Won’t We Need to be Able of Critical Thinking Ourselves?
As commonly mistaken and as described in “Paulo Freire and Critical Pedagogy” by Shelli Fowler, teaching does not consist of communicating the body of knowledge only. Teaching is a complex construct that encompasses several dimensions, including knowledge production, student’s encouragement and several concepts that should get included in the classroom such as diversity. But how to achieve such challenge? It sounds like a difficult task, but critical pedagogy and critical thinking provide a guide to be followed within the higher education context.
Critical pedagogy should be promoted in the classrooms in order to allow students not only to receive information but also to reflect and analyze the topics covered during the class. We should stop giving students a lot of information to memorize. Instead, we should incentive them to relate the class’ concepts or topics with their career practice or why not, with what is happening in today’s world.
Critical pedagogy involves the participation not only of the students but also of the professors. This is an interactive process where both groups can learn. But, how to incorporate critical thinking in the classroom? We should come back to the basics as Bell Hooks mentioned in his book “Teaching Critical Thinking”. We should encourage students to interrogate all the time what they are learning. Children’s learning is a great illustration. Children are not afraid of asking “why” all the time. And taking into account that in our daily lives we don’t know the answer to many questions, asking questions is a practice that should get encouraged in the classroom. Because if we don’t know the answer, someone in the classroom may do, which is why diverse environments are a lot more beneficial for the learning process. Additionally, everyone will understand and perceive the concepts/ideas/or issues in different ways. For that reason, we have to show them not only the positive side of a specific topic but also its contradictions. As Paulo Freire described in his article “The Critical Pedagogy Primer”, we can incorporate in the class thought experiments where we can ask students “what would happen if”.
Here is an example given by Armani. There was a student who has the difficulty of moving his hands and legs, such that he needs a writer to help him do homework. He came to the homework help session held by the TA every week. For his convenience, the TA tried to become his writer and guide him to solve the problems on the whiteboard. But gradually, it seemed that the student became very dependent, paid more attention to the final answer rather than the procedure, and did not think about problems by himself before coming to the help sessions. These behaviors also reflected on the grade of his first exam. In engineering, critical thinking is significant for learning not only in the classroom but also when they are practicing applying the concepts and principles to homework problems by themselves. Typically, we can ask students to show their calculation and explain what they think to us. However, because of the special conditions of this student, the general strategy seems not working. Also, when the educational systems and educators try to accommodate their inconvenience, sometimes it might discourage them to become independent learners. Recently, inspiring from the reading of GEDI materials, it was found that for this type of students, we actually need to spend even much more time on asking them questions (e.g., “Why?”, “What do you think?”, “What is next?”, “Does this remind you anything you learned in class?”) and give them even much more time to think. This is the way not only to teach them how to think critically but also help them to internalize the knowledge and develop their own logical ways to solve the problems.
In summary, these are some illustrations of how Critical Pedagogy’s strategies can contribute significantly to the learning process. These theories and strategies lead to a practice that can get applied in the different fields of knowledge, both in the social and technical ones. Incorporating a process of analysis and synthesis, providing a safe space so questions and discussion are encouraged, and acknowledging the potential of diversity in the classroom; lead to a better learning process and contribute to the creation of critical thinkers all around us.