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- Title
A critical assessment on the potentialities and limitations of a Marxianinformed approach to teaching/learning activities.
- Authors
Arboledas-Lérida, Luis
- Abstract
Bourgeois-based approaches to 'critical thinking' are failing to help students develop self-reflexivity and the capacity to think critically about the world. This circumstance has led some Marxist authors to claim that dialectics is the real form of critical thinking, so it should be introduced into teaching/learning activities. This advocacy for dialectical thinking has not been translated thus far into concrete course programmes or syllabi that help understand how such a Marxian-informed approach to education might be worked out, nor do these authors have systematically reflected on the potentialities and limitations that the embedment of dialectics into teaching may bear. This paper addresses both aspects in the light of a particular case study--the design and implementation of a course in Science Communication for graduates that has the theoretical and methodological foundations of the Critique of Political Economy as it basis. It thus outlines the contours of the study programme of that course; comments on what are the material bases on which this proposal finds its conditions of existence, and, relatedly, what are the advantages that this Marxian-inspired perspective vis-à-vis other approaches to 'critical thinking'; and theorises on whether it is possible to unpack the full potential of dialectical thought within the boundaries of capitalist education. The enquiry concludes that, insofar as the capital-form is a fetter for the development of the productive forces of society, it impinges on any Marxian-informed approach to teaching/learning activities in several ways.
- Subjects
ACTIVE learning; SCIENTIFIC communication; CRITICAL thinking; DIALECTIC
- Publication
Journal for Critical Education Policy Studies (JCEPS), 2022, Vol 20, Issue 2, p1
- ISSN
2051-0969
- Publication type
Article