Teaching Critical Thinking
Why is it so hard to learn?
Critical thinking is gaining more and more interest as an educational goal. It is seen by policy makers and educationalists as a crucial condition of learning (part of meta-cognition) and lifelong learning, which is an important competence of democratic and responsible citizens. According to mainstream policies in Europe, the USA and elsewhere, critical thinking is a core objective of (citizenship) education on all levels of education: primary, secondary, vocational, and higher education.
In this summer school we explore:
- the empirical research on teaching critical thinking (educational psychology, learning psychology, cognitive psychology);
- theories and (educational) philosophies about teaching critical thinking; Policies concerning teaching critical thinking (incl. the history of these policies);
- the relationship between critical thinking and citizenship education;
- several experiments and good practices.
We will also discuss the relationship between the research, the theories, the policies and the practices: how the distinct dimensions influence each other.
Part of the programme will be practice-directed. You will learn:
- how to design learning activities;
- how to teach critical thinking (didactics);
- how to investigate teaching;
- critical thinking (research methods).
This summer school is connected to the international conference on “Reason to dissent” and will take place in Groningen, a vibrant student city in the North of the Netherlands. Chosen as one of the happiest cities in Europe, Groningen offers a great combination of historical architecture, bustling nightlife and interesting cultural events.
This course is designed for people working in primary education, secondary education, vocational education or higher education. People who study or have a degree in social, pedagogical or educational sciences. People who make policy or develop curriculum. And others who are interested in critical thinking.
It is expected that the participants have a sufficient command of the English language to actively participate in the discussions and to present their own work in English.
The workload is estimated at 45 hours:
- Contact hours: 6 hours a day
- Preparatory reading: 10-15 hours
- Presentation: a short presentation or pitch about critical thinking on 28th of June.
NB Participants should bring their own devices.
Upon successful completion of the programme, the Summer School offers a Certificate of Attendance that mentions the workload of 45 hours (28 hours corresponds to 1 ECTS). Students can apply for recognition of these credits to the relevant authorities in their home institutions, therefore the final decision on awarding credits is at the discretion of their home institutions. We will be happy to provide any necessary information that might be requested in addition to the certificate of attendance.
The summer school will start on Sunday 23 June at 3PM with a city tour followed by welcoming drinks. The educational programme will start on Monday 24 June, 9AM, and will end on Friday 28 June, 5PM.
The fee (€ 305) includes:
- Participation in the programme
- 5 lunches
- city tour + welcoming drinks
- one dinner (26 June)
Applicants need to arrange their own accommodation. For a list of options, kindly contact the coordinators.
To apply, kindly fill out the online application form. Please submit the following documents with your application:
- CV (max. 2 pages)
- Motivation letter (max. 1 page)
For questions about the summer school, kindly contact the coordinators at email@example.com.
Summer School & The University of Groningen
The summer school is linked to the Master Ethics of Education.
In education, upbringing and youth care there are a number of different interests to consider. These interests, of the children, their parents, the groups to which they belong (e.g. religious or ethnic minorities), and the interests of society are often difficult to define and they can often be at odds with each other.
Educational professionals need to have the competences to analyse and discuss moral,legal and policy-related issues. Some of them need to be extra-proficient in this area in order to be able to advise other professionals, managers, policy makers, politicians, and governments. The Ethics of Education Master's course provides the right learning environment to enable you to develop this extra expertise. You will acquire the relevant competences and learn to apply these in the professional contexts of research, policy making and consultancy.
In the Master track Ethics of Education you learn to analyse moral issues and discussions in order to design policies and procedures and to take decisions.
For more information click "LINK TO ORIGINAL" below.