Justification of Critical Thinking: A Response to Whether Critical Thinking Only Applies to Free Society?

Chen Cheng-Hsi

doi:10.16382/j.cnki.1000-5560.2021.01.007

Volume 39 Issue 1

Jan. 2021

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Chen Cheng-Hsi. Justification of Critical Thinking: A Response to Whether Critical Thinking Only Applies to Free Society?[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(1): 78-93. doi: 10.16382/j.cnki.1000-5560.2021.01.007

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Chen Cheng-Hsi. Justification of Critical Thinking: A Response to Whether Critical Thinking Only Applies to Free Society?[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(1): 78-93. doi: 10.16382/j.cnki.1000-5560.2021.01.007

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Justification of Critical Thinking: A Response to Whether Critical Thinking Only Applies to Free Society?

doi: 10.16382/j.cnki.1000-5560.2021.01.007

Chen Cheng-Hsi

Graduate Institute of Educational Administration, Pingtung University, Taiwan 9003, China

Available Online: 2021-01-27
Publish Date: 2021-01-20

Abstract

Abstract

Critical thinking can be regarded as the mainstream educational aim of the 20th century in Britain and America, and it reflects the rational tradition of western epistemology and the Kant enlightenment tradition of respecting persons in moral theory. From a pragmatic point of view, most scholars believe that critical thinking is a basic ability necessary to cope with the rapid changes of modern society. J. Dewey and R. S. Peters examined the exploratory significance of the concept of educational aim itself from a philosophical standpoint. McPeck argues that education implies critical thinking from the analysis of conditions of knowledge. Siegel argues critical thinking as an educational ideal from four dimensions: respect for students as persons, self-sufficiency and preparation for adulthood, initiation into the rational traditions, critical thinking and democratic life. Siegel's argument is based on the rational and liberal atmosphere, which has also caused some political philosophers to reflect on whether a democratic society can accept the non-critical thinking education of minorities. Steutel and Spieck summarize critical thinking involving three themes: political policy and legislation, conceptions of the good and the liberal-political framework, concepts of the good and their intrinsic value. They investigate three arguments which intend to justify critical thinking as an aim of education. In their arguments, the support argument explains the first and second themes, and the welfare argument covers more than the support argument to the second theme. However, these two arguments and the necessity argument still cannot fully prove the third theme concerning critical thinking as intrinsic value of good. In addition to promoting critical thinking in liberal society, the author attempts to argue that if minority groups do not violate significant common social values and do not restrict their children's participation in mainstream society, critical thinking is still a desirable educational value. However, mainstream culture should respect minority groups which do not identify the critical thinking as educational value. Regardless of whether we have justified it sufficiently or not, philosophical justification remains to be conducive to the manifestation of educational concepts, helps to embody the spirit of critical thinking, recognizes its possible limitations, and also has positive significance in educational practice.
- critical thinking,
- autonomy,
- educational aim,
- philosophical justification

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References(45)

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