Overview
- Casts new light on Critical Thinking in Education
- Gives an original contribution to the wider debate on Epistemic Injustice
- Contrasts Competence Based Education in relation to a Bildung approach
Part of the book series: Contemporary Philosophies and Theories in Education (COPT, volume 20)
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About this book
This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. The book draws from a conception of human reasoning and rationality that focuses on belief revision and is interwoven with a Bildung approach to teaching and learning: it emphasises the relevance of knowledge and experience in making inferences.
The book is an enhanced, English version of the Italian monograph Epistemologia dell’Educazione: Pensiero Critico, Etica ed Epistemic Injustice.
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Table of contents (7 chapters)
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Front Matter
Authors and Affiliations
About the author
Alessia Marabini is a high school professor in Italy and a member of Centre for Knowledge and Society (CEKAS) at the University of Aberdeen. She graduated with a BA (Laurea) in Philosophy of Language and a PhD in Mind, Language and Logic at the University of Bologna. Her areas of research are epistemology and philosophy of education. In epistemology of education, she has contributed to the debate with articles published in the Journal of Philosophy of Education. She has also given talks at the Universities of Seattle, Chicago, Calgary, Oxford, MGU Moscow, Venezia, APA in Boston and UCL Institute of Education. She has published various monographs, in Italian including La Concezione Epistemica dell’Analiticità: un Dibattito in Corso (The Conception of Epistemic Analyticity: An Ongoing Debate) 2013 (Aracne: Rome), and Epistemologia dell’Educazione: Pensiero Critico, Etica ed Epistemic Injustice (Epistemology of Education: Critical Thinking, Ethics and Epistemic Injustice) 2020 (Aracne: Rome).
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Bibliographic Information
Book Title: Critical Thinking and Epistemic Injustice
Book Subtitle: An Essay in Epistemology of Education
Authors: Alessia Marabini
Series Title: Contemporary Philosophies and Theories in Education
DOI: https://doi.org/10.1007/978-3-030-95714-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-030-95713-1Published: 23 March 2022
Softcover ISBN: 978-3-030-95716-2Published: 24 March 2023
eBook ISBN: 978-3-030-95714-8Published: 22 March 2022
Series ISSN: 2214-9759
Series E-ISSN: 2214-9767
Edition Number: 1
Number of Pages: XIX, 225
Number of Illustrations: 1 b/w illustrations
Topics: Educational Philosophy, Education, general, Epistemology
Keywords
- Critical Thinking in education
- Epistemology of Education
- Epistemic Injustice
- Inferentialism
- Bildung
- Competence Based Education
- Constructivism
- Direct Instruction Theory
- Non-monotonic norms
- Philosophy of Education
- Philosophy for Children
- Rational Imagination
- Discovery Learning
- Minimal guided approach
- Pisa test
- Belief revision
- Abduction