A Critical Assessment on the Potentialities and Limitations of a Marxian-Informed Approach to Teaching/Learning Activities

Autor/in	Arboledas-Lérida, Luis
Titel	A Critical Assessment on the Potentialities and Limitations of a Marxian-Informed Approach to Teaching/Learning Activities
Quelle	In: Journal for Critical Education Policy Studies, 20 (2022) 2, S.1-35 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arboledas-Lérida, Luis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Methods; Learning Processes; Social Systems; Political Attitudes; Critical Thinking; Barriers; Case Studies; Course Descriptions; Science Education; Communication Skills; Criticism; Educational Objectives; Journalism; Graduate Students; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Social system; Soziales System; Political attitude; Politische Einstellung; Kritisches Denken; Case study; Fallstudie; Case Study; Kursstrukturplan; Naturwissenschaftliche Bildung; Kommunikationsstil; Kritik; Educational objective; Bildungsziel; Erziehungsziel; Journalistik; Journalismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Spanien
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. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01