Module 5: The Spirit of Criticality in Holistic Education
Module description:
In relation to a working definition of the process of holistic development this module looks at the nature of, and use of, the idea of ‘criticality’ by the teacher, or other practitioner, so as to encourage learning, professional development and/or personal growth.
Criticality
Critical thinking is not just the construction of the perfect argument; it is thinking that takes the range of alternatives into
account and compares t their evidence. The social view is longitudinal, seeing each argument presented in time as a
feature of the historically emerging consciousness of humanity. Lipman ( p. 53)
Q What is criticality?
In SunWALK criticality is one of the three intrapersonal voices in which we express ourselves. It is the voice that we use when we try to describe or engage with reality objectively. It is the voice of philosophy, science and critical studies including literary criticism.
Metaphorically we can also see criticality as one of the three ‘primary colours’ or ‘modes of engagement’, of the human spirit. We are usually in one of the three modes – the others ‘tick away’ in the background.
Criticality utilized in facing, individually and interpersonally, progressively more challenging tasks to nurture the development of abilities.
Being critical here is not a matter of negativity (necessarily) it is a matter of naming and describing, analyzing, following a line of logic etc
Q How does criticality relate to creativity?
Q How does criticality relate to caring?
Q How does criticality relate to belief?
“We are united by our doubts and divided by our convictions.” Sir Peter Ustinov
Q What kind of existing programme is an outstanding exemplar for teaching criticality?
What kinds of skills does PFC aim to develop in
children/adults – here is a partial list?
* reading for meaning * understanding arguments
* problem seeking * detecting fallacies
* questioning * being consistent
* seeing what’s relevant * making connections
* sticking to the point * classifying
* giving reasons * formulating & using criteria
* making distinctions * seeing consequences
* seeing broader perspectives * using examples
* analyzing statements * exploring & analyzing concepts
* using analogies * seeing assumptions
* constructing explanations * drawing inferences
* advancing counter arguments * developing hypotheses
* exploring alternatives * generalizing from particulars
* active listening * fair-mindedness/being just
* verbal-confidence & fluency * being reasonable
* sharing *seeing different perspectives
* open mindedness * respecting others
* intellectual courage * self-correction
* finding evidence and using it to support an argument
Q What kinds of questions can we be asking about criticality and its relationship to subjects and to professional behaviour?
It is suggested that most of the above are prerequisites for most subjects.
If this is a taxonomy of skills in the
a) the critical mode of being what might corresponding taxonomies contain in respect of
b) the creative mode &
c) the caring mode?
It is suggested that all of the above contribute to the core activities of making meaning and of reflecting upon that meaning (or constructing & deconstructing meaning).
Do we need all three for making & reflecting upon meaning?
Do we need all three for moral education?
Do we need all three for spiritual education?
Do we need all three for any kind of education?
Introductory reading/s to get started:
Our preferred form of criticality is Philosophical inquiry, developed initially by Prof. Matthew Lipman for children SEE http://www.izar.net/fpn-argentina/ingles.htm Our adaptation is called CI ‘consultative inquiry’
http://www.webster.edu/~corbetre/philosophy/critical/critical.html
http://www.asa3.org/ASA/education/think/critical.htm#top2
Thinkers on the Infed site
http://www.infed.org/thinkers/
A sense of the field can be obtained from Roger Stack’s ‘Map’ of Holistic Education see also his blog
