Pensamiento crítico como lo vive un estudiante: un acercamiento fenomenológico

Nowadays, the goal of teaching students to think critically seems ubiquitous in educational discourses worldwide. It is often said that if students develop this kind of thinking, they will be able to participate more aptly in social and democratic life because they could examine their thoughts and r...

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Autores:
Prieto Galindo, Fredy Hernán
Tipo de recurso:
Fecha de publicación:
2020
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
eng
OAI Identifier:
oai:repository.usta.edu.co:11634/39328
Acceso en línea:
https://revistas.usantotomas.edu.co/index.php/analisis/article/view/5659
http://hdl.handle.net/11634/39328
Palabra clave:
critical thinking
experience
school
education
pensamiento crítico
experiencia
escuela
educación
Rights
License
http://purl.org/coar/access_right/c_abf2
Description
Summary:Nowadays, the goal of teaching students to think critically seems ubiquitous in educational discourses worldwide. It is often said that if students develop this kind of thinking, they will be able to participate more aptly in social and democratic life because they could examine their thoughts and reasons and thus make better decisions. Such discourse has given rise to countless studies on the critical thinking levels of students and teachers in various areas of knowledge. On the contrary, little has been investigated regarding the very experience of thinking critically, that is, a phenomenological research about what a person experiences while exercising critical thinking. To respond to this lack of investigation, this article intends to present a phenomenological-hermeneutic description of the critical thinking experience developed as part of a phenomenological research. The relevant question in this paper is how do students experience critical thinking?