Critical reading and research in Matthew Lipman. Practices at the service of learning in 21st century education

Abstract

Learning meaningfully refers to a widely recognized role in the curricular programs of the educational agendas of the 21st century. This premise is not alien to the approaches of Mattew Lipman, who states that the appropriation of the knowledge that is generated in academic communities requires the availability of cognitive abilities to achieve the appropriation of the knowledge that is generated in scientific communities. This documentary research reports the fundamental references and approaches around the praxis of critical reading and research, as dynamic and complex processes that, due to their implications in the development of higher thought, determine the deep approach to theoretical frameworks, deduction of ideas, the critical-reflexive assessment of existing knowledge, and the active commitment to operating epistemically. These cognitive abilities, in their operational sense, are understood to be closely linked to learning, since they allow the subject to process information on their own, become familiar with the establishment of criteria and the construction of conclusions regarding the contents and problems with which they are daily involved. In conclusion, critical reading and research are understood in Lipman as processes at the service of learning, which make it possible to adapt to emerging transformations, to the changing and dynamic conditions that permeate knowledge, conditions that encourage deep dialogue, to resolve problems through the disposition of critical and creative thinking, as well as the use of reasoning and analytical capacity to address old disciplinary problems from different angles, taking as a reference their tangential elements, the detection of their nodes, their shortcomings and weaknesses.