Critical Thinking and Critical Pedagogy：批判性思维和批判教育学.docVIP

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Critical Thinking and Critical Pedagogy：批判性思维和批判教育学.doc

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Critical Thinking and Critical Pedagogy:Relations, Differences, and Limits Nicholas C. Burbules and Rupert BerkDepartment of Educational Policy Studies Published in Critical Theories in Education, Thomas S. Popkewitz and Lynn Fendler, eds. (NY: Routledge, 1999). Two literatures have shaped much of the writing in the educational foundations over the past two decades: Critical Thinking and Critical Pedagogy. Each has its textual reference points, its favored authors, and its desired audiences. Each invokes the term critical as a valued educational goal: urging teachers to help students become more skeptical toward commonly accepted truisms. Each says, in its own way, Do not let yourself be deceived. And each has sought to reach and influence particular groups of educators, at all levels of schooling, through workshops, lectures, and pedagogical texts. They share a passion and sense of urgency about the need for more critically oriented classrooms. Yet with very few exceptions these literatures do not discuss one another. Is this because they propose conflicting visions of what critical thought entails? Are their approaches to pedagogy incompatible? Might there be moments of insight that each can offer the other? Do they perhaps share common limitations, which through comparison become more apparent? Are there other ways to think about becoming critical that stand outside these traditions, but which hold educational significance? These are the questions motivating this essay. We will begin by contrasting Critical Thinking and Critical Pedagogy in terms of their conception of what it means to be critical. We will suggest some important similarities, and differences, in how they frame this topic. Each tradition has to some extent criticized the other; and each has been criticized, sometimes along similar lines, by other perspectives, especially feminist and poststructural perspectives. These lines of reciprocal and external criticism, in turn, lead us to suggest some