A long tradition in the philosophy of education identifies education's most fundamental aim and ideal as that of the "fostering" or "cultivation of rationality". In this article I relate this tradition in philosophy of education to recent work inspired by Wilfred Sellars on "the space of reasons". I first offer a very brief overview of the…

In this review of Christopher Winch's new book, "Education, Autonomy and Critical Thinking" (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic…

This paper investigates the meaning of ideology, looks at the view that education is always ideological and political, deals with how ideology affects thinking, and discusses the relationship between ideology and rationality. (MT)

In this paper I reply to Stefaan Cuypers' explication and critique of my views on rationality and critical thinking (Cuypers, 2004). While Cuypers' discussion is praiseworthy in several respects, I argue that it (1) mistakenly attributes to me a Humean view of (practical) reason, and (2) unsuccessfully argues that my position lacks the resources…

Jean Piaget's theory of genetic epistemology is criticized from a philosophical point of view. (JD)

Critical thinkers must be critical about critical thinking itself, and because there is a close conceptual connection between critical thinking and rationality, the demand for justification for a commitment to critical thinking is tantamount to a demand for reasons that justify a commitment to rationality. Several authors have argued that the…

Defining critical thinking and discussing its relevance to the ethics and epistemology of education, the author presents three reasons why it is an educational ideal: (1) it forms the basis of a moral process of teaching; (2) it prepares students to manage their adult lives; and (3) it initiates students into rational traditions. (SK)

Critical thinking is defined as the ability and willingness to be objective, impartial, and non-arbitrary, based on evidence. It is crucial to ethical instruction, study of theory, teaching methods, and training in skills or abilities. There are three reasons why critical thinking is an educational ideal: (1) it influences teachers to respect…

The question of the proper nature and role of science textbooks is considered in relation to Kuhn's account of science textbooks in terms of the goals of science education. Schwab's prescriptions for science education are also considered and related to Kuhn's account. The notion of critical thought is presented as being crucial to an acceptable…

The author responds to criticisms against his insights into the nature of thought and the "grounds of rationality" provided by the philosophy of Thomas S. Kuhn. (CJ)

Provides a philosophical defense of the view that children have an ethical right to an education that helps them become critical thinkers. Argues for a child's right not to be indoctrinated by anyone and points out an important distinction between morally repugnant indoctrination and nonindoctrinative inculcation of beliefs and attitudes. (NH)

School and government officials, system administrators and other policymakers offer a variety of reasons for engaging in high stakes testing: to monitor student performance, to measure teacher and/or school effectiveness, to ensure accountability, etc. Some of these reasons are good; others not. But the best reason--one that is never offered,…