Abstract
This commentary is a criticism of the dominating technical approach to critical
teaching, which the author views as inherently linked with promoting what Jack
Mezirow called transformative learning. The author suggests that both cognitive and
dialogical orientations are necessary to promote authentic transformation through
critical teaching. The author discusses the problems involved in over-focus on the
technical cognitive aspect in critical teaching, and welcomes a dialogical focus in
critical teaching as a way to promote students' authentic transformative learning.
teaching, which the author views as inherently linked with promoting what Jack
Mezirow called transformative learning. The author suggests that both cognitive and
dialogical orientations are necessary to promote authentic transformation through
critical teaching. The author discusses the problems involved in over-focus on the
technical cognitive aspect in critical teaching, and welcomes a dialogical focus in
critical teaching as a way to promote students' authentic transformative learning.
| Original language | English |
|---|---|
| Number of pages | 7 |
| Journal | Teachers College Record |
| State | Published - 2016 |