Mapping critical thinking: key contributions for rethinking education
DOI:
https://doi.org/10.1590/S1678-4634202551278119esKeywords:
Critical thinking, History of philosophy, Educational practice, Educational research, Intellectual traditionsAbstract
Critical thinking is an essential tool for the rational and ethical evaluation of information and actions, making it a necessary element in making informed decisions and meaningfully participating in democratic discourse. Despite its acknowledged value, there remains a lack of consensus regarding its definition and approach, and research on its historical and philosophical development is limited. This study traces the historical-philosophical evolution of critical thinking, highlighting key contributions from Socrates to Peter Facione’s Delphi Report. To facilitate its exploration and comprehension, this evolution is organised into four stages: Antiquity, Middle Ages, Renaissance and Modern Age, and Contemporary Age, each marked by significant milestones and historical shifts. Findings suggest that critical thinking is a dynamic concept influenced by diverse historical, cultural, and social factors. In particular, the contemporary understanding of critical thinking is deeply shaped by Western traditions, including rationalism, empiricism, positivism, and pragmatism. This study provides an enriched perspective on critical thinking, offering valuable insights into how its conception and applications can be refined and enhanced to better support current and future educational contexts.
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