A study of the central tenets of critical thinking in history classrooms

Abstract

The study explored the central tenets of critical thinking and historical thinking in the history classroom. This was done by investigating the extent to which the elements of critical thinking and historical thinking are cultivated in South African schools. The study also piloted a dialogical pedagogy which is in line with the knowledge construction, cooperative and active learning advocated by critical theorists and social and cultural constructivists. The purpose of the dialogical approach is to solve the poverty of critical thinking and historical thinking in the classrooms. The thrust of this study is summed up in the main question driving this study, namely: How do South African teachers respond when exposed to a teaching pedagogy which incorporates an active process of knowledge construction that enhances historical thinking and critical thinking? The study was located within the framework of historical thinking as conceptual framework and lens that guided this study. The study used the qualitative research paradigm and Action research design recommended by critical theorists in order to systematically intervene to solve the problem of historical thinking and critical thinking in the classroom. This dialogical approach has been recommended by critical-thinking philosopher, Socrates, and the critical theorist Paulo Freire, as a method designed to liberate learners in the classroom. It was found in this study that the epistemological beliefs of teachers are mostly based on the outdated scientific perspective of Ranke, and textbooks that are used do not provide suitable primary and secondary sources for teachers to engage in the sourcing, corroboration and contextualization advocated by Wineburg and Seixas. It was also found that some teachers are able to articulate aspects of historical thinking such as empathy, multiple realities and the analysis of primary sources but they cannot reflect these elements in the classroom. It was also established that most learners and teachers in this study responded positively to the change in pedagogical strategy and became active participants in argumentation and reasoning supported by evidence. The positive responses by learners are an indication that South African schools have the potential to inculcate the central tenets of critical thinking and historical thinking.