From the dispassionate Critical Thinker to the passion of being a thinking subject: Lessons learned from Higher Education in Greece

Περίληψη

This paper examines the implications of developing and implementing Critical Thinking-based curricula in Higher Education. Its aim is to explicate the consequences of uncritically adopting a skills-centred approach of Critical Thinking, particularly within the context of late modernity’s highly instrumentalized and polarized social formations. Drawing on relational and constructionist approaches that both expand and revise prevailing conceptions of Critical Thinking [CT] in Education, the paper focuses on a case study of CT-based teaching delivered by the author to social science students. Based on the author’s extensive field notes, the learning materials used, and project documentation, the analysis highlights the alienating dynamics of a skills-centred and objectivist approach to teaching CT. The paper concludes by outlining how a dialogical approach to CT fosters resonant learning experiences.