Critical Thinking and Critical Pedagogy in English Language Teaching

( Hye-kyung Kim ) 대한언어학회 2017 언어학 Vol.25 No.4

This overview paper aims to shed light on the concepts and research areas of critical thinking and critical pedagogy and on the interplay between these two concepts in English language teaching. As critical thinking is widely regarded as a primary goal of schooling, it is important to address its role in critical pedagogy, which emphasizes the importance of helping students develop a critical awareness of the world (Crookes & Lehner, 1998), as well as the importance of both approaches in English language learning. To this end, the differences and relationships between critical thinking and critical pedagogy are discussed, followed by an examination of the literature on critical thinking in ESL/EFL learning and critical ESL/EFL pedagogy. Finally, the future directions of critical thinking and critical pedagogy in English language teaching will be considered in order to look at how language teaching and learning could play an integral role in fostering critical thinking abilities and preparing students for active participation in the global arena.

독일교육철학 연구의 성과의 과제 : 비판적 교육학의 전개와 과제를 중심으로

홍은영 한국교육철학회 2013 교육철학 Vol.49 No.-

The thesis overviews a critical pedagogy of Germany, and mainly aims for proposing an implication which it gives to today's Korean educational philosophy through contemplating task and direction of a critical pedagogy. Especially, for this, the thesis takes a look at a research flow and direction of critical pedagogy of Germany focusing on a theory of 'Bildung', Chapter I introduces a mental scientific pedagogy, an experiential pedagogy, and a critical pedagogy as three flows of the modern German educational philosophy, and chapter II considers three theoretical flows of the critical pedagogy which are a critical theory of the Frankfurt school, a critical science education, and a critical theory of 'Bildung', The particular focus here is on Bildung suggested by Heinz-Jochaim Heydorn, the representative scholar of the critical theory of 'Bildung', the meaning of the contradiction of domination, and the recent research move of the theory, Heydorn takes notice, in a point view of historical metabolism, of the fact that the history of Bildung aiming for free and unique ego and humanization is on the contrary the history of domination, and emphasizes that liberating potential of Bildung is found in recognition and introspection of the fact that Bildung can be involved in domination regardless of its intention. Chapter III deals with such liberating potential in a view of the theory of postcolonialism, and contemplates task and direction of critical pedagogy in a focus of the concept of liberation in a postcolonial situation. Here is found that pedagogy aiming liberation respects difference under the point view of Paulo Freire, but needs to reflect on colonialism. Lastly, in Chapter IV, the implication analyzing research move of critical pedagogy gives to Korean educational philosophy is suggested.

비판적 교육학은 자기 비판적인가? -차이이론을 중심으로-

홍은영 한국교육철학학회(구 교육철학회) 2012 교육철학연구 Vol.34 No.1

본 논문은 독일 교육학내에서 전개된 비판적 경향을 살펴보고 관점을 확장해 봄으로써 비판적 교육학의 계속적인 발전에 목적이 있다. 이를 위해 호르크하이머와 아도르노의 초기 비판이론과 하이돈과 코네프케의 비판적 교육이론을 지향하는 비판적 교육학을 중심으로 살펴보고자 한다. 이 두 비판 이론의 기본사상은 교육학의 내적 모순에서 출발한 교육학 자신의 전제와 사유의 출발점에 대한 끊임없는 자기성찰의 과정이다. 하이돈과 코네프케는 "교육과 지배의 모순"과 "통합과 전복"의 표현으로 교육과 지배사이의 모순관계가 아니라, 교육의 변증법적 모순, 즉 지배비판(해방적)과 시민사회 지배의 고착화(지배적)의 두 측면을 주목한다. 한편 본 논문에서는 인간의 해방을 목적으로 하는 교육학이 오늘날의 세계화와 이주과정의 맥락에서 차이와 사회적 배제의 문제를 간과함을 문제화한다. 즉, 이러한 해방적-보편적 요구를 전제로 하는 비판의 결여는 비판적 교육학 스스로에게 향하는 문제제기와 의심을 소홀히 하게 한다. 비판적 교육학은 얼마나 자기 비판적인가? 라는 문제를 제기하게 한다. 이러한 의미에서 비판적 교육학이 비판하고자 하는 헤게모니와 불평등한 지배구조의 재생산 문제를 고려해 볼 필요가 있다. 그러나 이러한 차이와 연계하여 전개된 관점을 수용하는 것은 기존의 비판적 교육학을 추상적으로 부정하는 것을 의미하는 것이 아니라 오히려 비판적 가능성을 전개하고 발전시키는데 의의가 있다. Critical pedagogy that is based on the critical theories of the Frankfurt School and kritische Bildungstheorie is basically skeptical about the inner contradictions of pedagogy and requires the self-reflection of pedagogy about the premise on which it has been built and what it has stemmed from. This study pays attention to the fact that critical pedagogy that aimed at emancipatory human needs overlooked the matters of ``difference`` and social exclusion amid the flow of globalization and migration. The fact that critical pedagogy itself lacks criticism denotes that it is negligent of or rule out its own problems or doubts about itself though it is basically in pursuit of addressing emancipatory-universal needs. How much is critical pedagogy self-critical? This question poses another question if critical pedagogy actually makes a contribution to the reproduction of the existing hegemony and unfair governing structure that it criticizes or intends to criticize. The purpose of this study was to introduce the two sorts of Widerspruchskonzeptionen, namely the critical theories of the Frankfurt School and kritische Bildungstheorie, to explore their basic critical concepts and to discuss what it would mean in critical pedagogy to shed light on ``difference.`` This study paid attention to the requirement that social discrimination should be considered when kritische Bildungstheorie is established and put in practice, and to the importance of reflection on ``difference.`` Yet it didn`t mean to disapprove of critical pedagogy. Rather, this study is expected to make a contribution to the enlargement of the horizon of critical pedagogy and the realization of its critical potentials.

