlations between job dissatisfiers and total job satisfaction were also found.

Conclusions: Understanding nursing job satisfaction through critical thinking, educational level, and autonomy is the key to staff retention. Further research focusing on increasing these satisfiers is needed.

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PROPAGANDA, MEDIA LITERACY AND CRITICAL THINKING

Subject: English

Age range: 14-16

Resource type: Unit of work

Last updated

10 September 2024

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PROPAGANDA, MEDIA LITERACY AND CRITICAL THINKING is a modular unit designed for approximately three to four weeks of class work. It is designed for high – level student engagement with the history and techniques of propaganda, the psychology of media manipulation and specific strategies to apply critical thinking to digital communication, with a range of techniques and activities for analyzing on-line propaganda and digital manipulation.

It is based on three extended power-points, each a complete unit in itself (see full content below). Each slide has questions and other tasks to test for understanding – these are a range of activities, including prior knowledge tests, crossword, short answer quizzes, research tasks, discussion topics and visual interpretation analysis. The teacher copy of the power-points contains the answers to all the questions asked in the unit. All slides are numbered to ensure ease of use in whole class teaching. An extension activity analyzing romanticized representations of war is included.

It is a modular unit which can be used as a whole or each of the sections can function as a self contained program of instruction, depending on teaching time and course focus – English, media literacy, life skills, digital persuasion. The unit is in three sections

PROPAGANDA AND MEDIA LITERACY

• What is propaganda – a definition
• Prior Knowledge test of persuasive techniques
• The propaganda spectrum/ Use of propaganda for good and bad ends
• Stereotypes
• Emotive Language – Connotations and Associations
• Framing the issue
• Sound devices in propaganda
• ROLES - R epition O missions L ies E xaggeration S implification

FIVE ENQUIRY QUESTIONS – Media Manipulation and Digital Deception (i) Advertising and Propaganda (ii) Propaganda and pre-exisiting prejudices (iii) The Big Lie – The Success of Massive Deceptions (iv) The Goals of Propaganda – Case Study Research (v) News Reporting as Propaganda- Case Study

DEVELOPING CRITICAL THINKING SKILLS IN AN AGE OF DISINFORMATION

• Technology and the Future of Propaganda (i) Quantity of Information
• Technology and the Future of Propaganda (i) Quality and targeting
• Online Propaganda Campaigns – Case Study
• Summary of key points - technology and propaganda
• Questions for research and discussion
• Five Step to Deal with Online Disinformation
• Applying Critical Thinking to Digital Propaganda
• Online Propaganda’s Greatest Tricks (a) Correlation and Causation (b) The Slippery Slope © Bandwagon Appeal (d) False Dichotomy

Additional Resources (1) Crossword of Key Terms (with answers) (ii) Extension activity (ppt) - Romanticized Images of War - Wartime Posters

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Narayana Murthy criticizes coaching classes, advocates for genuine learning and critical thinking

Narayana Murthy, co-founder of Infosys, has expressed strong reservations about the effectiveness of coaching classes, particularly those in high-pressure environments like Kota. Speaking at the launch of Paul Hewitt’s 13th edition of Conceptual Physics in Bengaluru, Murthy argued that coaching centres are not the optimal solution for students aiming to excel in examinations.

Murthy emphasized that the true purpose of education should be to cultivate critical skills such as observation, analysis, and hypothesis testing skills essential for addressing real-world problems. According to him, the reliance on coaching classes is indicative of a larger issue within India’s education system, which often prioritizes rote memorization over meaningful learning.

He observed that many students resort to coaching centres because they do not fully engage with their school curriculum. This, coupled with parents' increasing dependence on these centres, highlights a troubling trend. "The growing coaching industry, now worth over Rs 58,000 crore annually and expanding at 19-20% per year, underscores a systemic problem," Murthy stated.

Murthy advocates for an educational approach focused on understanding and critical thinking rather than mere memorization. He reflected on a 1993 workshop at Infosys where he defined innovation as the pursuit of better, faster, and cheaper methods whether in daily tasks or complex problem-solving.

