| Title: |
Effects of critical thinking trainings on teachers' epistemic dispositions and beliefs ; Effets des formations à l'esprit critique sur les croyances et dispositions épistémiques des enseignants |
| Authors: |
Caroti, Denis |
| Contributors: |
Centre Gilles-Gaston Granger (CGGG); Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS); Aix-Marseille Université; Pascal Taranto; Richard Monvoisin |
| Source: |
https://hal.science/tel-03637551 ; Philosophie. Aix-Marseille Université, 2022. Français. ⟨NNT : 2022AIXM0014⟩. |
| Publisher Information: |
CCSD |
| Publication Year: |
2022 |
| Collection: |
Aix-Marseille Université: HAL |
| Subject Terms: |
critical thinking; education; training; teachers; unfounded beliefs; epistemic virtues; epistemic humility; epistemic rationality; penseur critique; esprit critique; vertus épistémiques; humilité épistémique; rationalité épistémique; croyances non fondées; enseignants; formation; éducation; [SHS.PHIL]Humanities and Social Sciences/Philosophy; [SHS.PSY]Humanities and Social Sciences/Psychology; [SHS.EDU]Humanities and Social Sciences/Education |
| Description: |
Cultivating students’ critical thinking skills has become a key objective goal of French National Education. As a consequence, teacher education in critical thinking is spreading rapidly across the country. Accordingly, two issues need to be addressed in relation to critical thinking education: that of its effects on teachers themselves, and that of its effectiveness in harnessing the required pedagogical skills to enable them to teach critical thinking to students. Our research initially focused on analyzing official decrees and reports to understand the National Education Ministry’s expectations in terms of critical thinking education. We then conducted a literature review to capture the key concepts that define critical thinking and the “critical thinker” (Ennis, 2015). This analysis allowed us to identify the different features of critical thinking (knowledge, abilities, and dispositions) and assessment criteria for the critical thinker (reliability, confidence). To train an "effective" or “good” critical thinker, we found that the relevance of using content examples related to pseudoscience and the "paranormal" was highlighted by a converging body of research (Dyer & Hall, 2018; Wilson, 2018). We have then highlighted that 1) the effect of epistemic rationality on teachers' acceptance to unfounded beliefs (pseudoscientifics, paranormals and conspiracies beliefs) (Adam‐Troian et al., 2019), and 2) the effect of critical thinking training for teachers (based on pseudoscientific or "paranormal" examples), which reduces unfounded beliefs and reinforces several critical dispositions of teachers, namely epistemic rationality and epistemic humility. ; L’éducation à l’esprit critique des élèves fait aujourd’hui partie intégrante des prescriptions officielles de l’Éducation Nationale française. En parallèle, la formation des enseignants à l’esprit critique se développe dans de nombreuses académies, ce qui pose la question des effets de ces formations, mais également de la manière dont sont formés les enseignants ... |
| Document Type: |
doctoral or postdoctoral thesis |
| Language: |
French |
| Relation: |
NNT: 2022AIXM0014 |
| Availability: |
https://hal.science/tel-03637551; https://hal.science/tel-03637551v1/document; https://hal.science/tel-03637551v1/file/Th%C3%A8se%20Caroti%20VF-soutenance.pdf |
| Rights: |
https://creativecommons.org/licenses/by-nc-nd/4.0/ ; info:eu-repo/semantics/OpenAccess |
| Accession Number: |
edsbas.E7A3B0F8 |
| Database: |
BASE |