Relationship Between Critical Pedagogy and Reflective Thinking with L2 Teachers’ Pedagogical Success

Ali Roohani,Shahrzad Haghparast 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.1

This study first sought to develop a survey (Teacher Critical Pedagogy, TCP) to evaluate L2 teachers’ degree of critical pedagogy. Second, it investigated the relationship between L2 teachers’ degree of critical pedagogy and reflective thinking with their pedagogical success. Third, it explored the extent to which teachers’ critical pedagogy and reflective thinking contributed to their pedagogical success. To these ends, factor analysis with the data collected from a sample of 397 Iranian EFL teachers was used through AMOS software to confirm the validity of the critical pedagogy questionnaire. Then, validated version of TCP, Kember, Leung, Jones, and Loke’s (2000) Reflective Thinking for Teachers, and Moafian and Pishghadam’s (2009) Characteristics of Successful Teachers questionnaires were administered to a sample of 53 EFL teachers and 503 EFL students in language institutes in Isfahan, Iran, to assess the teachers’ critical pedagogy and reflective thinking as well as their pedagogical success as evaluated by their students. Correlational and multiple regression analysis revealed a significant and positive relationship between the teachers’ critical pedagogy and reflective thinking with their pedagogical success. Moreover, critical pedagogy and reflective thinking predicted the teachers' pedagogical success to a considerable extent. Findings provide implications for L2 teachers and teacher educators.

Reflecting Critical Pedagogy: Its Application to EFL Contexts and Criticism

Jeon, Ji-Hyun The English Teachers Association in Korea 2009 영어어문교육 Vol.15 No.3

The primary goal of this paper was to develop a critical point of view to critical pedagogy when applied to EFL contexts. Critical pedagogy is more concerned about how language can affect personal and social change of teachers and students than it is with how to teach language effectively or in ways that encourage critical thinking on the part of teacher and students. For this goal, this paper introduces the definition, emergence and major constructs of critical pedagogy in a broad way at first. Then, this paper presents how critical pedagogy has an impact on ELT, focusing on how critical pedagogy is applied in ELT contexts and why the application of critical pedagogy in EFL can be criticized, through the review of empirical studies. Reflection of Korean English teaching situation and applicational difficulties of critical pedagogy in Korean ELT are followed.

Reflecting Critical Pedagogy: Its Application to EFL Contexts and Criticism

전지현 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.3

The primary goal of this paper was to develop a critical point of view to critical pedagogy when applied to EFL contexts. Critical pedagogy is more concerned about how language can affect personal and social change of teachers and students than it is with how to teach language effectively or in ways that encourage critical thinking on the part of teacher and students. For this goal, this paper introduces the definition, emergence and major constructs of critical pedagogy in a broad way at first. Then, this paper presents how critical pedagogy has an impact on ELT, focusing on how critical pedagogy is applied in ELT contexts and why the application of critical pedagogy in EFL can be criticized, through the review of empirical studies. Reflection of Korean English teaching situation and applicational difficulties of critical pedagogy in Korean ELT are followed.

