Higher Learning and the Critical Stance

Dados Bibliográficos

ID4098218
AutoresAidan Curzon-Hobson, Aidan Curzon‐Hobson (Unitec Institute of Technology, autor correspondente)
Ano2003
Volume28
Fascículo2
Páginas201-212
Data de publicação2003-01-01
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0307507032000058091
OpenAlexW2009514954
IdiomaEN
Citações recebidas9
Referências citadas5

In engaging with a diverse range of philosophers, traditions and writers, this article develops and defends a concept of the critical stance. It is argued that the realisation of this ideal should be a goal for those teaching in higher education today. The critical stance refers to a particular manner in which students and teachers engage within the learning environment. This article argues that the critical stance is an attitude or disposition towards oneself, others and the object of inquiry that challenges and impels learners to reflect, understand and act in the milieu of potentiality. It examines the nature of this attitude and the pedagogical implications of its pursuit. The aim of this article, therefore, is to present a perception of what should be a central goal for higher learning and usher in a challenge to those teaching in higher education to consider the nature and import of such a disposition within their own perceptions of, and practices within, the learning project

Disposition · Epistemology · Higher education · Pedagogy · Perception · Political science · Realisation · Sociology · Critical and Liberation Pedagogy · Education and Critical Thinking Development · Philosophy · Psychology · Social Psychology · Teacher Education and Leadership Studies

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