Response to the editorial ‘Education in a post-truth world’

Bowell, Tracy

doi:10.1080/00131857.2017.1288805

Cited by 16 publications

(10 citation statements)

References 3 publications

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“…This has also been linked to the view that higher education should have an emancipatory function, with critical thinking being a central tool for student empowerment (e.g. Barnett 2011Barnett , 2015Bowell 2017).…”

Section: Critical Thinking As a Purpose Of Higher Educationmentioning

confidence: 99%

Learning outcomes and critical thinking – good intentions in conflict

Erikson

2018

Studies in Higher Education

115

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The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit interpretative frameworks. The second is the problem of educational goals that cannot be expressed through learning outcomes, and the third is the risk that learning outcomes may establish a ceiling for student ambitions. It is argued that the example of critical thinking shows the seriousness of the epistemological critique of learning outcomes and how the use of learning outcomes can divert teachers' and students' attention away from important goals.

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Section: Critical Thinking As a Purpose Of Higher Educationmentioning

confidence: 99%

Learning outcomes and critical thinking – good intentions in conflict

Erikson

2018

Studies in Higher Education

115

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“…Considering the disappearance of the source over time after a content appears on social media and the multiplier effect of the content in question, the scope of false statements may expand over time no matter by whom this statement was created (Uzunoğlu, 2017). In this respect, news-based echo rooms and coverage of current events on social media make it difficult to use mental habits and skills that involve responsible and critical inquiry (Bowell, 2017). The groups recommended through social media's "similarity-lover" algorithms are parallel to existing groups that users like; this situation causes the users not to encounter a group other than their own ideas and not to learn opposite ideas (Şimşek, 2018).…”

Section: Confirmation / Trust In Post-truth Agementioning

confidence: 99%

Social media use of prospective teachers in the post-truth era: Confirmation, trust, critical thinking tendency

Sel

2022

Participatory Educational Research

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Critical thinking, trust and confirmation towards social media have become increasingly important in this period called the post-truth era when the reality has become indistinct, is reproduced, and the truth is undermined. The study aimed to examine the prospective teachers' confirmation / trust levels and critical thinking tendencies towards social media in terms of various variables. The research was conducted with the relational survey model. The critical thinking tendency scale and social media confirmation/trust scale were used in the data collection process. In the analysis of the data, Mann Whitney U, Kruskal-Wallis test, and Spearman Brown Rank-Order correlation coefficient were used. It was observed that prospective teachers' critical thinking tendency was at a good level, and their level of confirmation/trust towards social media was at a medium level. It was determined that critical thinking tendency levels did not differ by gender, but by the number of news sources followed on social media and the frequency of reading books. It was seen that their confirmation / trust level towards social media did not differ depending on gender or frequency of reading books, but the level of confirmation varied depending on the number of news sources followed on social media. Additionally, it was determined that there was a low level of positive relationship between the skill regarding critical thinking tendency and confirmation dimension

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“…Por añadidura, una de las bases de desarrollo de la posverdad es una manipulación de las emociones (Bowell, 2017), que es precisamente uno de los factores en los que más incide la EM.…”

Section: Categorías Explicitas Algunas Referencias Básicasunclassified

Aportaciones de la educación musical a la educación para la paz: buscando la "transverdad" en la era de la "posverdad"

Ramirez-Hurtado

2017

Rev. Electrón. Complut. Investig. Educ. Music.

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Resumen. Una aportación que la educación musical hace a la sociedad es su contribución a la educación y la cultura de paz. En este trabajo se analizan los presupuestos teóricos que la investigación en ambos campos (educación musical y educación para la paz) tiene en común a día de hoy y se propone un catálogo de categorías comunes cuyo desarrollo comporta un fortalecimiento de sus significados transversales, a la vez que se describe cómo la convergencia entre ambas constituye una línea emergente. Además, se propone una explicación de las implicaciones políticas que se descubren en la relegación curricular que han sufrido dichas áreas educativas en los últimos años merced a las políticas neoliberales, y una propuesta de empoderamiento desde los propios recursos. Palabras clave: educación musical; educación para la paz; neoliberalismo; posverdad; empoderamiento.[en] Contributions of music education to education for peace: searching for trans-truth in the post-truth era Abstract. A contribution that music education provides society with is its making of education and culture of peace. In this paper we analyze the theoretical assumptions that research in both areas has in common nowadays. A catalog of shared categories is proposed; the development of them entails a strengthening of their transversal meanings, while describing how the convergence between the two subjects constitutes an emerging topic of research. Besides, an explanation of the political implications that are discovered in the curricular relegation that they have suffered in the last years thanks to the neoliberal policies is offered, together with a proposal of epowerment from their own resources.

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Response to the editorial ‘Education in a post-truth world’

Cited by 16 publications

References 3 publications

Learning outcomes and critical thinking – good intentions in conflict

Learning outcomes and critical thinking – good intentions in conflict

Social media use of prospective teachers in the post-truth era: Confirmation, trust, critical thinking tendency

Aportaciones de la educación musical a la educación para la paz: buscando la "transverdad" en la era de la "posverdad"

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