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A Revamped BBA Focuses on the Future

• To flourish in the evolving business world, students will need skills they can gain only in the classroom: critical thinking, teamwork, leadership, resilience, and problem-solving ability.
• Hult revised its BBA curriculum with the input of staff and faculty members who addressed gaps between what employers wanted and what schools currently offered.
• The school’s updated BBA modules focus on knowledge, theory, and skills development, and each one is built around a hands-on business challenge.

  Change is not easy, especially in educational institutions where varying stakeholder needs and established organizational structures can hinder the ability to make significant adjustments, both to programs and processes. But change is necessary if our business schools are to remain pioneering institutions that prepare students for success in a demanding business environment.

As business schools design programs for the future, we must adapt both what and how we teach tomorrow’s leaders. In the classroom, we must take an innovative holistic approach that provides students with knowledge while building their interpersonal capabilities. And we must ensure our programs remain relevant by staying nimble, monitoring the evolving needs of stakeholders, and maintaining a regular and vigorous feedback loop with students.

At Hult International Business School, part of our commitment to continuous improvement has involved revising our global curriculum, starting with our BBA program. Here, the three of us would like to share the learning process we underwent as we implemented changes across our global campus network.

We Focused on ‘Human’ Skills

By Matt Lilley

Those of us in higher education are facing a strategic challenge. Today, knowledge and content are available to most people instantly and for free—and the emergence of Generative AI analysis has made information even more readily accessible. In such a world, how do we convince students that getting a degree is worth their time and money?

Students are feeling the pressure, as well. How can they plan for long-term success in a complex environment where change is constant, disruptive technology is around every corner, and virtual work has established a new set of rules for how to collaborate with colleagues?

To help learners keep pace with rapid changes in industry, business schools should be purpose-driven, decisive, and agile. We must advance our teaching to meet the needs of employers, focusing on the skills that matter most in today’s business environment. This means that, in addition to imparting subject matter expertise, we need to teach the softer “human skills” that will help young people succeed throughout their careers.

To achieve this goal, we must consider key questions. How can we help students improve their critical thinking skills and develop good business judgment? How can we lead them to build effective communication skills that will allow them to work with people who are different from them? How can we help them develop and strengthen their personal leadership styles? How can we give them opportunities to use their new knowledge to solve real-world problems?

In addition to imparting subject matter expertise, business schools need to teach the softer “human skills” that will help young people succeed throughout their careers.

As we apply these answers to our teaching methods, we provide a unique value offering that students can’t replicate from home by searching Google or crafting a prompt for ChatGPT. Students can gain these competencies only by interacting with their professors and peers in dynamic learning environments.

Today, it’s more important than ever for graduates to know how to think critically and creatively, communicate effectively, work in teams, manage and lead people, be resilient, solve problems, and learn to learn. At Hult, we keep these needs top of mind as we continually innovate our undergraduate curriculum. We believe these updated competencies will genuinely prepare our students to thrive once they graduate from our schools and enter their chosen professional fields.

We Prioritized Teamwork During the Planning Process

By Mona Dhillon

Our goal in revising the Hult BBA was to deliver a rigorous academic business program in a way that more closely mimics the workplace. We wanted to move away from the usual model in which students would take independent courses for four years, to a newer model in which modular, interdisciplinary content would be centered around teamwork and a business challenge.

As part of the process, we had to address specific gaps that existed between the skills that employers seek today and the type of experience that a traditional higher education experience delivers. This led us to design a curriculum that combined knowledge and durable skills.

Any time an institution pursues large-scale organizational change, it must prioritize teamwork and collaboration. As we headed into our curriculum revision, it was imperative that we align our global network of faculty and program administrators across Hult’s four main campuses in London, Boston, Dubai, and San Francisco.

We began by gathering 40 Hult personnel for a two-day workshop in Boston. Participants included faculty across disciplines, career advisors, and system developers, as well as members of our teams dedicated to academic affairs, quality assurance, student services, and campus operations. During the program design process, we prioritized working in groups to ensure that multiple stakeholder voices were part of the discussion.

The members of each group discussed the answer to a single question: What do we want our BBA graduates to be known for? Everyone started with a clean slate. It was a real design thinking exercise in practice.

