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Critical thinking is the process of analyzing available facts, evidence, observations, and arguments to make sound conclusions or informed choices. It involves recognizing underlying assumptions, providing justifications for ideas and actions, evaluating these justifications through comparisons with varying perspectives, and assessing their rationality and potential consequences. [1]
Problem-posing education is the path to critical consciousness. Freire's work has its roots in the constructivist theory of learning, and specifically the work of Jean Piaget and John Dewey . [ citation needed ] The constructivist theory holds that knowledge is constructed by individuals by using their experiences, which is what Freire drew ...
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture. [ 1 ]
Colling and Stevens (1981) indicated that the time allocated between the teachers' goals and sub-goals is critical to the effectiveness of inquiry teaching. Collins and Stevens (1977), as cited by Collins and Stevens (1981) had made an attempt at developing a theory of controlling structures after getting feedback from several tutors.
Prominent suggestions include that education should foster knowledge, curiosity, creativity, rationality, and critical thinking while also promoting the tendency to think, feel, and act morally. [ 8 ] [ 5 ] [ 7 ] The individual should thereby develop as a person, and achieve self-actualization by realizing their potential .
One of the distinguishing characteristics of critical theory, as Theodor W. Adorno and Max Horkheimer elaborated in their Dialectic of Enlightenment (1947), is an ambivalence about the ultimate source or foundation of social domination, an ambivalence that gave rise to the "pessimism" of the new critical theory about the possibility of human ...
Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. ISBN 9781555420550. —— (1988). Training educators of adults: the theory and practice of graduate adult education. ISBN 978-0-415-00564-7. —— (1988). Learning democracy: Eduard Lindeman on adult education and social change.
Learner characteristics and cognitive learning outcomes have been identified as the key factors in research on the implementation of games in educational settings. In the process of learning a language through an online game, there is a strong relationship between the learner's prior knowledge of that language and their cognitive learning outcomes.