June 24, 2017
June 24, 2017
June 28, 2017
Liberal Education/Engineering & Society
The revolutionary changes in ABET EC 2000 accreditation criteria promoted the address of critical thinking in engineering curricula by emphasizing such outcomes as ethics, social and global context, communication, lifelong learning and contemporary issues in addition to technical work in design and problem solving. However, the mainstream notion of critical thinking as used in the educational settings is often connected with the conceptions of reasoning and logic. Critical thinking is often seen as a skill in line with decision making and problem solving applications. The extent and degree of success of addressing critical thinking is still under question.
Liberation as its own field of praxis and theory which has been excluded from formal education, can provide a unique contribution in changing status quo. For the oppressed to get engaged in the process of discovery and transformation, critical thinking is such a crucial component. In this paper, liberation as a program of praxis and theory will be introduced. Then considering different stages in a liberatory process, the role of critical thinking in liberation struggle will be discussed and evaluated. Finally, paper focuses on contribution of liberatory scholars and in particular Paulo Freire and Gloria Anzaldúa in addressing promising components of critical thinking such as relation, communication, and imagination. This paper aims to raise awareness regarding liberation scholarship as a resource for researchers and practitioners in engineering education.
Jalali, Y., & Matheis, C. (2017, June), Liberation in Education: What Role Do Liberatory Praxis and Theory Play in Fostering Critical Thinking? Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28629
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