Exploring Critical Sociological Thinking

Datos Bibliográficos

ID11062363
AutoresLiz Grauerholz (0000-0001-6559-5381, autor de correspondencia), Sharon Bouma-Holtrop
Año2003
Volumen31
Número4
Páginas485
Fecha de publicación2003-10-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTeaching Sociology (JOURNAL)
Identificadores de la revistaISSN: 0092-055X • E-ISSN: 1939-862X
EditorialSAGE Publications (PUBLISHER • US)
DOI10.2307/3211372
OpenAlexW2000760264
IdiomaEN
Citas recibidas40
Referencias citadas3

Much has been written about enhancing students' critical thinking abilities, but very little empirical research on this important learning outcome exists within the sociological literature. Indeed, there is little consensus among sociologists (and non-sociologists) about what critical thinking is. In this paper we review ways in which sociologists have conceptualized and measured critical thinking and introduce a new concept--critical sociological thinking--that embodies the type of higher-level thinking many sociologists want to help students attain. Critical sociological thinking refers to the ability to logicaly and reasonably evaluate an argument or problem while maintaining an awareness of and sensitivity to social forces and contexts. Further, we develop a scale that can be used to measure critical sociological thinking and demonstrate its usefulness in the empirical analysis of student writing. Implications for future research and teaching are discussed

Critical theory · Critical thinking · Epistemology · Pedagogy · Social science · Sociology · Contemporary Sociological Theory and Practice · Innovative Teaching Methodologies in Social Sciences · Philosophy · Service-Learning and Community Engagement