Reposting from P. L. Thomas re critical pedagogy.
The thoughts that come to my mind are that it’s horrific to think CC$$ backers actually think they can throw out the term ‘critical thinking’, and that it’s swallowed by uncritical minds who likely fill in a rubric to show how each child ‘thinks critically’. There’s a fear of the unknown, and a fear that students may actually reach their full potential if assessment lines become fuzzy.
Students at my university are required to attend Cultural Life Programs (CLPs) as part of their graduation requirements. Once several years ago, I was the featured speaker at a CLP on education reform, and during that talk I noted I was against accountability.
The Q and A prompted by the talk was vibrant, but after the talk, I was approached by a colleague who asked if I were being provocative—not serious, in other words—about being against accountability. I assured him I was in fact against accountability, which left him so frazzled the discussion ended there.
After posting a blog about critical pedagogy and the Other, I received similar and numerous comments about critical thinking—educators who likely believe that they and I are mostly in agreement on education but cannot fathom my rejecting how traditional schooling approaches so-called “critical thinking skills.”
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