Four Tools for Critical Inquiry in History, Social Studies, and Civic Education

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dc.creator	Bermudez, Angela
dc.date	2015
dc.date.accessioned	2023-03-27T17:54:10Z
dc.date.available	2023-03-27T17:54:10Z
dc.identifier	0123-885X
dc.identifier	https://www.redalyc.org/articulo.oa?id=81538634007
dc.identifier.uri	https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/231170
dc.description	"The promotion of critical thinking is an important but elusive goal in history, social studies, and civic education. Teachers often struggle to translate general definitions of critical thinking into specific pedagogical tools to plan learning activities and to observe and interpret student work in these subjects. They also struggle to distinguish between “teaching critical content” and “teaching students to think critically.” In this paper, I draw upon scholarship on critical thinking, history education, moral education, and critical pedagogy to propose four tools for critical inquiry in the social domain: Problem-posing, Reflective skepticism, Multi-perspectivity and Systemic thinking. I describe how each tool works, discussing how they integrate the epistemic purpose of fostering good understanding with the social purpose of cultivating thoughtful, responsible, pluralist and non-violent citizens."
dc.format	application/pdf
dc.language	en
dc.publisher	Universidad de los Andes
dc.relation	http://www.redalyc.org/revista.oa?id=815
dc.rights	Revista de Estudios Sociales
dc.source	Revista de Estudios Sociales (Colombia) Num.52
dc.subject	Multidisciplinarias (Ciencias Sociales)
dc.subject	civic education
dc.subject	Critical inquiry
dc.subject	critical thinking
dc.subject	history education
dc.subject	critical pedagogy
dc.title	Four Tools for Critical Inquiry in History, Social Studies, and Civic Education
dc.type	artículo científico