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Where do Critical Thinking and Spatial Citizenship meet?
Proposing a framework of intersections
Vânia Carlos (University of Aveiro / Portugal) | [email protected]
Inga Gryl (University of Koblenz-Landau/Germany ) | [email protected]
Introduction
(Rhode-Jüchtern 2004, 16)
Spatial Citizenship
Introduction
Critical Thinking
Hypothesis: The theoretical concept
of Critical Thinking (CT) might be a valuable domain to inspire Spatial Citizenship (SC) and education for SC
Education
BUT
Research questions
Where do SC and CT theoretically intersect? Which ideas related to the educational value
of CT are useful to an education for SC?
Theoretical framework –
Education for Spatial Citizenship
Theoretical framework –
Education for Spatial Citizenship
Implementation strategies
Spatial Domain
Citizenship Education Domain
GISciene & Technology
Geography
Politics
Citizenship Education
Philosophy
Teacher Education
Media Science &
Com-munication
A main goal in education (Dewey, 1993) “good thinking, determined by relevant
criteria” (BAILIN , 2002) “ability for taking control and
responsibility of our mind” (PAUL, 1993) A multifaceted concept: reflective and
centered on rationality, assessment and problem solving (PIETTE 1996).
Linkages between CT and Citizenship (Glaser, 1985)
Theoretical framework –
Critical Thinking in education
"30 Days to Better Thinking and Better Living”, The Foundation for Critical Thinking (2012)
Demands teaching strategies:- expressly focus on CT skills- allow students to freely express
ideas, question, be open-minded- thought-provoking questions,
with adequate time to think - Real world examples- Meaningful social practices
Theoretical framework –
Critical Thinking in education“a form of rational, reflective thinking, focused on deciding on what to believe or do” (ENNIS, 1985): abilities and dispositions
overlapping of both concepts; contribution of CT to SC
a framework of intersections –
Searching papers for…
a framework of intersections –
Keyword-based research
“critical thinking” OR “thinking critically” AND “spatial citizenship” (KA); “critical thinking” OR “thinking critically” AND “spatial” (KB); “critical thinking” OR “thinking critically” AND “citizenship” (KC).
basic components of SC (“spatial” and “citizenship”) combined separately with “critical thinking”:
a framework of intersections –
Keyword-based research
retrie-ved
selected by title
selected by abstract
…AND “spatial citizenship” (KA)
1 0 0
…AND “spatial” (KB) 4 2 0…AND “citizenship” (KC) 6 4 0…AND “spatial citizenship” (KA)
0 0 0
…AND “spatial” (KB) 25 6 0…AND “citizenship” (KC) 257 14 4
a framework of intersections –
Selected papers for content analysis
Critical Thinking paper 1 - BARACK et al. 2007 “Purposely teaching for the promotion of higher-order thinking skills: a case of critical
thinking” Critical Thinking paper 2 - VIEIRA et al. 2011
“Critical thinking: conceptual clarification and its importance in science” Intersection paper 1 - JOHNSON & MORRIS 2010
“Towards a framework for critical citizenship education” Intersection paper 2 - GIBSON et al 2008
“Developing Global Awareness and Responsible World Citizenship With Global Learning” Intersection paper 3 - DAM & VOLMAN, 2004
“Critical thinking as a citizenship competence: teaching strategies” Intersection paper 4 - HOFREITER et al. 2007
“Teaching and Evaluating Critical Thinking in an Environmental Context”
Categorization according to research questions: - Category C1: concepts (Where do SC and CT theoretically
intersect?) - C1.1: Critical Thinking, C1.2: Spatial and C1.3 Citizenship;
- C2: Educational approach (Which ideas related to the educational value of CT are useful to an education for SC?)
At this: comparison with SC papers basing on content analysis - GRYL & JEKEL (2012); KANWISCHER et al. (2012); QUADE & FELGENHAUER (2012); GRYL et al. (forthcoming): - intersection with SC (o); - extension of SC (+); - not congruent with SC (-).
a framework of intersections –
Content analysis
a framework of intersections –
Content analysis (example…)Critical Thinking - BARACK et al. 2007[C1: concepts] / [C1.1: Critical Thinking] CT “operative example of higher order thinking that can be accounted for due to reliable
and validated tests” (p. 355) (-) measurement not aimed in SC higher-order thinking skills: “non-algorithmic, complex mode of thinking that often
generates multiple solutions” (p. 355), application of multiple criteria, reflection, self-regulation, analysis, evaluation, and synthesis, question-asking, drawing conclusions, problem-solving, and decision-making, metacognition (o)
handling information: identifying the source of information, comparing and reflecting on consistency (o) and evaluate credibility (-) concept of truth-seeking and potential objectivity not compatible
maturity (-) measureable concept not compatible to broader understanding in SC rational thinking (+)[C1: concepts] / [C1.2: spatial domain][C1: concepts] / [C1.3: citizenship domain] “preparing students (...) for active and responsible life within our modern society” (p. 355)
requires higher-order thinking skills (-) concept of citizenship only partly compatible[C2: educational approach] applying concept purposely and persistently (o) “learning experiences focused around, analysis, evaluation, and synthesis, develop skills in
problem solving, inferring, estimating, predicting, generalizing, (...) question posing, decision making, and critical and systemic thinking” (p. 355) (o) and creative thinking (+) concept only basically concerned in SC
real-world problems, open-ended class discussions, inquiry-oriented experiments (+) potential ideas for SC
a framework of intersections –
Content analysis
Conclusions and further development
The presented framework proves the argument 1) CT and SC share a common ground, and 2) CT competences are relevant to an education for SC.
Further analysis- ensuring coherence and compatibility - further investigation, both in theory as well as in
practical application and evaluation in learning environments.
Thanks, Danke, Obrigada!
project PEst-C/CED/UI0194/2011