Stephen Brookfield's research while affiliated with University of St. Thomas and other places

Publication (1)

Chapter
Informed pedagogy should be based on an understanding of how students learn the particular skills or dispositions teachers are trying to develop. In this chapter I explore how a pedagogy of critical thinking can be developed that is grounded in what students say are the activities, curricula and teaching behaviors that most help them learn to think...

Citations

... Today that critical thinking is more prominent in language teaching than ever (Li, 2016;Van Laar et al., 2017), there is a wealth of research on the need and importance of fostering such thinking in language classrooms (Zhao et al., 2016), representing that developing such thinking facilitates the language acquisition (Wang & Henderson, 2014;Wu et al., 2013), and equips learners with such self-criticism that it develops analytical and reflective view of themselves and their environment in learners (Moghadam et al., 2021). Brookfield (2019), Dekker (2020), Haji Maibodi and, and Zou and Lee (2021) acknowledged that teachers who emphasize the education and application of critical thinking increase awareness and understanding of socio-cultural concepts in learners. In this regard, Crenshaw et al. (2011) stated that encouraging language learners to participate actively in thinking activities is essential, and McGregor (2007) and Rezaei et al. (2011) emphasized that engaging teachers and language learners in thinking and reflecting on the views and assumptions presented in a text are among the essential steps in the development of critical thinking in individuals. ...