Critical Thinking and Critical Pedagogy in English Language Teaching

김혜경 대한언어학회 2017 언어학 Vol.25 No.4

This overview paper aims to shed light on the concepts and research areas of critical thinking and critical pedagogy and on the interplay between these two concepts in English language teaching. As critical thinking is widely regarded as a primary goal of schooling, it is important to address its role in critical pedagogy, which emphasizes the importance of helping students develop a critical awareness of the world (Crookes & Lehner, 1998), as well as the importance of both approaches in English language learning. To this end, the differences and relationships between critical thinking and critical pedagogy are discussed, followed by an examination of the literature on critical thinking in ESL/EFL learning and critical ESL/EFL pedagogy. Finally, the future directions of critical thinking and critical pedagogy in English language teaching will be considered in order to look at how language teaching and learning could play an integral role in fostering critical thinking abilities and preparing students for active participation in the global arena.

Critical Affective Pedagogy as a Tool for Holistic Critical Literacy Practices

허선민,서영미 한국언어과학회 2020 언어과학 Vol.27 No.4

The purpose of this qualitative case study is to investigate how critical affective literacy pedagogy can facilitate students’ affects to become pedagogical resources for critical analysis of target social issues and lead them to be holistic critical readers of English texts. Two researchers recruited six fifth grade elementary school students, designed and taught them sixteen hours of American history English lessons. Data has been collected from videotaped class discussion and student artifacts. Data analysis focused on students’ affective responses about the topics. Data analysis revealed that teaching pedagogy that had students imagine the affects of Native Americans and the slaves in American history activated students’ critical affective literacy skills as they affectively connected to them and critically questioned the target social issues. This research suggests pedagogical implications for integrating critical literacy with affectivity and methods to make use of critical affective pedagogy for holistic development of criticality.

클라프키(Klafki)의 비판-구성적 교육학과 시대적 핵심 문제의 재음미

손승남 한국교육사상학회 2023 敎育思想硏究 Vol.37 No.4

본 연구는 제2차 세계대전 이후 독일 교육학이 프랑크푸르트학파의 비판이론의 영향을 받아 새로운 길을 모색하게 되었음을 독일의 교육학자 클라프키(Klafki)가 제시한 비판-구성적 교육학의 사례를 통해 고찰하였다. 클라프키는 독일의 전통적 교육학의 기반인 정신과학적 교육학에서 출발하여 실증적 경험 연구와 비판이론의 접목을 통해 자신만의 비판-구성적 교육학을 새롭게 정립하였다. 그의 교육학은 비판이론을 만나 사회, 정치적 문제를 전면에 내세우게 되었고, 지구적(global) 문제를 인식하면서 ‘시대적 핵심 문제’로 사유를 넓히게 되었다. 클라프키는 시대적 상황에 대한 진단을 통해 환경, 불평등, 평화, 정보화 등의 핵심 문제를 제기하였고, 이러한 주제들을 교수학적으로 전환하여 ‘문제 수업’을 강조하였다. 문제 수업은 다가올 세대로 하여금 자신의 삶을 주체적으로 영위해 나가면서도 공동체의 삶에 관심을 갖고 사회, 정치, 문화적으로 적극 참여하는 존재가 되도록 이끌어가는 데 의의가 있다. 핵심 문제가 시대와 사회의 변화상과 직접 연결되어 있다는 점에서 우리는 문제를 얼마든지 새롭게 규정할 수 있다. 이러한 사유의 연장선상에서 본 연구에서는 전 지구적이면서도 동시에 국내에서도 사회와 교육의 긴급한 과제로 떠오른 기후 위기와 생성형 인공지능 문제 등을 범례적 사례로 논의하였다. This study examines how German pedagogy after World War II was influenced by the Frankfurt School’s critical theory and how it sought a new path through the example of critical-constructive pedagogy, as proposed by German educator W. Klafki. Based on the traditional German pedagogy of moral science, Klafki established his own critical-constructive pedagogy by combining empirical research with critical theory. His pedagogy brought social and political issues to the forefront through critical theory, recognizing global issues, and expanding his thinking to the key issues of the times. Through his diagnosis of the prevailing historical context, Klafki raised key issues surrounding the environment, inequality, peace, and informatization, and emphasized problem classes by transforming these topics into pedagogy. The purpose of the problem class is to lead the upcoming generation to become socially, politically, and culturally engaged beings who are interested in the life of the community while leading their own lives. Problems can be reconstructed in any number of ways as long as the key issues are directly linked to the changing times and society. As an extension of this idea, this study discusses the climate crisis and generative artificial intelligence as exemplary cases that have emerged as urgent concerns in society and education, both globally and domestically.

