Open-mindedness, Critical Thinking, and Indoctrination: Homage to William Hare

Siegel, Harvey

doi:10.7202/1072336ar

Cited by 26 publications

(15 citation statements)

References 5 publications

(1 reference statement)

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“…2. Hare's view of open-mindedness has been lauded by Harvey Siegel (2009) Ennis, open-mindedness has two components: to 'seriously consider other points of view' and to 'withhold judgment when the evidence and reasons are insufficient' (Ennis, 2018: 167). Similar to Hare, the ability and disposition to seriously consider other points of view requires reasoning skills.…”

Section: Discussionmentioning

confidence: 99%

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Bridging critical thinking and transformative learning: The role of perspective-taking

Southworth

2022

Theory and Research in Education

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Although the literature on critical thinking and transformative learning has remained relatively distinct, they have both emphasized the importance of working through and resolving states of doubt. There has been less focus, however, on how we can bring ourselves from a confirmed belief to a position of doubt. This is a foundational skill. Without it, the possibility for intellectual and personal growth is limited. In part one, I focus on critical thinking to investigate what ability and/or disposition can help thinkers arouse a state of doubt. I first consider traditional dispositions of critical thinking, specifically reflection and open-mindedness, and argue that they are largely ineffective as they do not confront the problem of cognitive bias. I then propose perspective-taking as an essential tool to bring about a position of doubt. In part two, I examine leading theorists in transformative experience, transformative education, and transformative learning, who have also largely neglected perspective-taking. I illustrate that perspective-taking can initiate some instances of transformative learning and thereby provides a connecting point to critical thinking. Nevertheless, when engaging with perspective-taking exercises, I argue that instructors ought to prioritize the development of students’ critical thinking skills. In part three, I focus my discussion on incorporating nonfiction perspective-taking readings into university course syllabi as a way to develop students’ critical thinking while creating the conditions for transformative learning.

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Section: Discussionmentioning

confidence: 99%

“… 2 Hare’s view of open-mindedness has been lauded by Harvey Siegel (2009) as ‘compelling and completely persuasive’ (p. 26). Siegel, however, does not regard the ability to reason as a commitment of Hare’s theory.…”

mentioning

confidence: 99%

Bridging critical thinking and transformative learning: The role of perspective-taking

Southworth

2022

Theory and Research in Education

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“…The younger generations would be more adept with information technology having been exposed from childhood. Accessing information from the internet is second nature to them, increasing the probability for broader thinking with holistic dimensions, one of the characteristics of open-mindedness (Siegel, 2009). Baby Boomers who are mostly retired may be less inclined to troll through the internet and may be more conservative in outlook.…”

Section: Facilitating Component 2: Open-mindednessmentioning

confidence: 99%

Multiethnic intergenerational perspectives on interethnic marriages in Peninsular Malaysia: The challenge of ethno‐religionist identity

Foong

Teoh

2022

Int Social Sci J

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Against the background of a long history of acceptance of transmigration from various parts of the world and interethnic marriages being embraced, political agendas that prevailed following the independence of Malaysia culminated in a society with increasing ethnic polarisation impacting on social cohesion and reports of aversion to interethnic marriages. This study is aimed at exploring the perspectives of people who have lived through the different sociopolitical changes impacting on the social fabric. Using an exploratory cross-sectional qualitative design, 36 participants from the three main ethnic groups, across three generations (Baby Boomers, Generation Xers, and Millennials) were interviewed to explore their views on interethnic marriages in Peninsular Malaysia. Iterative questioning was adopted to enhance reliability of data, which were processed by thematic analysis. Although each of the generational groups had different lived experiences, the findings indicate commonalities identified in terms of two main themes, i.e., challenges and facilitators. The predominant perception is the challenge of religion conversion required by non-Muslims in relationships with Muslims. The issue of ethnicity did not arise as of concern amongst the different ethnic groups from this urban sample. Of significance is the heightened ethno-religionist consciousness with implications on social cohesion for community relations and nation building.

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“…Da mesma forma, não haveria razões para empregarmos estratégias de investigação se não há diferenças epistêmicas entre diferentes ideias. Por isso, a abertura a novas ideias vai de encontro com o exercício do pensamento crítico [23] -sendo um fundamental componente deste -e também se apresenta como um importante elemento do kit de posturas intelectuais que um cientista emprega durante uma investigação científica. Por isso, essa ideia possui também implicações diretas para o ensino de ciências.…”

Section: A Abertura a Novas Ideiasunclassified

A importância da comunicação qualificada de ideias no ensino de ciências

Dall'Alba

Guzzo

2022

RICA

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Resumo: O ensino de ciências envolve aspectos que vão além dos chamados produtos científicos: ideias, teorias, hipóteses, leis e resultados. Qualquer educação que almeje a compreensão plena da ciência como um empreendimento humano deve incorporar no ensino das matérias científicas qualidades epistemológicas da natureza da ciência. Uma das estratégias para fomentar a compreensão dessas características é o emprego formal da qualificação de ideias através de termos guarda. Neste trabalho de natureza teórica, discutimos, a partir do aporte de referenciais recentes na área, algumas das características epistêmicas da ciência -o falibilismo epistemológico, a abertura a novas ideias e o processo de revisão contínua -e sua conexão com a qualificação de ideias em sala de aula. Argumentamos que o emprego de frases e termos que melhor demonstrem a força das evidências que existem para uma dada ideia são capazes de melhor refletir a presença destes elementos durante o processo científico. A substituição de termos como "provado" ou "foi comprovado que" por "provável" ou "evidências indicam que" descreve mais adequadamente o status epistêmico das ideias científicas, que não estão fixadas entre verdadeiro ou falso, mas sim contidas em um complexo espectro de probabilidades. Reforçar o ensino de ciências com ênfase no entendimento da natureza da ciência pode auxiliar a resolver problemas modernos, como a crescente descrença nos esforços de cientistas e nos produtos de suas pesquisas, como vacinas e medicamentos, bem como dosar razoavelmente a força com a qual podemos depositar nossas crenças neles.

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Open-mindedness, Critical Thinking, and Indoctrination: Homage to William Hare

Cited by 26 publications

References 5 publications

Bridging critical thinking and transformative learning: The role of perspective-taking

Bridging critical thinking and transformative learning: The role of perspective-taking

Multiethnic intergenerational perspectives on interethnic marriages in Peninsular Malaysia: The challenge of ethno‐religionist identity

A importância da comunicação qualificada de ideias no ensino de ciências

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