During the second half of the 20th century, a new pedagogical movement emerged, which centered around the concept of critical thinking. While the movement soon became a significant player in the pedagogical field, its proponents continued to develop the theoretical and practical aspects of critical thinking, aiming to transform it into a full-fledged pedagogical ideal. However, at least two major issues have remained unresolved in critical thinking pedagogy. The first is the desired nature of the relation between the cognitive, moral, and social dimensions of critical thinking. The second involves the grave difficulties, many times accompanied by lack of success, encountered by teachers and educators who wish to promote critical thinking education. Therefore, in this paper, I examine the evolution of the ideal of critical thinking, arguing that from the outset it has contained—even if only in latent form—ethical, moral, and social elements, and thus these elements need to be explicitly integrated into the ideal. I then demonstrate the implementation of this broadened ideal of critical thinking in teacher education and offer a further expansion of the ideal, which strengthens its relationship to the notion of social justice, while, at the same time, suggests a way of improving the implementation of critical thinking education in the overall educational system.

中文翻译：

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教授批判性思维作为个人和社会转型的工具

在 20 世纪下半叶，出现了一种新的教学运动，它以批判性思维的概念为中心。虽然该运动很快成为教学领域的重要参与者，但其支持者继续发展批判性思维的理论和实践方面，旨在将其转变为成熟的教学理念。然而，批判性思维教学法中至少有两个主要问题仍未解决。第一个是批判性思维的认知、道德和社会维度之间关系的理想性质。二是希望推动批判性思维教育的教师和教育工作者遇到的严重困难，很多时候都伴随着失败。因此，在本文中，我考察了批判性思维理想的演变，认为从一开始它就包含了——即使只是潜在的形式——伦理、道德和社会元素，因此这些元素需要明确地融入理想中。然后，我展示了这种扩展的批判性思维理想在教师教育中的实施，并提供了对理想的进一步扩展，这加强了它与社会正义概念的关系，同时，提出了一种改进实施的方法。整个教育系统中的批判性思维教育。