We had to address specific gaps that existed between the skills that employers seek today and the type of experience that a traditional higher education experience delivers.

At the conclusion of the workshop, the group had created a model based on four key components: developing knowledge and skills, delivering team-based challenge learning, offering personal development coaching, and helping students build portfolios that would track their development and prepare them for their careers.

Staff and faculty at the workshop also focused on outcomes, taking a data-driven approach to researching the top skills that employers are looking for in graduates. With this data in hand, we performed a gap analysis to determine how we should revise our existing curriculum so we could build these skills into a new BBA program. We strategized how we would need to change the teaching model to deliver a truly interdisciplinary learning experience that emulates the real business world.

We also reimagined the learning environment, which has turned out to be quite an impactful innovation. We have completely redesigned our classrooms, installing team tables and multiple screens. In the new setup, students are no longer all facing in one direction as they focus on a single lecturer. Instead, students operate in a more collaborative learning environment where professors can facilitate learning and teamwork.

Our program development process was iterative and went through multiple rounds of feedback from various stakeholders over a two-year period. We continue to exercise this feedback loop as we make ongoing improvements based on suggestions from students, faculty, and staff. It has been an incredible endeavor of intellectual commitment, deep collaboration, entrepreneurial spirit, and successful teamwork.

We Emphasized Skills and Mindsets

By Ronan Gruenbaum

To better prepare our students for the future of work, we must understand that it is not enough for them just to know. They also must know how to do.

At Hult, when we analyzed jobs data to understand market needs, we determined that employers today are looking for core competencies we call “the five C’s.” These include communication, collaboration, critical thinking, creative thinking, and the capacity to learn.

Students who develop that last ability are able to self-evaluate and determine what else they need to know. Since people often learn the most on the job, it’s essential that our graduates can identify areas where they need to improve and take steps toward achieving that progress. While most employers expect to teach new hires the technical aspects of their roles, companies often find it more difficult to teach employees softer skills, as these take far longer to practice and master. Business schools can take on that task.

Employers are looking for five core competencies: communication, collaboration, critical thinking, creative thinking, and the capacity to learn.

As we were redesigning Hult’s BBA, we had the insight that some in-demand skills are not skills at all, but mindsets. We realized that if students developed these specific mindsets and attitudes, they would be better able to develop core skills. For instance, people with growth mindsets accept that they learn through failure and can always improve. Those with global mindsets believe they can learn something new from anyone, from anywhere.

Pedagogical research helped us dig deeper into how people learn. For our revised BBA program, we created modules focused on knowledge, theory, and skills development, each one built around hands-on business challenges. For example, Hult undergraduate students now begin the program by taking Core Module 1: Startup Challenge, in which they must design a new product or service and conduct all necessary work leading up to and including a business plan for potential investors.

Instead of conducting assessment through the traditional model of timed exams, we have prioritized practical and applied learning by combining individual assessments with team assessments drawn from challenge-based learning. This ensures that students have no room to hide behind teammates—they all must step up. When we require students to work in groups to achieve goals, we are mimicking the work environment. Such a format helps students gain important business and humanities knowledge as well as critical teamwork and leadership skills.

We also promote individual development by providing students with personal coaches who can help them track their progress and choose solid career paths.

While we believe our revamped BBA program has been a success, we engage in ongoing continuous improvement based on feedback from all stakeholders. For instance, immediately after the completion of the first module, we gathered information from students in the inaugural class of the revised program. Based on their comments, we adjusted the next two modules, which allowed us to evolve the program in real time.

As an example, we learned that introductory quizzes unexpectedly increased student stress levels due to their high-stakes experiences in high school. As a result, we decided to reduce the number of such quizzes and introduce low-stakes memory retrieval activities through other methods. Under these less stressful conditions, students are better able to learn. We continue to seek student feedback throughout each school year, and we make additional changes as needed.

It is now more than two years since we launched our revised BBA program. We have started to incorporate aspects of this updated model throughout our curriculum. Our goal is to give both undergraduate and graduate students opportunities to learn through doing so they will be prepared to flourish in the rapidly changing world of work.

• career prep
• critical thinking
• future of business education
• future of work
• soft skills
• undergraduate