Developing critical thinking citizens through Civics and Citizenship: pedagogical implications

One of the learning aims for Civics and Citizenship (CC) in the Australian Curriculum (AC) is the development of “reflective, active and informed decision-makers, who will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation” (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008, p. 8). In this regard, CC also provides an excellent platform for the development of one of the AC’s key general capabilities, “critical and creative thinking” (ACARA, n.d.), which is also “fundamental to effective learning” (ACARA n.d.). The basic pedagogical question that arises is how the development of critical and creative thinking can be achieved successfully through CC. Some studies in critical thinking suggest that teachers who incorporate critical thinking in their teaching usually do so unconsciously or without making it explicit to learners. Based on an examination of the literature on critical thinking, this paper aims to draw out the pedagogical implications for CC teachers to successfully develop students’ capacities to be critical thinkers.

The Social Educator

The Social Educator

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1328-3480

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