Utbildningssociologiskt seminarium

Titel: Critical Thinking Education as a European Common Good? Variations, Challenges and Opportunities

Abstract

Our presentation explores critical thinking education in Europe, focusing on the French educational system while drawing comparisons with Northern European countries, particularly Sweden and Finland. It explores how critical thinking contributes to the "educational common good" and analyzes its integration into curricula across different European contexts. The study highlights the contrasting approaches to critical thinking in French school curricula and university teacher training programs. Through a comparative lens, it examines curricular conceptions, aims, objectives, and implementation methods across different European countries. The analysis uncovers a range of approaches, from France's implicit requirement of critical thinking to more pragmatic, immersive, and creative approaches observed in Nordic educational systems. Finally, we advocate for a reevaluation of curricula and pedagogical practices at a European level, emphasizing the need for a shared and dynamic approach. We argue that developing critical thinking skills is crucial for sustaining European democracies, especially in the face of global transitions and challenges to democratic systems. Our presentation underscores the importance of placing critical thinking at the core of educating democratic European citizens, highlighting its role in addressing sustainable development issues and safeguarding democracies.