성인학습에서 비판적 교수학의 적용 가능성 탐색

이효영(Hyo-Young Lee) 연세대학교 사회과학연구소 2021 社會科學論集 Vol.52 No.1

이 글에서는 교육과 권력을 연구하는 비판교육학의 하위 영역의 한 부분인 비판적 교수학을 살펴보고, 성인교육에 비판적 교수학 프로젝트의 적용 가능성을 탐색하고자 하였다. 성인학습에서 비판적 교수학의 적용 가능성의 근거는 우선 비판적 교수학은 이성보다는 실천에 초점을 둔 이론이라는 점이다. 또한 성인학습의 교육학적 접근은 학습자의 심리학적 접근뿐만 아니라 사회학적인 접근도 필요하다는 것이다. 비판교육학의 이론적 틀과 적용에 관한 내용은 비판적 교수학에 관한 연구 영역을 확장하는데 기여할 수 있다. 비판적 교수학은 실천적이며, 실용적 제시가 아니기 때문에 비판적 교수학의‘프로젝트’라는 용어를 사용하고 있으나, 이론적이고 추상적인 담론이 실천적이며 구체화는 기본적 개념과 담론으로부터 방향을 설정할 수 있다. 비판교수학의 네 가지의 프로젝트(경험의 프로젝트, 다자성과 포함/포용의 프로젝트, 개인적 자각의 프로젝트, 반위계적 민주주의 프로젝트)중에서 성인교육에서 적용가능성이 높은 경험의 프로젝트, 반위계적 민주주의 프로젝트, 개인적 자각의 프로젝트의 세 가지 프로젝트를 바탕으로 성인교육에서 비판적 교수학의 적용 가능성을 탐색하였다. 첫째, 경험의 프로젝트는 어디에서 헤게모니에 대한 비판을 발견하고 대항 헤게모니적 지식을 추구할 수 있는지에 대한 것으로, 이는 학습자의 경험에 있다는 것으로 권한부여하기, 의식화를 위한 경험, 정복당한 지식의 반란 등 세 가지를 제시하고 있다. 둘째, 반위계적 민주주주와 참여민주주의 프로젝트는 어떻게 민주적인 학습 문화를 만들 수 있는지에 관한 것으로 이는 반위계적 민주주의와 참여민주주의의 구축을 통해 가능하다고 보는 것이다. 셋째, 개인적 자각의 프로젝트는 어떻게 개인과 사회 변화를 촉진시킬 수 있느냐에 관한 것으로 이는 학습자의 학교가 학습자의 갱신을 통해 변화의 행위 주체가 될 수 있음을 강조한다. 성인학습은 삶 속에서 우리에게 각자의 역동적 관계에 대한 의미 부여와 의미의 재형성을 추구한다. 학습의 초점과 과정은 개인의 삶이 처한 사회적인 상황에서 비롯되며 개인적 활동에 대한 표현과 권리에 대한 요구의 적극성은 다양한 사회적 요소의 이데올로기로부터 자신을 해방시켜 줄 것이다. In this study, the applicability of the critical pedagogy project to adult education was explored from the perspective of critical pedagogy with the subject of education and power. First of all, the rationale is that critical pedagogy is a theory that focuses on practice rather than reason. In addition, the second rationale is that adult learning requires a sociological as well as a psychological approach to learners. Such research can contribute to expanding the research area of critical pedagogy. Although this study uses the term ‘project’ of critical pedagogy, it is intended to establish a direction from basic concepts and discourse. Among the four projects of critical pedagogy, the applicability of critical pedagogy to adult education was explored based on three projects: the project of experience, the anti-hierarchical democracy project, and the project of personal awareness. First, the project of experience is to discover the critique of hegemony and to seek counter-hegemonic knowledge. It suggests three things: empowerment as a learner s experience, an experience for consciousness, and the rebellion of conquered knowledge. Second, the anti-hierarchical democracy and participatory democracy project is to create a democratic learning culture, which is possible through the construction of anti-hierarchical democracy and participatory democracy. Third, the project of personal awareness promotes personal and social change, emphasizing that schools can become agents of change through the renewal of learners. Adult learning seeks to give meaning to and reshape the meaning of dynamic relationships in our lives. The learning process arises from the social context in which an individual s life belongs. In addition, the the positive attitude of expression and demand for rights will liberate individuals from various social ideologies.