Sociology of education and philosophy of critical thinking
Developing civil responsibility of young people
Bibliographic Data
| ID | 22098537 |
|---|---|
| Authors | N O Isak (M.Auezov South Kazakhstan State University), T E Tumashbay (M.Auezov South Kazakhstan State University) |
| Year | 2026 |
| Volume | 26 |
| Issue | 2 |
| Pages | 618-627 |
| Publication date | 2026-06-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | RUDN Journal of Sociology (JOURNAL) |
| Journal identifiers | ISSN: 2313-2272 • E-ISSN: 2408-8897 |
| Publisher | Peoples' Friendship University of Russia (PUBLISHER • RU) |
| DOI | 10.22363/2313-2272-2026-26-2-618-627 |
| OpenAlex | W7167059947 |
| Language | EN |
| References cited | 14 |
The article provides a theoretical-methodological basis for developing civil responsibility of the youth through a synthesis of sociology of education and philosophy of critical thinking. The authors consider contradictions between social demand for active citizenship and ritualized educational practices, which often reproduce passivity and conformism. The proposed integrative approach combines structural analysis of sociology of education and subject-activity perspective of philosophy of critical thinking. The article describes the structural barriers that determine the conformist “school habitus”: reproduction of social inequality through cultural capital (P. Bourdieu) and unintended but negative consequences of rational choice (R. Boudon) contribute to the formation of the conformist, adaptive school habitus. Critical thinking as a set of cognitive skills and social-ethical dispositions is considered as a conceptual counterweight. Critical thinking and reflection integrated into the educational process can help overcome the so-called symbolic violence of educational institutions and transform citizenship from mere memorization of rules into conscious and independent action. The proposed interdisciplinary approach defines civil responsibility as a dynamic result of the interaction between institutional structures and individual reflective work
Active citizenship · Citizenship · Civil society · Critical theory · Moral responsibility · Philosophy of education · Rationality · Sociology of Education · Digital Education and Society · Educational Theory and Curriculum Studies · Psychology of Development and Education
World-Centred Education
Class Strategies and the Education Market
Literacy and Power
Strategies for Teaching Students to Think Critically
Cultural capital or habitus? Bourdieu and beyond in the explanation of enduring educational inequality
Critical Thinking Across the Curriculum
Critical thinking in higher education
Ideology and Curriculum
Critical Literacy's Ongoing Importance for Education
The reception on campus
Achievement Inequality and the Institutional Structure of Educational Systems
A Dynamic Model of Cultural Reproduction
| Highly cited | No |
|---|