Can the system idea help promote critical thinking and intellectual autonomy in pedagogy?

Abstract

Some problems have been pointed out in the literature, regarding how the various critical approaches to pedagogy have failed to properly promote autonomy of thinking and to prevent the imposition of knowledge. The criticisms include the incapacity of some approaches to highlight and question subtle or tacit forms of knowledge, and the implicit active imposition of knowledge by some others. With the possible use of critical systems thinking in pedagogy in mind, here we examine how the forms of critique used by three different approaches within this strand can deal with these criticisms. We will argue that, as presently conceived, the critical use of the system idea is susceptible of being criticised in the same way.

Citation

Andrés Mejía, D. (2002), "Can the system idea help promote critical thinking and intellectual autonomy in pedagogy?", Kybernetes, Vol. 31 No. 9/10, pp. 1313-1323. https://doi.org/10.1108/03684920210443527